Go Beyond Teacher

intro
TEACHER’S EDITION PACK

PREMIUM
Anna Cole
David Corp
Alexandra Hearn
9780230478091_text.indb 1 10/8/15 4:53 PM

Macmillan Education
4 Crinan Street
London N1 9XW
A division of Macmillan Publishers Limited
Companies and representatives throughout the world
ISBN 978-0-230-47809-1
Text, design and illustration © Macmillan Publishers Limited 2016
Written by Anna Cole, David Corp, and Alexandra Hearn
The authors have asserted their rights to be identified as the authors of this
work in accordance with the Copyright, Designs and Patents Act 1988.
Go Beyond is a registered trademark of Macmillan Publishers International
First published 2016
First edition entitled Beyond published 2015
All rights reserved. No part of this publication may be reproduced, stored
in a retrieval system, transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise, without the prior written
permission of the publishers.
Designed by EMC Design Ltd.
Cover design by EMC Design Ltd.
DVD/CD/on-body design by Dynamo Studio, Co.
Full acknowledgements for illustrations and photographs in the facsimile
pages can be found in the Student’s Book and the Workbook.
These materials may contain links for third party websites. We have no
control over, and are not responsible for, the contents of such third party
websites. Please use care when accessing them.
Printed and bound in Thailand

2020 2019 2018 2017 2016
10 9 8 7 6 5 4 3 2 1
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CONTENTS
Scope and sequence pages 4–7
Welcome pages 8–9
Using the Go Beyond Student’s Book pages 10–21
Using the Go Beyond Workbook pages 22–23
Go Beyond Digital pages 24–27
Teaching Tips and Games pages 28–33
Using the Go Beyond Teacher’s Edition pages 34–35
Starter Unit Get ready: It’s my party pages 36–38
Unit 1 Me pages 39–51
Unit 2 People pages 52–64
Units 1&2 Progress Check pages 65–66
Unit 3 Animal magic pages 67–79
Unit 4 Play pages 80–92
Unit 5 Other worlds pages 95–107
Unit 6 Vacation home pages 108–121
Unit 7 Theater workshop pages 124–139
Unit 8 Weather report pages 140–154
Workbook Audio Script pages 157–162
Workbook Answer Key pages 163–170
Notes pages 171–176
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HELLO!
Grammar (1): Pronouns; Possesive adjectives; Be Vocabulary (1): Numbers 1–20, introductions,
GET READY: colors
IT’S MY
PARTY
AR
pages 6–9
ST
T ER
IN THE PICTURE READING GRAMMAR (1)

My things Worldwide words Plural nouns; a/an, the
Talk about your things Read an article from a book Talk about one or more things
Vocabulary (1): Things
ME
pages 10–19 PRONOUNCE The alphabet
UNIT My things
UNIT REVIEW page 19
Family and friends I have a new phone Have

Talk about your family and friends Read text messages Talk about your things, ideas,
and problems
Vocabulary (1): Family
PEOPLE PRONOUNCE The /æ/ sound
pages 20–29
Family and friends
UNIT
UNIT REVIEW page 29
PROGRESS CHECK 1&2 pages 30–31
Adopt a pet Teach your pet English Imperatives and object

pronouns
Talk about pets Read instructions
Give orders and instructions
Vocabulary (1): Pet animals
ANIMAL
PRONOUNCE The /ɪ/ sound
MAGIC
NI pages 32–41
U
T Adopt a pet
UNIT REVIEW page 41
Free time We can! Can/can’t

Talk about your free-time activities Read an article on a website Talk about the things you
can do
Vocabulary (1): Free-time activities
PLAY
pages 42–51 Free time
UNIT
UNIT REVIEW page 51
4
4
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AT THE PARTY
Grammar (2): Be: negative, questions, and short answers; Vocabulary (2): Numbers 20–100, days of the week,
question words months; phone contacts
LISTENING & VOCABULARY GRAMMAR (2) LANGUAGE & BEYOND SPEAKING WRITING
It’s a small world! This/that, these/those School skills Is it new? My things (description)
Listen to a description of Talk about the things Be a good classmate Describe things Write a description of
where things are from around you a thing
Vocabulary (2): Countries and
nationalities
Whose is it? Whose?; School skills On the phone My favorite person

possessive ’s/s’ and (description)
Listen to a quiz show Be friendly to other Talk on the phone
possessive pronouns
students Write a description of
Vocabulary (2): Parts of the
Talk about your things, a person
body
family, and friends
A new neighbor There is / there are School skills You’re welcome Don’t forget (note)
Listen to a description of a Describe a room Prepare your things Ask for and give things Write a note
room for school
Vocabulary (2): Things in your
room
Are you musical? Simple present School skills What time is it? My free time (email)
Listen to street interviews Talk about habits and Write down your Tell the time Write an email
routines homework
PRONOUNCE The /v/ sound
Vocabulary (2): Music
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IN THE PICTURE READING GRAMMAR (1)
Welcome to Tomorrowtown My perfect job Simple present
UNIT Talk about jobs Read a questionnaire Ask and answer questions
about habits and routines
OTHER Vocabulary (1): Jobs
WORLDS PRONOUNCE The /ər/ sound
pages 54–63
Welcome to Tomorrowtown
UNIT REVIEW page 63
Our vacation home Home away from home Comparative adjectives

Talk about homes Read chat messages Compare two places, people,
or things
VACATION Vocabulary (1): Homes
HOME Our vacation home
pages 64–73
T
NI
UNIT REVIEW page 73
What are you wearing? A message for the king Present progressive
Talk about clothes Read part of a play Talk about things happening
UNIT now
THEATER Vocabulary (1): Clothes
WORKSHOP PRONOUNCE The /s/ sound
pages 76–85
What are you wearing?
UNIT REVIEW page 85
World weather Memory Was/were

T Talk about the weather Read and take a test Describe things in the past
UNI
WEATHER Vocabulary (1): Countries, the weather

REPORT PRONOUNCE The /ð/ sound
pages 86–95
World weather
UNIT REVIEW page 95
GRAMMAR DATABASE pages 98–105 WORDS & BEYOND pages 106–113
6
6
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LISTENING & VOCABULARY GRAMMAR (2) LANGUAGE & BEYOND SPEAKING WRITING
My daily routine Adverbs of frequency School skills Why not? A normal day
(message)
Listen to a radio show Say how often you do Ask for help Ask for and give
things reasons Write a website post
Vocabulary (2): Daily activities
Favorite food Some and any, much School skills How much is it? Back home
and many (text message)
Understand a conversation Try new things Ask how much
about food Talk about how much something is Write a text message
there is of something
Vocabulary (2): Food and drink
PRONOUNCE The /ʌ/
sound
Mime show Present progressive School skills I love acting A day in the city
(message)
Listen to descriptions Ask and answer Be polite Talk about things you
questions about like Write a short message
Vocabulary (2): Action verbs
things happening now
A great day Simple past School skills How are things? Send me a postcard
(postcard)
Listen to a description of a day Talk about events in Be careful with Ask how people are
the past money Write a postcard
Vocabulary (2): The country
PRONOUNCE Simple past
verbs
IRREGULAR VERBS page 114 EXTRAS pages 115–116 PROJECTS page 117
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WELCOME TO THE GO BEYOND TEACHER’S EDITION
Go Beyond is an exciting six-level course for teenagers, covering With six levels, your school’s needs can be met with one
CEFR levels from A1+ to B2. Its scope and sequence is single course – be it for streaming, multilevel entry or a
meticulously mapped to the CEFR and international exams. program that takes your students from A1+ all the way
The course offers comprehensive coverage of the four language up to B2.
skills through the incremental and cumulative development The material has a creative and dynamic approach to topics
of subskills. It equips students with transferable linguistic that motivates students and makes language learning
strategies to use in the English classroom and beyond. The more meaningful and successful. Units provide constant
inclusion of age-appropriate 21st-century skills adds an opportunities for students to express themselves, while
inspiring new dimension to language teaching. The school skills the pages are brought to life through a series of specially
lessons create a learning environment that is relevant and produced videos. Throughout the course, language is
accessible to teenagers. recycled and reviewed, allowing students to assess and
The course is flexible and works in a number of teaching consolidate their progress.
contexts. Lessons are clearly labeled so that you can choose to The combination of language skills, life skills, and motivating
prioritize material that’s relevant in your teaching contexts. The material in Go Beyond prepares students for success in and
extensive online materials present you with a variety of teaching beyond the classroom.
and practice alternatives to enrich the learning experience.
A message from the authors

Secondary teaching is a rewarding but demanding profession. With this course we have tried to make your role
as a teacher as easy as possible. The material is clearly organized and can be taught with little or no preparation
time. We have also provided resources to help you test and evaluate progress, review material, and work with
mixed-ability classes.
Having enthusiastic and interested students also makes the teaching role easier, so throughout the creation of this
series we have considered the teenagers’ perspective on learning and come up with materials that teach them
about the world and allow them to express their views of the world.
When producing the course we used the following key principles to guide our writing.
10 KEY PRINCIPLES OF GO BEYOND

1 Subskills: learning how to read, 2 School skills: learning to learn
listen, speak, and write To be successful at school (and later on in life),
students need to learn skills that go beyond pure
All reading, listening, speaking, and writing lessons academic knowledge. At the beginning of secondary
have an integrated subskills focus that teaches school, it is imperative that students consolidate
students linguistic strategies to maximize their learning. basic social and organizational skills such as being a
This comprehensive subskills syllabus is a key part of good classmate, organizing school supplies, and doing
the literacy development objective of Go Beyond. homework. One lesson in every unit is dedicated to
developing a school skill in order to help students cope
in the classroom and to give them a good foundation
SPEAKING I love acti
ng for learning for life.
Talk about things you like
PHRASE BYTES
SPEAK
LANGUAGE
Kelly’s carrying …
the pictures.
Work in pairs. Describe Frank’s listening …
GE
1
LISTEN
2 2.57 Listen to the conversatio
ns. Who loves acting
Amy’s wearing …
? &BEY
LA
&BEYOND
NGUA
OND
SPEAKING Why not
SPEAKING You’re
Ask for and give rea
Ask for and give
Ana, and Mary going?
1 Sara: Hi, Kelly. Where are you, to come? Kelly
A SPEAK
practice. Do you want SPEAK
Kelly: We’re going to soccer .
No, thanks. I (1) 1 Work in pairs. Look at
Sara: . 1 Work in pairs. What
Really? I (2) what you see.
Kelly: pictures?
. B
it? I (3)
2 Gina: Well? Do you like .
but it’s hip-hop. I (4) LISTEN
Frank: I’m sorry, Gina, ? LISTEN
ng to other kinds of music
Gina: Do you like listeni Do you have any salsa? 2 2.26 Listen to the conver
. 2 a Comp
Frank: I (5) ? Annie
SPEAKING How are thingsmissin
Why can’t lete the
doconve
her ho
r
are you wearing?
E
LANGUAGPrepare
g words. Use t
3 Donna: Hey, Amy. What
the play. Do you like it? Annie: Dad? Are you busy?
Amy: It’s a dress for
HELP!
I want some Ask how people are Dad: 1
&BEYOND
Donna: I (6)
.
. You can wear all these
amazing clothes. Frank watermelon HOW OFTEN DO YOU NEED HELP TO …
I want some
pasta salad
No. Why?
Jeff: Because
Annie: Can I have (1) some (1)
Amy: I (7) your things for school and some OFTEN SOMETIMES NEVER Lisa: OK.
Dad: Yes, of course. Here
me. I’m late for my class. water. I have $1.
and a banana.
SPEAK
Donna: I know. Excuse UNDERSTAND SOMETHING IN CLASS? I have $2.50. Jeff: Can
Annie: I go .and see Kate
Thanks
SPEAK AND READ in pairs. Look at the pictures. Lisa: No.
Dad: HowYou’redowelcom
1 Work e.
REA
3 a Circle the DIN
correcGt option.
Teach your 1 a
DO HOMEWORK?
I want a cheese you think the people feel – good Annie:or bad? Why not?
/ doesn’t like soccer.
pet English Askclose for
Work help
in pairs. Look at the FINDpictur
SOMETHING
es (CLOTHES,
for one,KEYS,
sandwich an
minut… )? PHRASE bytes Dad:
2 Because (2)
1 Sara likes your books and write e. Then
soccer. the things and some In picture Annie:
Mia: I can’t do my homewor
2 Read
Kelly loves / hatesinstru ction s
apple,
USE SOMETHING (A you remem
COMPUTER, THEber.
INTERNET, … )? A there’s a notebook. Excuse me. Can I bor
In picture B there are LISTEN
the music . Dad: Why not?
3 Frank likes / doesn’t like SPEAKb Open AND yourREADbooks and check your juice. I have $2. some … ?
p. lists. Annie:
Brett: Because (3)
3.14 Listen to the conversations. Sure. Here you are.
4 Frank loves / hates hip-ho 2
SPEA K AND
Frank likes t like listening to salsa.
READ
/ doesn’ 12 Work Work in pairs.
in pairs. Describe
Which desk the situation in the picture above.
is it (A, B, or A and B)? Check your answers to Exercise
Dad:
Mia: 1. Give Thanks it to
. me.
5 like the colors. Annie:
Brett: Why?
6 really likes / doesn’t
1DonnaWork PHRASE BYTES
1 It’s before school.
2 Work in pairs. Look Aatand
the B
boy at the back on the left. Why
You’re welcome.
in pairs.
Ask and answe Exerc 3a.
iseions. READING TIPAmy 2 The desk is neat. 3 The homework isn’t PHRASE bytes Dad: Because (4)
2.581Listen pets check
What and your answers to r the quest
I have … doesn’t he know the answer to the question? Check 4 This(✓) the finished. Annie:
3 OK. Here you are.
b do you or your friends
have? Use pictures to help possible answers.
person’s ready for It’sschool
a classroom.
are repea
Whatand t. . Dad: Ah. I see why you need
Then2listen their names ? My friend DO Amy: Hi, Kevin. Can I borrow y
2 1.45 Read conversations in Exercise 2.
Use your answers to has … you understand new He doesn’t have his books. He doesn’t understand the question. There’s a … Annie: Why?
Kevin: No, sorry.
2.57 Complete thethe web page. What your answe rs. s …
Its name’ words. 3 a Do He’s
you a new student. He can’t hear the teacher. There are some … Dad:
Amy: Because …
4 Listen again to check usuall y do these things before Oh. OK.
three things to help
Exercises 2 and 3a are imporyou.
tant to remember? bananas 25¢ pasta salad $1.90
Do homework
DO Prepar
bed (A) or before schoo
l (B)? Circle your answe
rs.
Donna: You can borrow
3Amy:a PutThanks the words in 1 mine.
order
to the list. Then answe
r for you.
apples 20¢ water 60¢ e clothes for school A/B Ask for bus money , DonnaHolly:
.
5 a Add two things 3 a Pack Complete the HELP!
your backpa survey above. A/B Prepar e lunch
A/B Donna1: You’reexercise / understand
welcom e.
You Partner
watermelon 20¢ juice 95¢ ck
A/B Find keys A/B 2 homework / have / you
Dean:
Holly:
b Who do you usually ask for help in the situations in the survey – A/B 3 help / I / you / can / m
PE T $1.75
✓✓ I love it. b Where do you usuall b 41.51
TEAC H YOU
Do you Rg?
dancin sandwiches inyour teacher, mom,ydad, keepclassmate,
these things friend, brother,
a table,orinsister?
Jake
Why? youListen
/ I / question
Dean:
to the conv
/ as
like … classical music?
ENGLISH✓! II don’t
like it.
like it. (chicken, cheese, or egg)
your backpack?
Lucy
– on Maria your pocket, or your answers.
b Complete the conversa
✗ 4 Work schoolin books
pairs. Compare your answers to Exercise 3.
keys money 3 Complete the sente
acting? ✗✗ I hate it. pens phone nces wi
4 Work in pairs. 4 2.26 Listen again and ch
HOME EBOOK JOKES h mothe neyI often need helpCompwitharemyyour
homework. 1 If you ask to
Be careful wit
2.59
soccer? PHRAS
ABOU T US
CONTACT US best time to do the things
answers to Exerc I sometimes
ise 3. When need help. Who 2 line ofit.the conversation in
is keep
Do you have a pet dog, Say you like something Exercise 3b good or bad? in Exercise 3a? do Areyoutheask for help?
places in Mr. Sims: Hello, Jay. (2)
SCHOOL SKILLS
bird, or rabbit? Do you fine, thanks. And 2 you?

If you ask to
Hi. My name’s Harry. talk to .your pet in Spanis Jay: I’m 5 Match the questions to th
Turkish, or Russian? Now
like music It’s Igood
usually ask my big brother because …
to keep your phone in ...
How do you do? I can orders and instructions.
you can teach your Ipet
English. Use these simple
h,
SPEAK AND READ REFLECTION Mr. Sims: I’m very well, thank 4 you. Listen
11.52Why are youandhappy?
repeat.
SCHOOL SKILLS
Don’t
in forget – they aren’t ng to music. It’s bad to keep your (Note: 1...dollar ($) = 100 cents (¢))
answer the questions situations in the survey. POINT
listeni
I like for money
speak Englis
in h!
pairs. Ask and rs. all kinds of pets. Work inLucy,
1 It’s the morning recess at5 school. pairs. Match phrases 1–4 to the
their food? 5
2 Why do you want to be a f
tions
Put with
with your partner’s answe
b Work 1 How much is 3.14 Complete the conversa
1.53 theyoursente
lete the table I love acting / dancing. Maria, and Jake want to buy some food.
“Mom? Can you help it with their money? It’squestion,
good to prepar 3 3 Why isn’t nceshere?
sister in o
Exercise 5a. Comp REFL1ECT s. 2 meCanwiththeythis
buyexercise?” 3 “Can you repeat the please?”
e your the questions in the box. conve Then
4 Why listen
rsatio do nwe betwe en Kevin
do homework?
I really like … Work in pairs and answer the 2 question
“Can you show me how to play
much this the change (= money
is game?” back)?find my backpack.
4 “I can’t school thingsCan youandhelp
do me findagain
it?” listen. and check.
Yes, I do. I love it. No, I don’t. 3 How and check your answers
Do you like … ? Say you don’t like somet
hing 5 Talk about the questions. homework before you
go to
Then read the REFLECTI
ON POINT . PHRASE bed. It’s
bytes good to keep your ACT Please, Dad!
going?
I don’t like dancing. REFLECT
1 When is it good to And you? How’s it OK.
ACT DO prepare
2 Is it good to keep your tipsyour school things and from 1 to 5. school things in a specia How 6 areNo, Work
you?
Here you are. 3
in pairs. Complet
Here (Come the money the
schoolinthings best order, do homew ork? It’s good to ask for help because l … How are things? sorry.
the tasks. here.) Sit (Sit down.) I hate hip-hop. 2 Work in pairs. You go to 36a store.
Are Talk
Put about the questions. Then in read
one placethe orREFLECTION POINT . place. You can find them Dana:
lete different places
6 Work in pairs. Comp
Down (Lie down.) Quiet (Be quiet!) you ready for school ? At home / Inand
class Read you.
■ Thank the first linesCindy:
of the
Stay / Wait (Don’t move.)
Compare your answers. 1 Why is it good to ask in forthe morning? quickly notI usually ask …
school. Up (Stand up.) ions No (Don’t do that!)
Quest help?
at how much money you have. You can
be late for
ion. Then look
“How
Dad? at the
do
Can Iyou usually go to
You meet a friend after the question: Do you like it? 2 Who do you ask for help in class and at home?Look school
say. … 4 Read the explanat have some Dana:
mon
with EXTEND
Check your change.
■
.Here
Startare some what you want. Exercise 2 and
You’re answer
“Who’s your e.
welcom favoriteCindy:
socce
Write a short conversation more unusual
other Not enough money? Choose3 What again. Decide
phrases can you use to ask for help? conversations in
Hi. Where are you going? Do you like listening to “Do you like classical mus
■
instructions …
6 much
Workdoinyou need?
group the questions. Dana:
Exercise 2 to help you. Do the math. How s. Think of three tips “Mom? Can I go to Cindy: the mo
8
8
■
■
Use the conversations
Present your scene to
in
other studen ts in the class.
Shake (Shake hands.)
kinds of music?
83 3 a
their
EXTEND
You’re at Lucy, Maria,
It’s
things
and
good
Workfor to
in …
at
Jake’s school.
schoo l and
Answer
/ ItChoose
lunch.
You
isn’t good the
have
question
to help
$1.50
s.
for stude
be ready for each class.
PHRASE
nts organ
Sandwich
bytes ize
es are one dollar
PHRASE bytes
REFLECTIO
and
It’s good
POINT to prepar e
N
school
BE POLITE
things Use polite language when:
ACT
6
■
Work
■
Continue
Practice
in
the
the
pairs.
conversation
Complete
Dana:
conversations
Fetch (Find something and a morning snack and7$3.50 pairs. onetoof… the situations
Keep your inthings
the survey
and water is …before … Present
Cindy:
one of your conve
th
Then present it to other … you don’t know somebody Prepar
come back.) and a lunch?
forconversation. 75 cents, ■
well.
■
e two conver sations – o
andsnack
OOL SKILLS
1 What do you want for your prepare pairs. It’s important

(+) to ask for help if
Workbook, page 87 2 How much money do you need? One dollar and 75 cents It’s plusgood
you don’ttounderstand
keep thingssomething.
… it’s a formal situation. ■ home.
Use borrow in one conver
Remember: Always be 3 How much change do you get? 60 cents is … I’m ready ask
In class, / I’mthenotteacher
ready. or other the people use polite satio
language
nice to your pet. Say … 1 In which conversat ion ■do Present your conversations
Good boy! / Good girl! s. Check your Three dollars and 50 cents students. At home, ask your family. to
b pairs. Tell your partner your decision
Work in 38 How do you know?
minus (–) … is … use? Can you use these
Finally, here are some
more things to say to your partner’s math. 2 What polite questions do they
pet in English: 60 That’s right / wrong. Workbo ok, page 41 questions with everybody?
Workbook, page 65 Workbook,
use with friends?
page 63
3 Which questions can you only
9780230478091_text.indb 8 Hello / Good morning
/ Good night (+ name
Walk time! (It’s time for of pet)
It’s important to say the
orders in the right way. REFLECT 10/8/15 4:53 PM
Workbook, page 39
repeat the questions and answers
.
a walk.) the REFLECTION POINT . 5 3.15 Listen and
read
Food! (It’s time to eat.) 4 Talk about the questions. Then
REFLECTION
CLICK HERE TO LISTEN
AND 1 When do you need to buy things?
PRACTICE THE ORDERS. Exercise 2? Why or why not? ACT
2 Do you always follow the tips in
tant to follow these tips? POINT omplete the tasks.
USING THE GO BEYOND STUDENT’S BOOK
3 Original content and 7 Strong communication focus
striking images In Go Beyond, the pairwork discussions, functional
speaking tasks, presentations, and variety of writing tasks
The cross-curricular focus of Go Beyond helps students all encourage students to produce meaningful and real
learn about the world around them. The original material communication.
sustains students’ interest. The striking images create a
strong visual impact and engage students with the content. 8 Language in context
All new language in Go Beyond is contextualized so
that students can see its function and form in realistic
9:34
situations before studying the grammar rules.
e a new
Hi, Carlos. I hav
send text
phone! We can
ss now!
messages in cla
GRAMMAR Comparative adjectives

Who’s this?
Compare two places, people, or things
It’s Leo. READ AND LISTEN Grammar in PRACTICE

context
4 Complete the sentences with
1 Read and listen to the conversation.
2.33 the correct form
have
I’m not Carlos. You Is this
of the comparative.
Which city is more popular – New
York or
the wrong number. This Washington? Why? 1 Peru: Lima is bigger (big)
than Arequipa.
from my class? 2 Italy: Rome is
Leo (far) from the beach
me on
is Ms. Carter. See than Venice.
g!
Monday mornin
3 Canada: Toronto is
(expensive) than
Ottawa.
4 Venezuela: Caracas is
(interesting)
than Valencia.
SEND 5 The USA: San Antonio is
(cheap) than
New York.
6 Brazil: Rio is (old) than Brasilia.
5 a Compare the two vacation
places. Write six
sentences with the adjectives.
A B
ATIO
AC
Grace: What’s the capital city of the
V
USA?
N
Lola: New York.
Grace: No! It’s Washington, DC. A
lot of people think
R
S
New York’s the capital because it’s
EV
bigger and
IE W
more famous than Washington. Washing Wonderville Superville
ton
is smaller and quieter, but maybe
more 1 safe
dangerous. 2 clean
Lola: Oh. But New York is cooler!
It’s in a lot of 3 new
American movies.
Grace: This website says New York 4 friendly
is dirtier and
more expensive than Washington. 5 interesting
But New
York is more popular because the 6 good vacation place
stores and
restaurants are better.
STUDY 1 Wonderville is safer than Superville.

2 Complete the examples. Use b Compare two towns or places
Exercise 1 to help in your
you. country. Write three to five sentenc
es.
Comparative adjectives
SPEAK
One-syllable adjective + -er
small > smaller 6 Work in pairs. Student A: look
cool > at page 141.
Washington is Student B: look at page 142.
and quieter.
SPELLING: big > bigger Find out which trip is:
dirty > dirtier
– longer
more + adjectives with two or more – more expensive
syllables
famous > more famous – more comfortable
dangerous > – more interesting
New York is popular.
Irregular adjectives My trip is for … days.
good > better My trip is for …
far > further/farther
bad > worse Mine’s shorter/longer.
New York restaurants are I think my/your trip’s more
.
9 Learner autonomy
interesting because …
See grammar database, page 125.
3 Complete the sentences with

the correct word.
Students are encouraged
1 New York’s bigger
2 New York’s dirtier
Washington. to work independently in a
variety of ways, from a carefully guided inductive approach
Washington.
to grammar to self-study worksheets in the Student’s

Workbook, pages 70–71
67
Resource Center. This approach makes learning more
memorable and supports learner autonomy.
SPEAKING You’re welc
ome
Ask for and give things 4 Varied and adaptable approach 10 Flexible multimedia material
Go Beyond can be used by teachers with limited or
SPEAK Go Beyond provides adaptations for students’ differing
no access to technology. But for those wanting to use
1 Work in pairs. What things
learning styles
PHRASE
can you see in the and levels. There are ideas and prompts
bytes
technology both inside and outside the classroom,

pictures? There’s a … There are some …
for students who need more help and a varied approach
LISTEN
the course includes a projectable digital version of the
2 a Complete the conve tothe dealing with topics and language. To help with
Student’s Book and an online Workbook as well as a
rsations and write
missing words. Use the
differentiation in the classroom, the Teacher’s Edition
pictures to help you.
1
large bank of additional materials and tests in the Online
suggests alternative procedures for more confident or
Jeff: Can I have some (1)
Lisa: Yes, of course. Here you , please?
Jeff: Thanks.
are.
Resource Centers. Every Go Beyond unit contains an
Lisa: You’re welcome. less confident students and for fast finishers.
2
original video to supplement the opening lesson.
Mia:
Brett:
Mia:
Excuse me. Can I borrow
?
Sure. Here you are.
Thanks.
5 Clear and easy to use
your (2)
Brett: You’re welcome.

All lessons in Go Beyond are easy to teach directly from
3
Amy: Hi, Kevin. Can I borrow your the page. Goals and stages are clearly marked so that We hope you enjoy teaching with Go Beyond
and that your students enjoy learning with it.
Kevin: (3)
teachers can quickly see the objectives and structure of
No, sorry. ?
Amy: Oh. OK.
We wish you a successful and productive academic

Donna: You can borrow mine.
Amy:
Donna:
Thanks, Donna.
You’re welcome.
each lesson.
year. We are always interested in knowing your
b 1.51 Listen to
your answers.
3 Complete the sente
6 Opportunities for personalization
the conversations and
check
thoughts on the course, so please get in touch at
www.macmillangobeyond.com.
nces with have and borrow.
1 If you ask to
keep it.
Throughout the course, students are encouraged to
something, you don’t
2 If you ask to
relate what they have learned to their own experiences.
something, you keep it.
The Go Beyond Team

4 Listen and repeat.
1.52
5 Put the sentences in

1.53
order to make a
This personal investment in the course is motivating
and rewarding, and it makes the learning process more
conversation between
Kevin and his dad. Then
listen and check.
PHRASEBOOK 1.54
Please, Dad!
OK. Here you are.
No, sorry.
memorable and the content more relevant.
Ask for something
Can I have a / some …
, please?
Thank you. Excuse me. Can I borrow
Dad? Can I have some your … ?
money? Give something
You’re welcome.
Here you are.
ACT React
6
■
Work in pairs. Complete
Prepare two conversations
the tasks.
Yes, of course.
Sure.
9
– one at school and one
home. at You’re welcome.
■ Use borrow in one conver Thanks.
sation and have in the
■ Present your conversations other.
to other students. No, sorry.
Workbook, page 39
9780230478091_text.indb 9 10/8/15 4:54 PM
39
Lesson 1 – In the picture
The first two pages are a single vocabulary lesson that

serves as an introduction to the unit and its central theme.
Unit themes appeal to
teenagers and provide
interesting, unusual, and
informative material.
TOP TENTS
VACATION
1 The lesson starts with
a Recall exercise that
activates prior knowledge
of vocabulary. Recall words
NI
U T HOME
are listed in the Words & IN THE PICTURE Our vacation home
Beyond section at the back Talk about homes
of the book, where students
learn and practice a related
vocabulary tip. WORK WITH WORDS Homes
1 RECALL Work in pairs. Complete the things in a room with
a, e, i, o, and u. You have two minutes.
1 b d 5 d sk 9 p ct r
2 ch r 6 d r 10 t bl
3 cl ck 7 fl r 11 w ll
4 c mp t r 8 l ght 12 w ndow
2 a Listen. Where does Oscar live?
2.28
Choose the correct place.
a
an apartment with swimming pool

b c
2 New vocabulary is clearly

visible in a word box and
is presented and practiced
with the support of the
images on the pages. an apartment with big balcony a house with yard and terrace
Lexical sets are recorded
for ease of presentation. b 2.29 Listen and repeat the words. PHRASE BYTES
Once introduced, vocabulary 3 Look at the plan and the pictures of Oscar’s vacation home. It’s an apartment / a hotel /
is recycled throughout the What sort of vacation home is it? How many rooms does it have? a tent / a house.
unit and reviewed in the It has …
4 a Listen. Write the correct words from the box for 1–7
2.30
Unit Review and every two on the plan.
units in a Progress Check.
bathroom bedroom (x2) dining room hall living room kitchen
b 2.31 Listen and check. Then listen and repeat.

5 Write the correct words from Exercises 2 and 4.
1 You eat in this room. 6 You sit outside here. / /
2 You sleep in this room. 7 You sit or watch TV or talk in this room.
3 You swim here. 8 You come in or go to other rooms here.
4 You take a shower here. 9 You live here in a big city.
5 You cook in this room. 10 This has many rooms and a yard.
64
10
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Luxury Camping In
S Beautiful Tents
1 2 3
The unit opener is supported by a

video that brings the pages to life.
Audio and video are embedded in
5 6 7 the Digital Student’s Book located
in the Presentation Kit for ease of
access in the classroom.
3 The Moving Picture

6 THE MOVING PICTURE Watch the video. What does Oscar feature on the opening
do on vacation?
pages brings a dynamic
element to the spread by
introducing a video and
SPEAK an accompanying task
connected to the lesson.
7 a Draw a plan of your home. Don’t write the names
of the rooms.
b Work in pairs. Ask and answer about your homes.
I live in a house / an apartment.
What room’s that?
That’s the living room / my parents’

bedroom / my room.
Do you have a balcony /

yard / swimming pool? 4 The Move Beyond extras
MOVE BEYOND provide material for fast
Yes, we do. / No, we don’t. finishers, homework, or
Do the Words & Beyond exercise
on page 111.
additional class activities.
The feature refers students
to the additional exercises
65 on the Words & Beyond
Workbook, page 68
pages at the back of the
Student’s Book.
5 The final exercises consolidate

language with communicative
activities in a personalized context.
11
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Lesson 2 – Reading
After the double-page opening spread, each individual page is one complete
lesson. The reading and listening lessons include an integrated but
explicit subskills focus designed to teach students how to read and listen to a
variety of text types successfully over the course of a level.
1 The first exercise gives

students the opportunity READING Home away from home Subskills are clearly GRAMMAR
to say what they know or identified.
think about the topic of Read chat messages Compare
the lesson. This increases
confidence and helps READ READING TIP READ AND LIS
students focus on the 1 Look at the pictures. Where do you think the two homes are? Look at pictures before you read.
context
lesson. What are the places like? They give you information about 1 2.33 Read a
the text. Which city is
2 2.32Read the chat messages. Check your answers to
Washington?
Exercise 1 and complete the sentences.
1 Josina usually lives in .
2 Ricardo usually lives in . All texts are recorded
3 Now, Josina is in and Ricardo is in to provide extra
because they’re on a house .
classroom and self-
2 Students read a variety study opportunities.
MOVE BEYOND I N S TA N T M E S S E N G E R PROFILES SETTINGS FRIENDS
of text types and learn
the subskills they need
to deal successfully with
each genre. Reading texts
include unusual and original
perspectives on familiar RICARDO
JOSINA Grace: What’s t
topics. Lola: New Yor
Grace: No! It’s
JOSINA: Hi, Ricardo. Is everything OK there? We’re in your home! I love it!
I love your room. Your bed’s more comfortable than mine! New Yor
more fa
RICARDO: I love your houseboat! Your home is really cool. Reading texts contain is small
JOSINA: Is it your first time in Europe? contextualized dangero
RICARDO: Yes, it is. I like the Netherlands. It’s quieter than at home. And it’s very clean. examples of the Lola: Oh. But
JOSINA: It’s my first time in Latin America too. Mexico City is much bigger and noisier than Amsterdam. It’s exciting here! America
grammar point of the
RICARDO: Do you like the view from the apartment? Grace: This web
JOSINA: Yes, it’s fantastic. All those tall buildings!
next lesson. more ex
RICARDO: A house exchange is a great idea. It’s more interesting than a boring, expensive hotel. I don’t like hotels. York is m
one restaura
JOSINA: Really? I love hotels. My parents are terrible cooks. Hotel food is better than their cooking. Oh … it’s
thirty – nearly time for lunch.
RICARDO: That’s right. It’s seven hours later in Amsterdam. It’s time for dinner here. STUDY
2 Complete the
help you.
3 The React exercises YOUR MESSAGE |
SEND
encourage students to Comparative ad

share opinions on the 3 Read the messages again. Choose the correct answer (A, B, or C). One-syllable adje
text and relate to it in 1 Josina … small > smalle
a personal way. A thinks Ricardo’s home is OK. B doesn’t think his bed is comfortable. Washington is
C likes Ricardo’s room. SPELLING: big
2 This is Ricardo’s … more + adjective
A first visit to Latin America. B first visit to Europe. C first time on a boat. famous > more
3 The apartment in Mexico City … dangerous >
A has a great view. B is very quiet. C is like a hotel. New York is
4 Ricardo thinks a house exchange is …
A OK. B interesting. C a bad idea. PHRASE BYTES Irregular adjectiv
5 Josina likes hotels because her parents … good > better
We go to …
A always stay in hotels. B make great food. C can’t cook. far > further/f
6 In Amsterdam the time is … My favorite house exchange home New York restaur
A 8:30 p.m. B 1:30 p.m. C 11:30 p.m. is a / an … See grammar databa
A … is better than … because …
REACT 3 Complete the
MOVE BEYOND 1 New York’s b
4 Work in pairs. What do you think? Tell your partner.
4 The Move Beyond task 1 Your parents want to do a house exchange. Where do you go? Underline all the adjectives (OK, 2 New York’s d
provides a further activity 2 What kind of home do you choose for your exchange? comfortable, … ) in the text.
related to the content of the 66 3 Is a house exchange better than a hotel? Why or why not? Workbook, page 69 Workbook, page
reading text.
There are links to the

corresponding Workbook page
at the bottom of each page.
12
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Lesson 3 – Grammar (1)
The target grammar is always presented in

context, and students are encouraged to figure out
rules from examples.
GRAMMAR Comparative adjectives 1 Target grammar is always

presented in context.
Compare two places, people, or things Students either read or read
and listen to a conversation
READ AND LISTEN Grammar in PRACTICE or short text that expands
context 4 Complete the sentences with the correct form on the theme of the unit.
before you read.
rmation about 1 Read and listen to the conversation.
2.33 of the comparative.
Which city is more popular – New York or 1 Peru: Lima is bigger (big) than Arequipa.
Washington? Why? 2 Italy: Rome is (far) from the beach
than Venice. 2 The target grammar is
3 Canada: Toronto is (expensive) than practiced in a controlled
Ottawa. but meaningful context
4 Venezuela: Caracas is (interesting)
than Valencia.
that often also provides
5 The USA: San Antonio is (cheap) than opportunities for
FRIENDS
New York. personalization.
6 Brazil: Rio is (old) than Brasilia.
5 a Compare the two vacation places. Write six
sentences with the adjectives. 3 In the Study section,
A B
students are guided to
AT
notice grammar structures
AC I O from the text and then to
V
RICARDO
Grace: What’s the capital city of the USA? complete explanations or
Lola: New York.
examples in the Study box.
R
Grace: No! It’s Washington, DC. A lot of people think IEWS

EV
New York’s the capital because it’s bigger and Wonderville Superville
more famous than Washington. Washington 1 safe
is smaller and quieter, but maybe it’s more
2 clean 4 Practice exercises start
dangerous.
Lola: Oh. But New York is cooler! It’s in a lot of 3 new with more controlled task
It’s exciting here! types and then become
American movies. 4 friendly
Grace: This website says New York is dirtier and 5 interesting progressively freer,
more expensive than Washington. But New
like hotels. York is more popular because the stores and 6 good vacation place preparing students to talk
h … it’s one restaurants are better. about their own lives and
1 Wonderville is safer than Superville. experiences in the Speak or
STUDY Write and Speak exercise at
b Compare two towns or places in your
2 Complete the examples. Use Exercise 1 to country. Write three to five sentences. the end of the lesson.
SEND help you.
Comparative adjectives SPEAK

5 The final tasks focus on
One-syllable adjective + -er 6 Work in pairs. Student A: look at page 115.
small > smaller
speaking and/or writing
cool > Student B: look at page 116.
Washington is and quieter. Find out which trip is: for accuracy of the
SPELLING: big > bigger dirty > dirtier – longer target structure within a
more + adjectives with two or more syllables
– more expensive communicative context.
– more comfortable
famous > more famous
– more interesting
dangerous >
New York is popular.
My trip is for … days.
Irregular adjectives My trip is for … .
good > better bad > worse Mine’s shorter/longer.
far > further/farther I think my/your trip’s more
exchange home New York restaurants are . interesting because …
n … because …
3 Complete the sentences with the correct word.
1 New York’s bigger Washington.
adjectives (OK, 2 New York’s dirtier Washington.
n the text.
Workbook, page 69 Workbook, pages 70–71 67
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Lesson 4 – Listening and Vocabulary
Listening comprehension tasks are designed to support understanding and not

to test. They progress from a focus on global understanding to an understanding of
specific details. The exercises are designed to give practice in a specific listening
subskill. Students are always asked to react personally to what they hear.
1 In the Work with Words LISTENING AND VOCABULARY Favorite food GRAMMA
section, students focus on
the second lexical set of Understand a conversation about food Talk a
the unit. In some units, the
Work with Words activity WORK WITH WORDS Food and drink a READ AND
comes before the listening 1 a Work in pairs. What food and drinks can c context
activity in order to introduce you remember from Units 1–5? Make a list. b 1 2.37 Rea
new target vocabulary first. b Answer the questions about your list.
book is m
Dad: I hav
1 Which things are food?
How
2 Which things are drinks?
Do y
3 Which things are fruit? d Corey: Thre
2 a Look at more food and drinks. Listen
2.34 Dad: Four
2 As on the reading page, to Corey. Match the words to the pictures. e ther
the first exercise ensures or fi
that students access their bread cheese chicken egg and
juice meat milk oil How
relevant knowledge and Mom: Ten.
pasta rice steak vegetables
experiences before they Dad: No,
j
listen. f l Italia
Corey: Wow
crea
h k Dad: Sorr
abou
g STUDY
i
2 Complete
Use Exerc
when you
course
b 2.35 Listen and check. Then listen and repeat.
3 Work in pairs. Tell your partner: Countable
■ what food and drinks you like and don’t like. PHRASE BYTES a fact, some
■ how often you eat or drink them. a
I like / don’t like …
■ when you eat or drink them.
I sometimes / never / often eat … a
LISTEN I eat … for breakfast / lunch / dinner /
3 Listening texts contain after school. See grammar da
contextualized examples 4 a 2.36 Read the note for Corey’s family and
listen. What food do they have in the house?
of the grammar point of 3 Complete
Check (✓) the food in Exercise 2a. ILY. WELCOME
the next lesson, allowing HELLO, JOHNSON FAM
b 2.36 Listen again. Match the people (1–5) ITA LY! THE RE’S SOME FOOD Many (count
students to hear the TO
to the food they like (a–h). RIGERATOR
language in context before FOR YOU IN THE REF How many
1 Corey a chicken T. ENJOY
AND IN THE CABINE
there in a me
looking at it in depth. 2 mom b pizza
YOUR VAC ATION!
3 dad c milk
ILY How many
4 sister d pasta THE BERTOLINO FAM you cook pas
5 brother e juice
f steak Some
g vegetables PHRASE BYTES (count/unco
h cheese My favorite food is … I have
4 The React exercise Rice / pasta is popular in my country. facts about It
encourages students to REACT I like Chinese / Italian / Mexican food. There’s some
give their personal opinions 5 Work in pairs. Ask and answer.
about the listening text. 1 What’s your favorite food? MOVE BEYOND
2 What food is popular in your country?
Do the Words & Beyond exercise See grammar da
3 Do you like food from other countries? What food?
on page 111.
68 Workbook, pages 72–73 Workbook,

5 The Move Beyond task
allows students to do a
further task related to the
new vocabulary set.
14
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Lesson 5 – Grammar (2)
The second grammar lesson follows the

same structure as the first grammar
lesson of the unit – see page 13.
GRAMMAR Some and any, much and many

Talk about how much there is of something
1 A pronunciation
READ AND LISTEN Grammar in 4 a 2.38 Listen and repeat the /ʌ/
PRONOUNCE section focuses on
context sound in much and some. misunderstandings that
1 2.37 Read and listen. Which fact in Dad’s b 2.39 Listen and repeat these words. commonly occur when
book is most interesting? brother country does hundred love English is used between
Dad: I have some great facts about Italian food.
How many courses are there in a meal?
speakers of different first
Do you have any ideas?
PRACTICE languages. Pronunciation
Corey: Three? sections can appear in any
Dad: Four. First there are some vegetables, then lesson, depending on the
there’s some pasta. Then there’s some meat
or fish – but Italians don’t eat much meat – content, and focus on key
and then something sweet. Pasta cooks fast. sounds and stress patterns
How many minutes do you cook pasta? in words and sentences.
Mom: Ten.
Dad: No, five to six. How much pasta does an
l Italian eat in a year? More than 27 kilos!
Corey: Wow, that’s a lot of pasta! How much ice
cream do Italians eat?
Dad: Sorry, the book doesn’t have any facts 5 a After a shopping trip, the Johnson family has 2 Target vocabulary is recycled
about that. a lot of food. Complete the sentences with throughout the unit.
some or any.
STUDY
1 There’s some meat.
2 Complete the table with the words in the box. 2 There aren’t bananas.
Use Exercise 1 to help you. Use plural nouns 3 There’s milk.
when you need them. 4 There are burgers.
5 There aren’t oranges.
course fish ice cream minute 6 There isn’t fruit salad.
b Complete the conversation.
Countable Uncountable Corey: Mom, are there (1) any apples?
Mom: No, there (2) .
a fact, some facts pasta, some pasta
a , some , some
Corey: Is there (3)
Mom: No, there (4)
melon?
.
3 The Grammar Database is
Corey: Is there (5) juice? a useful reference section
eat … a , some , some
Mom: Yes, there (6) . where all the grammar
/ dinner /
6 a Write questions with much or many. points of the level are
1 How / eggs / there? covered in further detail.
3 Complete with examples from Exercise 1.
How many eggs are there? You can find additional tips
2 How / cheese / there? and suggestions for using
Many (countable) Much (uncountable) 3 How / vegetables / there?
4 How / burgers / there? the Grammar Database
How many courses are How much 5 How / chicken / there? in the Teacher’s Resource
there in a meal? does an 6 How / bottles of water / there? Center.
Italian eat in a year?
b Work in pairs. Look at the refrigerator in
How many do Italians don’t eat much Exercise 5. Ask and answer.
you cook pasta? .
How much/many … ? There isn’t much /
Some Any aren’t many.
(count/uncountable) (count/uncountable) There’s / There are a lot of …
I have great Do you have any
ountry. facts about Italian food. pasta?
an food. SPEAK
There’s some . The book doesn’t have
facts about 7 a Work in pairs. Student A: look at your 4 Students are given frequent
that. cabinet on page 115. Say what’s in it. opportunities to talk about
nd exercise Student B: draw the cabinet. themselves and to express
b Student B: look at your freezer on their views.
page 116. Say what’s in it. Student A:
, pages 72–73 Workbook, page 74
draw the freezer. 69
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Lesson 6 – Language & Beyond
The Language & Beyond page is the school skills

lesson. The goal of these lessons is to equip students with
essential transferable skills needed to help them make a
smooth transition from primary school to the increased
demands of secondary school. The school skills lessons focus
on basic organizational and social skills that can be used in
and beyond the classroom.
LANGUAGE I try a lot of free-time activities. SPEAKIN
&BEYOND
Some things are really hard, but
you always learn something new. Ask ho
Catalina
I always listen to rap SPEAK
I never talk to new people music. All my friends 1 Work in pa
at school. It’s easier to talk listen to rap. They when they
When we’re on vacation, I
to my friends because I don’t like other types
often try different food. The pictures a
know them. of music.
same thing is boring. Blinis
are my new favorite food! People oft
LISTEN
1 A wide range of texts and 2 2.40 List
images is used to raise person as
students’ awareness of a 1
particular issue or challenge Joel: Hi. H
in their everyday lives. Clerk: It’s (
Silvia
Thomas Working with other Joel: OK.
Mason students is a key 2
part of the school April: Hello
Try new things skills lesson. Clerk:
April:
It’s (
Sorr
3
SPEAK AND READ Megan: How
2 Students are directed to 1 Work in pairs. Read what the four students say. different free-time activities plea
carry out a practical task in Match them to the correct topics in the box. different kinds of music new people new food Clerk: They
Megan: OK.
the Do stage. Often working 2 Who doesn’t try new things? Why not? Choose the reason he or she gives.
in pairs or small groups, 4
his/her friends don’t do it. Mark: Hi. H
they put themselves in the … doesn’t … because he/she doesn’t feel comfortable. Clerk: They
The same thing is boring.
situation described and it’s easier to be with the same people. Mark: Mmm
think about what they 3 Why try new things? Check (✓) what two of the students say. What can you lose?
would do. 3 a 2.41 L
You always learn something new.
DO It’s fun! b Make q
4 Make the sentences true for you. Write often, sometimes, or never.
1 I try different food.
How m
2 I listen to different kinds of music.
3 The Reflection Point feature 3 I try different free-time activities. Useful phrases help
encourages students to 4 I make new friends and talk to different people. students discuss
SCHOOL SKILLS
pause and think about 5 I watch different kinds of TV programs and movies.
issues and carry out How m
what they’ve just done and 5 Work in pairs. Read your sentences to your partner. Ask why or why not. tasks in English.
guides them toward drawing I never try different food. Why not? Because sometimes I don’t like it. 4 a 2.40 L
their own conclusions. Who do
Joel/Ap
REFLECT PHRASE BYTES … does
6 Talk about the questions. Then read the REFLECTION POINT . I often try new food.
b 2.42 L
1 Do you often try new things? I don’t try new things because …
2 Why don’t you try new things?
4 The school skills in 3 Why is it good to try new things? ACT
Go Beyond are transferable
to classes in other school REFLECTION 5 Work in
EXTEND POINT Practice t
subjects and to situations 7 Work in pairs. Decide what new things you can try. It’s easier (but sometimes boring) to
Student A
outside the classroom. The Student B
do the same things. Try new things!
I always eat cheese sandwiches for Student A
exercises in the Extend lunch. I can try a salad. I play soccer. I can try You can learn something new, make
Change ro
section enable students to basketball. new friends, and have more fun!
apply the skills they have
learned in a personalized 70 Workbook, page 77 Workbook,
real-life context.
16
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Lesson 7 – Speaking
Using real-life scenarios, the speaking page provides

students with the language they need to communicate
effectively in a range of everyday situations. Each speaking
lesson helps students develop a specific speaking subskill.
Every speaking page features an audio track of teens using
the new language in context.
1 The lesson starts with

listening or speaking
SPEAKING How much is it? exercises that give students
Ask how much something is the opportunity to practice
functional language.
Catalina
SPEAK
Vacation souvenirs
1 Work in pairs. What do people often buy
when they’re on vacation? Look at the
pictures and make a list together.
Food and drink 2 Audio tracks of
People often buy vacation souvenirs like … conversations present
students with the
Clothes context for key functional
LISTEN
language. Students listen
2 2.40 Listen to the conversations. What thing in Exercise 1 does each
to conversations and
person ask about? How much is it? Complete the conversations.
complete an initial gist
1 exercise before focusing
Joel: Hi. How much is this (1) ?
Clerk: It’s (2) dollars.
on the speaking function or
Joel: OK. Can I have some, please? subskill.
2
April: Hello. How much is this (3) ?
Clerk: It’s (4) dollars.
April: Sorry, that’s too much. 3 A variety of exercise types
3 focuses students’ attention
Megan: How much are these (5) , on the speaking subskill.
please?
e new food Clerk: They’re (6) dollars.
Megan: OK. Can I have them, please?
4
Mark: Hi. How much are the (7) ?
Clerk: They’re (8) dollar.
Mark: Mmm. I’m not sure. Thanks.
you lose?
3 a 2.41 Look at the questions in the conversations. Listen and repeat.
It’s fun! b Make questions.
these bags?
4 Each lesson ends with
How much is that fruit salad?
an Act section in which
the soccer shirt?
those pens?
students prepare a
How much are the sunglasses?
conversation of their own to
this ice cream?
present in groups or to the
rest of the class.
4 a 2.40 Listen to conversations 1–4 again. Who buys the thing?
Who doesn’t buy the thing? PHRASEBOOK 2.43
Joel/April/Megan/Mark buys … Ask how much something is

… doesn’t buy … How much is the orange juice /
this T-shirt / that … ?
b 2.42 Listen and repeat the sentences.
because … How much are the notebooks /
these … / those … ? 5 A PHRASEBOOK with relevant
ACT Buy or not buy something functional phrases is
N 5 Work in pairs. You are in the market in Exercise 1. OK. Can I have some / it / them, provided for use with the Act
Practice two conversations. please? section of the lesson. This
Student A: ask how much something is.
mes boring) to
Student B: say a price.
Sorry, that’s too much. is part of the audio material
y new things! I’m not sure. Thanks. provided and also serves
ng new, make
Student A: buy or don’t buy the thing.
more fun! Change roles. Then practice two more conversations. as a review of speaking
subskills.
kbook, page 77 Workbook, page 75 71
17
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Lesson 8 – Writing
The writing lesson in each unit allows students to put

everything they’ve learned in the unit into practice. Each
writing lesson also develops a specific writing subskill.
Students are systematically guided to plan, write, and check
their writing in order to produce a final draft.
WRITING Back home UNIT REVI

1 The lesson opens with a Write a text message
short speaking and reading
exercise to introduce the READ VOCABULAR
topic. Students read a model 1 Complete th
1 Look at the picture. What’s this
text and complete a task food? Where do people eat it? apartment
to check that they have dining room
understood the text. 2 Read the text message. Who’s it to?
terrace s
What’s it about?
m
9:30 am
Tell us abou
Hi Jake, we’re back from vacation! It’s Luis, USA

colder here than in Alicante. It’s grayer Our vacation h
too. I miss the beach and the food. it’s a big (2)
There aren’t many bad things about with trees and
Alicante! There are some good stores, nice (5)
a big (6)
and I have some great souvenirs.
sit outside the
I have a present for you too. See you
come in. Ther
tomorrow at school!
one has a (9)
cook food and
(12)
2 The HOW TO feature
focuses on a writing subskill
and offers tips on how to 3 Read the tips in the HOW TO box. Then DISCUSS
structure writing and link underline two sentences with too in the
text message. 5 Think about your last vacation. Talk about how GRAMMAR
ideas more effectively. that place is different from your home.
HOW TO
use too
? Is it more interesting or more boring? Is it
3 Complete th
adjectives.
colder or hotter?
■ Use too to add another similar idea. Wh
1
■ Use too at the end of a sentence. WRITE Math h
than E
6 Write a text message to a friend after your
2
vacation. A tent i
3 Students do an exercise to PRACTICE than a h
practice the subskill they 4 Add a similar idea. Use too. 1 Say you are back. Compare your home to your 3
have just learned. vacation place. What good things are in that Shopping
1 I like vegetables.
(boring) th
I like vegetables. I like fruit too. place? Do you miss the food or activities in that
place? 4
2 I often listen to music. T-shirts are
3 I have a cat. 2 Use comparative adjectives to describe how the (comfortab
4 There are two bedrooms in our apartment. vacation place is different from home.
3 Use too to add more ideas. See the HOW TO 5
5 I get up late on Saturdays. Hot
box.
4 Students are given a topic for 6 I can speak English. tha
6
a writing task and instructed I like anima
to discuss their ideas first to SHARE
help them prepare for writing. 7 Exchange your text messages with other
students and read them. Decide which
vacation place you like best.
SKILLS CHEC
5 Students follow a three-step
writing plan that guides them ✓✓✓ Yes, I c
✓✓ Yes, I c
to organize their ideas before ✓ Yes, I c
they begin writing. They are
encouraged to refer back to
the HOW TO box for support.
72 Workbook, pages 76–77 Workbook, pa
6 In the final exercise,

students share their work
with each other and either
write a reply or discuss what
they have written.
18
18
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Lesson 9 – Unit Review
The Unit Review page allows students

to check and assess their own progress in
vocabulary and grammar.
1 The Unit Review starts with

two exercises to test the
UNIT REVIEW two lexical sets covered in
the unit.
VOCABULARY Homes Food and drink

1 Complete the website post with the words in the box. 2 Complete the words.
apartment balcony bathroom bedroom

Bobby, USA
dining room hall house kitchen living room
Spain is a great vacation place. The
terrace swimming pool yard
food at the hotel is fantastic! They
have all my favorite things:
myvacationplace.net • (1) br d (you eat it with
(2) o )
Tell us about your vacation places and activities! • (3) ch e
• (4) ch en
Luis, USA • (5) e s
Our vacation home in Mexico isn’t a small (1) – • a lot of fish but not much
it’s a big (2) . It has a (3) outside (6) m t like
with trees and a big blue (4) in it. There’s also a (7) s k
nice (5) where we can eat meals outside. There’s • orange (8) j ce
a big (6) on the second floor. Mom and Dad often • (9) r e (mm … , paella!) Each exercise has a
sit outside there. There’s a small (7) when you • (10) a lot of space for students to
come in. There are three (8) s to sleep in. Each ve es
one has a (9) The exercises in the
. There’s a big (10) Unit to (But there isn’t much record their scores.
cook food and aReview
(11) are alltoset in a and there’s a
eat meals, (11) p a, and you can’t
(12) single context and reflect
with a big TV. I want to stay here! get tea with (12) m k.)
the way language is used ___ /12 ___ /12
in real life. 2 Two grammar exercises test
the two grammar points
k about how GRAMMAR Comparative adjectives Some and any, much and many covered in the unit.
me.
3 Complete the opinions with comparative 4 Choose the correct options to complete the
ng? Is it adjectives. questions and answers.
What do you think?
1
Vacation Q & A
Math homework is (easy)
Q How (1) much / many water do you need to
than English homework!
fter your drink when it’s very warm?
2 A tent is (nice) A A lot! Always carry (2) some / any water with
than a house! you.
Q How (3) much / many money do I need for two
me to your 3 days in Belize?
e in that Shopping with my friends is
(boring) than playing video games. A Belize isn’t expensive. You don’t need
ities in that
4
(4) much / many money. 3 After completing the
T-shirts are Q I don’t like rice. How (5) much / many rice do
ibe how the (comfortable) than my school uniform. people eat in Italy?
exercises, students
e.
5
A They don’t usually eat (6) some / any rice. There calculate their total score.
HOW TO Hotel food is (good) aren’t (7) much / many things with rice. Each review has the same
than school lunches.
overall score so that
6
I like animals! For me, horses are ___ /14 students can assess their
(interesting) than dogs!
progress across units.
___ /12 Your score: ___ /50
h other
hich
SKILLS CHECK 4 Students are encouraged
I can read chat messages. to self-assess their
✓✓✓ Yes, I can. No problem! I can understand a conversation about food.
✓✓ Yes, I can. But I need a little help. I can try new things. progress using CEFR
✓ Yes, I can. But I need a lot of help. I can ask how much something is. “can-do” statements that
I can write a text message. refer directly back to the
objectives of the skills
, pages 76–77 Workbook, pages 78–79 73 pages.
19
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Progress Check
After every two units, there is a two-page skills-based Progress Check

that allows students and teachers to see how well the learning objectives in
the preceding two units have been met. Tasks on these pages reflect those
that students will see on standardized English exams. The Progress Checks
also include tips on how to deal successfully with the various tasks.
1 Progress Check tasks

consolidate the language
PROGRESS CHECK
from the preceding two
units.
READ TEST-TAKING TIPS
1 Match the sentences (1–5) to the correct signs (A–H).
? match sentences to signs
Example:
2 The Test-Taking Tips help 0 Fruit isn’t expensive here. D ■ Look at the example.
students prepare for ■ Read each sentence first.
standard exam-style tasks. 1 You can buy this apartment. ■ Look for the sign with the same
information.
2 Small kids can’t swim here.
– Don’t always look for the same
3 You can have breakfast, lunch, and dinner here. words.
– Look for different ways to say the
4 You can get help in the hotel here. same thing.
■ You only need to use five of the signs.
5 You can eat this for school lunch.
A B
Cozy Café Do you need information?
Please ask the receptionist.
Open from 6 a.m. to 10 p.m.

C D
CHEAP GRAPES,
POOL OPEN FROM BANANAS, AND
10 UNTIL 6 EVERY DAY WATERMELON
E F
ut this
week’s FOR SALE
EALS
er abo Three-room apartment
Ask yo
I
u
AL M
r wait with kitchen and
SPEC bathroom
G H
STUDENTS’ MENU
• CHICKEN AND PASTA
NO CHILDREN
UNDER 6 YEARS OLD IN
• FRUIT SALAD
• ORANGE JUICE OR WATER THE POOL.
Reading: _______ /10
74
74
20
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Other features
PROGRESS CHECK At the back of the
Student’s Book, you’ll find
the following resources:
LISTEN Grammar Database

TEST-TAKING TIPS The Grammar Database
2 2.44 Listen to Matt talking to Emma about his mom’s and dad’s
? listen and answer provides detailed
jobs. For each question, choose the correct answer (A, B, or C).
multiple-choice questions additional explanations
Example: ■ Read the instructions before of the grammar points
0 What does Matt’s mom do? you listen. of each unit, as well as
A She’s a doctor. grammar tables and
B She’s an actor. ■ Read the questions and
C She’s a cook. choices. common errors to watch
– What information do you
out for. It is a valuable
1 When does Matt watch his mom? need? reference section for
A sometimes students.
– Underline the important
B often
words in the questions. Words & Beyond
C never
2 Matt’s dad has a … ■ Listen. Decide which choice These pages contain
A store. is correct. lists of the main lexical
B restaurant. ■ When you listen again, check sets from each unit, as
C café. your answers.
3 Matt’s dad works from …
well as other important
A 7 a.m. to 7 p.m. vocabulary from the unit,
B 7 a.m. to 10 p.m. vocabulary tips, and
C 7 a.m. to 11 p.m. additional tasks.
4 Matt’s dad’s job is …
A fantastic. Irregular verbs
B hard. A list of common irregular
C exciting. verbs is provided for
5 Matt’s mom …
A works every night.
students’ reference.
B works nearly every night. Extras
C doesn’t work every night.
The material for pairwork
Listening: _______ /10 activities (with Student A
and Student B) from the
WRITE units is provided here, as
3 Read Jordan’s invitation and message to Sam. Then complete well as answers to quiz
TEST-TAKING TIPS questions.
Sam’s notes.
? transfer information to a
Projects
Jordan’s Picnic
different text
Sam, thanks for the offer An outline of the five
Read the two texts first.
Come to my big birthday picnic in City Park to come earlier and help
■
What are they about?
step-by-step projects that
– Sunday the 11th at 12:00. with everything. We can students can download
Now read the task. What
We have a lot of food, and after the picnic make the food at home,
■
from the Student’s
information do you need?
we can play some games too. but we need some help Resource Center (one
Hope you can come – call me by Friday at
at the park before the ■ Look for the information in for every two units) is
873-4193. the texts.
picnic. Can you come at provided. Comprehensive
11:15? Bring your soccer ■ Don’t write sentences. Write teacher’s notes to support
ball, and don’t forget to notes.
Jordan’s picnic the projects are provided
wear your new soccer in the Teacher’s Resource
Why? birthday shirt too!
Place: (1) Center.
Day and date: (2)
Come at: (3) 3 Overall scoring is the
Take: (4) same in every Progress
Remember: your (5) Check, so students
Writing: _________ / 10
/10 can monitor both their
overall progress and
Progress check score _______ /30
their progress in
specific skills.
Download extra speaking activities from www.macmillangobeyond.com. 75
Each Progress Check has an optional
Speaking section complete with teacher’s
notes and supporting material, which can
be downloaded from the Teacher’s Resource
Center at www.macmillangobeyond.com. 21
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USING THE GO BEYOND WORKBOOK
The Go Beyond Workbook lessons recontextualize, review, and
recycle target items from the corresponding lesson pages UNIT
THEATER WORKSHOP READING
of the Student’s Book and offer comprehensive practice for VOCABULARY 1 Clothes Read part of a play
homework and class use. 1 Complete the colors with 2 Answer the quiz. READING TIP
a, e, i, o, or u.
1 wh i t e You don’t need to understand every wor
Use the words that you know to help you
2
3
p nk
r ng
What
Two vocabulary pages per unit practice the target vocabulary in 4
5
y ll w
bl ck
color is … 1 Read the play quickly and answer
1 How many people are in the scene
new contexts. 6
7
p rpl
bl 1 the sun? yellow 2
2 Where are the people in the scene
37 Now read and listen to the p
8 gr n
Intuitive instructions make it easier to complete each exercise.
2 grass?
9
10
br wn
r d
Scene One: In the garden of the castle
Puzzles and games add an element of fun and variety. 3 the sky? 4 a cloud? King: Princess Aurelia!
Princess: [entering] Yes, Father?
King: My daughter, you are a young woman n
a prince to marry. Now I have …
Princess: But Father, I … I’m not looking for a
King: No, you aren’t, but I am looking for a hu
3 Find nine clothes and accessories words in the word search. Then e a prince. He’s coming today. He’s rich and intel
match the pictures (a–i) to the words (1–9). Princess: Please, Father. I … I … I don’t want
a the man I want to marry. He comes here often
garden. We sit under the tree and talk.
T K L S T L T L J King: What?! You’re secretly meeting an ordin
P A C R S E E H E f waiting for you!
b Princess: But he’s a good man, Father. He has
A W I E K H N A A g I love him. Look! He’s coming now.
N H J C Y S O T N
T F A Y U O Q E S
3 Complete the sentences with the
S J S H I R T N S
c h 1 My daughter is my child – a girl,
R B A C K P A C K 2 You someone because
S K I R T S M J O 3 The UK means the United
4 Your is inside your bod
d S O C K S D T Q Y
5 A is a place next to a h
6 A is the man a woman
i 4 Choose the correct option.
1 The king wants / doesn’t want his
Word Picture Word Picture 2 Aurelia wants to marry a man with
1 BAC KPACK a 6 SO 3 The king is unhappy because his d
2 H 7 P S 4 The king gives his kingdom to his d
3 S 8 S S 5 Complete the text with the correc
4 SK 9 J
GRAMMAR 1 Present progressive 5 J daughter garden heart husband
4 Find any four clothes or accessories words in the word snake.
Talk about things happening now One day, Beauty’s father goes into a c
s u n g l i r t s n e In the morning, he takes a rose from t
s s a
s s s h a k
r e a t e r living in the castle. He sees Beauty’s
1 Complete the grammar table with the phrases 2 Put the verbs in parentheses in the correct 4 Put the words in order to make sentences. d 5 Write affirmativee (+) w enegative (–)
s sand s He asks the father for his (2)
in the box. form to make present progressive sentences. Use contractions of the verb be. sentences in the present progressive form. castle and lives with the Beast. He’s v
1 I (leave) school now. 1 is / smiling. / Jill
1 dress 2
1 We (go) to the movies now
3 4 (3) . He loves her, but she
right now She’s watching TV. I’m leaving school now. Jill’s smiling. We’re goingpeople
to theusually
movies wear
now. on the top half of their body (T) (4) her, but she doesn’t w
5 Decide +which things
We aren’t going out today. – We aren’t
We’re sitting in the living room.
2 Ben (watch) a movie. 2 today. / You / staying home / are or the bottom half of going to the(B).
their body movies now. home to her father. One night, she has
2 He (eat) see her. Beauty goes to the castle. Sh
1 jeans B lunch 5 T-shirt and she tells him, “I love you.” He cha
3 My internet (not work) today. 3 to school. / are / You / not going 2 pants+ 6 sweatshirt Beast marry and live in his (6)
Present progressive 3 skirt – 7 socks
Affirmative: be + verb + -ing 4 Sandra (sit) next to David. 4 party. / are / enjoying / We / the 4 3
hat She (cry) 8 jacket
+
I’m doing my homework. 5 I (not feel) very well right now. 5 Matt / newspaper. / the / is / reading –
(1) She’s watching TV. 4 We (play) computer games
(2) 80
6 We (go) into the castle now. 6 driving / mother / is / My / right now. +
Negative: be + not + verb + -ing –
I’m not watching TV now. 7 You (wear) a nice hat. 7 swimming / in the pool. / are / They / not 5 They (listen) to music
She isn’t doing her homework right now. +
(3) 8 I (have) a great time at the party. 8 me. / He / waiting / is / for –
The
CompleteWorkbook
the status updates. contains three pages per unit for practicing
Spelling changes
(ride) Joe’s riding his bike to school. 6
(sit) The students are sitting in class.
Time expressions target
1 grammar.
I’m swimming at the pool.
I’m leaving now.
I’m studying (4)
I’m going to school today.
.
Grammar Study boxes review the form and use of key grammar.
LAURA
3 Choose the correct options to complete the chat messages. Students then practice through contextualized grammar exercises.
swim at the pool 2
GO BEYOND CHAT Exercises on the Grammar pages are presented in order of

JOHN Hi Rachel, what (1) are you doing / difficulty, shown by chevrons PATRICK( = easiest, = medium challenge, play soccer at school
do you do now?
Hi John, I’m (2) studying / study

= most difficult).
RACHEL
in my room. And you?
JOHN I’m (3) not studying / studying

today because I’m (4) getting / get 3
ready to go out. I’m (5) having /
have problems. I can’t (6) decide /
deciding what to wear to the theater.
It’s my first time. Help! AMY AND PHILLIP
walk in the park 4
Don’t worry. (7) Wear / Wearing RACHEL
LISTENING VOCABULARY 2
what you’re (8) wear / wearing
now. It isn’t important to wear Text to descriptions
Listen Text verbs
Action
special clothes.
VANESSA AND YUNA
1 38 studythe
Listen and match for places
a test (a–f) to the sounds (1–6). 1 Complete the table with the actio
JOHN But I’m in my pajamas now!
Sounds Places the box.
5 1 d a
b
carry dance eat read ride run
YOUR MESSAGE | SEND

Things you usually do …
standing up sitting dow
MARK 2
run
have lunch at home
82 83
c
d
3
2 Write the -ing forms for the action
1 ride riding
2 wait
3 run
4 4 sit
e 5 swim
6 dance
7 talk
f 8 shop
5 3 Look at the pictures and complete
below with the verbs in the box. U
present progressive form.
carry dance fly point ride

6 run shop swim talk wait
Key listening subskills from the Student’s Book are I’m looking at my friends’ status updat
at Lara’s picture: her dog (1) is swimm
reintroduced and reexamined. 2 Listen and match the places (a–f) from Exercise 1
39
the beach. Cool! And what about Tom
(2) his new bike. Danny loo
to the speakers. He (3) for the bus. Little A
Exercises put these skills into practice and review target Speaker 1
Speaker 2
f Speaker 3
Speaker 4
Speaker 5
Speaker 6
(4)
it is. Ellie (5)
at something, but I can
. She loves da
language. 3 39 Listen again. Match the verbs you hear (a–f) to the conversations (1–6).
Ah! My sisters! Martina and Fiona (6)
as usual! And, as usual, they (7)
Speaker 1 c a dance / enjoy of shopping bags. Pepe (8)
Additional listening exercises focus on the theme of the Speaker
Speaker
2
3
b
c
carry / give
point / fly
fit and healthy. He exercises all the tim
(9) to someone on the pho
unit, often through test-style tasks related to the subskill Speaker

Speaker
Speaker
4
5
6
d
e
f
drive / go
eat / sit
shop / wait
always on the phone! Oh, look at Mich
That’s sweet: He (10) a kite
little brother.
in the lesson. 4 Complete the sentences about the pictures (a–f) from Exercise 1.
Use the words in the box. Listen again if you need help. WORDS & BEYOND
carry dance drive eat enjoy fly 4 Complete the text with the word
give go point shop sit wait
castle guards king play
Picture a: We ’re eating in a new restaurant. We ’re sitting by the window. prince queen scene
Picture b: He a puppy, and now he it some food.
Picture c: The actors , and the people the performance. I love the drama club. We’re doing a (
Picture d: I , so I can’t talk. I to work. about a (2) who wants to
Picture e: I in the store, and I to pay now. (3) . His mother is the (4
Picture f: I to the bird. Look! Now it away. She’s old, but she doesn’t want to le
(5) where the (6)
prince and his men at the (7)
84
22
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USING THE GO BEYOND WORKBOOK
OP READING GRAMMAR 2 Present progressive
Texts build on the SPEAKING
SPEAK
The speaking
hes Read part of a play Ask and answer questions about things happening now Talk about things you like
wer the quiz. READING TIP

themes introduced
1 Complete the grammar table with the words in the box. 1 Choose the correct option. lesson focuses on
in the Student’s
1 I love listen / listening to music.
reviewing key lexical

You don’t need to understand every word. am Are aren’t Is isn’t What (x2) Where Why Hello! Good boy! Good boy! 2 I don’t like rap music / listening .
Use the words that you know to help you. 3 Do you like act / acting ?
What Present progressive questions and answers 4 You do / Do you like hip-hop?
color is … 1 Read the play quickly and answer the questions.
1 How many people are in the scene?
2 Where are the people in the scene?
three
Yes/no questions
Are you working?
(1) Is he staying with you?
Book. 5
6
I like really / really like soccer.
I hate / hating the color pink.
2 a Complete the Phrasebook with like, love, or don’t like. PHRASEBOOK
items.
1 the sun? yellow (2) they taking the bus?
Tasks focus on
2 Now read and listen to the play. Say you like something
Target items
37
b 40 Now listen and check.
2 grass?
Scene One: In the garden of the castle

Short answers
Yes, I (3)

. / No, I’m not. 3 41 Listen to the people talking about theater. Check (✓) the
people who like theater.
I (really) like / (1)
music / dancing.
putting reading
Yes, she is. / No, she (4) .
are presented
Prince Eric enters. Say you don’t like something
3 the sky? 4 a cloud? King: Princess Aurelia! Yes, they are. / No, they (5) . 1 Lewis ✓ 2 Tess 3 Emilio 4 Zoe
Princess: [entering] Yes, Father? Princess: This is the man who visits me in I (2) / hate dancing.
the garden. His name is Eric. Information questions 4 Underline the words that helped you find the answers in
King: My daughter, you are a young woman now. It’s time for you to find Questions
subskills into
Exercise 2.
in context, and
a prince to marry. Now I have … King: Prince Eric, you mean! Daughter, this is (6) What are you eating?
the man I want you to marry. Do you (3) it /
Princess: But Father, I … I’m not looking for a husband. (7) are you leaving? Lewis: I go to the theater a lot. I think the theater is amazing.
Princess: Prince Eric? music / dancing?
King: No, you aren’t, but I am looking for a husband for you. Now I have (8) are you going? I definitely want to be an actor.
in the word search. Then e Prince: Yes, Prince Eric. Please, Aurelia. I
practice, recycling
a prince. He’s coming today. He’s rich and intelligent … Tess: I’m in the school play, but it’s really boring. It’s a 17th-century
9). Princess: Please, Father. I … I … I don’t want to meet the prince. I know
the man I want to marry. He comes here often, and we meet in the
garden. We sit under the tree and talk.
want you to love me because I have a good
heart and not because I am a prince.
Princess: Father, this is the man I love.
2
1
2
Match the answers (a–g) to the questions (1–7).
Is the parrot talking to me?
Is he really speaking English?
c a
b
No, we aren’t.
Yes, they are.
play. I don’t understand it.
Emilio: For me, it’s a fantastic. I’m learning new things every day. The
theater is a magical place.
recordings are
key language, and frequently used to
L S T L T L J King: What?! You’re secretly meeting an ordinary man? I have a prince King: Then I give you Prince Eric as your 3 Are we going the right way? c Yes, it is. Zoe: It’s about telling stories. The story happens in front of your eyes.
C R S E E H E waiting for you! husband and I give you both my kingdom. 4 Is she calling her friend? d Yes, you are. It’s about people’s lives, and it’s really interesting.
f
Princess: But he’s a good man, Father. He has a good heart. I … I … 5 Are they waiting for the bus? e No, I’m not. 5 42 Listen to the conversations. Complete the sentences.
I E K H N A A g
exposing students
I love him. Look! He’s coming now. 6 Are you studying with Jane? f Yes, he is.
focus on important
Conversation 1
J C Y S O T N 7 Am I helping you tonight? g No, she isn’t.
Mr. Sims: Do you like musical (1) theater ?
A Y U O Q E S 3 Write short answers to the questions ( = no = yes). Lewis: I love (2) other people sing, but I hate
to test-style tasks.
3 Complete the sentences with the correct form of the words in gray from the play.
aspects of
S H I R T N S 1 Are you shopping at the mall? (3) .
h 1 My daughter is my child – a girl, not a boy. Yes, I am. Conversation 2
A C K P A C K 2 You someone because you love them and want to have children. 2 Are your mom and your brother shopping with you? Mr. Sims: Do you like (4) ?
I R T S M J O 3 The UK means the United . It’s a country that has a king or a queen. Tess: I don’t like (5) , but I like
C K S D T Q Y
4
5
6
Your
A
A
is inside your body. The word means love and feelings too.
is a place next to a house. It has trees and flowers.
is the man a woman is married to.
3 Are you looking for shoes?
4 Are you buying hats?

(6)
Conversation 3
Mr. Sims: Do you like being in a play?
.
speaking, such as
Word Picture
i 4 Choose the correct option.
1 The king wants / doesn’t want his daughter to marry.
2 Aurelia wants to marry a man with a lot of money / a good heart.
5 Are you waiting to pay?
Emilio: Yes, I love (7)
Conversation 4
Mr. Sims: Do you like drama?
.
register, stress, and
intonation.
3 The king is unhappy because his daughter is secretly meeting a man / doesn’t want the kingdom. Zoe: Yes, I really (8) .
SO
4 The king gives his kingdom to his daughter / his daughter and Prince Eric. 4 Write questions in the present progressive. 5 Complete the conversation with the correct
P S
Use Who, Where, What, or Why at the form of the words in parentheses or short 6 43 Listen and repeat the sentences. Pay special attention to stress and
S S 5 Complete the text with the correct form of the words in the box. intonation.
J MOVE BEYOND beginning. answers.
daughter garden heart husband kingdom marry Use the internet to find some 1 you / stay? Uma: Where are you? What (1) are you doing (do)? Do you like going to the movies? I love going to the movies, but
pictures of actors in a play. Imagine
Where are you staying? Jen: I (2) (walk) to the movie I hate watching TV.
ds in the word snake. 2 he / do? theater. There are a lot of people on the street.
One day, Beauty’s father goes into a castle. He eats and sleeps there. what the actors are saying. Tell the
i r t s n e In the morning, he takes a rose from the (1) garden . The Beast is class in your next lesson.
Uma: I (3) (stand) near the café Do you like playing sports? I don’t like playing team sports, but
a k 3 they / watch? outside the movie theater. (4)
e r living in the castle. He sees Beauty’s father take the rose. He’s not happy. I like playing sports on my own.
s He asks the father for his (2) , Beauty. Beauty goes to the (come) now?
castle and lives with the Beast. He’s very nice to her. He has a very good 4 you / talk to? Jen: Yes, (5) . I can see you. Who
I love listening to music. I really like it.
4 (3) . He loves her, but she doesn’t love him. He wants to (6) (talk) to?
(4) her, but she doesn’t want a (5) . Beauty goes 5 we / do / this? Uma: That’s my brother.
on the top half of their body (T) Jen: Your brother? Are your parents (7) 7 Write two conversations. Ask and answer questions about writing
home to her father. One night, she has a dream – the Beast wants her to
see her. Beauty goes to the castle. She knows the Beast has a good heart, 6 I / wear / this? (come) too? stories.
T-shirt and she tells him, “I love you.” He changes into a prince. Beauty and the Uma: Yes, (8) . A: Do you like ?
sweatshirt Beast marry and live in his (6) . 7 you / go? Jen: Great! B: I because .
socks B: I because .
jacket 8 she / look / at us?
86 81 87
REMEMBER HOW TO boxes WRITING
focus on key subskills from the Write a short message
Student’s Book lessons. 1 Choose the correct option.

REMEMBER HOW TO …
5 You’re going to write a text message to a friend.
You’re on a bus. You’re going somewhere fun.
Make notes. Use the Writing plan to help you.
WRITE AND CHECK
6 Write your message. Write about 50 words.
use also Then check (✓) the stages in the Writing plan.
Key writing subskills from the ■

■
Use also to add another (1) similar / different idea.
Use also (2) before / after be.
WRITING PLAN
Student’s Book are developed in ■ Use also (3) before / after other verbs. 1 Where are you going? Who is with you?
2 Check (✓) the correct second sentences. Rewrite the

exercises carefully designed to incorrect second sentences.
1 Uncle Joe’s in Rio. Also Uncle Sam’s there.
2 What do you like or not like about the bus?
practice the skill. Uncle Sam’s also there.

2 He has a job there. He has a girlfriend also. 3 What two things do you like about the place you
are going?
3 He loves the beach. He also likes the music.
Emphasis is put on the planning 4 He works hard. He plays also soccer.
and structuring of texts, and 5 His apartment has a great view. It has an also swimming pool. Be polite
students are guided through 6 He has a fast car. He also has a bike.
1 Who is being polite? Check (✓) a or b.
SCHOOL SKILLS
1 REFLECTION
final exam-type writing tasks. 3 Match sentences a–f to sentences 1–6.
1
2
I’m reading a book.
The train’s late.
c a
b
It’s also my first time in Argentina.
I also have new shoes.
a Hey, you! Come here.
b Can you please come here, George? ✓

POINT
It’s important to be polite
3 I’m drinking a soda. c I’m also listening to music. 2
a What time is it? when you speak and ask for
4 I have a new bag. d It’s also full of people.
things. Always think of other
5 It’s my first time in Buenos Aires. e I’m also eating a sandwich.
b Excuse me. Can you tell me the time? people and help them.
6 I love the food here. f I also like the people.
3
4 Check (✓) the correct text message. a I’m very sorry; I can’t come to your party.
A b I don’t want to come to your party, OK?
So, here I am in downtown Athens. The people are really
4
friendly, and they speak also English. I like walking a Thank you for your present.
downtown. I love sitting also in a café and watching the
people. I have a cold drink, and I’m looking at the also view. b Put my present over there.
It’s amazing!
2 Choose the best options.
The school skill of the unit is B

(1) Thank you / I’m sorry for choosing
our restaurant. (2) Excuse me / Please
(5) Sorry / Excuse me , we’re closed today.
(6) Thank you / Excuse me for shopping with us.
revisited, and students are So, here I am in downtown Athens. The people are
really friendly, and they also speak English. I like
come again.
(3) Please / Thank you ask any questions now.

(7) Sorry / Please come back on Wednesday.
(8) Excuse me / Thank you . Can you tell
challenged to apply the skill in a

walking downtown. I also love sitting in a café and
(4) I’m sorry / Please, but you can’t talk in the test. me where the bus station is?
watching the people. I have a cold drink, and I’m also
looking at the view. It’s amazing!
personalized new context. 3 Read the situations. What do you do to be polite? Check (✓) the best option, a or b.
1 The school bell rings at the end of the class.
a You stand up and leave the classroom.
b You wait for the teacher to say you can go. ✓
2 Somebody comes to your house to help you with your new computer.
a You ask if the person wants a glass of water or some soda.
b You tell them to work fast because you have soccer practice.
3 You’re sitting in the movies. Your phone starts ringing.
a You answer it.
b You turn it off.
4 You’re waiting to pay for a lot of things in a supermarket. A woman
asks if she can go first and pay for a bottle of water.
a You say “yes.”
88 b You say “no.” 89
VOCABULARY REVIEW UNITS GRAMMAR REVIEW UNITS Target vocabulary and grammar
taken from any units of the
1 Put the words in the box into the correct categories.
apartment balcony brother cheese classmate

1 Choose the correct options.
I’m happy that I’m (1) work / working with you today in this theater workshop.
Student’s Book covered to
hat jacket meat rice socks waiter yard We’re (2) trying / can try to understand the play. Why (3) doesn’t / isn’t the queen
want the Black Prince to come to the castle? She’s (4) him / his mother, and she
tells (5) him / her husband that this isn’t good news. (6) Are / Do you think that
date are recontextualized and
reviewed here, allowing students
Food Clothes Places People
their son (7) wants / is wanting to be king?
balcony
2 Choose the correct options from the box below.
Dale: There isn’t (1)
window. (4)
time. The taxi’s (2)
on! (5)
. I (3)
are you always late?
see it from the to monitor their own progress.
2 Match a–g to 1–7 to make phrases. Jay: (6) it! I’m ready. Let’s go. How (7) money do we have with us?
1 mountain a a bike Dale: We have more (8) we need.
2 fruit b clerk
3 South c America 1 a many b much c lot
4 text d hands 2 a waiting b wait c to wait
5 shake e game 3 a can b do c am
6 video f message 4 a Come b Coming c Comes
7 sales g salad 5 a What b Why c Who
6 a Stop b Stopping c Stops
3 Complete the text with have, go, or do. 7 a many b lot of c much
I always (1) have a good breakfast before I (2) to school. 8 a than b of c that
I (3) my homework after school. I (4) to my piano
lesson every Tuesday and Thursday. I like to (5) to the movies 3 Complete the interview with the correct words in the box.
on Saturdays. I usually (6) lunch at my grandparents’ house on
Sundays. I (7) to bed early on Sunday nights. aren’t do doesn’t don’t is swim swims tell
4 Complete the text with the words in the box.
Interviewer: Can you (1) tell me about your sport? Why do you love
arm basketball drums (x2) hamster horse house Latin (x2) swimming?
Mark: I love it because I can (2) on my own.
I love animals. I have a pet (1) hamster at home. My uncle has a I (3) need a team.
(2)
(3)
farm, and I often go there. He has a broken
right now, so I help him on the farm almost every day.
Interviewer: Do you like that?
Mark: Yes, I do. Sometimes my coach (4) with me. The review pages offer
cumulative assessment, with
I’m not on the farm today. No … today I’m playing (4) Interviewer: Who is your coach?
with my dad. He plays it a lot. It looks easy, but it isn’t – trust me! Mark: My dad (5) my coach.
I’m better at playing the (5) . I love music. My favorite kind Interviewer: (6) you like having your dad as your coach?
is (6) . Most of my friends at school live in apartments,
but I’m lucky because I live in a big (7)
That means I can play the (8)
in the country.
and listen to loud
Mark: Yes, I do, but he (7)
But there (8)
. He thinks I need a new coach!
many good coaches out there, and
I think my dad is the best of all. He just doesn’t know it!
exercises combining two
(9) music any time I want. 4 a Complete the questions with the words in the box. or more grammar points or
vocabulary sets.
are can do does doing is
1 Do you have any brothers or sisters?

ALL ABOUT ME 2 you meet me after school today?
3 there an airport near where you live?
1 What three things do you usually do on Mondays?
2 What three things do you usually do on weekends?

The All About Me feature
4
5
6 Are you
your teacher give you much homework every night?
you 13 years old?
your homework right now?
encourages personalization of
b Now answer the questions in Exercise 4a for you with short answers.
1 4
the vocabulary of the unit.

2
3
5
6
90 91
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GO BEYOND DIGITAL
The digital components of Go Beyond are easy to integrate Go to www.macmillangobeyond.com to access:
into your regular classroom activities. The range of multimedia
resources gives teachers an excellent opportunity to digitize Go Beyond Intro Level Online Workbook
their lessons and present the material in different ways, Go Beyond Intro Level Presentation Kit, consisting
which varies the pace and dynamics in the classroom. of a digital Student’s Book designed for classroom
Classwork, homework, and testing are all accommodated presentation
in the Go Beyond Online Resource Centers, where plenty of Go Beyond Intro Level Student’s and Teacher’s Resource
flexible additional materials for both online and offline use can Centers, for extra materials, tests, videos, and
be found. downloadable audio.
Online Workbook
The Go Beyond Online Workbook is the fully interactive digital Teachers can use the platform to manage multiple classes,
version of the Go Beyond Workbook, with embedded audio, for using different levels of Go Beyond, in one place. The
students to use on their personal devices. Instant feedback teacher’s version of the Online Workbook automatically
and the opportunity for multiple attempts keep students collates students’ results into the Gradebook.
motivated as they work through the activity screens.
Instant feedback
keeps students
motivated and aware
of their progress.
Display the Go Beyond

Online Workbook on a
projector or interactive
whiteboard to check
students’ work as a class.
The Online Workbook features

flexible content that works on a
variety of devices with full-color
versions of the Go Beyond
Workbook artwork and illustrations.
Gradebook
The Gradebook is part of an LMS that accommodates Activities are graded instantly, and results are
multiple classes and multiple courses in a single location. displayed in an easy-to-read, easy-to-compare way.
Features: You can automatically gather data on your students’
progress throughout the course.
The Gradebook shows students’ first-attempt results
along with their best-attempt results for accurate
representation of their work.
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GO BEYOND DIGITAL
Presentation Kit
The Presentation Kit includes a projectable digital version of the Go Beyond Student’s Book
for teachers to use in class to promote “eyes-up” learning and student interaction. Easily
downloadable to multiple devices from www.macmillangobeyond.com, the Presentation Kit
can also be used for lesson preparation at home.
Once downloaded, the Presentation Kit can be used offline. Audio recordings, videos, and
answer keys are embedded in the pages for easy reference along with optional pop-up audio
scripts and video subtitles, which are synched to the content. There are also fully interactive
exercises to work through as a class.
Move easily
between the Do an interactive
pages of the version of the
Student’s Book. exercise in class and
get instant feedback.
Play the video in

situ, with optional Play the class audio
subtitles. in situ, with optional
audio script.
Show the answer key

instantly, alongside Annotate the pages
the exercise. using built-in tools.
25
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GO BEYOND DIGITAL
Go Beyond videos
There is a video for each Go Beyond unit, adding digital animation, and YouTube-style videos. These engaging visuals
richness and variety to the material. The Moving support listening skills and act as conversation starters.
Picture videos from the opening spreads bring The Go Beyond videos are embedded in the Presentation Kit and
global experiences into the classroom. The videos supplied on a DVD at the back of this book. Students and teachers
include documentary clips, vox pops, slideshows, can also access them at home via the Online Resource Centers.
From The Moving Picture video, Unit 7.
Video tips
You can extend the activities or use the videos
separately by using some of these video tips.
Before you watch

Students can predict what they’ll see and
hear in the video.
Show students the title of the video or
give them the topic and ask them to
brainstorm vocabulary they think will
come up.
Show the video using the “Fast forward”
option or show one or two stills from the
video and ask students to predict what is
happening or what people are saying.
Show the first few seconds of the video
and ask students to predict what will From the Moving Picture Video, Unit 2.
happen next.
While you watch After you watch

You can ask students to watch the videos normally or use just the picture Use these activities in conjunction
or audio. with the Before/While you watch
A Picture with no sound activities or as your main activity.
In pairs, one student watches and describes what he or she sees to Students create a fictional story,
a partner, who takes notes. They then watch together and discuss write a news story, or do a role-play
differences. based on the video or part of it.
Make a worksheet with screen shots from scenes in the video. Students write an email or a text
Students write their own dialog or complete speech bubbles. message to somebody in the video.
They can also make a brochure, ad,
Students write their own script for what they see. They then speak
fact file, or poster related to a topic
over the video, providing the narration or character voices. Finally, or place in the video.
they compare their version to the original.
Show students still photos
B Sound with no picture of people from the video and
Students listen to the sound only and speculate in pairs/groups ask them to make a brief
about what they hear. They then watch to see if they were right. biography for that person –
C Picture and sound name, age, nationality, family,
likes and dislikes, hobbies, and
Students make notes as they watch and then compare notes with a
favorite food.
partner or in groups.
After showing the video the first time, give students cards with key
words or phrases from the video. As students watch the video a
second time, ask them to hold up their cards each time they hear a
key word or phrase from their cards in the video.
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GO BEYOND DIGITAL
Online Resource Centers
The Online Resource Centers are loaded with additional resources to support the Go Beyond
course material. The Resource Centers are accessed by a single sign-in and contain a wide
range of media for streaming and downloading.
Student’s Resource Center

For students, the Go Beyond Student’s Resource Center provides a reference bank for media
and vocabulary and additional downloadable Go Beyond materials to practice the Student’s
Book content.
Wordlists for reference For premium users, link to

and personal study the student’s version of
the Online Workbook
Full course audio for

students to stream Speaking Database
or download activities to encourage
students to go beyond
their classwork and
Additional recordings consolidate the skills
of Phrase Bytes and they have learned
speech bubbles
Extra grammar and
Full course video vocabulary practice
worksheets
Teacher’s Resource Center

The Teacher’s Resource Center provides teachers with downloadable extra worksheets, tips,
and testing materials to support the course. It contains a whole range of additional Go Beyond
materials to be used in the classroom or assigned for homework, as well as access to everything
in the Student’s Resource Center.
Tips and model
answers to accompany
Access to everything in the Student’s Book and
the Student’s Resource Workbook writing tasks
Center – audio, video,
wordlists, worksheets
A teacher-delivered
speaking section to
Full answer keys accompany every
and scripts for all Student’s Book
course components Progress Check
Static PDF tests for each

Culture, CLIL, and school unit and for the beginning,
skills worksheets middle, and end of
each level
Further ideas and
activities for exploring Tests you can
the Go Beyond videos generate yourself
with the customizable
Test Generator
Teacher’s notes
to accompany the A link to special
worksheets Go Beyond materials on
www.onestopenglish.com,
as well as access to other
useful onestopenglish
resources
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TEACHING TIPS
To optimize your teaching experience with Go Beyond, we’ve put together some tips for the following key areas:
Classroom management Teaching skills
Teaching vocabulary and grammar Teaching pronunciation
Classroom management Checking answers 1

Managing a classroom of teenagers is not always easy, and Keep students alert and motivated by varying the ways you
good classroom management, including organizing resources, select them to answer questions. Alternate between calling
creating an effective learning environment, monitoring student on students to give answers and asking for volunteers.
progress, and anticipating potential obstacles to learning, is This will help keep them engaged and get all the students
crucial for keeping students on track. The following tips will involved in the process of checking answers.
help you maximize the time in the classroom and ensure a You could also call on a student and let him or her decide
productive learning environment. which question to answer. This is good for less confident
students. It is then fun to let that student choose who will
Setting up routines and procedures answer the next question.
Let students familiarize themselves with classroom Alternatively, if you have closely monitored students while
procedures and homework routines early on in the year. they were doing the activity, “randomly” call on the students
This helps create a well-managed, organized classroom, who have the correct answers. Both of these techniques are
especially with large classes. good for giving students confidence in speaking and sharing
their answers in class.
Students in large classes may find it difficult to hear
instructions, so pay special attention to giving instructions
clearly. Everyone open your books. Stand up, everyone! etc. Checking answers 2
Set up a signal to get students’ attention (e.g., clapping Students appreciate the opportunity to look at a partner’s
your hands or whistling). One strategy that works well is to answers for reassurance. This technique helps create a
raise an arm and put your finger on your lips for students to productive learning environment. If students compare their
notice the signal and respond. answers, they’ll have more confidence in them and therefore
If routines and procedures are established at the beginning will be much more likely to volunteer them. This also gives
of the year, the rest of the year will be more enjoyable and students an opportunity to use English to explain why
productive for both you and your students. they chose their answer and helps develop their ability to
compare and discuss in English.
Pairwork Point out to students, whenever possible, that making
mistakes is positive. Remind students that the most
Pairwork is essential for speaking practice. In large classes
successful learners are usually the ones who aren’t afraid
it may not be practical for students to trade seats freely.
to experiment and make mistakes.
However, you can simply ask students to turn to the person
sitting next to them for pairwork or to turn around to form
pairs or fours with those seated behind. You can change Correcting errors effectively
pairings by instructing the students seated at the end of It is important not to overcorrect, as this can make students
each row of chairs to move to the front of their respective lose confidence. However, undercorrecting leads to students
rows – and then get everyone else to move along one seat. developing bad language habits and decreases their
communicative abilities in the long run.
Open and closed pairs When students are carrying out pairwork activities, the
An open pair is when a pair of students work together with focus is on fluency and it is best not to correct errors.
the rest of the class observing. It can help less confident However, monitor students and note important errors and
students understand the instructions and highlight the good use of language to go over at the end of the activity in
language they will need for an activity. Be sensitive and a feedback session. Dedicate a few minutes of class time
choose more confident students to demonstrate the activity. to error correction. Write the errors on the board without
Avoid individual error correction at this stage. saying who made the mistakes and elicit correct answers
from the class.
Closed pairs means that students are working in pairs all
at the same time. Closed pairwork is important because it
gives students a chance to explore new language privately; Total Physical Response
it is also useful for teachers because you can walk around Total Physical Response (TPR) is a teaching method where
and monitor students and give individual feedback. instructors give instructions and students respond with
whole-body movements. TPR activities could be as basic as
Giving students time to think following instructions to sit down, stand up, or pick up your
pen, and TPR lends itself well to games such as Simon Says.
Students sometimes take longer to reply than you might
expect. It’s a good idea to wait about three seconds for TPR can be motivating and fun for students and is especially
students to first process a question and then formulate a popular with learners who don’t like to be sitting down for
response. This waiting time will encourage students and too long and with kinesthetic learners. Although it may seem
should give them more confidence in their responses. unrealistic to sustain a whole lesson by giving commands
and repeating them, activities like this can break up the class
and reduce stress, as students are not under pressure to
produce the target language and simply have to respond to it.
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TEACHING TIPS
Teaching vocabulary and Remembering new words
grammar
Recommend to students that they spend up to 10 minutes
every day writing lists of vocabulary in English and saying
these words aloud. The more they repeat this procedure,
the more they will familiarize themselves with the words.
Contracted forms
Intro
Students can surround themselves with English by labeling
A contraction is two words joined together to make their homes with stickers or sticky notes. Ask students to
a short form. The verb be is often shortened. We think of their own method for remembering vocabulary and
use an apostrophe (’) in place of the missing letters. to try it for a month. At the end of the month, ask them to
Contractions are common in spoken English and informal give feedback to the class on whether their method was
writing. We don’t usually use contractions in formal writing. successful.
We can make contractions only with certain words. There
are three common types.
Countable and uncountable nouns
Intro
Subject + affirmative auxiliary (e.g., I’d, I’ve)
Countable nouns (e.g., potato, vegetable, chip, etc.) have
Negative sentences with not (e.g., don’t, isn’t)
singular and plural forms and can be counted easily. The
Question words + is (e.g., When’s, Where’s) singular form can take the article a/an, and regular plural
forms end in -s/-es. There are also irregular forms such as
English plural nouns
Intro
man/men, child/children, and person/people.
Uncountable nouns (e.g., pasta, spaghetti, salad, etc.) have
In order to change a singular noun to its plural form in only one form and cannot be counted easily. They are
English, you usually add -s (e.g., bags, days). These are sometimes referred to as mass nouns.
regular plurals. However, there are many irregular plurals There are several potential problems for learners.
that do not follow this rule:
It is not always obvious that the noun is countable,
Nouns that end in ch, x, s, z, or sh sounds require especially with some irregular plurals such as children,
an -es for the plural (e.g., boxes, sandwiches, buses). so students may add an -s.
Several nouns have irregular forms (e.g., women, children, An uncountable word may be countable in L1. For
men, people). example, when talking about news (uncountable)
Nouns that end in a consonant + -y drop the -y and students may try to use the incorrect singular form,
add -ies (e.g., cities, parties). a new (rather than a piece/an item of news).
Many nouns that end in -o take -es in the plural In some cases, students may not use articles for singular
(e.g., tomatoes, potatoes). nouns, especially if they wouldn’t in L1. For example, in
some languages, jobs are not preceded by an article:
My father is lawyer.
Possessive adjectives and possessive pronouns
Intro
Some nouns can be both countable and uncountable; for
Students often confuse possessive adjectives and example: I try to eat fruit every day. (uncountable) / There
possessive pronouns. Possessive adjectives are placed are some fruits that I don’t like, for example, grapefruit.
directly before the noun they modify to show possession; (countable)
for example: You can review countable and uncountable nouns
My bag is heavy. throughout the course. When students have finished
His coat is blue. reading a text or audio script, have them find as many
Our sneakers are on the floor. examples as they can of each type of noun in the text.
Possessive pronouns are used to say who an item or an
idea belongs to. Possessive pronouns are used only when
the object of possession (the thing that is yours, hers, ours,
etc.) is understood from the context. In other words, they
replace a noun that has previously been referred to. The
possessive pronoun is then used to clarify to whom the
object belongs; for example:
The heavy bag is mine.
The blue coat is his. Mine is white.
The sneakers on the floor are ours.
Point out that possessive pronouns are not spelled with an
apostrophe.
Word lists
When students learn new words, it is important to
encourage them to keep a record of them in a separate
book or at the back of their notebooks. As they do this,
encourage them to group the words into categories as this
will help them make further associations, and they will
be more likely to remember the words. Possible categories
for making word lists are:
Positives and negatives: happy/unhappy
Opposites: cold/hot
Topic/theme: Family – mother, father, aunt, uncle
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TEACHING TIPS
Teaching skills Speaking
Writing Being polite
Being polite depends as much on intonation as on use of
Correcting written work language, and students should be encouraged to be aware
of their attitude when they make polite requests (smiling,
If writing is assigned for homework, or if you collect your correct intonation, etc.).
students’ work at the end of a writing activity, you can Point out to students that we use either Excuse me at the
correct it for students to copy their mistakes or rewrite the beginning or please at the end, but we don’t usually use
text. When grading students’ written work, it is important both in the same request.
to think about the level of your students and decide which
mistakes they can correct themselves.
Remember to add a comment at the end to show interest Disappearing conversation
and to praise the student if possible. Using a correction In this activity, students are given support to help them
sheet, with symbols and acronyms, to mark students’ work recall a conversation from memory. Start by writing a short
can save you time. Give students a copy of the correction conversation on the board and having students practice it
sheet to guide them toward correcting their own mistakes. in pairs. Then erase some of the words and have students
You can also list mistakes that are common to students practice again. You can keep removing words until students
and provide some interesting expressions and good use are left with just prompt words or no words at all.
of language in a general feedback session on the writing This activity gives students the chance to practice
homework at the beginning of the next class. paraphrasing and using synonyms, as well as testing their
memories.
Punctuation
Punctuation helps the reader understand when to pause Class discussions
between fully formed ideas when speaking, and it helps us When inviting students to share answers and opinions with
organize our thoughts when writing. the class, it is a good idea to make sure that the interaction
A classic way to point out to students how important is among students in the class, and not only between the
punctuation can be is to put this sentence on the board and students and the teacher. Rather than giving your opinion,
ask them to punctuate it. ask other students if they agree, and ask them to give their
Let’s eat Grandpa reasons. Develop the conversation by inviting other students
Check to see who has written the first or the second line. to share their opinions. At this level students may require
Let’s eat Grandpa. clear guidelines, so you could put some useful expressions
Let’s eat, Grandpa. on the board (What do you think? I think, I’m not sure, It
depends, etc.) and encourage students to use them.
Correct punctuation can save lives!
Checking that you understand

Giving feedback on written work done in class
Students often find it embarrassing when they don’t
Having students do writing tasks in class provides a good
understand what someone has said in English and are
opportunity to focus on individual students. Circulate around
unsure how to ask for clarification. It is important to
the class and make sure that students are on task. Give
reassure students that even native speakers have to ask
positive feedback and help them with any problems they
for clarification sometimes. Give them some useful phrases
may have. While you’re doing this, note good language
to do this:
and common errors to put on the board at the end of the
activity. Then ask students to identify sentences that are Showing you don’t Asking for clarification
correct and to correct the errors in the other sentences. understand
You could make this a team activity and award points for
correct answers. I don’t understand. What do you mean by … ?
I’m not sure I understand. Do you mean … ?
Sorry, I didn’t quite hear Could you say that again,
Making it a group activity what you said. please?
Try to incorporate group work into writing lessons so that Sorry, I didn’t get your point. Could you repeat that,
it is not always a solitary activity. Put students into small please?
groups to work on the processes of writing: brainstorming,
planning, structuring, drafting, and reviewing.
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TEACHING TIPS
Listening Reading
Recorded reading texts Using things you know to help you read
The reading texts are recorded so that students can Asking students to talk about what they know and to use
listen to them as they read or with books closed. The their background knowledge of a topic before they read a
recorded material gives students extra exposure to correct text not only encourages them to engage with the content
pronunciation: word and sentence stress, intonation, and but also helps them predict the meaning of the language
accent. It also brings the text to life and adds interest. they’re going to read. They will rely on their knowledge of
Suggestions for how to use the recorded reading texts are the content rather than on their linguistic knowledge and
included at the end of each reading lesson. will be more likely to be able to use contextual clues to help
them figure out the meanings of words they don’t know.
It encourages them to read and engage with the text as a
Listening for the main idea
whole rather than concentrating on individual words and
Many students experience anxiety and need help learning to structures.
listen effectively. Often students try to listen for everything, Classroom activities to promote this include asking
and they’re not in control of the process that leads to students to predict what they’re going to read by looking at
comprehension. One important skill is to learn to identify the title of a text or giving students discussion questions
the gist – the main ideas – of a conversation, before directly related to the content of the text.
breaking down the information and concentrating on the
details they need to complete a task. Encourage students
to relax and not to worry if they don’t understand every Understanding the main ideas
word on the first listening. Ask them to focus on picking In order to understand the main ideas, a reader uses text
out words that seem to be “highlighted” with special stress details as well as existing knowledge to think about what
and/or repetition, as these will probably signal the topic and the main message might be. Remind students that at this
main ideas of a conversation. stage it is not necessary for them to understand everything
in a reading text; they should read quickly to identify related
Listening for specific information details. The reader combines all the evidence to decide on
the general topic and the main ideas in the text.
Students often want to try to understand everything. A key
strategy to help students focus on listening for specific
information is to encourage them to prepare for the task by Taking notes
looking closely at the questions. They can use the questions Taking notes is often not an easy task for students with this
to get an idea of the context of the listening and to predict level of English, as it requires a fairly deep understanding
what kind of information they need to listen for in order to of the text in order to understand which information is
complete the task. The words in the task help guide them important. Students are often tempted to copy sentences,
through the listening and help them identify where they as they’re unsure which information they’ll need. Certain
should concentrate their efforts and listen intensively. strategies can help students take effective notes from a
reading text:
Encouraging prediction Having a purpose for taking notes (e.g., for a test,
Predicting content is something that we all do in our first important information to tell parents). This will encourage
language before and while we are listening. students to think about what they need the notes for in
the future and which information they need from the text.
Predict the topic. Where possible, draw students’ attention
to any images on the Student’s Book page and ask them Reading the text at least once before they start so
what they think the topic will be. that they become familiar with the text, any unfamiliar
language, and the key points in the text.
Predict the speakers. Hand out printouts of the audio script
for a chosen conversation in the Student’s Book. Ask Reading the text and then trying to remember the key
students to cover the speakers’ names with a piece of points in order to summarize them orally. This will
paper, and then ask them to read the conversation and encourage students to pay attention to the text and focus
guess the age, gender, and relationship between the on the main ideas.
speakers. Write their ideas on the board, and after you Pointing out that students need to write only the words
have listened to the audio, check whether any of their that carry meaning; they don’t need to copy complete
guesses were correct. sentences. These words are often names, places, dates,
Predict the word. While playing the audio track, press the numbers, and possibly adjectives. Give students question
pause button mid-sentence and ask students if they can prompts to help them: What?, Where?, When?, Why?, How?
predict the next word. Repeat this process throughout
the track. At the end of the exercise, ask students if any Jigsaw reading
of their guesses were correct and, if so, why they chose
that word. Remember not to comment on the accuracy of For longer pieces of reading, put students in pairs and
their guesses during the exercise – the goal isn’t to get give them a section each to read. When they have finished
everything right, but to concentrate on the language and reading, encourage students to tell each other what they
topic in order to make guessing possible. have read and to ask each other questions. Then allow time
for them to read the full text.
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TEACHING TIPS
Teaching pronunciation The /θ/ sound
Intro
Some students may have difficulty pronouncing the /θ/

IPA sound (e.g., thirty /ˈθɜrti/). Ask students to touch their top
front teeth with their tongues and blow softly so that they
English is not a phonetic language. The alphabet that we can feel how the sound is formed. Drill the pronunciation of
use to write English has 26 letters, but in American English words with the /θ/ sound as a whole class.
there are approximately 44 speech sounds. To represent
each sound, we use a set of phonetic symbols called
the International Phonetic Alphabet (IPA). It is not necessary Words ending in -ed
Intro
to have students memorize the IPA, but it is a good idea to There are three ways of pronouncing the -ed ending.
help them become familiar with the IPA symbols that are
used in the Student’s Book. Pronunciation Examples
of -ed
Question intonation
Intro Unvoiced verb ending /t/ wash / washed
There is final rising intonation for a Yes/No question: Voiced verb ending /d/ play / played
Verb ending in /t/ or /d/ /ɪd/ start / started
Are you Canadian?
and final falling intonation for Wh- questions: It is not always easy to distinguish between voiced and
unvoiced endings; however, by placing your hand on your
What’s your name? throat, you can feel the vibration of a voiced sound. It is
not so important for students to clearly pronounce a /t/
or /d/ past tense ending, as native speakers often do not
The /iz/ sound
Intro
pronounce these endings clearly. However, it is important for
When a word ends in sibilant or hissing sounds such as students to learn when to use the /ɪd/ ending and when not
-ches, -ses, -shes, -zes, or -xes, the -es ending is pronounced to use it.
as a separate syllable.
This is because these sounds are so similar to the -s ending Pronunciation Mountain
that the ending must be pronounced as a separate syllable
in order to be clearly heard. This is a simple and effective way to drill any list of
vocabulary. Students enjoy the competitive nature of the
activity and benefit from repeating each word multiple times.
Long and short vowel sounds
Intro
You can play it with words from the vocabulary you have
Some languages do not have a distinction between short studied in class or at the end of the class with words you
and long vowels. Speakers of these languages often stretch have noticed students mispronouncing throughout the class.
all vowel sounds and confuse pairs of short and long English Put a list of about 10 words on the board. Put the word
vowel sounds like the short vowel sound in ship /ɪ/ and the you think is easiest to pronounce at the bottom of the
long vowel sound in sheep /i/. The vowel sound /i/ is a long e list and the one that is the most difficult at the top.
(as in eat) and you can help students say it by asking them Divide the class into teams of four or five.
to smile when saying it, as if they’re having a photo taken
and saying Cheese! Set a time limit of two minutes for the teams to practice
saying the words together.
Was/wasn’t – weak and strong forms
Intro When you say Go! the first team must all say the word at
the bottom of the list together. If they pronounce the word
There are two different ways of pronouncing was, the strong correctly, they move up to the next word. They continue
and weak form: moving up the list until the team, or someone on the
In affirmative sentences and questions was is pronounced team, pronounces one of the words wrong.
as the weak form /wəz/: Then it is the next team’s turn, and they start from the
He was at the park on Saturday. bottom of the list again and keep moving up until they get
/hiwəzætðəpɑrkɔnsætərdeɪ/ a word wrong. Each time a team makes a mistake, they
Was he at the park on Saturday? have to start from the bottom of the list when it is their
/wəzhiætðəpɑrkɔnsætərdeɪ/ turn again.
However, in short answers the strong form /wɑz/ is used: The game continues until one team reaches the top of
Yes, he was. the list and wins the game.
/jeshiwɑz/
In negative sentences and short answers the strong form is
used. We usually don’t pronounce the final /t/:
He wasn’t at the park on Saturday.
/hiwɑzənæðəpɑrkɔnsætərdeɪ/
No, he wasn’t.
/noʊhiwɑzən/
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GAMES
Broken Telephone Chain Stories
This game introduces the idea of communication breakdown At this level, this game can be used to practice the simple
and the importance of good pronunciation when talking on past for telling a story. It is described here as a writing
the phone. activity, but it could also be done orally.
Divide the class into groups of about 10 students from Write a sentence on the board to start the chain (e.g., I
the front to the back of the classroom. saw her at the station) and invite a student to come to the
Give one student in each group a sentence to memorize
board and write a sentence that could follow it: I saw her
(e.g., Grandpa has five chickens, and my brother has a at the station. She looked at me.
black horse). Then invite other students to come to the board and add
Each student whispers the sentence to the next student
a sentence. If it is a small class, you could have students
and so on, until it reaches the last person in the group. take two turns.
Stop the activity when everyone has added a sentence.
The last person in the group then says the sentence back
to the first person, who indicates how it has changed. As a follow-up activity, remove the story from the board
and ask students to rewrite it in their notebooks from
The winning group is the one in which the last student gets
memory.
the sentence correct or has the closest sentence to the
original.
Snowman
Memory To elicit a word or phrase or to give extra practice in
spelling, write short lines for each letter of the word or
This is a game that is traditionally played with playing cards. phrase on the board and invite students to guess letters.
The cards are spread out face down, either randomly or in For each incorrect guess, draw a part of a snowman: one
rows, and the players take turns picking up two cards. If circle for the head, one for the body, then two arms, three
the cards have the same number, the player keeps them buttons, a hat, two eyes, and a smile.
and takes another turn. If the cards don’t match, the player Note that you can play the game in reverse: draw the
returns the cards and it’s the next player’s turn. The winner snowman to start with, then erase a part each time a
is the player with the most cards at the end of the game. student guesses incorrectly until the snowman disappears
This game can be adapted to cover many language areas. (or “melts”).
For example, you could have a set of transportation words
on cards (e.g., bus, train, car, etc.) with corresponding
picture cards. The players then have to match a word and Vocabulary Tennis
the appropriate picture card. Another possibility is to have This is a great game to review different sets of vocabulary.
simple past forms and their corresponding base verb forms. You will need a ball for this (or a wadded-up piece of paper).
Divide the class into two teams. Ask them to sit in two
Picture Dictation lines on either side of the classroom, across from each
This is a fun team game and great for more visual learners. other, so that everyone on each team is facing someone
To play the game, you need to have words, phrases, or from the other team.
sentences written on pieces of paper or cards. Explain that you will give them a category (e.g., food). The
Each team has one minute to take turns coming to the first person from team one must say a word that belongs
board, taking a card, and drawing the word, phrase, or to that category and then throw the ball to someone on
sentence for their team to guess. The team who has the other team (it doesn’t have to be the person across
guessed the most words at the end of the game wins. from the thrower).
The person with the ball now says another word and
Find Someone Who … throws the ball back to someone on the other team. This
continues until a word is repeated or someone takes
This game is good for question practice and for practicing a longer than five seconds to say a word. In these cases,
range of new grammar and vocabulary points. the points go to the other team and the teacher gives
Prepare a worksheet with the statement Find someone another category.
who … at the top, and underneath write a number of The game can be scored by giving a point for each round
endings (e.g., … has two brothers, … has a TV in his or won or like a game of tennis, in which case the first team
her room, etc.). This works best if you use information to reach 40 is the winner.
that you know is true of at least one student.
Explain that students have to ask each other questions Alphabet Race
and try to find a different person for each ending. Model
the task by asking students the first question: Do you Divide the class into two teams and divide the board in
have two brothers? When someone says yes, write his or half. Write the letters of the alphabet down each side of
her name next to the ending. the board (don’t include Q, X, or Z).
Set a time limit of three minutes for students to
Tell students that the objective is to find one name for
take turns coming up to the board and writing a word
each statement. Set a time limit of five minutes and have
beginning with each letter of the alphabet.
students mingle and ask questions. After five minutes,
stop the activity and invite students to say what they Explain that if both teams have the same word for
found out about the group. the same letter, it doesn’t count as a point. This will
discourage copying.
At the end of the three minutes, count how many words
each team has correct. The team with the most correct
words is the winner.
This game can be adapted to review vocabulary learned
in class (e.g., names of stores, verbs, clothes).
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USING THE GO BEYOND TEACHER’S EDITION
This Teacher’s Edition is a valuable and practical resource. With its clear and comprehensive
teaching notes, audio scripts and answer keys, background notes, and extra features, it will help
you plan and deliver impactful, well-paced, and memorable lessons.
THEATER
THEATER
WORKSHOP
WORKSHOP
UNIT UNIT
The topic, content,

and lesson objectives
of each unit are 4
IN THE PICTURE
IN THE PICTURE
Talk about clothes
Talk about clothes 76–77 76–77
clearly presented. Photo
READING READING
Read part ofRead
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Girl 2:
GRAMMAR
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Present progressive
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Talk about things
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The target language, LISTENINGLISTENING

AND VOCABULARY
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functions, and stages of each GRAMMAR
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Don’t move! Don’t move!
124 124
34
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USING THE GO BEYOND TEACHER’S EDITION
THEATER WORKSHOP
THEATER WORKSHOP
Other features
The Teacher’s Edition also
contains:
4 4 5 2.49 5 2.49
Procedural notes for
76–77 Photographer:Photographer:
Don’t look at me.Don’tLook
lookatatthe
me.door.
LookThat’s
at theit.door.
Great.That’s it. Great.
■ Ask students
■ Asktostudents
look at the
to pictures
look at the
again,
pictures
and explain
again, and
thatexplain that the Unit Reviews and
Nice colors. Nice colors.
78
Girl 2: GirlIs2:the yellow bag
Is the
OK?yellow bag OK?
the sentences
the are
sentences
from theare
descriptions
from the descriptions
they listenedthey
to in
listened to in Progress Checks
Exercise 2. Exercise 2.
79 Photographer:Photographer:
Yeah. It looks Yeah.
good. ItThe
looks
yellow
good.
bagThe
with
yellow
the purple
bag with the purple ■ Allow about
■ Allow
threeabout
minutes
three
forminutes
studentsfor
tostudents
completetothecomplete the
Full and detailed notes are
dress, and thedress,
brownandshoes
the are
brown
good.
shoes
I likeare
it. good. I like it. sentences with
sentences
the correct Alternative procedure
with the
words.
correct
Thenwords.
play the
Then
track
play
forthe track for given for the Unit Reviews
80
3a 3a
them to check them their
to check
answers. their answers.
suggestions are provided for and Progress Checks in
Let them■ compare
Let them their
compare
answers their
in answers
pairs before in pairs
you check
before you check
81 the Student’s Book.
■
■ Ask students
■ Asktostudents
work in pairs
to work to match
in pairsthetonumbered
match the numbered them as a class. them as a class.selected exercises, offering a
82 clothes in the
clothes
pictures
in the
to the
pictures
wordstointhethewords
box. in the box. different approach to teaching the
Don’t check Don’t
the answers
check the at answers
this point, atasthis
students
point, as will
students willANSWERS / AUDIO SCRIPT
ANSWERS / AUDIO SCRIPT 2.49 2.49 Workbook answer keys
Student’s Book content. These
■ ■
83 listen and check

listen them
and check
in Exercise
them in 3b.Exercise 3b. 1 pants; sneakers;
1 pants; sweatshirt
sneakers; sweatshirt
2 hat 3 skirt 2 hat 3 skirt and audio scripts
4 jacket; shirt;4 socks
jacket; shirt;5 dress; alternatives
socksshoes 5 dress; shoes appeal to different
84 Alternative Alternative
procedure procedure
learning styles and At the back of the
1 So you’re wearing
1 So you’re blue pants,
wearingwhite bluesneakers,
pants, white
and sneakers, and aabilities.
a red sweatshirt. red sweatshirt.
See how muchSeestudents
how much knowstudents
beforeknow
they before
complete theythe
complete the Teacher’s Edition,
exercise.
exercise. Divide Divideinto
the class thepairs
classandintoask
pairs andtoask them to 2 I like the big
them 2 hat.
I likeVery
thenice.
big hat. Very nice.
close their
close their books. Set books. Set aoftime
a time limit two limit forminutes for 3 I’m wearing3 a I’m
of two
minutes greenwearing
skirt and
a green
a brown
skirt shirt.
and a brown shirt. answer keys and audio
each pair toeach
makepair to make
a list a list
of all the of all the
clothes wordsclothes 4 So we have4 a So
words that they
that they black we jacket,
have a ablackpink jacket,
shirt, and
a pink
someshirt,
jeans.
andAre
some
those
jeans. Are those scripts are given for the
6–77 know. Stop know. Stop two
them after them after two
minutes andminutes
ask each andgroup
ask each group orange socks? orange
Let’s see.
socks?
Wow! Let’s see. Wow!
how many
how many they’ve they’ve
written. Checkwritten.
their Check
answers their
and answers 5
write and write Yeah. It looks
5 Yeah.
good. It
Thelooks
yellow
good.bag The
with
yellow
the purple
bag with
dress,
the and
purple
the dress, and the corresponding Workbook.
them on thethem
board.on The
the group
board.with The the
group with the
highest of number ofbrown shoes are
highest
number brown good.
shoes
I likeare
it. good. I like it.
correct
correct words is thewords
winner.is the winner. Teaching Tips
3b 2.46 3b 2.46 Alternative Alternative
procedure –procedure
more confident – moreclass confident class
Pages 28–33 of the
■ Ask students
■ Ask tostudents
listen andtocheck
listen their
and check
answers. their answers. Before completing Exercise 5, Exercise
Before completing ask students 5, ask tostudents
close their to close their Teacher’s Edition provide
ibe
■ Continue■ theContinue
track forthestudents
track for tostudents
listen andtorepeat
listen andthe repeat thebooks. Divide the class
books. Divideinto thepairs
classtointoremember
pairs to what the what the
remember useful tips on classroom
words. Monitor
words. pronunciation
Monitor pronunciation
carefully and carefully
stop and and repeat people in the
stop and repeat pictures
people in the arepictures
wearing.are wearing.
where necessary.
where necessary.
management and teaching
■ Play a game
■ Play
of Pronunciation
a game of Pronunciation
Mountain (see Teaching
Mountain (seeTips,
Teaching Tips,
Extra activityExtra activity vocabulary, grammar,
page 32). page 32). Ask the class Asktothe
standclassup to with a pen
stand up or pencil
with a pen and or apencil and a skills, and pronunciation,
ANSWERS / AUDIO SCRIPT 2.46
piece of paper.
2.46 teams to
piece Divide the class
of paper. Divideintothetwoclassteams into and
two ask
teams and ask as well as using games in
the thestand
teams in two lines in
to stand sotwo
thatlines
eachsomember that each of member of
dress 1 hatdress
9 1jacket hat3 9 pantsjacket7 3 shirt pants
4 7 shoes shirt2 4 shoes 2 team one isteam facingonea member
is facingof a team
member two.ofExplain
team two. thatExplain that the classroom.
skirt 10 sneakers
skirt 108 sneakers
socks 5 8 sweatshirt
socks 5 6 sweatshirt 6 the person across
the personfromacross
them is theirthem
from partner. Askpartner.
is their the Ask the
es to
dress hat dress jacket hat pants jacket shirtpantsshoesshirt skirtshoes skirt students to students
turn around so that
to turn aroundtheysoarethat
The back-to-back
optional with
they are back-to-back
extra with Homework
ferent
sneakers socks
sneakers sweatshirt
socks sweatshirt their partners.
theirAsk them
partners. to remember
Ask them to and write
remember down
and write down Task-based homework
gs, what their partner is wearing
what their partnerthat day activities
is wearing without
that day looking.provide
without ideas
looking.
They must include
They must colors.
includeModel with for
colors. what
Model extending
you’re wearing;
with what thewearing;
you’re is provided at the end
lete 4a 2.47 4a 2.47 PRONOUNCE
PRONOUNCE
s. Ask ■ Consonant■ clusters
Consonant withclusters
s can be with difficult
s can for
be speakers
for example,for
difficult for speakers Explain thatExplain
example,
a blue shirt,aabluered jacket,
shirt, aandred blue
lesson jacket, pants.
and blue pants.
and offering of every lesson and is
each correct
that each itemcorrect
of clothing
item they write down
of clothing they write down related to the topic or skill
Point of certain languages.
of certain languages.
If this is true If this
for your
is true
students,
for your students, is a point foristheir additional practice.
team,
a point for but
theirif team,
you catchbut ifthem looking,
you catch them looking,
write sc/sk and
writestsc/sk
on theand board.
st on Askthe students
board. Ask tostudents
say the to say the you’ll remove points
you’ll from points
remove the team. fromSet theateam.
time limitSet aoftime
two limit of two of the lesson.
s. sounds. Writesounds.
some Write
othersomewordsotherwith these
words sounds
with these on the
sounds onminutes
the for minutes
this before for allowing
this before students
allowing to students
turn around. to turn around.
board; for example,
board; forskirt,
example,
skate,skirt,
stand, skate, Have students
stop.stand, stop. Have studentsCount each Count
team’seachpoints.team’s points. Background information
practice saying
practice
the words
sayingafterthe words
you. after you.
■ Play the track
■ Play forthe
Exercise
track for 4aExercise
and ask 4a students
and ask tostudents 6 THE MOVING6 PICTURE
repeat to repeat THE MOVING PICTURE Useful and interesting
the words. the words. ■ Explain that
■ Explain
students that arestudents
going toare watchgoing a video
to watch of the
a video of the background information
Have studentsHave repeat
students
all the
repeat
words, all including
the words, theincluding
words on the wordsphoto
on session photothatsession
the photos that onthethephotos
pageon came
the page
from. came from. on specific lesson topics
■ ■
the board, once

the board,
more. once more. ■ Play the video
■ Playandtheaskvideostudents
and ask tostudents
say how many to sayteenagers
how many teenagers
they saw in they
the video
saw inand thewhatvideotheir
andnames
what their werenames
(five – were (five – is provided in the Move
s. AUDIO SCRIPT AUDIO SCRIPT 2.47 2.47
Tara, Benny,Tara,
Sonia,Benny,
Ross,Sonia,
and Mandy).
Ross, and Mandy). Beyond for Teachers
of See Student’sSee
Book,Student’s
page 76,Book,
for audio
page script.
76, for audio script. ■ Divide the class
■ Divideinto
thepairs
classtointo talkpairs
about towhat
talk about
the teenagers
what the teenagers feature to help with
e in the videoinare thewearing.
video are Allowwearing.
two minutes
Allow two forminutes
this. for this.
ary. 4b 2.48 4b 2.48 ■ Call on students
■ Call on
to students
share their
to share
ideas with
their the
ideas class.
with the class. the presentation of the
■ Direct students’
■ Directattention
students’ back
attention
to the back
wordstointhe
Exercise
words in 3a.Exercise 3a. content.
ANSWERS / ANSWERS
VIDEO SCRIPT / VIDEO SCRIPT
Ask them toAsk underline
them tofourunderline
more words
four more
that contain
words that/s/ at
contain /s/ at
2.45 the beginning.Tell
the beginning.Tell
them not tothem underline
not towords
underline
that begin Tara:
words that begin blackTara:
jacket, blue
blackand
jacket,
whiteblue
(andandgreen/purple)
white (and green/purple)
dress, white dress, white
with sh, as that
with is
sh,aas
different
that is sound.
a different sound. socks, black shoes
socks, black shoes Complete scripts
Benny: blue Benny:
and white blue
shirt,
andgreen
white hat/baseball
shirt, green cap,
hat/baseball
sunglasses,
cap, sunglasses,
■ Play the track
■ Play
forthe
students
track for tostudents
listen andtorepeat
listen and
the words.
repeat the words.
black pants/jeans,
black dark
pants/jeans,
red (anddark
white)
redsneakers
(and white) sneakers
for the Moving
s,
ANSWERS / ANSWERS
AUDIO SCRIPT/ AUDIO SCRIPT 2.48 Sonia:
2.48 Sonia:
dress, white sweater,
dress, white
brown sweater,
bag, black
brown
hat,
bag,
glasses,
black black
hat, glasses, Picture videos
black
mera. shoes shoes are embedded
skirt sneakers
skirt socks
sneakers sweatshirt
socks sweatshirt Ross: blueRoss: shirt, green
bluejacket,
shirt, sunglasses
green jacket, sunglasses
Mandy: pinkMandy:
T-shirt, skirt,
pinkgray
T-shirt,
shoes,
skirt,
sunglasses
gray shoes, sunglasses in the lesson
Fast finishersFast finishers
There is no dialog
Thereinisthis
no video.
dialog in this video. notes.
Ask students Asktostudents
think of two moreofwords
to think with the
two more /s/ with the /s/
words
sound at the beginning,
sound at the two with thetwo
beginning, sound
withinthe
thesound
middle,in the middle,
and two withand thetwo
sound
withatthethe end. at the end.
sound
Answer keys and audio
me scripts are embedded
within the teaching notes.
125 125
Activity suggestions
for fast finishers are
provided throughout
the lessons.
35
9780230478091_text.indb 35 10/8/15 4:56 PM

S
TA
R T ER
GET READY: IT’S MY PARTY
STAGE TIME FOCUS
GET STARTED Play a game to help students and teachers learn names quickly.
THINK AND READ Talk about costume parties. Read a story and find out Emily’s favorite color.
Recycle vocabulary to talk about numbers 1–20 and colors. Review the structure of be,
RECALL subject pronouns, and possessive adjectives. Practice making introductions. Write an
invitation to a party.
THINK AND READ Read a story to find out who a person in a costume is.
Recycle vocabulary to talk about numbers 20–100, days of the week, and months. Review
RECALL the structure of be in negatives, questions, and short answers. Review question words.
Practice asking for contact information.
Get started ■ Play the track for students to listen and repeat. Remind
students of the syllable stress in the teens (e.g., thirteen).
Play a game of Quick-fire Ball to help you and your students
learn each other’s names quickly. Start by saying your
name: My name’s … What’s your name? and throwing a ball ANSWERS / AUDIO SCRIPT 1.02
or scrunched up piece of paper to a student. That student 2 two 3 three 4 four 5 five 6 six 7 seven
responds by saying his or her name; for example, My name’s 8 eight 9 nine 10 ten 11 eleven 12 twelve
Sara Johnson. What’s your name? The student then throws the 13 thirteen 14 fourteen 15 fifteen 16 sixteen
ball to another student, and so on. 17 seventeen 18 eighteen 19 nineteen 20 twenty
one two three four five six
seven eight nine
HELLO! Pages 6–7 ten eleven twelve thirteen fourteen fifteen sixteen
seventeen eighteen nineteen twenty
THINK AND READ
1 1.01 Fast finishers
■ Draw students’ attention to the party invitation. Elicit from Ask fast finishers to choose three numbers from the
students what costume means. If they know, invite them list that are important to them (birthday, street number,
to explain it to the class in English (special clothes you favorite number, etc.). Then have them work in pairs
wear to a party to look like famous people, characters, etc.). and ask and answer questions about the numbers, for
Encourage students to say what the costume theme is for example:
this party (Wear your favorite color). A: What’s your favorite number?
■ Ask some simple questions about the invitation; for B: Fourteen because my birthday is March 14th.
example, What day is the party? What time does it start?
Who’s having the party? Where do they live? Can you go with 1b
a friend? ■ Divide the class into A/B pairs. (See Teaching Tips,
■ Focus students’ attention on the story. Play the track for
Pairwork, page 28.)
students to read the story and find out what Emily’s favorite
color is. (See Teaching Tips, Recorded reading texts,
■ Tell Student As to say a number from 1 to 20 and Student Bs
page 31.) to close their books and write the number in letters.
■ Explain to students that Emily and Leo arrive at the party in
■ Encourage Student As to check the number.
regular clothes and change into their costumes when they
■ Ask students to switch roles and repeat the procedure.
arrive at the party. Call on a student to give the answer. Alternative procedure: more confident classes
■ Ask students to find Emily and Leo in the picture. (Emily is Ask students to choose five numbers to test their
in the banana costume; Leo is walking out of the door.)
partners.
ANSWER / AUDIO SCRIPT 1.01 2a INTRODUCTIONS
Emily’s favorite color is yellow. ■ Go over the example with the class.
See Student’s Book, pages 6–7, for audio script.
■ Ask students to write the words in the correct order.
2b 1.03
■ Play the track for students to listen and check their
Extra activity
answers.
Have students work in pairs to find all the names of the ■ Play the track again and ask students to repeat the
people in the story, and then identify whether they are sentences, paying particular attention to the contracted
girls or boys. (Girls: Karen, Lucy, Maria, Emily; Boys: Leo, forms.
Eric, Ben)
2 ANSWERS / AUDIO SCRIPT 1.03
■ Ask students to read the story again in preparation for See underlining in audio script.
doing the exercises that follow. Maria: Hi. I’m Maria.
Eric: Hello. My name’s Eric.
RECALL Maria: This is Mark.
1a NUMBERS 1–20 1.02
■ Draw students’ attention to the example.
■ Encourage students to work in pairs to complete the
numbers with a, e, i, o, and u.
36
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GET READY: IT’S MY PARTY
Extra activity Extra activity

Have students practice the conversation in pairs, Use this opportunity to recycle the pronunciation of the
substituting the names in the conversation with real letters of the alphabet. Write the letters on the board like
information about themselves. this:
3 PRONOUNS AND POSSESSIVE ADJECTIVES
■ Ask students to complete the table with the correct subject /eɪ/ /i/ /e/ /aɪ/ /oʊ/ /u/ /ɑr/
pronouns and possessive adjectives.
A H B C F L M I Y O Q U R
■ Circulate and monitor to give help as necessary.
J K D E N S X W
■ Go around the class, calling on students to give the
G P
answers. (See Teaching Tips, Checking answers 1,
T V
page 28.)
Z
ANSWERS Drill the letters chorally column by column and point out
3 Your 4 He 5 It 6 Our (in L1 if necessary) that they’re grouped by vowel sound,
and that the symbols at the top are the phonetic symbols
for the different vowel sounds. Then ask students to take
Alternative procedure: less confident classes turns spelling the colors in Exercise 5 to each other.
After completing Exercise 3, encourage students to take
turns testing each other in pairs. Explain that Student As 6a BE
should read aloud one word from one side of the table ■ Ask students to complete the sentences with am, are,
while Student Bs keep their books closed and say the or is.
corresponding word from the other side of the table. When ■ Let students compare their answers in pairs before playing
they finish, ask them to switch roles. the track for students to check answers.
4 1.04 6b 1.06
■ Before playing the track, ask students to complete Karen’s ■ Play the track for students to listen and check.
sentences with words from the table in Exercise 3. ■ Point out to students that contractions are not usually used
■ Play the track for students to listen and check their when there is more than one subject, for example, Chloe
answers. Remind them to use capital letters at the and Kayla are ’re really good friends.
beginning of a sentence.
ANSWERS / AUDIO SCRIPT 1.04 2 are 3 is 4 am 5 is 6 are 7 is 8 are
2 his 3 They 4 Your 5 Its See Student’s Book, page 7, for audio script.
See Student’s Book, page 7, for audio script.
Fast finishers
Encourage fast finishers to read the conversation aloud
Alternative procedure: more confident classes
in pairs. Then have students switch roles and repeat the
Encourage students to change all the names and nouns procedure.
in sentences 1–5 and to make any necessary changes
to the subject pronouns and possessive adjectives; for
7 HAVE A PARTY
example, 1 Ben’s here with his friend, Chloe. Call on
several students to give their answers for each of the
■ Ask students to write an invitation to their party. Refer them
sentences. to the invitation in the story and encourage them to think of
their own theme.
5 COLORS 1.05
Extra activity
■ Ask students to match the colors to the words.
■ Call on students around the class to give the answers. Ask students to work in groups of four or six. Tell them
they’re at a party and have them introduce themselves
■ Play the track for students to listen and repeat.
and a partner to the other people in the group. Go around
the class and monitor the activity, offering feedback where
necessary.
black a blue d brown i green e orange j pink c
purple b red h white g yellow f AT THE PARTY Pages 8–9
black blue brown green orange pink purple
red white yellow THINK AND READ
1 1.07
Extra activity ■ Play the track and ask students to read the story to find
Ask students to work in pairs to find one thing in the out who Maximus is.
classroom for each color. Write some example sentences
■ Call on a student to give the answer.
on the board; for example, Marco’s T-shirt is blue; That
chair is orange. ANSWER / AUDIO SCRIPT 1.07
Maximus is really Leo.
See Student’s Book, pages 8–9, for audio script.
2
■ Ask students to read the story again in preparation for
doing the exercises that follow.
37
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RECALL
1 NUMBERS 20–100 1.08 2 isn’t 3 ’m not 4 Are 5 am 6 aren’t
■ Ask students to match the numbers to the words. See Student’s Book, page 8, for audio script.
■ Play the track for students to listen and repeat, paying
special attention to the /θ/ sound in thirty as some
students may find this difficult. (See Teaching Tips, The /θ/
Alternative procedure: less confident classes
sound, page 32.)
■ Point out and practice the different syllable stress in Write the verb forms below on the board and ask students
thirteen (through nineteen) and thirty (through ninety). to write example sentences for each form. Walk around
and monitor, helping as necessary.
ANSWERS / AUDIO SCRIPT 1.08 be negative
20 twenty 30 thirty 40 forty 50 fifty 60 sixty I’m not (am not) / you/we/they aren’t (are not) /
70 seventy 80 eighty 90 ninety 100 one hundred he/she/it isn’t (is not)
twenty thirty forty fifty sixty seventy eighty be questions
ninety one hundred Am I … ? / Are you/we/they … ? / Is he/she/it … ?
be short answers
Extra activity Yes, I am. / Yes, you/we/they are. / Yes, he/she/it is. /
Divide students into groups of three or four to play the No, I’m not. / No, you/we/they aren’t. / No, he/she/it isn’t.
game Buzz described on the Student’s Book, page 8. Vary
5a QUESTION WORDS
it by using multiples of different numbers. Make it more
challenging by using two numbers; for example, students
■ Ask students to match the question words to the pictures.
say Buzz for multiples of 5, Fizz for multiples of 2, and Fizz
Buzz for numbers that are multiples of both 2 and 5. ANSWERS
2 What? c 3 Where? a
4 When? b 5 How old? d
2a DAYS OF THE WEEK 1.09
■ Ask students to write the days of the week in order. 5b 1.12
■ Play the track for students to check their answers. ■ Ask students to complete the conversation with question
■ Play the track again for students to listen and repeat. words.
ANSWERS / AUDIO SCRIPT 1.09 answers.
Monday Tuesday Wednesday Thursday
Friday Saturday Sunday ANSWERS / AUDIO SCRIPT 1.12
2 When 3 Who 4 What
2b See Student’s Book, page 9, for audio script.
■ Divide the class into pairs. Ask students to close their
books and write the days. Fast finishers
■ Ask students to open their books and check their spelling.
Encourage fast finishers to read the conversation aloud
3a MONTHS in pairs, paying attention to the falling intonation in Wh-
■ Divide the class into pairs and have them decide on the questions. Then have students switch roles and repeat
correct order for the months. the procedure.
■ Ask students to write the months in the correct order.
■ Elicit the months from different pairs of students. 6 PHONE CONTACTS
■ Divide the class into pairs. Have them ask questions and
3b 1.10
complete the contact information for each other.
■ Play the track for students to check their answers. ■ Remind students that we usually say phone numbers in
■ Play the track again for students to listen and repeat. single digits and that when 0 is in a phone number, it’s
pronounced oh (e.g., 482-0980 four – eight – two, oh – nine
ANSWERS / AUDIO SCRIPT 1.10 – eight – oh).
January February March April
May June July
August September October November December Homework
Extra activity Ask students to make an odd-one-out quiz from the

vocabulary and grammar in this unit. Model an example
Divide the class into groups of five or six. Encourage for the class; for example,
October Monday September
students to play the party game with the months. Refer June (Answer – Monday. The others are months). Have
students to the instructions on how to play the game in students write at least three examples to test a partner
the story. In a less confident class, play the game as a at the beginning of the next class. The partner must
whole class first. select the odd one out and justify his or her choice.
4 BE: NEGATIVE, QUESTIONS, AND SHORT ANSWERS
1.11
■ Ask students to complete the conversation with the words
in the box.
■ Play the track for students to check their answers.
■ Play the track again for students to listen and repeat.
(See Teaching Tips, Question intonation, page 32.)
38
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UNIT
ME
IN THE PICTURE Talk about your things 10–11
READING Read an article from a book 12
GRAMMAR Plural nouns; a/an, the Talk about one or more things 13
LISTENING AND VOCABULARY Listen to a description of where things are from 14
GRAMMAR This/that, these/those Talk about the things around you 15
LANGUAGE & BEYOND Be a good classmate 16
SPEAKING Describe things 17
WRITING Write a description of a thing 18
IN THE PICTURE My things

Talk about your things Pages 10–11
STAGE TIME FOCUS
GET STARTED Review the letters of the alphabet.
Review and brainstorm common nouns and categorize them. Practice spelling words. Watch a
WORK WITH WORDS
video and write the categories in the correct order.
WRITE AND SPEAK Talk about your favorite words.
Get started ANSWERS / AUDIO SCRIPT 1.13

Review the letters of the alphabet by starting with the letter 1 backpack 2 soccer ball 3 notebook 4 orange
a and calling on students to say the letters that follow. Then 5 sandwich 6 sunglasses 7 T-shirt
focus students on the pronunciation of the letters by writing 8 website 9 game console 10 bike 11 phone
the phonemes /eɪ/ /i/ /e/ /aɪ/ /oʊ/ /u/ /ɑr/ on the board. Model 12 ice cream 13 jeans 14 laptop 15 car
and drill the sounds. Then ask students to work in pairs backpack bike car game console ice cream jeans
and decide which of the sounds the letters of the alphabet laptop notebook orange phone sandwich soccer ball
correspond to. Then invite different students to come to the
sunglasses T-shirt website
board and add the letters under the correct sound.
ANSWER 3a
See Extra activity for Student’s Book, page 7, Exercise 5, on page 37.
■ Have students read the instructions and check that they
understand what the categories are. (See Teaching Tips,
Word lists, page 29.)
WORK WITH WORDS Things ■ Do an example with the class to check that students
understand what to do. Have students look at the picture of
1 the backpack and elicit that it goes in the school category.
■ Direct students’ attention to the pictures on pages 10–11. Point out that some of the words may fit into more than
Then go over the phrases in the PHRASE BYTES box. one category, for example, laptop.
■ Divide the class into pairs. ■ Divide the class into pairs and set a time limit of three
■ Tell students to take turns asking and answering minutes for the activity.
questions to try to name as many of the things in the
pictures as possible. Remind them to use the phrases in 3b
the PHRASE BYTES box. ■ Call on students to share their answers for each category
■ While students are doing the task, circulate and help with with the class. Ask other students whether they agree or
pronunciation as necessary. disagree and accept any answers that are possible.
■ Do not confirm answers at this point, as answers will be
checked in Exercise 2b. SUGGESTED ANSWERS
2a Clothes Food Games
■ Ask students to match the things in the pictures to the
jeans ice cream soccer ball
words in the box. Do not check answers at this point, as
sunglasses sandwich game console
students will listen and check in the next exercise.
T-shirt orange
2b 1.13
School Technology Transportation
answers. You may want to point out that bike is a short backpack laptop bike
form of bicycle. notebook phone car
■ Continue the track for students to listen and repeat the website
words in the box.
39
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3c 1.14 WRITE AND SPEAK
■ Play the track for students to listen, check their answers, 7
and repeat the words. Point out the stressed syllables ■ Read the instructions aloud and give students examples of
in the more problematic words (e.g., technology, your favorite words for some of the categories. Try to make
transportation). You could also point out that clothes has the words interesting but not too obscure to avoid having to
only one syllable. illustrate or explain each one.
■ Ask students to write their favorite words for each category
AUDIO SCRIPT 1.14 in their notebooks. Encourage stronger students to close
See answers to Exercise 3b for audio script. their Student’s Book and write the words from memory.
■ Refer students to the useful phrases in the PHRASE BYTES
4a box, and then model the task by inviting students to ask
■ Go over the instructions and elicit some examples of other you questions from the PHRASE BYTES box. Encourage
words for the categories. students to extend their answers; for example, My favorite
■ Divide the class into small groups and explain that this word for games is “video game.” I have a lot of video games!
is a race to think of as many words as possible for each ■ Divide the class into pairs and set a time limit of three
category. Set a time limit of three minutes. While students minutes for students to do the task.
are working, draw the chart on the board and write in the ■ Invite students to tell the class about their favorite words.
words from Exercise 3. MOVE BEYOND
4b Ask students to do the Words & Beyond exercise on page 106.
■ Focus on each category in turn and find out which group
has the most words. Ask a student from the group with the Homework
most words to come to the board and add the words. Then
invite other groups to call out any other words they can add Ask students to add 10 more words to their word lists
to the class list. Ask students to copy the chart with all of from the Work with Words exercise on page 106. Explain
the words into their notebooks. Remind them to be careful that each word should begin with a different letter, and
of spelling. remind students to write the L1 translation for each
5 THE MOVING PICTURE word. In the next class, have students compare their
■ Ask students to watch the video and write the categories in words in small groups and say what each word means.
the order they see them. Ask students to give an example or two of their most
■ Let students compare their answers in pairs before you interesting words and to check the meanings of any
check them as a class. difficult words with the class.
ANSWERS / VIDEO SCRIPT

1 Food 2 School 3 Clothes 4 Transportation
5 Technology 6 Games
There is no dialog in this video.
6a 1.15 PRONOUNCE
■ Ask students to listen to the alphabet rap and repeat the
letters.
AUDIO SCRIPT 1.15

A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
6b
■ Explain the instructions. Then call on two students to read
the model conversation aloud.
■ Divide the class into A and B pairs and set a time limit
of four minutes, asking students to switch roles halfway
through.
■ Circulate and make a note of any problems for feedback at
the end of the activity.
■ Invite students to say how many words they guessed before
their partner finished spelling them.
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READING Worldwide words

Read an article from a book Page 12
STAGE TIME FOCUS
GET STARTED Review words from pages 10–11 and practice saying letters of the alphabet.
Translate words into your language and say which ones are similar in your language (reading
SPEAK AND READ subskill). Read an article from a book about international words. Categorize sections of the
article and decide which words in the article are international.
REACT Talk about your favorite international words. Make a phrasebook of international words.
Get started ANSWERS

Play Snowman (see Games, page 33) with the lesser known 1 Transportation 2 Technology 3 Drinks 4 Food
words from pages 10–11. This will provide further practice 5 Places
for saying the letters of the alphabet and reviewing the words
from the previous lesson. Fast finishers
Ask fast finishers to cover the text and write down from
SPEAK AND READ memory the international words that are mentioned for
1 each category.
■ Call on a student to read the instructions aloud and
have students repeat the words in the box to practice 4
pronunciation. Highlight the stress in café, coffee, hotel, ■ Have students read the article again and then decide which
music, radio, and taxi. words from Exercise 1 are international.
■ Refer students to the PHRASE BYTES box and model the task, ■ Ask students to compare their answers before you check
eliciting words from students to complete the phrases. them as a class.
■ Divide the class into pairs and set a time limit of three ■ It may be argued that train and bus are also international
minutes for the task. Remind students to work together words (e.g., bus is commonly used in European languages),
and to use the useful phrases. so be prepared for differences of opinion and encourage
■ Invite students to share their ideas with the class and ask students to give their opinions.
other students if they agree or disagree.
ANSWERS
2 1.16
café, coffee, hotel, music, radio, taxi
■ Write the word article on the board and ask students where
they can read one (e.g., in a magazine, newspaper, book, or
online). Tell students what articles you like to read (e.g., I REACT
read articles about sports and politics), and ask them what
articles they like to read. 5
■ Ask students to look at the pictures and say what they ■ Read the instructions aloud and ask students to choose
can see. from any of the words in the lesson.
■ Ask students to read the beginning of the article and ■ Give students a couple of minutes to choose their words.
answer the question. Don’t play the audio at this point. It is Then divide the class into pairs and ask students to
an extra feature, and a suggestion for using it is included at compare their words with their partners.
the end of the lesson. ■ Encourage students to explain their choices; for example,
■ Choose a student to answer the question for the class. I like the word “café” because I like small restaurants.
Point out that many words that refer to technology are ■ Do a quick survey to find out which are the class’s favorite
international. words.
MOVE BEYOND
SUGGESTED ANSWER
An international word is the same or very similar in many different Suggest to students that they start a new page in their
languages. notebooks for international words.
Ask students to write down all the international words from
3 the lesson and to try to think of more words for each category.
■ Have a student read the instructions and the words in the
Have students compare their phrasebooks with a partner and
box aloud. Check that students understand the two new
include any words from their partner’s list.
categories, Drinks and Places.
■ Reassure students that they don’t have to understand all Invite students to share the new words on their list with
the words at this point, but that they should underline any the class.
new words.
■ Set a time limit of three minutes for students to match the
sections of the article to the categories.
■ Let students compare their answers in pairs before you
check them as a class. Discuss any new words from
the article.
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Recorded reading text 1.16 Homework
In order to give extra listening practice, have students
listen to the audio rather than read the text. As students Ask students to work alone and make a poster of
may find this more difficult when listening to the five international words for the classroom. Ask them to find
sections, play the sections one at a time and have or draw pictures for at least 10 of the international words
students call out the category that they’ve heard. Explain and to write the words next to the pictures. Display the
that they do not have to try to understand any details, posters around the classroom in the next class and invite
but should simply try to identify the topic, or category, of students to move around the classroom and decide which
each section. poster is their favorite.
GRAMMAR Plural nouns; a/an, the

Talk about one or more things Page 13
STAGE TIME FOCUS
Play a game of Pronunciation Mountain to practice word stress and review international
GET STARTED
words.
READ Read a social networking site about someone’s likes and dislikes.
STUDY Read grammar explanations of noun plurals and articles and complete examples.
PRACTICE Practice writing plural nouns and decide when to use an article (a/an, the) or no article.
WRITE AND SPEAK Talk about your likes and dislikes.
Get started STUDY

Play a game of Pronunciation Mountain (see Teaching Tips, 2
page 32) to review pronunciation of the international words ■ Refer students to the grammar table and explain that it
from page 12. Choose 10 words and include some that focuses on singular and plural nouns. Ask students to find
require students to think about word stress (e.g., hotel, examples of nouns in the text in Exercise 1 and to say
coffee). At the end of the game, ask students which words are whether each noun is singular or plural. (See Teaching Tips,
more difficult to pronounce and suggest that they review and English plural nouns, page 29.)
practice them regularly. ■ Have students complete the table with nouns. Remind
them to refer back to the text, as most of the nouns appear
READ Grammar in context there. Let them compare their answers in pairs before you
1 check them as a class.
■ Have students look at the “Social Scene” text and ask ■ Ask students to look at the completed table and elicit the
them Where do you see a text like this? (on a social spelling rules. You could also ask them to think of more
networking site, e.g., Facebook). Point out the thumbs examples for each spelling rule. Point out the difference in
up and thumbs down icons as students will probably be the pronunciation of the endings of words in the first and
familiar with these for representing likes and dislikes. second groups. (See Teaching Tips, The /ɪz/ sound, page 32.)
■ Before having students read the text, elicit the meanings ■ Refer students to the Grammar Database on page 98.
of any words they may not know (e.g., great, drama group,
noisy, full, boring, school lunches). ANSWERS
■ Ask students to read the text and to check the likes and boxes classes
bus lunches
cities people
dislikes that are similar to theirs.
■ Let students compare their answers in pairs before you 3
invite them to share their answers with the class. ■ Ask students to complete the table with words from
Extra activity Exercise 1. You could ask more confident groups to cover
the text and do this from memory.
Have students read the text again and try to remember ■ Let students compare their answers in pairs before you
all of Stella’s likes and dislikes. Then divide the class into
check them as a class.
pairs and ask them to close their books and write down ■ Point out that the words in italics in the explanations are
all the things they can remember. Set a time limit of two
articles (a/an and the) and elicit some of the rules for
minutes, and then invite students to come to the board
using articles; for example, Do we use a or an before a
and add a like or a dislike. At the end of the activity, leave vowel sound? Do we use a, an, or the for specific things?
the list on the board as it may be useful for highlighting ■ Refer students to the Grammar Database on page 98.
the plural forms and articles in the Study section of
the lesson.
ANSWERS
ice-cream hot school bus games
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Extra activity 7
With monolingual groups, you might want to have students ■ Have students look at the text and tell a partner which of
translate some of the sentences into their own language. the sentences are true for them. Tell them not to worry
This provides an opportunity for students to focus on form about the blanks at this stage.
and to think about whether the same rules apply in their ■ Draw students’ attention to the example and then ask them
language. This is particularly useful in the case of articles to complete the rest of the sentences.
where the rules can vary greatly between languages, ■ Let students compare their answers in pairs before you
and focusing on the differences may help students check them as a class.
remember them.
ANSWERS
PRACTICE 2 the 3 a 4 the 5 an 6 –
4
■ Read the instruction aloud and go over the example. WRITE AND SPEAK
■ Have students do the exercise and let them check their
answers in pairs before checking answers as a class. 8a
■ Ask students to read the instructions and then model some
ANSWERS possible sentences; for example, I’m from London. My
favorite color is blue. To illustrate that some sentences are
2 video
3 sandwich 4 woman
false, provide endings that are evidently false; for example,
if you have brown eyes, say I have blue eyes.
5 ■ Set a time limit of two minutes for students to complete
■ Ask students to look at the words in the box and explain the sentences. Circulate and help students where
that they have to match them to the photos and write the necessary.
number plus the appropriate plural noun.
■ Focus students on the example and remind them to refer to 8b
the Grammar Database on page 98 for the spelling rules. ■ Call on a student to read the instructions aloud. Model
■ Give students a couple of minutes to do the exercise and the task by asking several students to read some of their
then let them compare their answers in pairs before you sentences aloud and asking the class to decide if they’re
check them as a class. true or false.
■ Divide the class into pairs and have students do the task.
Alternative procedure: less confident classes ■ Invite students to tell the class what they found out about
Have students match the words to the pictures as a whole their partners.
class.
Homework
ANSWERS
2 three glasses Ask students to prepare a social networking page for
3 two stories themselves that includes a brief profile and lists of their
4 two men likes and dislikes. Refer them to the texts in Exercises
5 four apples 1 and 6. Ask them to write about 50 words for each and
6 three sandwiches (clarify that they are club sandwiches) to illustrate the page with photographs. If you’re using
an online platform with student profile pages, you could
ask students to do this online, but make sure that you
6 have parents’ permission and that students are using a
■ Refer students to the text and ask What type of text is it? (a suitably secure platform. In the next class, have students
personal profile) and Where can you see a text like this? (a compare their profiles and find likes and dislikes that
social networking site). are similar.
■ Ask students to read the text quickly and then to tell a
partner three things about the person in the profile; for
example, He’s from Washington. He likes cars. He plays
basketball.
■ Set a time limit of three minutes for students to choose the
correct options to complete the profile.
■ Let students compare their answers in pairs and ask them
to justify their answers by referring to the grammar rules;
for example, “Cars” has no article. It’s a general thing and
it’s plural.
■ Call on students to share their answers with the class.
ANSWERS
2 a 3 – 4 a 5 – 6 an 7 a 8 the
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LISTENING AND VOCABULARY It’s a small world!
Listen to a description of where things are from Page 14
STAGE TIME FOCUS
GET STARTED Play a game to find out what countries students can name.
Learn vocabulary for countries and the word endings used for nationalities.
WORK WITH WORDS
Talk about things that are famous in those countries.
Listen and identify where things are from (listening subskill). Think about what you already
SPEAK AND LISTEN
know about the topic. Listen to someone talking about where his things are from.
REACT Talk about where your things are from.
Get started
As the lesson focuses on countries and nationalities, find out Extra activity
what countries students know in English by playing Alphabet Have students draw two columns in their notebooks and
Race (see Games, page 33). For this game you can include Z write the countries and nationalities given in Exercise 1a.
and Q (Qatar) but omit X. Divide the class into pairs and ask students to think of
five more countries to add to their lists. Then ask them
WORK WITH WORDS Countries and nationalities to write the nationality for each of the countries if they
can. Set a time limit of three minutes. Circulate and help
1a 1.17
students by referring them to the suffixes in Exercise 1b.
■ Check that students know what countries and nationalities Have students compare their words in small groups and
are and then have them look at the picture and elicit that add any other countries and nationalities to their lists.
it shows countries. Explain that a nationality describes the Then ask students to share their ideas with the class and
origin of the person or thing from a country and give an ask them what new countries they learned.
example (e.g., where you are from and your nationality).
Highlight the plural form of each word (country/countries, 2
nationality/nationalities). ■ Ask a student to read the instructions aloud and elicit
■ Divide the class into pairs. Ask students to match the some examples of countries and a famous place or thing
pictures to the countries and to write the numbers in the for each one (e.g., Italy/Pompeii, Japan/sushi).
chart. ■ Divide the class into pairs and have them think of
■ Play the track for students to check their answers. Stop something famous for each country. Set a time limit of
the track after each answer and drill pronunciation. Get three minutes. Circulate and help students with ideas.
feedback from students to see how many they answered ■ Stop the activity and invite students to come to the board
correctly. Highlight the word stress of each country. (See and make a class list of ideas.
underlining in audio script below.)
Extra activity
ANSWERS / AUDIO SCRIPT 1.17 For extra practice, have students play Memory (see
1 Italy
2 South Africa
3 Turkey
4 Japan 5 Brazil Games, page 33) with the countries from Exercise 1 and
6 Germany the things they are famous for. Prepare for this before
class by cutting up 12 small squares of paper for each
pair of students. Hand them out and ask students to write
1b 1.18
countries on six of the pieces of paper. On each of the
■ Read the instructions aloud and go over the example with remaining pieces, ask them to write the famous things.
the class. Before playing, ask students to say the words when they
■ Ask students to use the suffixes -an, -ese, -ian, -n, and -ish pick them up. Set a time limit of three minutes.
to complete the nationalities.
■ Let students compare their answers in pairs before you SPEAK AND LISTEN
play the track for them to check their answers.
■ Continue the track for students to listen and repeat. You 3a
could also ask students to mark the stressed syllable ■ Call on a student to read the instructions aloud. Then ask
in each word and then check answers as a class (see students to look at the pictures.
underlining in audio script below). Ask students to say ■ Elicit a couple of ideas from the class for where the things
when the word stress changes (Italy/Italian, Japan/ are from. You could write the phrase I think … is from … on
Japanese). the board and ask students to use it in the activity.
■ Divide the class into pairs and set a time limit of two
ANSWERS / AUDIO SCRIPT 1.18 minutes for the activity.
Brazil Brazilian ■ Invite students to share their ideas with the class, but don’t
Germany German confirm them at this point.
Italy Italian
Japan Japanese
South Africa South African
Turkey Turkish
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3b 1.19 REACT
■ Read the instructions aloud and refer students to the 5
Listening Tip. Elicit that the topic for this activity is where ■ Read the instructions aloud and give students a couple
the things in the pictures are from and recap some of the of minutes to think about some of their possessions and
ideas from Exercise 3a. Point out that this is all they know where they are from. Suggest that they think about their
about the topic so far. clothes, things they have at school, in their bedrooms, etc.
■ Play the track for students to check their ideas from Remind students that clothes often say where they were
Exercise 3a. made on the label.
■ Choose students to share the answers with the class. ■ Refer students to the PHRASE BYTES box and explain that
these are some expressions they can use to talk about
ANSWERS / AUDIO SCRIPT 1.19 where their things are from. Model the phrases and have
Jeans: Turkey T-shirt: Turkey Sunglasses: Italy students repeat them.
Oranges: South Africa Apples: Brazil Television: Japan ■ Divide the class into pairs and have students talk about
Phone: Japan where their things are from. Set a time limit of two minutes.
It’s a small world! You could also ask them to find similarities in their lists; for
You don’t believe me? Look at my clothes. example, both have T-shirts from Vietnam.
I’m in the USA. These jeans … are from Turkey. That’s far away. And this
■ Monitor and note errors and good use of language to go
T-shirt … is Turkish too. These sunglasses are from Italy. A lot of the over in a feedback session at the end of the activity. (See
sunglasses in the world are Italian. Teaching Tips, Correcting errors effectively, page 28.)
Let’s look at some food now … What about those oranges? They’re
■ Stop the activity and invite students to tell the class about
from… South Africa. Wow, that’s on the other side of the world! And where their things are from.
where are these apples from? They’re Brazilian. That’s far away too. MOVE BEYOND
What about all the technology? That television is from Japan. And … my
phone … It’s Japanese too. Ask students to do the Words & Beyond exercise on page 106.
Hi, Ricardo. … That’s my friend Ricardo. He’s Colombian.
You see? It really is a small world! Homework
4 1.19 Tell students that they are going to prepare a quiz about
■ Read the instructions aloud and give students a minute to specific things and where they’re from. Ask them to think
read the sentences. of five things they have in their bedrooms and to find out
■ Play the track for students to listen and choose the correct where they’re from. They should then write five multiple-
answers. choice statements about the things; for example:
■ Let students compare their answers in pairs before you A Samsung cell phone is from …
check them as a class. A China B South Korea C Japan
Encourage students to make their quizzes as challenging
as possible and not to use items with an obvious answer
2 B 3 A or choose things from only one country. Remind students
See Exercise 3b for audio script. to list only things that have a label indicating clearly
where they’re from. In the next class, divide the class into
groups of four and have the students test each other.
Before checking the answers to Exercise 4, hand out
the audio script. Then play the track and ask students
to call out stop when it comes to each answer. When
you’ve finished checking the answers, ask students to
underline any new words or phrases and go through them
as a class.
GRAMMAR This/that, these/those

Talk about the things around you Page 15
STAGE TIME FOCUS
GET STARTED Play Vocabulary Tennis to review word categories from previous lessons.
READ AND LISTEN Read and listen to a conversation at the market and label pictures.
STUDY Read grammar explanations and complete examples with this/that, these/those.
PRACTICE Practice using this/that, these/those in controlled exercises.
SPEAK Talk to a partner about your things and practice using the target language.
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Get started 4
■ Point out that this is another market stall and ask students
To review vocabulary from previous lessons and find out what to say what they can see.
students know about the vocabulary areas in this lesson, play ■ Ask students to read the conversation silently to check
a game of Vocabulary Tennis (see Games, page 33). Include their ideas. Tell them not to worry about the blanks.
the categories colors, international words, countries, fruit, and ■ Ask students to complete the conversation with this, that,
clothes (the last two categories being those that appear in this these, and those.
lesson). You might want to make a note of any new vocabulary ■ Call on different students to give the answers.
on the board and check that students know what the words
mean at the end of the game.
ANSWERS
READ AND LISTEN Grammar in context 2 that 3 this 4 these
5 this
1 1.20
■ Read the instructions aloud and ask students to look at the SPEAK
picture and say what they think the fruits are. The objective 5
of this stage is to find out what students know, but don’t ■ Ask a student to read the instructions aloud and model the
confirm any answers until they’ve read and listened to the task by putting some of your things on the desk (e.g., keys,
text. cell phone, pens, lunchbox, purse/wallet).
■ Play the track for students to read and listen to the ■ Refer students to the useful phrases and invite different
conversation and write the names of the fruits. students to come to the desk and ask you questions about
■ Let students compare their answers in pairs before you your things. Encourage students to ask extra questions
check them as a class. When checking answers, ask using the expressions from the PHRASE BYTES box on page
students What’s at the front/back? (This will help make the 14; for example, Where’s it from? What’s on the label?
language point clearer in Exercise 2.) ■ Divide the class into pairs and set a time limit of three
minutes for students to do the task using things from their
ANSWERS / AUDIO SCRIPT 1.20 bags or pockets.
At the front: apples, watermelon
At the back: bananas, grapes, fruit salad Extra activity
See Student’s Book, page 15, for audio script. Ask students to draw their own market stall with some
things at the front and some at the back. You could
suggest that they include things from the unit. Divide the
STUDY class into pairs and have them ask and answer questions
using this/that, these/those; for example, What are those?
2 At the end of the task, have the pair sit with another pair.
■ Read the instructions aloud and check that students Ask them to show the other pair their partner’s picture
understand here and there. and say what the things are; for example, That’s a bicycle
■ Have students complete the table with this, that, these, and these are comic books. Ask the groups to decide
and those. which market stall has the most interesting things.
■ Refer students to the Grammar Database on page 98. Homework
ANSWERS Ask students to imagine that they’re at a market in

that These an unusual place. To generate ideas, show pictures of
unusual markets around the world (e.g., a Mexican street
market, a floating market in Thailand, a flea market in
Extra activity Paris, a food market in China). Ask students to write a
Ask students to practice reading the conversation short conversation (about 50 words) taking place in one
in Exercise 1 in pairs. Encourage them to act out of these markets, using the conversations in Exercises 1
the conversation and to point out the things they’re and 4 to help them. Ask them to include this/that, these/
talking about, especially when they’re using this/that, those. In the next class, have students read each other’s
these/those. In order to get students to practice the conversations and try to guess where the market is. If
conversation from memory, you could do this activity there’s time, students could act out their conversations in
as a disappearing conversation (See Teaching Tips, pairs. Monitor and note good use of language and errors
Disappearing conversation, page 30). for feedback at the end of the task.
PRACTICE
3
■ Ask the class to look at the picture. Point out that it’s
a market stall (you might have to elicit or explain the
difference between store and stall) and ask them to say
what they can see at the front and back of the stall.
■ Ask students to complete the sentences with this, that,
these, and those.
ANSWERS
2 This 3 these 4 that 5 Those 6 this
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LANGUAGE SCHOOL SKILLS

&BEYOND
Be a good classmate Page 16
STAGE TIME FOCUS
GET STARTED Review classroom language and use it to write conversations in the classroom.
Match expressions to describe classroom behavior to pictures and talk about how often you
SPEAK AND READ
do those things.
DO Decide whether classroom behavior is good or bad and justify your ideas.
REFLECT Talk about the importance of being a good classmate.
EXTEND Discuss good and bad behavior in other situations outside school.
1b
BE A GOOD CLASSMATE ■ Go over the instructions and explain the meanings of
It is a good idea to establish what’s expected of the frequency adverbs if necessary. Elicit answers to the
students early on in the course, but just “laying down question.
the law” may not be the best way to encourage good ■ Ask students to write the frequency adverbs next to the
behavior. Students will probably be more motivated if phrases in the box according to their own class behavior.
they have the opportunity to think about and discuss Invite students to share their answers with the class.
what constitutes good behavior and why it’s important.
This also moves the focus away from the individual DO
student and toward the group as a whole. This lesson
asks students to think about what type of behavior is 2a
best for learning, and it can be used as a foundation ■ Go over the instructions and elicit an example; for example,
for encouraging good behavior throughout the course. It’s good to listen to the teacher in class.
■ Divide the class into pairs and have them classify the
Get started descriptions and add more things if possible.
■ Invite students to share their answers with the class. You
The lesson is concerned with the skill of being a good
could ask whether any answers can be both good and bad
classmate, so it’s useful for students to review and practice
(e.g., be quiet).
some classroom language. Write the following jumbled
questions on the board:
SUGGESTED ANSWERS
■ repeat / that / you / please? / Can (Can you repeat that,
please?) It’s good to … in class. It’s bad to … in class.
■ What’s / our language? / “bus” / in (What’s “bus” in our help classmates be noisy
language?)
■ go / the restroom / to / Can / I / please? (Can I go to the be quiet and listen to the use a phone
restroom, please?) teacher
■ help / Can / me? / you (Can you help me?) throw trash in the
■ spell / “category” / you / Can / please? (Can you spell wastebasket
“category,” please?)
Ask students to work in pairs and put the words in order to 2b
make questions. When you check answers, check that they ■ Read the instructions aloud and refer students to the
understand all the questions. Ask what word we use to be
sentence stems and the phrases in Exercise 1.
polite (please). Then ask students to write short conversations
with some of the questions. Monitor and note errors and good
■ Divide the class into pairs and set a time limit of three
use of language to go over in a feedback session at the end minutes for students to complete the sentences. Tell
of the activity. students to try to think of more reasons of their own.
■ Invite students to share their answers with the class. Elicit
SPEAK AND READ further reasons for each point.
1a ANSWERS
■ Ask students to describe what they can see in the picture. 1 quiet 2 noisy 3 help classmates
■ Go over the instructions and the descriptions in the box. 4 throw trash in the wastebasket
■ Divide the class into pairs and have them match the
situations to the descriptions.
■ Invite different students to give their answers and check REFLECT
that students understand all the vocabulary. 3
■ Read the instructions and the questions aloud. Then divide
ANSWERS the class into small groups for students to discuss the
1 b
2 d 3 c 4 e 5 a questions.
■ Refer students to the useful expressions in the PHRASE BYTES
box and set a time limit of two minutes for the task.
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■ Stop the activity and invite students to share their answers ■ When students have finished, invite them to share their
with the class. ideas with the class and ask other students if they agree or
■ Call on a student to read the REFLECTION POINT aloud. Then disagree.
ask the class whether they agree or disagree, encouraging
them to give reasons. Homework
EXTEND Ask students to create a poster for one of the situations
4 they’ve talked about in the lesson (at school, with friends,
■ Read the instructions aloud and explain that students have or at home). Explain that they should include two things
to choose just one of the situations and that they should that are good to do and two things that are bad to do
think of reasons to justify their ideas. and their reasons, and encourage them to illustrate their
■ Refer students to the PHRASE BYTES box and encourage posters. In the next class, have students display their
them to use these and the structures from Exercise 2b to posters around the classroom and ask them to circulate
justify their answers. and decide which posters they like best.
■ Divide the class into small groups and set a time limit of
three minutes for the task.
SPEAKING Is it new?
Describe things Page 17
STAGE TIME FOCUS
GET STARTED Review this/that, these/those.
SPEAK Match adjectives to their opposites.
Listen to conversations and identify the things the people are describing. Complete the
LISTEN
conversations and practice phrases for describing things (speaking subskill).
ACT Write a conversation describing things, and act it out for other students.
Get started LISTEN

Review this/that, these/those. Prepare pictures of things 2 1.21
students know the words for (food, clothes, electronics, etc.), ■ Ask the class to look at the pictures and say what they can
making sure some pictures show one item and others show see.
a number of items. Give some students a picture and place ■ Call on a student to read the instructions aloud, and then
others around the classroom. Invite students to either hold ask students to cover the texts.
up a picture if they have one, or point to a picture, and to say ■ Play the track for students to listen and decide what things
something about it using this, that, these, or those.
the people describe.
SPEAK
■ Ask students to read the conversations to check their
answers and let them compare their answers in pairs.
1 ■ Call on students to share their answers with the class.
■ Choose a student to read the instructions aloud.
■ Divide the class into pairs and have students match the ANSWERS / AUDIO SCRIPT 1.21
adjectives to their opposites. Conversation 1: a backpack
■ Call on students to share their answers with the class. Conversation 2: sunglasses
As students give the answers, take the opportunity to Conversation 3: a house (and its neighbors) and a room
drill pronunciation.
1
ANSWERS Becca: I can’t find my backpack.
Kent: What color is it?
1 c 2 a
3 d 4 b
Becca: It’s red, and it’s really old.
Kent: Is that it on the chair?
Extra activity Becca: Yes, that’s it.
Ask students to work in pairs to think of more adjectives 2
and their opposites (e.g., young/old, happy/sad). Set a Anita: Do you like Vicky’s sunglasses? They’re new.
time limit of two minutes for students to think of as many Zac: They’re very nice.
adjective pairs as they can. Circulate and help generate Vicky: Thanks. They’re Italian.
ideas. Then have students work with another pair and 3
compare their lists, adding any new adjective pairs that Zac: What’s your house like?
they learn. Ask pairs to share some of their examples with Lily: It’s OK, but the neighbors are really noisy.
the class. Encourage students to keep a list of adjectives Zac: What about your room? Is it big?
with their opposites in their notebooks and to add to them Lily: No, my room’s very small.
as they learn new words.
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me
3 1.21 ■ Refer students to the PHRASEBOOK and play the track for
■ Ask a student to read the instructions aloud and refer them to listen and repeat the phrases. Check that students
students to the adjectives in Exercise 1. understand the questions by eliciting some possible
answers; for example, What’s it like? It’s big.
■ Have students complete the conversations, and then allow
them to compare their answers in pairs.
■ Divide the class into pairs and set a time limit of
10 minutes for them to write and practice their
■ Play the track again for students to listen and check their
conversations. Remind students to use the phrases from
answers.
the PHRASEBOOK in the conversation.
■ Call on students to share their answers with the class. ■ Monitor and note errors and good use of language to go
over in a feedback session at the end of the activity.
■ After five minutes, have students present their
See underlining in audio script in Exercise 2. conversations to the class.
■ At the end of the activity, ask the group to decide which
conversations were the best.
4 1.22
■ Play the track for students to listen and repeat the Alternative procedure: less confident classes
sentences. Less confident students may feel uncomfortable
■ Encourage them to copy the intonation of the speakers and presenting their conversations in front of the whole class,
to use gestures if they like. in which case, you can divide the class into groups of four
and have the pairs present their conversations to each
AUDIO SCRIPT 1.22 other.
1 What color is it?
2 It’s red, and it’s really old.
3 They’re very nice. Homework
4 What’s your house like?
5 The neighbors are really noisy. Ask students to write two conversations similar to the
6 My room’s very small. ones in Exercise 2. As in Exercise 5, ask them to write
about different things and to use different adjectives.
Remind them to refer to the useful expressions in
Extra activity the PHRASEBOOK and to write 20–30 words for each
Divide the class into pairs and ask students to practice conversation. In the next class, divide the class into pairs
the conversations. Give them two or three minutes to and have them compare their conversations and say what
practice, and then invite pairs to act out one of the things are different.
conversations for the class. In the next class, students will write about their things,
and it is suggested that they use photos. Ask students to
ACT bring in photos of three things that are important to them
5 1.23 (e.g., a pet, a game, a musical instrument).
■ Read the instructions aloud and check that students
understand the task by asking them to suggest some
things they could include for each of the conversations.
WRITING My things
Write a description of a thing Page 18
STAGE TIME FOCUS
GET STARTED Play a guessing game to review adjectives.
Describe pictures, read descriptions of the pictures, and learn how to use adjectives (writing
SPEAK AND READ
subskill).
PRACTICE Focus on word order in sentences with adjectives.
DISCUSS Talk about a thing you have at school to help you plan a description.
WRITE Follow instructions to write descriptions of three things.
SHARE Read your description to your classmates. Choose your favorite description.
Get started
As the lesson focuses on using adjectives in written big – brother, yellow – banana). Ask them to write their words
descriptions, review the adjectives that students have individually in random order, not in a list. When you’ve read
encountered in previous lessons (e.g., big, yellow, nice), and all the adjectives, divide students into pairs and have them
prepare a list in advance. Remind students that adjectives read their words to their partners, who should guess what the
are words that describe nouns (things, places, or people). adjective was for each word; for example:
Explain that you’re going to call out adjectives and they have A: Banana
to think of one thing they associate with each adjective (e.g., B: Yellow?
A: That’s right. A banana is yellow.
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SPEAK AND READ DISCUSS
1a 4
■ Tell students that they are going to look at things that are ■ Go over the instructions and explain that students are
important to somebody. Ask them to look at the pictures going to describe one thing they have at school. This
and say what those things are (a bike, two elephants, a will help them prepare to write descriptions in the next
T-shirt). exercise. Divide the class into pairs.
■ Read the instructions aloud and ask students not to read ■ If students have brought photos, ask them to think about
the texts for the moment. Remind them that adjectives how they will describe the thing in one of their photos. If
are used to describe nouns and elicit some phrases to they haven’t, have them draw a picture of the thing they are
describe the photos (e.g., a small elephant, a blue bike). going to describe.
■ Divide the class into pairs and set a time limit of two ■ Set a time limit of four minutes for pairs to describe their
minutes for students to do the task. Remind them to write possessions to each other. Monitor and note errors and
down their ideas. good use of language to go over in a feedback session at
■ Stop the activity and invite several students to come to the the end of the activity.
board one at a time and write their ideas.
WRITE
1b
■ Ask a student to read the instructions aloud and refer 5
students to the list of adjectives they’ve written on the ■ Explain that students are now going to write descriptions
board. of three of their possessions. Ask them to write about 20
■ Have students read the descriptions to see if they use the words for each description and to use ideas from their
same adjectives as the ones on the board. discussion in Exercise 4.
■ Go over the three steps for writing. Refer them back to
Alternative procedure: less confident classes the HOW TO box to help them. Set a time limit of 10
With less confident classes, have students read the texts minutes for writing and circulate and help as necessary.
one by one and check the adjectives used as a class after ■ When students have finished writing, ask them to check
each text. their descriptions against the points in Exercise 5 to make
sure they have followed all the steps.
2
■ Refer the class to the HOW TO box and call on students to SHARE
read each of the points.
■ As word order can sometimes be a problem, ask students 6
Do adjectives go before or after the verb be? (after), and ■ Ask students to read their descriptions aloud to the class.
point out that this is regardless of the position of the If you have a large class, you could have students do this in
noun in the sentence; for example, This is a great photo / groups.
This photo is great. Remind students that am/are/is can ■ When students have finished reading their descriptions,
be negative; for example, It isn’t expensive. Elicit some invite them to say which picture and description they liked
examples from the class to check understanding. Have the best.
students underline the other adjectives in the picture
descriptions and compare their work in pairs. Ask students Homework
to match the adjectives with the rules.
■ Call on students to share their answers with the class. Ask students to write six sentences about their things,
four true and two false, using different adjectives; for
ANSWERS example, My dog is really old. Encourage them to find or
new cool fast favorite
great African local big draw pictures to illustrate their sentences. Refer students
to the HOW TO box and encourage them to write complete
sentences and to use really/very. In the next class, divide
PRACTICE the class into small groups and have students show each
3 other their pictures and read their sentences aloud for the
■ Read the instructions aloud and elicit the first sentence. group to decide whether they are true or false.
■ Have students put the words in order to make the
remaining sentences.
■ Ask students which of the sentences in Exercise 3 have
plural nouns (2, 3, 5) and whether the adjective changes
form for singular or plural nouns (It doesn’t).
ANSWERS
1 This is my new phone.
2 These sunglasses are really nice. / These are really nice sunglasses.
3 This is my collection of Japanese comics.
4 My computer isn’t very fast.
5 My favorite jeans are really old.
Fast finishers
Ask fast finishers to rewrite the sentences in Exercise 3
by changing the last word in each sentence; for example,
This is my new hat; These sunglasses are really old.
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UNIT REVIEW
VOCABULARY Things GRAMMAR Plural nouns; a/an, the

1 3
■ Have students look at the website and explain that ■ Go over the instructions. Point out that students may
they have to label the icons with the words. Point out need to indicate no article (–) or change words in
that at least one letter of each word is given. parentheses into the plural form.
■ Ask students to complete the words. ■ Ask students to read through the text first without
■ Let students compare their answers in pairs before worrying about the blanks.
you check them as a class. ■ Ask students to complete the message with a, an, the,
–, or the plural of the noun in parentheses.
ANSWERS ■ Let students compare their answers in pairs before
1 sandwich 2 T-shirt 3 ice cream
4 soccer ball you check them as a class.
5 backpack 6 bike 7 phone 8 game console
ANSWERS
1 a 2 cities
3 an 4 – 5 The 6 classes
7 the
8 a 9 videos
Countries and nationalities
2
■ Read the instructions aloud and point out that the first This/that, these/those
few letters of each word are given.
■ Ask students to complete the words for countries and 4
nationalities. ■ Ask students to look at the picture and say what they
■ Let students compare their answers in pairs before can see; for example, Those are sunglasses.
you check them as a class. ■ Explain that this is a description someone has written
for a social networking site. Encourage students to
ANSWERS read through the text first to help them understand.
1 Brazilian; Brazil ■ Ask students to complete the description with this,
2 Italy; Italian that, these, and those.
3 South African; South Africa ■ Let students compare their answers in pairs before
4 Turkey; Turkish you check them as a class.
5 Japanese; Japan
6 Germany; German ANSWERS
1 This 2 These 3 This 4 Those 5 That 6 that
SKILLS CHECK
■ Ask students to think about what they’ve learned in this unit and to check the sentences.
■ Divide the class into pairs to discuss what they’ve learned, and use this as an opportunity to
review anything students still have difficulties with.
Extra Resources
Go to the Teacher’s Resource Center at www.macmillangobeyond.com for:
■ downloadable audio and audio scripts for the Student’s Book and Workbook
■ videos, video worksheets, and video scripts
■ extra vocabulary at two levels of difficulty
■ extra grammar at two levels of difficulty
■ culture lessons, with full teacher’s notes
■ school skills lessons, with full teacher’s notes
■ Speaking Database materials
■ the Go Beyond Intro Level wordlist
■ Test Generator for generating/editing grammar and vocabulary tests for Unit 1
■ downloadable PDF and Word tests for Unit 1 (all skills)
■ tips for using the Grammar Database
■ extra reading materials
■ and more!
Go to the Workbook pages 8–19 for further practice material.
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UNITIT
UN
PEOPLE
IN THE PICTURE Talk about your family and friends 20–21
READING Read text messages 22
GRAMMAR Have Talk about your things, ideas, and problems 23
LISTENING AND VOCABULARY Listen to a quiz show 24
GRAMMAR Whose?; possessive ’s/s’ and possessive pronouns Talk about your things, family, and friends 25
LANGUAGE & BEYOND Be friendly to other students 26
SPEAKING Talk on the phone 27
WRITING Write a description of a person 28
IN THE PICTURE Family and friends

Talk about your family and friends Pages 20–21
STAGE TIME FOCUS
GET STARTED Play a matching game to review family words.
Review adjectives and their opposites. Learn and practice using family words. Practice the
WORK WITH WORDS
pronunciation of the /æ/ sound. Watch a video about someone’s family and friends.
SPEAK Talk about your family.
Get started ■ Divide the class into pairs and set a time limit of two
In order to find out what family words students know, prepare minutes for them to look at the pictures and guess whether
a number of pictures showing famous pairs; for example, they are Leo's friends or family members.
George Bush Sr. and Jr. (father and son), Ben and Casey
■ Don’t check the answers at this stage, as students will
Affleck (brothers), Ashley and Mary-Kate Olsen (sisters), Brad listen and check their answers in Exercise 2b.
Pitt and Angelina Jolie (husband and wife). The pairs should
not be in the same picture. Try to choose pairs that you think ANSWERS
students will recognize. Post the pictures randomly around the Friends: photos 1, 4, and 6
classroom. Divide the class into pairs and tell them that they Family: photos 2, 3, 5, 7, and 9
have three minutes to walk around and decide which famous
people go together and what the relationships are. Model an 2b 1.24
example to make sure students understand the task. After ■ Ask students to listen and check their ideas from
three minutes, stop the activity and ask students how many Exercise 2a and to match the names in the box to the
pairs they have. Invite them to share their answers with the pictures.
class and write the people and the family words on the board. ■ Play the track once or twice for students to do the tasks.
Ask students to compare their answers in pairs and to give
WORK WITH WORDS Family
■
reasons if they can; for example, That’s Dan. He has a red

1 RECALL T-shirt.
■ Ask a student to read the instructions aloud and elicit an ■ Invite students to share their answers with the class.
example that isn’t in the exercise (e.g., cold – hot).
■ Divide the class into pairs and set a time limit of one ANSWERS / AUDIO SCRIPT 1.24
minute for students to write the opposites. Carlos – 4 Dan – 1 Emma – 6
■ Call on students to share their answers with the class. Jamie: Who are all those people on your phone?
■ Ask students to do the Work with Words task on page 107. Leo: This is my friend Dan in the red T-shirt. He’s my best friend. …
That’s my little brother, Tom. He’s nine, and he’s very noisy. …
ANSWERS And this is my grandma and grandpa. They’re very old.
1 different 2 terrible 3 big
4 good 5 noisy 6 new Jamie: Who’s that?
Leo: Oh, that’s my friend Carlos with his mother and father. His
mother’s Mexican. Carlos is an only child, so he doesn’t
have brothers and sisters. … This is my dad here in the
Write the opposite adjectives on the board in a random horrible jacket! And this is my friend Emma. She’s with her
order. Ask students to match the opposites on the board
grandmother and grandfather. She’s their favorite grandchild!
to the adjectives in Exercise 1.
Jamie: Is that your mom there?
2a Leo: Yes, that’s my mom. She’s fantastic. This person doesn’t have a
■ Ask a student to read the instructions aloud and refer picture, but I think it’s my teacher, Ms. Carter.
students to the PHRASE BYTES box. Explain that the phrases Jamie: And who’s that?
are useful for the task and give some examples; for Leo: That’s my big sister, Ella. She’s 14.
example, I think the girl in picture 9 is Leo’s sister.
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People
3a 1.24 ANSWERS / VIDEO SCRIPT

■ Go over the instructions and call on students to read Grandpa – family Brother – family Grandma – family
the family words aloud. Elicit the meaning of an only Rosie (sister) – family Mom – family
child (someone who has no brothers or sisters). Point out Mrs. Peters – friend Three friends
that some of the words have the same meaning (e.g.,
grandfather–grandpa), but they are used in reference to Dan: Hello, Grandpa. What are you doing?
different pictures, so students will have to listen carefully Grandpa: I’m working. I’ll see you tomorrow.
to catch the specific word or words used to describe each Brother: Hi.
picture. Dan: Hi, big brother.
■ Play the track again for students to match the family words Brother: How’s it going?
to the pictures. Since students have to find the word or Dan: I’m good, thanks. I’ll see you later.
words in the box that match each picture, it is a good idea
to pause the recording after the description of each picture Dan: Hi, Grandma.
to give students time to find the relevant words and write Grandma: Hi, Dan.
the number of the picture. Dan: I’ll see you tomorrow.
■ Let students compare their answers in pairs, but don’t Grandma: OK. Good.
check them at this stage.
Dan: Hi, Rosie.
Dan: Ugh – sisters!
AUDIO SCRIPT 1.24
See Exercise 2b for audio script. Dan: Hi, Mom.
Mom: Hi, Dan. I’ll see you at home!
3b 1.25 Dan: Hello, Mrs. Peters.
■ Play the track for students to listen and check their Mrs. Peters: Hello, Dan.
answers from Exercise 3a. Dan: Hi, guys.
■ Call on students to share their answers with the class. Friend 1: Hi.
Friend 2: Hi, Dan.
ANSWERS / AUDIO SCRIPT 1.25 Friend 3: Hi, Dan.
brother – 2 dad – 5 father – 4 grandchild – 6
grandfather – 6 grandma – 3 grandmother – 6 grandpa – 3
mom – 7 mother – 4 only child – 4 sister – 9 SPEAK
7
4a 1.26 PRONOUNCE
This task would work well with students bringing in photos
Read the instructions aloud and model the /æ/ sound. Ask
■
■
of their families. If you would like to do this, ask students
students to imitate the sound you make. in the previous class to bring photos to the next class.
■ Play the track for students to listen and repeat. Where students have cell phones and are allowed to use
them at school, you could ask them to take photos of their
AUDIO SCRIPT 1.26 family on their phones to show in class.
See Student’s Book, page 20, for audio script. ■ Read the instructions aloud and give students five minutes
to draw their pictures if they don’t have photos. If they
4b 1.27 have photos, ask them to think about who each person is
■ Read the instructions aloud and have students look at the and to think of something else to say about each one; for
words. example, This is my grandma. She’s 80!
■ Play the track for students to listen and repeat.
■ Refer students to the PHRASE BYTES box. Model the
expressions and have students repeat them.
AUDIO SCRIPT 1.27
■ Divide the class into pairs and have students show each
other their pictures or photos and talk about their families.
See Student’s Book, page 20, for audio script. Set a time limit of three minutes.
■ Monitor and note good use of language and errors for
5 feedback at the end of the task.
■ Go over the instructions and the example. Model the task ■ Invite students to tell the class something about their
by calling on different students and asking them questions; partner’s family. Then give feedback and error correction.
for example, Who’s in picture 4? That’s Carlos and his
MOVE BEYOND
mother and father.
■ Divide the class into pairs and set a time limit of two Ask students to do the Words & Beyond exercise on page 107.
minutes for the activity.
Homework
6 THE MOVING PICTURE
■ Call on a student to read the instructions aloud. Ask students to use their pictures from Exercise 7
■ Play the video for students to watch and find the answers and write a short description (60 words) of their family
to the questions. for a blog. Remind them to use the expressions from
the PHRASE BYTES box and to include some extra
information about the people. If students have a school
blog page, you could ask them to add the description
and pictures or photos to the page. In the next class,
have students work in small groups and read each
other’s descriptions. Ask them to find things they have in
common (e.g., We both have two brothers; Our moms are
young) and share them with the class.
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READING I have a new phone
Read text messages Page 22
STAGE TIME FOCUS
GET STARTED Review language from previous lessons in a game of Broken Telephone.
Talk about people in your telephone contact list. Identify the text type to help you understand
SPEAK AND READ a text (reading subskill). Read and understand instant messages. Learn new words related to
cell phones.
REACT Talk about when you use your phone and what for. Write a text message.
MOVE BEYOND FOR TEACHERS

Text messages
Text messages, also known as SMS, are short written messages ANSWERS
usually sent between cell phones. It’s a service that is widely The messages are all from Leo.
used across the world and has transformed the way people They’re for Emma, Dan, and Carlos.
communicate. In order to communicate the message more
effectively and concisely, people use abbreviations and 3
“emoticons” (e.g., , ). Instant messaging is a similar form ■ Read the instructions aloud and set a time limit of three
of communication and is also extremely popular, especially minutes for the task. Tell students not to worry about
with younger people. It’s motivating for students to work on text understanding everything at this stage but to underline any
messages in class, and due to their brevity, they can be used new words for discussion at the end of the task.
with all levels. If phones are permitted in the classroom, you can ■ Stop the activity and ask students to compare their
even have students use their phones to send each other real text answers in pairs. Tell them to point to the part of the text
messages in English. where the answer is.
■ When students have compared their answers, invite them
to share their answers with the class and discuss any new
Get started words they’ve underlined.
Students look at text messages in the lesson, so you could ANSWERS
lead in by preteaching message and playing a game of Broken
Telephone (see Games, page 33) in which students have to 1 Leo and Dan 2 Leo 3 Leo 4 Emma
pass on messages. Prepare sentences that recycle language 5 Leo and Dan 6 Ms. Carter
from previous lessons; for example, I like a big watermelon
on a hot day. The Japanese children are in South Africa. At Fast finishers
the end of the activity have students reflect on the topic of Ask fast finishers to write another message for each
messages by asking the whole class Is this a good way to send conversation.
messages? How do you send messages?
4
SPEAK AND READ  ■ Read the instructions aloud and refer students to the
1 example. Point out that some letters of the words are
■ Read the instructions aloud. Then give some examples of given.
people in your contact list and tell students about them; for
■ Ask students to complete the words using the messages in
example, Julia is my sister. Exercise 2 to help them.
■ Refer students to the PHRASE BYTES box and ask them if you
used any of the useful expressions. check them as a class.
■ Give students a couple of minutes to write the names.
Then divide the class into pairs and set a time limit of ANSWERS
three minutes for the task. 2 photo
3 games
4 internet 5 text messages
■ Invite different students to tell the class about their contact
lists. At the end of the activity, give feedback on good use REACT
of language and errors.
5
2 1.28
■ Read the instructions and the questions aloud. Then refer
■ Ask students to look at the pictures, read the first sentence students to the useful phrases in the PHRASE BYTES box.
of each message, and guess the answers to the questions. Elicit some possible endings for the phrases.
Don’t confirm answers at this point. ■ Give students a minute to think about their answers.
■ Point out that these are text messages and the pictures Then divide the class into pairs to ask and answer the
are of the people sending the messages. questions. Encourage students to extend their answers; for
■ Ask a student to read the instructions aloud and refer example, My best friend uses her phone to take photos. She
students to the Reading Tip. loves the camera!
■ Ask students to read the messages and answer the ■ Invite students to share their answers and take a quick
questions. Don’t play the audio at this point. It is an extra survey to find out what they use their phones for.
feature, and a suggestion for using it in class is included at
the end of the lesson.
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People
MOVE BEYOND
Homework
Call on a student to read the instructions aloud.
Ask students to look at the people on pages 20–21 and think Ask students to think of three people to “send” text
about what Leo wants to say to them. messages to (e.g., family members or friends), and to
write short text messages to each of them (10–15 words
Set a time limit of three minutes for students to write their
for each). In the next class, divide the class into small
messages. Circulate and help where necessary, both with
groups and have students read their text messages aloud
ideas and language.
for their group to guess who the message is for.
Divide the class into pairs and have students trade messages.
Ask them to read each other’s messages and match them to
the people on pages 20–21.
Invite students to read their messages aloud to the class.
Recorded reading text 1.28

As the written messages could just as easily be spoken,
they provide a nice model for speaking and pronunciation
practice. Have students read the messages between Leo
and Emma again and then practice reading both parts
aloud. Monitor and help students with pronunciation.
Then ask students to just listen and read the messages
in the first conversation as you play the track. Finally,
explain that you are going to play the track again and
that students should read the conversation along with
the recording. Ask them to use their voices in the same
way, focusing on intonation. Repeat the activity with the
remaining conversations.
GRAMMAR Have
Talk about your things, ideas, and problems Page 23
STAGE TIME FOCUS
GET STARTED Review text messages from the previous lesson and focus on the meaning and form of have.
READ AND LISTEN Read and listen to a conversation about choosing a present for someone.
STUDY Complete examples with correct forms of have.
PRACTICE Practice using have in controlled exercises. Use have to write a survey.
SPEAK Do a survey to find out more about a classmate.
Get started ■ Give students a minute to complete the sentences.

In order to review the text messages from the previous lesson
and focus on examples of have, write the following sentences check them as a class. You could also ask students to
on the board:- suggest a present for Clara’s dad.
I have a new p . (Leo)
You have the wrong n . (Ms. Carter) ANSWERS / AUDIO SCRIPT 1.29
Does it have the i on it? (Dan) birthday present
We have a lot of h . (Dan) See Student’s Book, page 23, for audio script.
We don’t have t for games today. (Dan)
Divide the class into small groups and explain that the STUDY
sentences are from the text messages on page 22. Ask
students to remember the word that goes in each blank and 2
who said it. Check answers as a class and explain to students ■ Read the instructions aloud and refer students to the
that we use have to talk about real and abstract possession; grammar table. Point out that it focuses on have. Explain
for example, I have a laptop; You have the wrong number. that we use have with things, family, ideas, problems, etc.
■ Ask students to find examples of have in the conversation
READ AND LISTEN Grammar in context and then to complete the table.
1 1.29
■ Ask students to look at the picture and elicit who’s talking ■ Ask students to look at the completed table and point out
(two friends). the contractions don't and doesn't. Elicit the full form of
■ Read the instructions aloud and play the track for students the verbs in each case, but explain that we normally use
to read and listen to the conversation. contractions in the negative form.
■ Refer students to the Grammar Database on page 99.
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■ Let students compare their answers in pairs.
ANSWERS ■ Play the track for students to check their answers. Then
Have (I, you, we, they) call on students to share their answers with the class. With
less confident groups, you might want to stop the track for
✓ Affirmative ✗ Negative each answer and replay it if necessary.
I have a problem. I don’t have a present.
Questions Short answers
2 don’t 3 do 4 Does 5 doesn’t 6 Do
Do you have an idea? No, I don’t. 7 do
Has (he, she, it)
✓ Affirmative ✗ Negative 6
He has a laptop. He doesn’t have a ■ Ask students to look at the survey questions and then to
tablet. write three more questions to ask a partner using have.
■ Circulate and help students where necessary.
Does he have a Yes, he does. SPEAK
tablet?
7
PRACTICE minutes.
■ Ask students to ask and answer the questions in the
3 survey in Exercise 6 and the questions they wrote.
■ Explain that in this exercise Clara talks about her house Encourage them to extend their answers; for example,
and what it has in it. Do you have a TV in your room? Yes, I do. It’s old, but it’s
■ Read the instructions aloud and go over the example. really big!
Suggest that students read through the text briefly before ■ Monitor and make notes of good use of language and
trying to complete the sentences. errors for feedback at the end of the task.
■ Ask students to complete the sentences with have or ■ Invite students to tell the class something about their
don’t have. partners. Then give feedback on good language and errors.
check them as a class. Alternative procedure: more confident classes
Rather than doing the survey in pairs, you could do a
ANSWERS whole class survey. Have students prepare their questions
2 don’t have 3 have 4 have 5 have 6 don’t have in pairs and write them on a piece of paper. Collect all the
pieces of paper and choose one question from each pair
and write it on the board. (You could use more questions
4
if it’s a small class). Have students copy the questions in
■ Explain that in this exercise, Albert talks about his family their notebooks and give them five minutes to talk to as
and things he has.
many people as possible and to put a check if a person
■ Read the instructions aloud and ask students to look at says yes. Then stop the activity and call on students to
the pictures and the example. Remind students to use share some of their results with the class.
affirmative and negative sentences.
■ Set a time limit of three minutes for students to write their
sentences. Homework: less confident classes
■ Let students check their answers in pairs before you check
them as a class. Ask students to use their partners’ answers from the
survey in Exercises 6 and 7 to write a brief description
ANSWERS (50–60 words) of what the person has. Refer them to the
2 He doesn’t have a brother. text in Exercise 3 and suggest that they write a similar
3 He has a laptop. text, but point out that they’ll need to use the third person
4 He doesn’t have a tablet. singular form (has). In the next class, have students
5 He doesn’t have internet. display their texts around the classroom. Then ask them
6 He has a lot of/some books. to walk around and read the descriptions to guess who
the people are.
Fast finishers
Ask fast finishers to rewrite the sentences in Exercise 4
so they’re true for them. Homework: more confident classes
5 1.30 If you followed the alternative procedure, ask students to
■ Explain that in this exercise, Clara talks to a friend about use their classmates’ answers from the survey to write a
her favorite movie. brief description (50–60 words) of what they have. If not,
■ Read the instructions aloud and refer students to the ask them to interview a friend or family member outside
example. Point out that they will use different forms of of school. Refer them to the text in Exercise 3 and
have and remind them to refer to the tables in Exercise 2 suggest that they write a similar text. In the next class,
for help. discuss what most students have and don’t have, and
■ Ask students to complete the conversation. anything unusual that people have.
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People
LISTENING AND VOCABULARY Whose is it?

Listen to a quiz show Page 24
STAGE TIME FOCUS
GET STARTED Play Find Someone Who … to review have.
Learn vocabulary for parts of the body. Practice using the vocabulary by listening to
WORK WITH WORDS
descriptions and drawing pictures (listening subskill).
SPEAK AND LISTEN Answer quiz questions and listen to a quiz.
REACT Talk about the quiz and parts of the body.
Get started 3a
Play Find Someone Who … (see Games, page 33) to review
■ For this activity, students will need colored pencils, crayons,
and practice have. You could use any information about or markers. They will need the colors red, blue, pink, green,
students that came up in the survey in Exercises 6 and 7 and yellow.
on page 23 or the related homework to create a worksheet
■ Divide the class into A/B pairs and read the instructions
before class. Alternatively, you could improvise by asking aloud.
students to suggest ideas for the game; for example, Find ■ Have Student As read the description on page 115 and
someone who has a big family / a computer in his or her room. dictate it for Student Bs to draw the picture.
■ Set a time limit of three minutes for the task.
WORK WITH WORDS Parts of the body ■ Stop the activity and ask students to hold up their pictures
to compare them as a class.
1
■ Read the instructions aloud and refer students to the 3b
pictures. ■ Ask students to read the instructions. Have Student
■ Have students look at the PHRASE BYTES box and explain Bs read the description on page 116 and dictate it for
that these are useful phrases for giving opinions. Student As to draw the picture. Repeat the procedure for
■ Divide the class into pairs and have students discuss the Exercise 3a.
question. Then invite them to share their opinions with Extra activity
the class.
For extra practice, have students play another variation
2a 1.31 on Picture Dictation (see Games, page 33). Rather than
■ Ask a student to read the instructions aloud and check that using a written description as in Exercise 3, ask students
students understand the task. to draw their own monsters, and encourage them to make
■ Play the track for students to listen and point to the parts their monsters very strange. Set a time limit of three
of the body in the pictures. minutes for students to draw their pictures. When they’ve
■ If students need to listen again, play the track again, finished, have them take turns describing their pictures
pausing after each word to check that students can find it. for their partners to draw.
■ Ask students to do the Words & Beyond exercise on
page 107. SPEAK AND LISTEN
4
AUDIO SCRIPT 1.31 ■ Ask students to look at the title of the quiz and the photos.
Mandy: These are my new pictures. Explain that this is a quiz – a game where you have to
Sam: Wow! They’re really original. Arm … hand … leg … foot … back answer questions. Elicit some examples of TV or radio quiz
… head … . Great idea. shows that students watch or listen to.
Mandy: Thanks. The face picture is a little hard to read. ■ Ask a student to read the instructions aloud, and then
Sam: Let me look … face … ear … mouth … teeth … eye … nose …. divide the class into pairs.
It’s fine. Really cool. ■ Set a time limit of three minutes for students to do
the quiz.
2b 1.32 ■ Stop the quiz, but don’t check answers at this point, as
■ Play the track for students to listen and repeat the words. students are going to listen and check their answers in
Exercise 5.
AUDIO SCRIPT 1.32
ANSWERS
1 B 2 B 3 A 4 B 5 C
Extra activity 5 1.33

For extra practice with parts of the body, play a game ■ Ask a student to read the instructions aloud.
of Simon Says … (See Teaching Tips, Total Physical ■ Play the track for students to listen and check their
Response, page 28.) Before starting the game, preteach answers from Exercise 4.
any instructions that students might not know; for ■ Invite students to share their answers with the class. The
example, shake (your head), touch (your feet), put up (your winners are the pairs with the most correct answers.
arm), wave (your hands). Remind students to do the action
only if you start the sentence with Simon says …
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ANSWER / AUDIO SCRIPT 1.33
The recording of the quiz show might be more challenging
The winner is Kim. than some students are used to, so for less confident
Host: Welcome to Whose is it? Today we have a quiz on famous parts classes, hand out copies of the audio script the second
of the body. And to play we have Kim … time students listen. Explain that they can read along if
Kim: Hello. they want to.
Host: … and Alan.
Alan: Hi. REACT
Host: Welcome to Whose is it? Let’s start. Picture 1 … a mouth. 7
Whose is it? ■ Read the instructions aloud and refer students to the
Kim: Um, I think it’s Shakira’s mouth. PHRASE BYTES box. Point out that we use have to talk about
Host: No, I’m afraid that’s wrong. It isn’t hers. It’s not really the parts of the body. Elicit some other possible sentences; for
mouth; it’s the smile … it’s the Mona Lisa’s mouth. … Next example, I have green eyes. My mom has green eyes too.
picture. Ah, yes … two white hands. Model the phrases and have students repeat them.
Alan: Are they Mickey Mouse’s hands? ■ Divide the class into pairs and ask students to discuss the
Host: Good try … Mickey has white hands, but they aren’t his. They’re questions. Set a time limit of two minutes.
Mario’s hands – from the Super Mario games … . Picture 3. A ■ Monitor and note errors and good use of language to go
soccer player’s legs. Do you have any ideas? over in a feedback session at the end of the activity.
Alan: That’s easy. They’re Balotelli’s legs. They’re fantastic with a ■ Stop the activity and invite several students to tell the
soccer ball! class what they found out about their partners.
Host: Correct! Yes, Mario Balotelli’s legs. … Picture 4. Ah … a funny ■ Give feedback on good language and errors.
ear.
MOVE BEYOND
Kim: It’s Mr. Spock’s ear. He has funny ears like that.
Host: Correct! It’s Mr. Spock’s ear from Star Trek. … OK, Picture 5. A Ask students to do the Words & Beyond exercise on page 107.
brown eye with a lot of makeup?
Kim: Lady Gaga … she has brown eyes, and she always wears a lot MOVE BEYOND FOR TEACHERS
of makeup. Teaching parts of the body
Host: Correct! Yes, it’s Lady Gaga’s eye. And the winner is … Kim!
In some younger classes, students may get embarrassed or
Congratulations. overexcited by discussion of bodies and parts of the body. Think
about the maturity and sensitivity of your group, and try to anticipate
6 1.33 their reaction and how you’ll deal with it. Ignoring their response is
■ Read the instructions aloud and refer students to the always a possibility, although it can be argued that where there’s
examples. an emotional response, there’s greater student engagement. In
■ Play the track for students to listen and answer the this case, you might want to laugh along with the jokes or teach
questions. some more personal parts of the body. However, if you choose to do
■ Let students compare their answers in pairs before you this, make sure it’s done in a sensitive manner that doesn’t offend
check them as a class. anyone (students, parents, other teachers, etc.).

2 His hands are white. Homework
3 His legs are fantastic with a soccer ball.
4 His ears are funny. Ask students to create their own quiz like the one in
5 Her eyes are brown with a lot of makeup. Exercise 4. Suggest that they find the parts of the body
See Exercise 5 for audio script. from five pictures of famous people on the internet or in
magazines, and that they write a multiple-choice question
with three options for each one. In the next class, divide
the class into small groups and have students ask and
answer the questions in each other’s quizzes.
GRAMMAR Whose?; possessive ’s/s’ and possessive pronouns

Talk about your things, family, and friends Page 25
STAGE TIME FOCUS
Play a guessing game to review possessive adjectives and test knowledge of possessive ’s/s’
GET STARTED
and possessive pronouns.
READ AND LISTEN Read and listen to a conversation about a vacation photograph.
STUDY Use the conversation to help you complete examples with possessive forms.
PRACTICE Practice using whose?, possessive ’s/s’, and possessive pronouns in controlled exercises.
SPEAK Play a game to practice using possessive ’s/s’ and possessive pronouns.
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People
Get started of all the feet in their group. The photo could be similar
to the one in Exercise 1, although they don’t need to take
In order to review possessive adjectives and test what their shoes off! Then ask the groups to trade phones and
students know about the target structures in the lesson, play a say whose feet they can see. Encourage them to use the
game where students have to guess whose things are whose. language from Exercises 2 and 3.
You will need to bring two large bags to class. Divide the class
into two groups and give a bag to each group. Ask everyone PRACTICE
to put something of theirs in the bag (e.g., a watch, a scarf,
etc.) and to switch bags with the other group. Then explain 4
that students should take turns taking something from the ■ Ask students to look at the pictures and say what parts of
bag, and their group should try to guess whose it is. Model an the body they can see.
example, and then play the game as a class. As they play, draw ■ Read the instructions aloud and refer students to the example.
students’ attention to any good use of possessive ’s/s’ and ■ Ask students to complete the sentences with ’s or s’ and a
possessive pronouns. part of the body.
READ AND LISTEN Grammar in context check them as a class.
1 1.34
ANSWERS
■ Have students look at the photo and ask What can you see?
Where are the people? 2 my brothers’ arms
■ Read the instructions aloud and check that students 3 my grandparents’ feet/legs
understand the question. 4 my grandpa’s teeth
■ Play the track for students to listen, read, and think about 5 my friends’ hands
the answer to the question. 6 my mom’s foot
■ Call on several students to give their answers. Ask them to
give reasons for their answers. 5
■ Ask students to skim the conversation to find out what things
ANSWER / AUDIO SCRIPT 1.34 are mentioned. Tell them not to worry about the blanks.
The (nice) legs on the left. ■ Check ideas as a class. Then read the instructions aloud
and have students complete the conversation. Remind them
See Student’s Book, page 25, for audio script. to refer to the grammar explanation in Exercise 3.
STUDY check them as a class.
2 ANSWERS
■ Read the instructions aloud and have students complete 2 mine 3 theirs
4 his
5 ours 6 yours
the table with words from Exercise 1. Circulate and give
help as necessary.
Fast finishers
check them as a class. Ask fast finishers to look at the quiz on page 24 and to
■ At this point, you might want to highlight the difference write two sentences for each of the pictures, one with
between possessive ’s and the short form of is – ’s. Borrow possessive ’s and one with a possessive pronoun; for
something from a student (e.g., a pen), and write two example, That’s the Mona Lisa’s mouth. That mouth is
sentences with blanks on the board; for example, Carla hers. Note that in this case, where the sense of distance
pen is on the desk. It blue. Elicit from is subjective, students can use this/that and these/
students that ’s goes in both blanks. Then elicit that in the those interchangeably. To avoid confusion, accept either
first sentence ’s is the possessive ’s, and in the second, it possibility in students’ sentences.
is the verb be.
■ Refer students to the Grammar Database on page 99 and SPEAK
see Teaching Tips, Possessive adjectives and possessive
pronouns, page 29. 6
■ Have a student read the instructions aloud, and check
ANSWERS that students understand the game. Remind them to use
brothers’
Whose possessive ’s and possessive pronouns.
■ Have students stand up and play the game. To liven up
3 the game, you could play music when students are moving
around (as in the game Musical Chairs) and stop it when
■ Read the instructions aloud and ask the class to identify they sit down in a chair. Make sure students have enough
the possessive adjectives in column 1. Check that students space to move around the classroom without bumping into
remember all of the possessive adjectives by eliciting a each other.
sentence for each; for example, Whose pen is this? It’s
her pen.
■ Have students complete the table with words from Homework
Exercise 1.
■ Let students compare their answers in pairs before you Ask students to draw or take photos of things that belong
check them as a class. to their family and friends (e.g., their dad’s chair, their
■ Refer students to the Grammar Database on page 99. sister’s bike, etc.). Ask them to choose six things, and
on the back of the paper or photo, to write a couple of
ANSWERS sentences to say whose it is and something about it.
Encourage them to use possessive ’s/s’ and possessive
yours his Theirs
pronouns where possible. In the next class, divide the
class into pairs and have students ask each other
Extra activity questions to find out who the things belong to.
If you allow students to use cell phones in class, divide
the class into two groups and have students take a photo
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& BEYOND
Be friendly to other students Page 26
STAGE TIME FOCUS
GET STARTED Talk about what a friend is.
READ Read and listen to a conversation between two girls. Say what they have in common.
DO Read tips about making friends. Put them in order and match them to examples.
REFLECT Talk about your friends and making friends.
EXTEND Make new friends in class. Find out about their families and their interests.
Divide the class into pairs and ask them to write down
BE FRIENDLY TO OTHER STUDENTS everything they can remember about the two girls. Elicit a
The value of friendship in teenagers is generally taken couple of examples; for example, Tina has one sister and
for granted. Research suggests that it can, among Helen’s in the movie club. Set a time limit of two minutes
other things, help them: for this. Then stop the activity and ask students to open
■ develop social skills. their books and compare their ideas. Invite students to
■ learn to control emotions. say how many things they remembered correctly.
■ feel more positive about school.
■ build self-esteem. DO
■ learn about relationships. 2
■ develop new interests. ■ Read the instructions aloud and call on a student to read
All of these benefits are felt not only in childhood but the tips in the “Make Friends” box aloud.
also in adult life, helping to define us emotionally, ■ Divide the class into pairs and ask them to order the tips.
socially, and morally. It is therefore important for a Remind them to use the conversation in Exercise 1 to help
class to have a friendly atmosphere and for students to them.
be encouraged to make friends. ■ Call on students to share their answers with the class, and
ask them to match the tips to a part of the conversation in
Get started Exercise 1; for example, d – Hello. I’m Tina.
In order to set up the topic for the lesson, write the question ANSWERS
What’s a friend? on the board. Brainstorm a couple of ideas;
for example, They help you with your homework, They share 1 d 2 c 3 e 4 b 5 a
things with you, and start a list on the board. Then ask
students to think of more ideas and give them a minute or two 3
to think about it. Divide the class into pairs and ask students ■ Read the instructions aloud and elicit the answer to
to make a list of their ideas. Circulate and give help as number 1. Point out that some tips may be used more
necessary, and when each pair has two or three ideas, invite than once.
students to come to the board and add their ideas to the list. ■ Ask students to match the sentences to the tips in
To conclude, ask students to decide as a class which ideas Exercise 2.
are the most important. ■ Let students compare their answers in pairs before you
READ
1 1.35 ANSWERS
■ Ask students to look at the picture and describe what they 1 c 2 e
3 a 4 d 5 b
6 b
can see (e.g., two girls talking, a school bag, etc.). Teach
any words students are unsure about (e.g., lockers). REFLECT
■ Ask a student to read the instructions aloud. Then play the
track for students to read and listen to the conversation. 4
■ Invite students to share their answers with the class. ■ Read the instructions and the questions aloud.
■ Call on students to read the expressions in the
ANSWER / AUDIO SCRIPT 1.35 PHRASE BYTES box aloud.
High School Story is their favorite movie.
■ Divide the class into small groups for students to discuss
the questions using the expressions in the PHRASE BYTES
See Student’s Book, page 26, for audio script. box.
■ Set a time limit of two minutes for the task. Then stop the
Extra activity activity and invite students to share their answers with the
class. As this may be a sensitive issue for some students,
Ask students to close their books and make two columns have students speak only if they want to.
in their notebook with the headings “Tina” and “Helen.” ■ Ask a student to read the REFLECTION POINT aloud, and ask
the class whether they agree or disagree, encouraging them
to give reasons.
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People
EXTEND Alternative procedure: less confident classes

Before starting the activity in Exercise 5a, ask less
5a confident classes to look at the conversation in
■ Tell students that they’re going to try to make new friends Exercise 1 and to underline the questions. Invite students
in the class and that they’re going to think about things to to come up to the board and write the questions.
talk about. Brainstorm variations on the questions; for example,
■ Read the instructions aloud and give some examples of What’s your favorite soccer team? What’s your email
questions they could ask; for example, Do you have any address? etc. Encourage students to refer to the board to
brothers or sisters? What’s your favorite TV show? help them with ideas for their questions.
■ Set a time limit of two minutes for students to write their
questions. Circulate and give help as necessary.
5b Homework
■ Have a student read the instructions aloud and check that
Ask students to write an article for a website about how
students understand the task.
to make friends. Ask them to write about 50 words and to
■ Set a time limit of five minutes for students to walk around
include ideas of their own. In the next class, ask students
and ask each other their questions. Encourage them to talk
to exchange their articles and compare their ideas.
to classmates they do not know well.
over in a feedback session at the end of the activity.
■ Stop the activity and invite students to share what they
learned about their classmates before giving feedback
yourself on good language and errors.
SPEAKING On the phone

Talk on the phone Page 27
STAGE TIME FOCUS
GET STARTED Review and practice saying phone numbers.
SPEAK Talk about the telephones your family has.
Listen to three phone conversations and complete them with phrases for talking on the
LISTEN
phone (speaking subskill). Practice the conversations.
ACT Act out different phone conversations.
Get started LISTEN

The lesson focuses on phone conversations, so this lead- 2 1.36
in reviews how to say phone numbers. Prepare five phone ■ Call on a student to read the instructions and the
numbers and explain that you’re going to say some phone situations aloud. Then ask students to cover the texts.
numbers for students to write down. Make sure that some of ■ Play the track for students to listen and match the
the numbers include 0. When you’ve dictated the numbers, situations to the conversations.
let students compare their answers in pairs before calling on ■ Ask students to read the conversations to check their
students to come to the board and write the phone numbers. answers, and then let them compare their answers in pairs.
Ask students how we say 0 (oh) and elicit that we say each ■ Call on students to share their answers with the class.
number individually (e.g., 4-1-2-5-3-2-0). Ask students to
practice reading the numbers on the board. If you feel that
it’s appropriate, you could then have students exchange their ANSWERS / AUDIO SCRIPT 1.36
own phone numbers in pairs to add to their contact lists. If 1 C 2 A 3 B
not, they could invent phone numbers to practice asking and 1
answering about phone numbers in small groups. Felix: Hello?
Mrs. Zemontas: Hi, Felix. This is Mrs. Zemontas. Can I speak to your
SPEAK mother?
1 Felix: She isn’t here right now.
■ Read the questions aloud. Then divide the class into pairs Mrs. Zemontas: OK, can she call me, please? It’s Emily Zemontas.
and have students answer the questions. Felix: Um ... Can you spell that, please?
■ Invite students to share their answers with the class. You Mrs. Zemontas: Z-E-M-O-N-T-A-S.
could do a survey to find out how many students have cell Felix: OK, Mrs. Zemontas.
phones and which families have the most phones. Mrs. Zemontas: Thanks, Felix. Bye.
2
Felix: Hel–
Kelly: Hi, are you at the movies?
Felix: Sorry, I don’t understand. What movie?
Kelly: Is this Josh?
Felix: No, it isn’t. You have the wrong number.
Kelly: Oh, I'm sorry. Bye.
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3 ACT
Felix: Hello?
Mark: Hi, Felix, this is Mark. Is Kyle there? 5 1.38
Felix: No, he isn’t. ■ Read the instructions aloud and give students a minute
Mark: Can you give him my new cell phone number? or two to read through the situations. Check that they
Felix: Sure. understand all of the situations.
Mark: It’s 830-0315. ■ Refer the class to the PHRASEBOOK and call on students
Felix: 830 ... Sorry, can you repeat that? to read the useful phrases aloud. Then play the track for
Mark: 830-0315. students to listen and repeat.
Felix: 830-0315. OK. ■ Divide the class into A/B pairs and have students sit
Mark: Thanks. Bye. back-to-back in order to simulate the conditions of a
phone call.
■ Set a time limit of five minutes for students to act out the
3a 1.36 conversations and remind them to use the phrases from
■ Call on a student to read the instructions aloud. Then play the PHRASEBOOK in their conversations.
the track again for students to listen and complete the ■ Monitor and note good use of language and errors for
conversations. feedback at the end of the task.
■ Let students compare their answers in pairs, but don’t ■ Stop the activity and focus on the good language and
check answers at this point. errors that you noted. Then invite pairs to act out the
conversations for the class.
Extra activity
See underlining in audio script in Exercise 2.
So that students have the chance to practice the
conversations with different classmates, have them sit
3b 1.37 in two concentric circles with half the class in the inside
■ Play the track for students to listen and check their circle facing in and the other half in the outside circle
answers to Exercise 3a. with their backs to them. Explain that the students in the
■ Call on students to share their answers with the class. inside circle are Student A and those on the outside are
Then play the track again for students to listen and repeat Student B, and that they have only one minute to act out
the sentences. each conversation. Read aloud the notes for conversation
■ As students are doing this, draw attention to the rising 1 and have students act out the phone call with the
intonation in the requests. person behind them. After one minute, have the students
on the outside move one place to the left and then repeat
AUDIO SCRIPT 1.37 the activity for the remaining conversations.
1 Can I speak to your mother?
2 Can she call me, please? Homework
3 Can you spell that. please?
4 Sorry, I don’t understand. Ask students to think of famous people and to write two
5 You have the wrong number. phone conversations similar to the ones in Exercise 2.
6 Sorry, can you repeat that? Elicit some ideas for celebrities, what they might say, and
their situations. For example, it could be Justin Bieber
4 calling to speak to Miley Cyrus, but her mom answers
■ Read the instructions aloud, and then divide the class into the phone. Refer students to the expressions from
pairs for students to practice the conversations. the PHRASEBOOK and ask them to write four to six lines
■ Allow two or three minutes for them to practice. Then invite for each conversation. In the next class, have students
pairs to act out the conversations for the class. practice and act out the conversations with a partner.
WRITING My favorite person

Write a description of a person Page 28
STAGE TIME FOCUS
GET STARTED Talk about important people in your life.
Describe people in pictures. Read a description of a person and learn how to use
READ
apostrophes (writing subskill).
PRACTICE Complete a text with apostrophes.
DISCUSS Describe an important person in your life.
WRITE Write a description of an important person in your life.
Listen to your classmates’ descriptions. Name an interesting thing about each person and
SHARE
say which person you want to meet.
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People
Get started ANSWERS

In order to prepare students for the topic of the lesson and dad’s = possessive She’s = She is She’s = She is
to provide an opportunity for reviewing family words, write I’m = I am It’s = It is
the names of six people who are important to you on the
board, (e.g., mother, best friend, neighbor, etc.). Then explain
that students have to find out who the people are by asking PRACTICE
Yes/No questions; for example, Is Paul your brother? When 4
students have found out who the people on your list are, have ■ Read the instructions aloud and have students read
them make their own lists. Divide the class into groups of through the text quickly. Ask them what they can remember
three or four and have them find out who the people on the about the writer; for example, She has a brother and two
lists are. sisters.
Read the first sentence aloud and, as an example, ask
READ
■
students where to put an apostrophe (brother’s).

1 ■ Have students put the apostrophes in the rest of the
■ Ask a student to read the instructions and the words in the description. Remind them to refer to the HOW TO box.
box aloud. Check pronunciation of the words and drill as ■ Let them compare their answers in pairs before you check
necessary. them as a class.
■ Divide the class into pairs and ask them to describe the
people. Remind them to use the words in the box and ANSWERS
have (e.g., She has gray hair), and set a time limit of two brother’s brother’s sisters’ aren’t
minutes.
Monitor and note good use of language and errors for a
DISCUSS
■
feedback session at the end of the task.

■ Stop the activity and invite students to share their ideas 5
with the class. Then give feedback on good language ■ Explain that students are going to describe an important
and errors. person in their lives. Go over the instructions and give
2 them a few minutes to think of a person and to make some
notes if they want to.
■ Read the instructions aloud and point out that students
should underline the important words that help them match
the description to a picture. minutes for them to describe their important people to
each other. Circulate and give help with vocabulary as
■ Set a time limit of two minutes for students to match the
necessary.
description to one of the pictures.
■ Let students compare their answer in pairs before you WRITE
check it as a class. Ask them to give reasons for their
choice by referring to the words they underlined. 6
■ Tell students that they are going to write a description
ANSWERS of the person they described in Exercise 5. Go over
Picture 2 the instructions in Exercise 6 and check that students
Important words: friendly, black and gray hair, small nose understand the three points. Remind them to refer back to
the paragraph in Exercise 2 and to the HOW TO box.
3
■ Set a time limit of 10 minutes for writing. Circulate, giving
help as necessary.
■ Call on a student to read the tips in the HOW TO box aloud.
Point out that a word with a missing letter replaced by an
■ When students have finished writing, ask them to check
apostrophe is called a contraction and that possessive their descriptions to make sure they have followed all the
’s/s’ goes with a noun. instructions correctly.
■ Ask students to look back at the description in Exercise 2 SHARE
and to circle all the words with apostrophes. Then have
them work with a partner to decide which are for missing 7
letters (contractions) and which are possessive ’s/s’. ■ Divide the class into small groups. Ask students to read
■ Check answers as a class. their descriptions aloud to their groups. Tell them to
make a note of one interesting thing about each person
Extra activity described and to decide which person they want to meet.
To clarify the difference between it’s and its, tell students ■ Call on several students to say which person they want to
that you’re going to describe a city and they have to guess
meet and to share one interesting thing about that person.
which one. Read the following description of New York
aloud: It’s very big and its inhabitants are from all over the
world. Its restaurants are very expensive and its nickname Homework
is “the Big Apple.” It’s a popular tourist destination.
Alternatively, use any big city that you think students will Invite students to think of a famous person they like,
recognize from its description. Let students discuss their such as a pop star, sports star, scientist, etc. Ask them to
ideas in pairs before you check the answer as a class. write a description (about 60 words) of that person, but
Ask students which were the important words (e.g., big, tell them not to include the person’s name. Remind them
“Big Apple”). Then ask them to reconstruct the description to use descriptive adjectives and to refer to the Words
using it’s and its. Circulate and give help as necessary & Beyond section on page 107. In the next class, have
before inviting students to reconstruct the text on the students display their descriptions around the classroom
board. Time permitting, you could ask students to write for other students to guess who the people are.
their own descriptions of another city.
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UNIT REVIEW
VOCABULARY Family GRAMMAR Have

1 3
■ Ask students to look at the photo and elicit ideas ■ Explain that students are going to read an interview
about Hakan and who he is (a young Turkish-American with Hakan talking about his house.
pop star). Encourage students to discuss what family ■ Ask students to read the text through quickly without
members they can see. worrying about the blanks.
■ Ask students to complete the description of the photo. ■ Ask students to complete the interview with have and
Point out that some of the letters of each word are do, does, or don’t.
given and that there’s one blank for each letter. ■ Let students compare their answers in pairs before
■ Let students compare their answers in pairs before you check them as a class.
you check them as a class.
ANSWERS
ANSWERS 1 have 2 Does (it) have 3 does 4 has 5 have
1 mother 2 father 3 mom 4 dad 5 grandmother 6 Do (you) have 7 don’t
6 grandfather 7 Grandma 8 Grandpa 9 grandchild
10 only child
11 brothers 12 sisters
Whose?; possessive ’s/s’ and possessive

pronouns
Parts of the body
4
2 ■ Ask students to look at the conversation and choose
■ Refer students to the words in the box and the picture. the correct options to complete it. Suggest that they
■ Ask students to write the parts of the body. read through the text first to help them understand.
■ Let students compare their answers in pairs before ■ Let students compare their answers in pairs before
you check them as a class. you check them as a class.
ANSWERS ANSWERS
1 head 2 face 3 eye 4 nose 5 mouth 6 teeth 1 Whose 2 mom’s 3 hers
4 mine 5 friends’
7 ear 8 back
9 arm 10 hand 11 leg 12 foot 6 theirs
SKILLS CHECK
Extra Resources
■ CLIL lessons, with full teacher’s notes
■ Test Generator for generating/editing grammar and vocabulary tests for Units 1&2
■ and more!
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PROGRESS CHECK UNITS 1&2
Preparing for the Progress Check LISTEN Exercise 2
The Progress Check can be done either as a review of the two ■ Refer students to Ivy’s notes. Inform them that they can
preceding units or as a formal test. For the first one, it’s a find a lot of useful information before they start listening.
good idea to encourage students to prepare as thoroughly as Illustrate this by asking the following questions:
they can so that they get into the habit of regularly reviewing What is the phone call about? (a drama group)
what they have learned. Reassure the class that the Progress What do we know? (It’s on Saturday morning, the place
Check contains only material that they have covered in the starts with the word Victoria, the teacher is female – Ms.)
previous two units. How many things does Ivy have on her list? (six)
Ask students what advice they would give to a friend who was
■ Divide the class into pairs or small groups and ask them
about to take a test. Students should be able to come up with to predict what question words they think they will hear for
tips such as Read the instructions carefully; Don’t worry about each of the things on the list. After two or three minutes,
words you don’t know. Write these on the board before asking call on students around the class to say the question
the class to vote on the most important tip. words they expect to hear (e.g., How many, How old, Where,
What, What).
Vocabulary review WRITE Exercise 3
■ Draw a table on the board with the following headings: ■ Write the following on the board: m _ _ _ _
Things, Countries and nationalities, Family, Parts of the body. Ask students how many letters are missing (four); they
■ Invite students to come to the board and write vocabulary
don’t need to guess the word yet. Remind students that
items under each heading; as they do this, check that
one line is one letter.
everyone remembers the items. The list does not need to
be complete.
■ Write on the board: You speak with this. Ask students to
complete the word for the part of the body (mouth).
■ With several items in each column, refer students to the
Unit Reviews on pages 19 and 29. Encourage them to call
■ Ask students to think of descriptions for nose and leg; for
out any items they missed. Students can then go through example, You smell with this; You walk with these. Point
the Progress Check and see how many of the items they out to students that this activity will help them answer the
can find. questions in Exercise 3.
Grammar review WRITE Exercise 4

■ Remind students that they studied a number of grammar
■ Refer students to the HOW TO boxes on pages 18 and 28.
points on pages 13, 15, 23, and 25. Start a “race,” where Make sure they understand the importance of including
students tell you the main grammar points from each unit these grammar points in their writing.
(Unit 1: Plural nouns; a/an, the; This/that, these/those;
■ Ask students to write their names and three questions
Unit 2: Have; Whose?; possessive ’s/s’ and possessive about family and friends with the structures Do you
pronouns). Write these on the board, asking for examples have … ?; How old … ?; Can you tell me about … ? on
as students call them out. a piece of paper. Collect the pieces of paper and ask
different students some of the questions.
Optional warm-up activities
These activities are suitable when you are not using the Doing the Progress Check
Progress Check as part of a formal test. They are low-risk READ Exercise 1
activities to encourage full group participation, and they are ■ If you have decided not to do the full warm-up, focus
designed to help students focus on the tasks and to guide
students’ attention on the example and ask them to say
them toward performing better in the Progress Check. This is
why the answer is C (The question starts with Whose … ?
particularly important in a less confident class where students
and so the answer contains a possessive pronoun) and can’t
need extra help with techniques and how to approach exam
be the other two options (Option A is incorrect because her
tasks.
is a possessive adjective, not a possessive pronoun, and
READ Exercise 1 Option B is incorrect because book is singular, not plural).
■ Go through the Test-Taking Tips with the class and make
■ Have students look at Exercise 1 in the Progress Check
sure they understand how to answer multiple-choice
and ask the following questions: How many conversations
questions.
can you see? (six, including the example conversation); What
kind of questions are they? (multiple-choice questions); How
■ Allow 10 minutes for this section.
many answer choices are there? (three).
ANSWERS
■ Refer students to the first part of the conversations and
ask them to say which one: 1 A 2 B 3 C 4 B 5 B
says something nice (3)
asks a question about your family (1) LISTEN Exercise 2
asks for information about you (4)
is the answer to a phone call (5) 1.39
asks about things around you (2) ■ If you have decided not to do the full warm-up, divide the
■ Point out the importance of looking carefully at the verb in class into pairs and ask students to spend a minute or two
each question before making your answer choice. Remind predicting the questions Ivy might ask for each item on the
students that adjectives help us understand whether it’s a list and the possible answers.
positive or negative situation. For example, in question 3, ■ Make sure they understand that they have to listen for
the speaker says nice, which helps us understand that he specific information and write the answers next to each
or she likes the bag. number.
■ Going through the example together should help students ■ Go through the Test-Taking Tips for the listening task, briefly
gain confidence to attempt the rest on their own. If they referring students back to the work they did on page 27.
find it difficult, encourage students to look at the first ■ Point out that they will hear everything twice.
question with a partner. ■ Allow 10 minutes for this section.
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ANSWERS / AUDIO SCRIPT 1.39 After the Progress Check
1 14 2 13 3 School 4 Campbell 5 820-4577 Optional game
Ivy: Hi, Alec.
This game will help lighten the atmosphere after the Progress
Alec: Oh hi, Ivy.
Check, and it follows up on the vocabulary and grammar
Ivy: I need more information about the drama group so I can talk to covered in it.
my mom about it. ■ Write 10 things about yourself in clouds on the board; for
Alec: Sure. Well, we meet every Saturday.
example:
Ivy: In the morning or in the afternoon?
Alec: In the morning. For two hours.
30 Real Madrid
Ivy: OK. How many people are in the group? tennis
Alec: Mmm … 15, I think. No, 14. There are 14. Bob
Ivy: How old are the other people? 456-8291 two brothers
Alec: They’re all 13. Like us. and one sister
Ivy: And where is it? Phoenix 351 Elm
Alec: It’s at Victoria School. The drama teacher is really good. Street
Ivy: What’s her name? Game of Thrones Messi
Alec: Ms. Campbell.
Ivy: Campbell? Can you spell that, please? ■ Put students in pairs and ask them to guess the questions
Alec: C-A-M-P-B-E-L-L. to the answers on the board; for example, What’s your
Ivy: Um, OK. Do you have her phone number? Then my mom can name? How old are you? What’s your hobby? What’s your
call her. favorite soccer team? Where are you from? What’s your
Alec: Just a minute … yes, here it is. It’s 820-4577. Do you have telephone number? Do you have any brothers or sisters?
that? What’s your favorite TV show? What’s your address? Who’s
Ivy: 828 … 4577. your favorite soccer player?
Alec: No, eight two zero … four five seven seven.
■ Now ask students to write five surprising things about
Ivy: OK, I have it. Thanks a lot, Alec. See you at school. themselves that their classmates might not know in five
clouds. Put them back in their pairs and tell them to ask
Alec: See you, Ivy. Bye.
each other a question for each piece of information. Invite
students to say what they learned about their partners.
WRITE Exercise 3
■ Go through the Test-Taking Tips for this task. Make sure Feedback and extension
students understand that they have to write one letter on After the Progress Check has been graded, provide feedback
each line. to the class as a whole and individually as far as possible.
■ Focus students’ attention on the example and ask them Ask students which parts they found the most difficult and
what vocabulary is being tested here (Parts of the body). how they think they could improve their grades next time.
Briefly refer students back to the work they did on page 24.
■ Explain that spelling is important for this task and that on READ Exercise 1
a test they would lose credit for spelling mistakes. Remind ■ Review the conversations one at a time and encourage
students to pay careful attention to whether the word is students to say why the other options are wrong. Where
singular or plural. there were mistakes, find out whether the problems were in
■ Allow five minutes for this section. understanding the questions or the answers.
■ Encourage students to read in English as much as they
ANSWERS can. Graded Readers are an excellent tool to improve
1 eyes 2 hands 3 teeth 4 feet 5 face vocabulary, sentence structure, and all reading skills.
Students can read them in the classroom or at home.
Visit www.macmillanreaders.com for information about
WRITE Exercise 4 available titles and support material to help you use graded
■ Since this is the first test of students’ writing, spend a few readers in class.
minutes going through the task with them, eliciting who
they’re writing to (Jason) and what their message should LISTEN Exercise 2
include (information about members of their family: how ■ Handing out photocopies of the audio script is a good
many people, brothers and sisters, ages, and descriptions). way to provide feedback. Deal with any mistakes in this
■ Remind students that even if their writing is excellent, they way. Seeing the conversation written down helps students
won’t get full credit if they don’t include all the points. recognize when they’ve misheard something. It will also
■ Refer students back to the writing activities and the help them become aware of distractors.
HOW TO boxes on page 18 and page 28. Stress the
importance of correct word order in a sentence or phrase WRITE Exercise 3
with adjectives. ■ Students who struggled in Exercise 3 need to review the
■ Go through the Test-Taking Tips for this task. Elicit from vocabulary for Parts of the body. Write feet and teeth on
students what the word limit is (25–35 words) and remind the board and elicit the singular nouns for these words. If
them to check their spelling and grammar when they’ve necessary, ask students to review this vocabulary and test
written their texts. it again at the beginning of the next class.
MODEL ANSWER WRITE Exercise 4

I have a small family. I have a mom and dad, two grandmas, and a ■ For students who had difficulty with Exercise 4, change the
sister. Grandma Schumacher is German. My sister’s 14. She’s quiet message to a similar task; for example, Tell me about your
and very smart. She has brown eyes. class. Do you have a big or a small class? Do you have any
good friends in your class? Tell me about them.
■ Build up a written text together on the board. You could
write this yourself, based on suggestions, or invite
individual students to come to the board and write a
sentence each.
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U
NI
T
ANIMAL MAGIC
IN THE PICTURE Talk about pets 32–33
READING Read instructions 34
GRAMMAR Imperatives and object pronouns Give orders and instructions 35
LISTENING AND VOCABULARY Listen to a description of a room 36
GRAMMAR There is / there are Describe a room 37
LANGUAGE & BEYOND Prepare your things for school 38
SPEAKING Ask for and give things 39
WRITING Write a note 40
IN THE PICTURE Adopt a pet

Talk about pets Pages 32–33
STAGE TIME FOCUS
GET STARTED Play a game to practice saying letters of the alphabet and lead in to the topic of the unit.
Review parts of the body. Learn and practice using vocabulary for pets. Practice
WORK WITH WORDS pronunciation of the short /ɪ/ sound. Watch a video of animals, write the names of the
animals, and count them.
WRITE AND SPEAK Talk about pets.

In order to lead in to the topic of the unit – animals – in a bird a cat j chicken e dog h fish b hamster c
fun way, play a game of Snowman (see Games, page 33) horse d mouse f rabbit g turtle i
with famous cartoon and movie animals. First, ask students
to think of a famous animal (e.g., Mickey Mouse, Pingu, bird cat chicken dog fish hamster horse mouse
etc.), and then play once as a class to make sure students rabbit turtle
understand the game. Divide the class into groups of four
to play the game, circulating and helping students with Extra activity
pronouncing the letters as necessary. Stop the activity after To give students extra practice in saying the words, divide
five minutes and ask students what famous animals they the class into A/B pairs. Tell Student As to close their
thought of. Elicit the types of animals they are (or tell them) books and try to recall all the animals in the same order
and write them on the board (e.g., mouse, penguin, etc.). as they are in the book. Tell Student Bs to listen and if
Student A makes a mistake, to switch roles.
WORK WITH WORDS Pet animals
1 RECALL MOVE BEYOND FOR TEACHERS
■ Ask a student to read the instructions aloud. Refer Adopt a pet
students to the example and elicit another example. In many countries, it’s now very popular to adopt a pet rather than
■ Divide the class into pairs and set a time limit of one buying one. Organizations and charities often have websites where
minute for them to write the parts of the body. you can find the right pet for you. This means that animals that
■ Call on students to share their answers with the class. might otherwise be homeless can be matched with a new owner.
■ Ask students to do the Work with Words task on page 108. In this lesson, the text and pictures show a similar website. If you
have access to the internet in your classroom, you might want to
SUGGESTED ANSWERS show your students an authentic website and have students search
back eye face foot head leg mouth nose for animals they’d like to adopt.
2a
■ Point out that the animals in the pictures are pets and elicit 3a
the meaning of pet. ■ Point out that the pictures are from a website about pets
■ Read the instructions aloud and set a time limit of two and refer students to the tablet with the Adopt a Pet
minutes for the task. website.
■ After two minutes, let students compare their answers in
■ Read the instructions aloud and have students read the
pairs, but don’t check them at this stage. first description and match it to an animal.
■ Check ideas as a class. Then have students match the rest
2b 1.40 of the descriptions to animals.
■ Play the track for students to listen and check their ■ Let students compare their answers in pairs, but don’t
answers to Exercise 2a. Then call on students to share check them at this point.
their answers with the class.
■ Play the rest of the track for students to listen and repeat
the words.
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3b 1.41 b 1.44
■ Play the track for students to listen and check their ■ Play the track for students to listen and repeat the words.
answers to Exercise 3a.
AUDIO SCRIPT 1.44
ANSWERS / AUDIO SCRIPT 1.41 See Student’s Book, page 32, for audio script.
1 horse
2 dog
3 chicken Extra activity
4 cat For further practice of the /ɪ/ sound, write the following
5 bird short conversations that recycle vocabulary from Unit 1 on
the board:
4a 1.42 – Who visits Pittsburgh?
■ Ask a student to read the instructions aloud. Refer – Tourists visit Pittsburgh.
students to the example and remind them to use the – Where’s the little dog?
animals from Exercise 2a. – In the living room.
■ Play the track for students to listen and write the animals. – It isn’t in the living room.
■ Let students compare their answers in pairs before you – Oh! It’s in the kitchen.
check them as a class. Invite students to come to the board and underline the
/ɪ/ sounds. Give students a couple of minutes to practice
the conversations in pairs, and then invite several pairs to
2 fish 3 turtle 4 mouse 5 hamster present them for the class.
1
Julia: This is my pet rabbit, Harvey. He has very, very big ears. He’s
three years old, and he’s a very happy rabbit.
■ Ask a student to read the instructions aloud.
2
■ Play the video for students to watch and write the animals
Brian: Um … this one’s name is Happy, and that one’s Grumpy. they see.
Where’s Smiley? Ah! There he is! I have a lot of fish. It’s hard to
■ Play the video again for students to watch and count how
many animals there are.
remember their names.
3
Karen: This is Terry. My pet turtle’s eight years old. Look! He has small
eyes and a big mouth. He loves the water! ANSWERS / VIDEO SCRIPT
4
There are 10.
Leo: So her name is Minnie … you know, Minnie’s the name of
1 fish (two) 2 cat (one) 3 dogs (five) 4 hamster (one)
Mickey Mouse’s girlfriend? She’s very small. She likes to sit on
5 horses (four) 6 mice (two) 7 birds (three)
my hand. She’s a good mouse. 8 turtle (one) 9 rabbit (one) 10 chickens (12)
5
Nicky: I think it’s a Russian hamster. It doesn’t have a name. It’s brown, There is no dialog in this video.
and it has a black line down its back.
4b 1.42
WRITE AND SPEAK
■ Read the instructions aloud and give students a minute to 7a
read the questions. ■ Read the instructions aloud and model the task by
■ Play the track for students to listen and answer the choosing an animal and writing some notes on the board.
questions. ■ Give students two minutes to complete the form.
7b
■ Read the instructions aloud and refer students to the
useful phrases. Model this stage of the task by referring
to your notes on the board and telling students about your
2 Julia’s pet has big ears pet.
3 Karen’s pet has small eyes. ■ Divide the class into pairs and have students tell each
4 Nicky’s pet doesn’t have a name. other about their pets. Ask them to take notes about their
See Exercise 4a for audio script. partners’ pets so they can tell the class at the end. Set a
time limit of three minutes.
Alternative procedure feedback at the end of the task.
Before playing the track, you could ask students if they ■ Invite students to tell the class about their partners’ pets.
remember the answers and ask them to discuss them in Then give feedback and correct errors.
pairs. Invite students to share their ideas with the class.
Then play the track to check their answers. MOVE BEYOND
Ask students to do the Words & Beyond exercise on page 108.
5a 1.43 PRONOUNCE
■ Read the instructions aloud and model the /ɪ/ sound. Point
out that it’s a short sound. (See Teaching Tips, Long and
short vowel sounds, page 32.)
■ Play the track for students to listen and repeat the words.
AUDIO SCRIPT 1.43

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ANIMAL MAGIC
Homework
Ask students to write an email (about 60 words) to a friend At the beginning of the next class, have students compare
telling him or her about their new pet. Ask them to use their emails in small groups and decide whose pet they like
their notes and the useful phrases from Exercise 7 and to the most.
refer to the adjectives in the Words & Beyond section on
page 108.
READING Teach your pet English

Read instructions Page 34
STAGE TIME FOCUS
GET STARTED Review and practice classroom instructions.
Talk about your pets. Learn how to use pictures to help you understand new words in a text
SPEAK AND READ
(reading subskill). Read a web page and act out the instructions in the article.
Talk about pets in your country and how you communicate with them. Write the orders and
REACT
instructions from the web article in your own language.
Get started ANSWERS

As the text focuses on instructions, take the opportunity The orders and instructions aren’t for all kinds of pets.
to review classroom instructions. Write some examples of Always be nice to your pet.
classroom instructions on the board; for example, Open/Close It’s important to say the orders in the right way.
your books; Stand up. Divide the class into small groups and
ask students to brainstorm more classroom instructions. Set
a time limit of two minutes. Then stop the activity and invite Extra activity
students to come to the board and write their ideas. Model and Write the following words from the picture captions on the
drill the expressions, and then have students take turns giving board: Here, Sit, Stay, Down, Up, Quiet, No, Shake, Fetch.
each other instructions; for example, one student says Stand Divide the class into pairs and give them a minute to look
up, and the others in the group stand up. Model a couple of at the pictures and captions. Then tell them to close their
examples with the class, and then give students two minutes books and try to write the full instruction for each word;
to practice. for example, Here = Come here. Then have them check
their work with the captions.
SPEAK AND READ
3
1 ■ Explain the miming activity and mime one of the orders on
■ Read the instructions and questions aloud and refer the web page as an example. Ask students to say the order
students to the useful phrases in the PHRASE BYTES box. you are miming without looking at their books.
■ Give students a minute to think about the questions and to ■ Divide the class into pairs. Tell Student As to choose
take notes. any three of the instructions in any order and mime
■ Divide the class into pairs and set a time limit of three them for Student Bs to guess the instructions with their
minutes for the task. Remind students to use the useful books closed. Then have them switch roles for the other
phrases. three orders.
■ Monitor and note good use of language and errors for ■ At the end of the activity, ask students which orders are
feedback at the end of the task. difficult to remember. You could take the opportunity to
■ Invite students to tell the class about each other’s pets. suggest some ways to remember new words. (See Teaching
Then give feedback on good language and errors. Tips, Remembering new words, page 29.)
2 1.45
REACT
■ Refer students to the Reading Tip and then ask them to
look at the web page and say what it is for (teaching your 4
pet English). Ask students how the pictures helped them; ■ Read the instructions and the questions aloud. Then refer
for example, There are pictures of a person telling a dog to students to the useful phrases in the PHRASE BYTES box.
do different things in English. Elicit some possible endings for the phrases.
■ Ask a student to read the instructions aloud and set a time ■ Give students a minute to think about their answers, and
limit of two minutes for students to answer the question. then divide the class into pairs to ask and answer the
Don’t play the audio at this point. It is an extra feature, and questions.
a suggestion for using it in class is included at the end of ■ Discuss the questions as a class. Ask students if they
the lesson. would like to use the instructions from the web page with
■ Let students compare their answers in pairs before you their pets. If they say yes, challenge them to try it!
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MOVE BEYOND
Homework
Ask students to write the orders and instructions from the
article in their own language. Ask students to create a similar web page for classroom
instructions. Ask them to include at least six classroom
Recorded reading text 1.45 instructions and pictures to illustrate them. At the
Tell students that they are going to listen to a recording of beginning of the next class, have students display their
the web page and practice saying the orders. Ask students web pages around the classroom and let them move
to listen and read. Then play the track again, pausing after around and say which web pages they like the best.
each of the orders for students to repeat them. Remind
students that the web page says it’s important to say
the instructions in the right way, so they should copy the
intonation as closely as possible. Congratulate students
who say the orders well and invite them to repeat the
orders for other students to copy them.
GRAMMAR Imperatives and object pronouns

Give orders and instructions Page 35
STAGE TIME FOCUS
GET STARTED Unscramble words to review pet vocabulary.
READ AND LISTEN Read and listen to a conversation about a new pet.
STUDY Complete examples with imperatives and object pronouns.
PRACTICE Practice using imperatives and object pronouns in controlled exercises.
SPEAK Play a game to practice giving and following instructions.
Get started Extra activity

Review the pet words from pages 32–33 by writing the Have students practice and act out the conversation.
following scrambled words on the board (answers in Divide the class into groups of three and choose students
parentheses): in each group to play Mom, Dad, and Laura. Give students
a couple of minutes to practice their parts and then have
shore (horse) hifs (fish) drib (bird) thrames (hamster) them act out the conversation in their groups before
ogd (dog) tac (cat) r tutel (turtle) ousem (mouse) inviting some groups to act it out for the class.
kencich (chicken) birbat (rabbit)
Explain that the scrambled letters are all words for pet STUDY
animals and that students have to write the correct words. 2
Elicit the first word from the class. Divide the class into small ■ Read the instructions aloud and explain that imperatives
teams and set a time limit of three minutes for them to write
are used for orders and instructions.
all the words. Stop the activity and check answers as a class,
awarding one point for each correct word. The team with the
■ Refer students to the examples in the table and focus on
most words is the winner. form by asking What verb form is it? (base form); What word
do we use when it’s negative? (don’t).
READ AND LISTEN Grammar in context ■ Ask students to find more imperatives in the conversation
to complete the table.
1a ■ Let students compare their answers in pairs before you
■ Ask students to look at the picture and describe what they check them as a class.
can see (a young girl looking excited about something). ■ Refer students to the Grammar Database on page 100.
■ Call on a student to read the instructions aloud. Then have
students read the text and answer the question. ANSWERS
■ Let students compare their ideas in pairs. Remind them to Find Don’t put
give reasons for their answers. Don’t check the answer at
this stage. 3
1b 1.46 ■ Refer students to the table and point out the example.
■ Play the track for students to listen and check their answer. Explain that we use an object pronoun in place of a noun
Then check the answer as a class. and that it goes after a verb or a preposition. If necessary,
give more personalized examples; for example, say to
ANSWER / AUDIO SCRIPT 1.46 a student Give me your pen; Speak to her; etc. Write
some sentences with noun objects on the board and ask
a hamster
students to rephrase the sentences with object pronouns.
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ANIMAL MAGIC
■ Ask students to find more object pronouns in the 6

conversation to complete the table. ■ Read the instructions aloud and go over the example.
■ Check answers as a class, and then refer students to the Encourage students to read the sentences before writing
Grammar Database on page 100. the pronouns and to refer to the table in Exercise 3.
■ Set a time limit of three minutes for the exercise and
ANSWERS circulate and give help as necessary.
me you him
her it
us them ■ Let students compare their answers in pairs, and then call
on students to share their answers with the class.
PRACTICE ANSWERS
4 2 it 3 them 4 him 5 her 6 us
■ Refer students to the tips and point out that tips are
suggestions for how to do something. SPEAK
correct options to complete the sentences. 7
■ Let students compare their answers in pairs before you ■ Read the instructions aloud and go over the examples.
check them as a class. Choose a student to model the activity with.
ANSWERS minutes for the activity. Make sure there’s space in the
2 Be 3 Give 4 Don’t say 5 Play classroom for students to move around. Circulate and help
6 Don’t take students with ideas.
■ You might want to finish up the activity with a class game
5 of Simon Says … .
■ Read the instructions aloud and ask students to look at
the signs. Ask them to cover the sentences and encourage Homework
them to say what the signs mean.
■ Ask students to uncover the sentences and set a time limit Ask students to look back at the conversation in
of two minutes to match the sentences to the signs. Exercise 1 and elicit the ideas that Mom and Dad give
■ Let students compare their answers in pairs before you Laura for taking care of her pet; for example, Don’t put
check them as a class. him in your room; Give him food and water every day;
etc. Ask students to think of another pet and to rewrite
ANSWERS the conversation with different advice. Ask them not to
2 e 3 d 4 a 5 b write the name of the animal but to leave a blank. At the
beginning of the next class, have students read each
other’s conversations and guess what animal it is.
Fast finishers
Ask fast finishers to guess where you can see the signs
(e.g., in the street, in a park, etc.). Ask them to write down
their ideas. Elicit their ideas as you check the answers to
Exercise 5.
LISTENING AND VOCABULARY A new neighbor

Listen to a description of a room Page 36
STAGE TIME FOCUS
Play a game to find out how confident students are with prepositions of place and to review
GET STARTED
imperatives.
WORK WITH WORDS Learn and categorize vocabulary for things in a room.
SPEAK AND LISTEN Listen to a description of a room and identify the room (listening subskill).
REACT Talk about your favorite room.
Get started WORK WITH WORDS Things in your room

In this lesson, students listen to a conversation about things 1
in a room. Prepositions of place, in, on, and next to appear in ■ Read the instructions aloud. Then refer students to
the recording, so to prepare students and find out what they the PHRASE BYTES box and explain that they are useful
know, give them instructions using prepositions; for example, phrases for answering the questions.
Put your pen on your desk; Sit next to a different student; etc. ■ Divide the class into pairs and give students a couple of
When students seem confident carrying out the instructions, minutes to ask and answer the questions. Then invite them
call on different students to give instructions. This activity also to share their answers with the class.
provides a useful review of imperatives.
ANSWERS
cat, dog, birds, dinosaur
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2a Cat: Is he there?
■ Call on two students to read the instructions and the words Dog: Who?
in the box aloud. Cat: The new neighbor!
■ Set a time limit of two minutes for students to match the Dog: Yes! He’s on the floor.
things in the pictures to the words in the box. Rabbit: Hello-o?
■ Let students compare their answers in pairs, but don’t Cat: What is it, Rabbit?
check them at this stage. Rabbit: I … I … I’m sorry!
2b 1.47
■ Play the track for students to listen and check their 5a 1.48
answers. ■ Call on students to read the instructions and questions
■ Then play the second part of the track for students to aloud.
listen and repeat the words. Highlight the stress on the ■ Play the track for students to listen and answer the
longer words (e.g., computer, picture, window). questions.
■ Let them compare their answers in pairs, but don’t check
ANSWERS / AUDIO SCRIPT 1.47 them at this point.
bed e chair f clock d computer i desk h door a
floor c light b picture k table l
wall g
window j AUDIO SCRIPT 1.48
bed chair clock computer desk door floor
light See Exercise 4 for audio script.
picture table wall window
5b
3 ■ Ask students to look at the picture on page 115 and check
■ Read the instructions aloud. Then refer students to the the answers as a class. Ask students what animals they
examples and elicit another example for each category. can see and if they are surprised.
■ Set a time limit of two minutes for students to categorize
the words. ANSWERS
■ Let students compare their answers in pairs before you 1 pet animals 2 a dog 3 the animals fall
■ Ask students to do the Words & Beyond exercise on
page 108. Extra activity
Hand out copies of the audio script and divide the class
ANSWERS into groups of four. Assign a role (cat, dog, horse, and
Parts of a room: door, floor, wall, window rabbit) to each student and have them practice and act
Furniture: bed, chair, desk, table, out the conversation. Encourage them to act like those
Other things: clock, computer, light, picture animals by making animal noises, etc.
6a
■ Read the instructions aloud and point out that the
Extra activity
sentences are excerpts from the conversation in
For extra practice, have students take turns covering the Exercise 4.
words in the box, pointing to an object in the rooms, and ■ Set a time limit of two minutes for students to complete
asking What’s that? for a partner to say the correct word. the sentences with words from the box in Exercise 2.
SPEAK AND LISTEN 6b 1.49
4 1.48
play the track for them to listen and check their answers.
■ Read the instructions aloud and point out that students ■ Call on students to share their answers with the class.
have to identify one of the two rooms in Exercise 1.
Explain that they will hear an animal talking because the
■
1.49
track is a cartoon, which is a film of animated drawings.
Play the track for students to listen and decide which room 2 table
3 light 4 pictures 5 doors
is being described. 6 desk 7 floor
■ Call on a student to share the answer with the class. See Student’s Book, page 36, for audio script.

REACT
Room 2
7
Dog: A little more … OK! Stop!
Cat: So? What can you see?
■ Have a student read the instructions and the questions
aloud and refer students to the PHRASE BYTES box. Model
Dog: It’s a room.
some possible answers using the phrases; for example,
Rabbit: Excuse me. My favorite room is my bedroom. There’s a big table with a
Cat: Yes … And? computer on it, and there’s a nice bed. My cat is on the bed.
Dog: There’s a window. ■ Divide the class into pairs and have students ask and
Cat: Of course there’s a window. You’re looking in it! answer the questions. Set a time limit of two minutes.
Dog: And there’s a bed. There’s a small table next to the bed with a ■ Monitor and note errors and good use of language to go
light on it. over in a feedback session at the end of the activity.
Rabbit: Um… Excuse me! ■ Invite students to tell the class about their partner’s
Horse: Are there any pictures? favorite room.
Dog: Yes, Horse. There are some pictures on the walls.
Rabbit: Excuse me, but I can’t….
Dog: There’s a door. No, wait… There are two doors. And there’s a
desk with a computer.
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MOVE BEYOND
Homework
Ask students to start a new vocabulary section in their
Alternative procedure: more confident classes notebooks about things in a room. Ask them to think of
Have students circulate and ask different students the another room in their house and to draw a plan of that
questions. Set a time limit of five minutes for students to room. Then ask them to label the things in that room.
talk to as many classmates as possible and to take notes Encourage them to use dictionaries and the internet to find
on their answers. Then divide the class into small groups out new words. At the beginning of the next class, have
to talk about the favorite rooms of the people they talked students show each other their rooms and ask questions
to. At the end of the activity, take a class survey to find about the things in them; for example, What’s that? What
out what the most popular rooms are. are those?
GRAMMAR There is / there are

Describe a room Page 37
STAGE TIME FOCUS
GET STARTED Play Kim’s Game to review there’s a/an and vocabulary from previous lessons.
READ AND LISTEN Read and listen to a conversation about classrooms.
STUDY Complete grammar explanations with examples of there is / there are.
PRACTICE Practice using there is / there are in controlled exercises.
Draw a plan of your room and ask questions about your partner’s room to make a list of
SPEAK
what’s in it.
Get started ANSWERS

In order to review there’s a/an, which appeared in the a table a chair desks for the students windows
PHRASE BYTES box in the previous lesson and which will be pictures on the wall a clock a door
developed in this lesson, play Kim’s Game. As students
have seen only the singular form (There’s), objects should
be singular. Prepare around 10 small items (e.g., a card, STUDY
a glass, a label, etc.). Cover the items and tell students they 2a
will have one minute to look at them and memorize what they ■ Refer students to the table and point out that when we
see without writing anything down. Reveal the items for one describe things in a place (e.g., a room, school, house,
minute. So that students have to use the target language, etc.), we use there is for singular things and there are for
divide the class into pairs to discuss the objects they saw and plural things.
remind them to use There’s a … . ■ Read the instructions aloud and ask students to refer to
the conversation to help them complete the examples in
READ AND LISTEN Grammar in context the table.
1 1.50 ■ Call on students to share their answers with the class
■ Have students look at the picture and ask what they can and point out the use of contractions and of some/any for
see. Elicit that the girl has a clipboard for a survey and that plural nouns.
the survey is about classrooms. ■ Refer students to the Grammar Database on page 100.
■ Read the instructions aloud and check that students
understand the question. ANSWERS
■ Play the track for students to read and listen to the aren’t is
aren’t
conversation to find out what’s wrong with the computer room.
■ Let students compare their answer in pairs before you 2b
check it as a class. ■ Read the instructions aloud and elicit some examples.
Point out that students have to underline more examples in
ANSWER / AUDIO SCRIPT 1.50 the conversation.
There aren’t any windows. ■ Set a time limit of two minutes. Then let students compare
See Student’s Book, page 37, for audio script. their examples in pairs before you check them as a class.
ANSWERS
Extra activity 1.50 Natalie: What’s your English classroom like?
Mario: It’s OK. There’s a table and a chair for the teacher. There are
Have students cover the conversation and ask them to
desks for the students. There are some windows. Oh, and
remember what’s in Mario’s classroom. Set a time limit
of two minutes for this. Then ask students to uncover the there are some pictures of the USA and the UK on the wall,
conversation. Play the track for them to listen, read, and but there isn’t a picture of Australia.
check their answers before you check answers as a class. Natalie: Is there a clock?
Mario: Yes, there is. It’s next to the door. Why?
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Natalie: The questions are for a school survey. Are there any 5
computers? ■ Ask students to look at the conversation and read it quickly
Mario: No, there aren’t. There are computers in the computer room. I without worrying about the blanks. Then ask them who’s
don’t like the computer room. There aren’t any windows. talking (Natalie and Mario) and what about (his room).
■ Ask a student to read the instructions aloud and refer
students to the example.
Extra activity ■ Set a time limit of three minutes for the task and ask
Have students circle the questions in the conversation students to complete the conversation with the correct
and then ask each other the questions about their own forms of there is / there are.
classroom. Remind students to use there is/are and to ■ Let students compare their answers in pairs before you
refer to the table in Exercise 2a. Monitor and note good check them as a class.
language and errors for feedback at the end of the task.
ANSWERS
PRACTICE 2 Is there
3 there isn’t 4 Are there
5 There are 6 there is
3
■ Ask students to look at the picture and say what they can
see in the classroom. SPEAK
6
example.
■ Ask students to decide if the sentences are correct or not
■ Have a student read the instructions aloud and check that
and to rewrite the incorrect sentences. students understand the tasks.
■ Set a time limit of three minutes for students to draw the
check them as a class. plan of their room. Then divide the class into pairs. Remind
students not to show their plans to their partners.
ANSWERS
■ Read the instructions for the second task aloud again and
refer students to the useful phrases. Model an example by
2 C choosing a student and asking some questions about his
3 I – There isn’t a clock on the wall. or her room. Write some of the things on the board.
4 I – There are two doors. ■ Set a time limit of three minutes for students to
5 C ask questions and make a list of the things in their
6 I – There are seven computers. partners’ rooms.
4 feedback at the end.
■ Read the instructions aloud and refer students to the ■ Stop the activity and ask students to compare their lists
example. Elicit the second question. with their partners’ plans. Then invite students to tell the
■ Ask students to write the remaining questions and then to class about their partners’ rooms.
ask and answer the questions in pairs. ■ Give feedback on good language and errors.
■ Check the questions and answers as a class.
Homework
ANSWERS
2 Are there any windows? Explain that students are going to write a description
3 Is there a table for your teacher? of their room for a website. Ask students to write a
4 Are there any pictures on the wall? description (about 60 words) using their room plan from
5 Is there a bed? Exercise 6. Remind students to use there is/are and
6 Are there any computers? some/any. At the beginning of the next class, divide the
class into small groups to read each other’s descriptions
and find things in common.

&BEYOND
Prepare your things for school Page 38
STAGE TIME FOCUS
GET STARTED Play a game of What’s in the bag? to find out what people have in their backpacks.
SPEAK AND READ Talk about pictures. Read statements and match them to the pictures.
Say how you prepare for school and where you keep things. Decide whether you do things at
DO
the best time and keep things in good places.
REFLECT Talk about how to prepare for school.
EXTEND Think of tips to help students organize their things and be ready for each class.
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ANIMAL MAGIC
PREPARE YOUR THINGS FOR SCHOOL DO

In this lesson, students think and talk about how they 3a
prepare for school and how to organize their time. ■ Read the instructions aloud and elicit answers from several
Teenagers are not known for their organizational skills, students.
and this is particularly true of younger students who ■ Give students a minute to choose their answers, and then
have just started in secondary school. Therefore, it’s have them discuss their answers in pairs. Encourage them
helpful to show students the value of organization, to give their reasons; for example, I prepare lunch before
especially when it comes to preparing for school. We bed because I don’t have time in the morning.
can point out that being organized helps reduce stress
and allows students to use their time more efficiently. Extra activity
We can also remind them that time saved in preparing To extend and personalize the task, refer students to
for school and tests means more free time! the list of things students do to prepare for school. Then
brainstorm more ideas as a class (e.g., take a shower,
charge my phone). Encourage students to say when they
Get started do each thing.
Play a game of What’s in the Bag? First, make sure that you
have a range of different objects in your bag and remove 3b
anything you don’t want students to see. Then invite them to ■ Read the instructions aloud and give students a minute to
come up and put their hands in the bag, pick an object, and think about their answers. Then have them discuss their
try to guess what it is without looking at it. Put some phrases answers in pairs. Encourage them to give their reasons;
for speculating on the board to help them; for example, I for example, I keep my keys in my backpack because I don’t
think it’s a … ; I’m not sure. After you’ve modeled the activity need them at school.
with a few students, divide the class into two groups and have 4
students play the game with their own backpacks. Set a time ■ Call on a student to read the instructions aloud. Divide the
limit of two minutes, and then ask students to say what things class into pairs and have students discuss their answers to
they have in their backpacks. Exercises 3a and 3b and then discuss the questions.
Invite the class to discuss the best time to do the activities
SPEAK AND READ
■
in Exercise 3a, where they keep the things in Exercise 3b,

1a and whether they are good places. Encourage students to
■ Read the instructions aloud. Refer students to give reasons for their opinions.
the PHRASE BYTES box and point out that they saw these
structures in the last lesson. REFLECT
■ Divide the class into pairs. Tell them to look at the pictures 5
for one minute. ■ Call on students to read the instructions and questions
■ Have students close their books and make lists of all the aloud. Then refer the class to the useful phrases in
things they can remember. the PHRASE BYTES box. Elicit that ready means prepared.
1b ■ Divide the class into small groups and set a time limit
■ Have students open their books and compare their lists of three minutes for students to discuss the questions.
with the pictures. Circulate and give help as necessary.
■ Ask students which things are difficult to remember and
■ Stop the activity and invite students to share their answers
suggest ways to remember them. (See Teaching Tips, with the class.
Remembering new words, page 29.) ■ Ask a student to read the REFLECTION POINT aloud and then
ask students if they agree with the advice and to give their
Extra activity reasons.
Ask students to think of other things they might find on a
desk (e.g., laptop, calculator, ruler, etc.). Divide the class EXTEND
into pairs and challenge students to think of as many 6
things as they can in one minute. Then have pairs work in ■ Read the instructions aloud and elicit what tips means
groups of four to compare their lists. (good suggestions).
2 ■ Divide the class into pairs and give students a couple of
■ Read the instructions aloud and refer students to the minutes to think of their tips.
example. Elicit reasons for the example; for example, A and ■ Invite students to share their tips with the class and to
B are before school because both clocks say 6:30. decide which tips are the best.
■ Divide the class into pairs and give students a couple of
minutes to discuss the statements. Encourage them to Homework
give reasons for their answers.
■ Check answers as a class and ask students which desk Ask students to make a poster with tips on how to
they prefer. prepare things for school. Encourage them to include the
things from Exercise 3 and their tips from Exercise 6 and
ANSWERS to illustrate the poster. At the beginning of the next class,
2 B 3 A 4 B you could display the posters around the classroom and
ask students to choose the best ones.
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SPEAKING You’re welcome
Ask for and give things Page 39
STAGE TIME FOCUS
Write a description of a room and match descriptions to pictures to review vocabulary for
GET STARTED
things in a room and there is / there are.
SPEAK Look at pictures and say what you can see.
Listen to three conversations and complete them. Study uses of have and borrow and learn
LISTEN
polite phrases (speaking subskill).
ACT Act out different conversations where you ask for things politely.
MOVE BEYOND FOR TEACHERS ANSWERS / AUDIO SCRIPT 1.51

Politeness See underlining in audio script below.
This lesson presents situations where people are requesting 1
things and where politeness is important. Although some people Jeff: Can I have some water, please?
say English is a “polite language,” politeness is a feature of all Lisa: Yes, of course. Here you are.
languages; however, ways of being polite differ and are often Jeff: Thanks.
complex areas for learners. It’s therefore a good idea to introduce Lisa: You’re welcome.
students to key concepts from the beginning (e.g., the use of 2
modals like can and could, words like please and thank you, and Mia: Excuse me. Can I borrow your pen?
rising intonation). Encourage students to use new expressions and Brett: Sure. Here you are.
strategies at every opportunity and provide help for less confident
Mia: Thanks.
students by having a section on the board with useful phrases;
Brett: You’re welcome.
for example, Can I go to the restroom, please? (See Teaching Tips,
Being polite, page 30.) 3
Amy: Hi, Kevin. Can I borrow your phone?
Kevin: No, sorry.
Get started Amy: Oh. OK.
Donna: You can borrow mine.
In order to review vocabulary for things in a room and there is / Amy: Thanks, Donna.
there are, first prepare various pictures of rooms, either from Donna: You’re welcome.
magazines and catalogs or from the internet. Divide the class
into pairs and give one picture to each pair. Ask them to write
a short description of the room and remind them to use there 3
is / there are and to refer to the vocabulary from page 36. ■ Read the instructions aloud and have students complete
Then display the pictures around the classroom and give the the sentences.
descriptions to different pairs of students. Explain to students ■ Let students compare their answers in pairs before you
that they have three minutes to walk around the classroom check them as a class. Make sure they understand the
and find the picture that matches the description they have. meaning of borrow.
SPEAK ANSWERS
1 1 borrow 2 have
■ Read the instructions aloud and refer students to
the PHRASE BYTES box. 4 1.52
■ Divide the class into pairs and have students describe what ■ Explain that students are going to listen to some phrases
they can see in the pictures. from the conversation for asking for things and responding.
■ Call on students to share their answers with the class. ■ Play the track for students to listen and repeat the
phrases.
LISTEN ■ While students are doing this, draw attention to the rising
2a intonation in the requests and ask them which words are
■ Call on a student to read the instructions aloud. Then ask stressed.
students to use the pictures to help them complete the
conversations. AUDIO SCRIPT 1.52
■ Don’t check answers at this point, as students will listen 1 Can I have some water, please?
and check their answers in Exercise 2b. 2 Excuse me. Can I borrow your pen?
3 Yes, of course.
2b 1.51
4 No, sorry.
■ Play the conversations for students to listen and check 5 Here you are.
their answers to Exercise 2a. 6 Thanks.
■ Call on students to share their answers with the class. 7 You’re welcome.
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ANIMAL MAGIC
5 1.53 ACT
■ Call on a student to read the instructions aloud. Then set a
6 1.54
time limit of two minutes for students to put the sentences
in the right order.
■ Explain that students are going to prepare two
■ Let students compare their answers in pairs. Then play the conversations and give them a moment to read through the
track for them to listen and check. instructions. Refer students to the PHRASEBOOK and play
the track for them to listen and repeat the phrases.
■ Check answers as a class. ■ Divide the class into pairs and set a time limit of
five minutes for students to write and practice the
conversations. Remind them to use have and borrow and
Kevin: Dad? Can I have some money? the phrases from the PHRASEBOOK .
Dad: No, sorry. ■ Circulate and help with ideas and language.
Kevin: Please, Dad! ■ Have the pairs work with another pair. Ask them to act out
Dad: OK. Here you are. their conversations for the other pair.
Kevin: Thank you. ■ At the end of the activity, ask several pairs how their
Dad: You’re welcome. conversations were different from those of the other pair.
Alternative procedure: less confident classes Homework

Less confident groups might find the jumbled conversation
Ask students to write a jumbled conversation like the one
a little difficult, so to get them started and limit the
in Exercise 5. Explain that the conversation should have
options, elicit the first two lines of the conversation. Then
six lines and should use new language from the lesson.
circulate and help students as they reorder the rest of the
At the beginning of the next class, have students work in
conversation.
pairs and reorder each other’s conversations.
Extra activity
Divide the class into pairs and ask students to practice
the conversations in Exercises 2a and 5. Give students
three minutes to practice, and then invite some pairs to
act out the conversations for the class.
WRITING Don’t forget

Write a note Page 40
STAGE TIME FOCUS
GET STARTED Play a game to review imperatives.
Read different notes. Match them to pictures and answer questions. Learn tips for how to
READ
write a note (writing subskill).
PRACTICE Identify the important words in notes.
DISCUSS Talk about work you do at home and instructions your parents give you.
WRITE Write a note giving instructions.
SHARE Read your note to other students. Decide who has the clearest instructions.
Get started ANSWER

In this lesson, students are asked to write notes and use The correct order is f, g, c, a, h, d, e, b.
imperatives. To review imperatives and giving instructions,
write the following sentences on the board:
READ
a Wait for a few minutes.
b Eat it alone or share it with friends! 1
c Put it in the oven. ■ Ask students to look at the pictures and talk about what
d Turn off the oven. they can see.
e Put it on a plate. ■ Have students read the notes and match them to the
f Turn on the oven. pictures.
g Take it out of the box. ■ Call on students to share their answers with the class.
h Take it out of the oven.
Explain that they are the instructions for cooking food and ask ANSWERS
students to guess the food (pizza). Elicit the meaning of oven, 1 b 2 c 3 a
plate, and box. Then ask students to work in pairs and put the
instructions in the correct order. Check the answer as a class.
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2 DISCUSS
■ Read the instructions aloud and ask students to answer
the questions. 5
■ Give students a couple of minutes to think about what work
check them as a class. When checking answers, ask they do at home and to think of answers to the questions.
students to give their reasons and ask extra questions Tell them to also think about what instructions their parents
to check comprehension; for example, Where’s the pizza? give them for doing these things.
What time does William call Barbara? ■ Divide the class into pairs and ask them to talk about the
work they do at home and the instructions their parents
ANSWERS give them.
1 She’s at Grandma’s house. WRITE
2 pizza
3 Harry’s a cat. 6
4 on the table ■ Explain to students that they are going to write a note
5 It’s for his son, William. giving someone instructions. Go over the three steps with
6 6 p.m. them and then give them a couple of minutes to think
about what they want to write.
3 ■ Set a time limit of five minutes for writing, and remind
■ Ask a student to read the tips in the HOW TO box aloud students to follow the three steps and to refer to the tips in
and refer students to the Grammar Database on page 100 the HOW TO box. Circulate and help as necessary.
for more information about imperatives. ■ When students have finished writing, ask them to check
■ Ask students to look at the notes again and circle the their notes to make sure they’ve followed the steps and
imperatives. answered all the questions.
Let students compare their answers in pairs before you
SHARE
■

7
ANSWERS ■ Divide the class into groups and ask students to read their
Be good. notes aloud. Tell them to decide who has the clearest
Don’t forget! instructions. At the end of the activity, you may want to
Give Harry …. have the students who wrote the clearest instructions read
Call Barbara … . their notes to the class.
PRACTICE Homework
4 Tell students that an American friend is staying with them.

■ Read the instructions aloud and do the first sentence as an They’re at school, so they’re going to leave a note for their
example. friend to suggest things to do. Ask students to think of
■ Ask students to underline the important words in the other three things to do and two things not to do. Brainstorm
two notes. some ideas as a class; for example, go to the movies –
■ Let them compare their answers in pairs before you check there’s a good movie, eat lunch – there’s spaghetti in the
them as a class. refrigerator, don’t eat the chocolate – it’s my mom’s! Ask
students to write 30–40 words and to refer to the tips in
ANSWERS the HOW TO box. Point out that they can use Dear … to
1 Class C: German class is in Room 17 today. start the note and to write their name at the end. At the
2 Dear Hilary, Enjoy your vacation. Please write and send me a beginning of the next class, have students share their
postcard. notes with other students to compare their ideas.
3 Don’t forget to put the keys on the table for your aunt and uncle.
Extra activity
To help consolidate the structures seen in the lesson,
have students reconstruct the notes from Exercise 4.
When checking answers, invite students to write the
important words on the board, and then ask students
to help you reconstruct the notes. Do the first one as
an example. Then divide the class into pairs, if possible
pairing more confident with less confident students, and
set a time limit of five minutes for the task. Circulate and
help students as necessary. To check their notes, have
the class help you reconstruct the notes on the board.
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UNIT REVIEW
VOCABULARY Pet animals GRAMMAR Imperatives and object pronouns

1 3
■ Ask students to look at the web pages on the page ■ Refer students to the text and elicit that it is the home
and point out that they are all from a website for a pet page of the pet hotel’s website.
hotel. ■ Ask students to complete the text with the words and
■ Ask students to look at the pictures in Exercise 1 and phrases in the box.
write the words. Tell them that the first letter of each ■ Encourage them to read through the text first.
word is given and that there is one blank for each ■ Let students compare their answers in pairs before
letter. you check them as a class.
■ Let students compare their answers in pairs before
you check them as a class. ANSWERS
1 Don’t stay 2 Come 3 you 4 Eat 5 him
ANSWERS 6 them 7 Don’t forget 8 us
1 dog 2 rabbit 3 cat 4 mouse 5 bird
6 turtle 7 hamster 8 chicken
9 fish 10 horse
There is / there are

Things in your room 4
■ Point out that this is the questions page of the
2 website.
■ Refer students to the text and elicit that it is the ■ Ask students to match the sentence halves.
information page of the pet hotel’s website. ■ Let students compare their answers in pairs before
■ Ask students to choose the correct options to you check them as a class.
complete the text. Encourage them to read through the
text first. ANSWERS
■ Let students compare their answers in pairs before 1 d 2 c 3 a 4 f 5 b 6 e
ANSWERS
1 walls
2 door 3 window 4 floor 5 bed
6 table 7 light 8 chair
9 desk 10 computer
11 clock 12 picture
SKILLS CHECK
Extra Resources
■ Test Generator for generating/editing grammar and vocabulary tests for Units 1–3
■ and more!
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UNIT PLAY
IN THE PICTURE Talk about your free-time activities 42–43
READING Read an article on a website 44
GRAMMAR Can/can’t Talk about the things you can do 45
LISTENING AND VOCABULARY Listen to street interviews 46
GRAMMAR Simple present Talk about habits and routines 47
LANGUAGE & BEYOND Write down your homework 48
SPEAKING Tell the time 49
WRITING Write an email 50
IN THE PICTURE Free time

Talk about your free-time activities Pages 42–43
STAGE TIME FOCUS
GET STARTED Play a game to review free-time words.
Review and learn new words and phrases for free-time activities. Match them to photos and
WORK WITH WORDS
practice saying them. Watch a video and write the free-time activities.
WRITE AND SPEAK Talk about your favorite free-time activities.
Get started 2 2.01

Play a game of Picture Dictation (see Games, page 33) with
■ Go over the instructions and divide the class into pairs. Set
free-time words. At this point, use words like soccer, movies, a time limit of three minutes for students to match the free-
book, etc., rather than verb phrases, as these are studied in time activities to the verbs. Remind students to use the
the lesson. words from Exercise 1.
WORK WITH WORDS Free-time activities answers. Then call on students to give the answers.
■ Continue the track for students to listen and repeat the
1 RECALL activities.
■ Read the instructions aloud and explain that students have
to find free-time words in the grid. Point out the clue and ANSWERS / AUDIO SCRIPT 2.01
encourage students to use the pictures to help them find
1 go shopping 2 go to the movies 3 go on the internet
the words.
4 listen to music 5 meet friends 6 play soccer
■ Divide the class into pairs and set a time limit of three 7 play video games 8 read a book 9 ride my bike
minutes.
10 watch television
■ Stop the activity and check answers as a whole class.
■ Ask students to do the Work with Words task on page 109. go shopping go to the movies go on the internet
listen to music meet friends
play soccer play video games
ANSWERS read a book ride my bike watch television
B H X M O V I E S B T B 3 2.02
■ Read the instructions aloud and play the track for students
I S H O P P I N G O E M
to match the activities in Exercise 2 to the photos.
K E D A V V N P P O L U ■ Let students compare their answers in pairs before you
E T B D B U R B R K E S
X S O C C E R L L C V I
1 i 2 f 3 d 4 g 5 a 6 c 7 h 8 j
V I D E O G A M E S I C 9 b 10 e
G C Y C O I B I N X S K 1 I ride my bike all the time. I don’t like buses.
2 I meet friends after school. We just sit and talk.
F R I E N D S B B L I W 3 One day a week I can play video games. It’s usually on Sunday.
4 There’s only one plan on Saturday. I go shopping. Shopping’s fun!
X V V A N P X Z Y M O K 5 I listen to music all the time. I can’t live without music!
6 I sometimes watch television with my family on weekends.
A R I N T E R N E T N X 7 Some days I play soccer in the park. There are always people to play
with.
8 Some evenings I go on the internet when I finish my homework.
9 When it’s a hot day, I sit in the park and read a book.
10 I go to the movies with my friends about one day every month.
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PLAY
Extra activity 5b
In order to draw attention to the time expressions in ■ Read the instructions aloud and ask students to use the
the recording, hand out copies of the audio script for useful phrases. Model this stage of the task with more
Exercise 3 and ask students to underline the time confident students and refer to the notes on the board.
expressions. Invite students to share their answers with ■ Divide the class into pairs and set a time limit of three
the class. Then give examples of things you do at those minutes.
times; for example, When it’s hot, I go to the beach. Divide ■ Monitor and note good use of language and errors for
the class into pairs and have students tell each other feedback at the end of the task.
what they do at those times. Encourage students to use ■ Invite students to tell the class about what activities they
the free-time activities from Exercise 2. have in their top five. You could also take a survey to find
out the class’s overall top five activities.
■ Call on a student to read the instructions aloud. MOVE BEYOND
■ Play the video for students to watch and write the free-time Ask students to do the Words & Beyond exercise on page 109.
activities.
■ Then play the video again for students to guess which Homework
countries the people are in.
■ Let students compare their answers in pairs before you Ask students to take a survey of family and friends to
check them as a class. find out the most popular free-time activities. Tell them
ANSWERS / VIDEO SCRIPT to ask five people they know about each of the activities
in Exercise 2. Explain that you’d like students to write
1 soccer 2 meet friends 3 go shopping 4 ride my bike sentences about each activity; for example, Five people go
5 read a book 6 play video games to the movies in their free time; Three people meet friends;
1 Brazil 2 USA 3 Italy 4 South Africa 5 Germany etc. At the beginning of the next class, have students
6 Japan work in small groups to compare their surveys and say
There is no dialog in this video. which activities are the most popular.
WRITE AND SPEAK

5a
■ Read the instructions aloud and point out that top means
favorite. For less confident groups, model the activity
by writing your top five activities on the board. Remind
students to refer to the activities in Exercise 2 and set a
time limit of two minutes.
READING We can!
Read an article on a website Page 44
STAGE TIME FOCUS
GET STARTED Talk about things you can and can’t do.
Talk about disabilities and read a web article about a deaf boy. Learn how to read the title,
SPEAK AND READ
headings, and first sentences to help you understand a text (reading subskill).
Talk about things that are difficult for a deaf person. Think of questions to ask a deaf boy and
REACT
imagine his answers.
MOVE BEYOND FOR TEACHERS Get started

Talking about disabilities
Set up the topic of the lesson (abilities and disabilities) by
In recent years, attitudes toward disability have changed a lot. The writing I can … and I can’t … on the board and telling students
inclusion of disabled people in schools and communities provides some things you can and can’t do. Ask students to think of
opportunities to learn about diversity and respect for others, three things they can do and three things they can’t do. Then
as well as academic benefits through collaborative learning. ask students to stand up and talk to different classmates about
Given the benefits, it is important to talk about disabilities in their ideas and to make a note of people with the same ideas.
order to remove any prejudices that may be a barrier to building Set a time limit of three minutes for this task, and then invite
relationships with disabled people. The topic should be addressed students to share what they found out with the class.
in an uncomplicated way, avoiding inappropriate language and
emphasizing the positive (i.e., what disabled people can do).
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SPEAK AND READ ■ Let students compare their answers in pairs before you
1
■ Read the instructions aloud and explain that disabilities are ANSWERS
the physical or mental conditions that make it difficult for a He’s saying “Hi” (picture 1), “How are you?” (picture 2), and “I’m fine”
person to do some things. Point out that the words in the (picture 3).
box are disabilities.
■ Divide the class into pairs, and then ask students to look
at the pictures and match them to the words in the box.
4b
■ These are new words, so circulate and help students
■ Ask students to practice the sign language. Model the first
by encouraging them to think about the words that they sign as a whole class.
know and that can give them a clue to the meaning (e.g.,
■ Divide the class into pairs for students to practice. Then
wheelchair contains the word chair). invite students to do the signs for the class.
■ Check answers as a class and drill pronunciation. Extra activity
Ask students to think of signs for thanks, you’re welcome,
ANSWERS
sorry, goodbye. Divide the class into pairs and give
1 deaf 2 blind
3 in a wheelchair students a couple of minutes to prepare. Then have
pairs work with another pair and ask them to show their
2 signs for the other pair to guess the phrase. Finally, show
■ Explain that students are going to read a website article. students what the real sign language is and ask them
Call on a student to read the Reading Tip aloud, and check how similar their signs are. You can find the correct signs
understanding of title and headings by asking students to online, for example at http://www.nidcd.nih.gov/health/
find them in the article. hearing/pages/asl.aspx#4 or http://www.handspeak.
■ Ask students to read the title, headings, and first com/word/ or on YouTube.
sentences. Elicit that this is a website about children with
disabilities and the things they can do, and then refer them REACT
to the questions.
■ Ask students to look quickly at the article and answer the 5
questions. ■ Call on students to read the instructions and the question
■ Let students compare their answers in pairs before you aloud. Then refer students to the useful phrases in
check them as a class. the PHRASE BYTES box. Elicit some possible endings for the
phrases.
ANSWERS ■ Give students a minute to think about their answers, and
1 His name is Jason Collins. then divide the class into pairs to ask and answer the
2 He’s from Miami, in the USA. questions.
3 He’s deaf. ■ Invite students to share their ideas with the class.
MOVE BEYOND
3 2.03
Ask a student to read the instructions aloud. Explain that
■ Read the instructions aloud and point out that students students are going to write questions and answers like the
have to complete the sentences with two words. Tell ones in the interview.
students that there are new words in the article and
reassure them that you’re going to look at them. Divide the class into pairs and set a time limit of three
■ Don’t play the audio at this point. It is an extra feature, and minutes for students to write their questions and answers.
a suggestion for using it in class is included at the end of Circulate and help where necessary.
the lesson. After three minutes, stop the activity and have each pairwork
■ Set a time limit of three minutes for students to read the with another pair to compare their ideas before sharing them
article and complete the sentences. with the class.
check them as a class. Recorded reading text 2.03
Rather than having students read the website article,
ANSWERS ask them to cover the article and play the track for them
1 right ear 2 hearing aid 3 normal things 4 very popular to complete the sentences in Exercise 3. Then let them
5 deaf person 6 sign language compare their answers in pairs before playing the track
again for them to check their ideas. Finally, ask students
Fast finishers to check their answers with the text before calling on
Ask fast finishers to match the questions in the interview students to share their answers with the class.
to the sentences in Exercise 3.
Homework
ANSWERS
How much can you hear? 1, 2 Ask students to think about some of the difficulties
What’s it like for a deaf boy at school? 3 a blind person and a person in a wheelchair might
You write a very popular blog. Why is it popular? 5 experience, and to write three sentences for each.
Can other students understand you? 6 Encourage them to use the useful phrases in
the PHRASE BYTES box. At the beginning of the next class,
4a have students work in small groups to compare their ideas.
■ Read the instructions aloud and explain that students have
to find phrases in the text to match the sign language in
the pictures.
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PLAY
GRAMMAR Can/can’t
Talk about the things you can do Page 45
STAGE TIME FOCUS
GET STARTED Review free-time activities.
READ AND LISTEN Read and listen to a conversation about a girl’s disability.
STUDY Use the text to help you complete examples with can and can’t.
PRACTICE Practice using can/can’t in controlled exercises.
SPEAK Talk about things you can and can’t do.
Get started PRACTICE

In order to review and consolidate free-time activities from 3
pages 42–43 and learn new vocabulary that students will use ■ Read the instructions aloud and refer students to the
later in this lesson, write the verbs read, listen, play, speak, example. Remind students that Maya is the blind girl in the
and touch in circles on the board and elicit some words that conversation in Exercise 1.
collocate with them. Write the collocations on the board and ■ Ask students to choose the correct options to complete the
connect them to the appropriate circle with a line. sentences.
Divide the class into pairs and set a time limit of two minutes ■ Let them compare their answers in pairs before you check
for students to brainstorm as many collocations as possible them as a class.
for each of the words. After two minutes, stop the activity and
have students work with another pair to share their lists and ANSWERS
teach each other new words. Circulate while they are doing 2 can’t 3 can’t 4 can 5 can’t
this to check collocations and spelling.
READ AND LISTEN Grammar in context 4a

■ Read the instructions aloud. Ask students to look at the
1 2.04 photo of Mateo and elicit some ideas of things he can and
■ Ask students to look at the picture and say what they can can’t do.
see (two girls talking and eating lunch). ■ Refer students to the prompts and set a time limit of three
■ Read the instructions aloud, and then play the track for minutes for them to write sentences.
students to listen and read the text. ■ Let students compare their answers in pairs, but don’t
■ Let them compare their answer in pairs before you check it check them at this stage.
as a class.
4b 2.05
Play the track for students to listen and check their
ANSWER / AUDIO SCRIPT
■
2.04
answers. Then call on students to share their answers with
She’s blind. the class.
STUDY 1 He can swim.
2 He can’t walk.
2 3 He can take the bus.
■ Elicit that we use can/can’t to talk about abilities. Refer 4 He can’t ride a bike.
students to the table and ask them to complete the 5 He can’t play soccer.
examples with can and can’t. 6 He can play basketball.
■ Ask students to look at the conversation in Exercise 1 to 1 I can swim.
check the answers that are in the conversation. Then check 2 I can’t walk.
answers as a class. 3 I can take the bus.
■ Point out that can/can’t do not change their form. 4 I can’t ride a bike.
■ Refer students to the Grammar Database on page 101. 5 I can’t play soccer.
6 I can play basketball.
ANSWERS
can can’t see Can can’t
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5a SPEAK
■ Read the instructions aloud and go over the example.
6
■ Set a time limit of three minutes for students to write the
questions. Circulate and give help as necessary.
■ Let students compare their answers in pairs. Then call on examples. Model some questions with more confident
students to share their answers with the class. students in the class.
■ Divide the class into groups of three and set a time limit
ANSWERS of three minutes for the activity. Circulate and give help as
necessary.
2 Can you say yes in German? ■ Stop the activity after three minutes and ask several
3 Can your teacher play tennis?
students to tell you what they found out in their groups.
4 Can people in New Zealand speak English?
5 Can you touch your head with your foot? Alternative procedure: less confident classes
6 Can you and your classmates be quiet for 10 minutes? Before doing the activity in Exercise 6, have students
brainstorm ideas for questions. Set a time limit of two
5b minutes, and then invite students to share their ideas
■ Ask students to answer the questions using short answers. with the class. Write the verbs they mention on the board
Refer them to the example and elicit some answers from and suggest that they refer to them during Exercise 6.
the class.
■ Set a time limit of two minutes for students to write their
answers. Homework
check them as a class. Ask students to continue the conversation between
Jan and Maya. Explain that Jan has a lot of questions
ANSWERS to ask Maya and that students should write three
2 Yes, I can. / No, I can’t. more questions and Maya’s answers. Ask students
3 Yes, he/she can. / No, he/she can’t. to use questions with can and to include can/can’t
4 Yes, they can. in the answers. At the beginning of the next class,
5 Yes, I can. / No, I can’t. have students work in small groups to compare their
6 Yes, we can. / No, we can’t. conversations. Ask several students to share some of the
questions they wrote.
Fast finishers
Ask fast finishers to look back at the interview on
page 44 and underline all the uses of can/can’t.
LISTENING AND VOCABULARY Are you musical?

Listen to street interviews Page 46
STAGE TIME FOCUS
GET STARTED Play a game to practice can/can’t for abilities.
WORK WITH WORDS Learn and practice using words for musical instruments and types of music.
LISTEN Listen to street interviews and identify people’s musical talents (listening subskill).
REACT Talk about whether you’re musical.
Get started ■ Play the track for students to listen and check their
answers.
Play 20 questions to practice can/can’t. Ask students to
think of superheroes (e.g., Superman, Wolverine, Catwoman,
etc.) and their special abilities. As students may lack the words.
vocabulary for this, elicit a number of useful verbs and write
them on the board (e.g., fly, swim, climb buildings, see through ANSWERS / AUDIO SCRIPT 2.06
walls, etc.). Ask one student to think of a superhero. The drums 2 guitar 5 keyboard 1 piano 4 violin 3
rest of the class can ask 20 questions, but the students can drums
guitar keyboard piano violin
answer only yes or no. After 20 questions the class has to
take a guess. Encourage students to use questions and short
answers with can.
2a 2.07
■ Divide the class into pairs and ask students to listen to the
WORK WITH WORDS Music music and match each piece to a type of music in the box.
■ Play the track for students to listen and decide what type of
1 2.06 music each piece is. There is no audio script because the
■ Ask students to look at the pictures and match them to the track has examples of music, but no conversation. Answers
instruments in the box. Set a time limit of two minutes. are in Exercise 2b.
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PLAY
2b 2.08
■ Play the track for students to listen and check their ANSWERS / AUDIO SCRIPT 2.11
answers. Dora, yes Penny, no Neil, yes Rianna, yes
■ Continue the track for students to listen and repeat the 1
words. Dave: Hello! Welcome to Play It Again, a television show about
music. Today we’re asking the question: Are you musical?
ANSWERS / AUDIO SCRIPT 2.08 Dave: Hi there. I’m from Play It Again!
classical 2 hip-hop 5 Latin 4 pop 1 rock 3 Dora: What’s that?
classical hip-hop Latin pop rock Dave: It’s a television show. What’s your name?
Dora: Dora.
Dave: Are you musical?
3a 2.09 PRONOUNCE
Dora: I play the violin, so yes.
■ Play the track for students to listen and repeat the /v/ Dave: What’s your favorite kind of music?
sound. Model the sound for students to copy and practice. Dora: Classical music.
Dave: Really? What about pop?
AUDIO SCRIPT 2.09
Dora: No, it’s boring.
violin
2
Dave: Hello! What are your names?
3b 2.10
Penny: I’m Penny, and this is Neil.
■ Play the track for students to listen and repeat the words. Dave: Are you musical?
Penny: I’m not. He is. He plays the guitar and keyboard, and he
AUDIO SCRIPT 2.10 writes songs.
See Student’s Book, page 46, for audio script. Dave: Really? What kind of songs?
Neil: Pop songs.
Dave: Can you sing a song for us?
Extra activity Neil: No way!
To give students extra practice saying the /v/ sound, write
3
the following tongue twisters on the board:
Dave: Excuse me? What’s your name?
We have a very vibrant piece for violin. Rianna: Rianna.
Valiant superheroes fight vicious villains in this movie. Dave: Are you musical?
Say the tongue twisters aloud and then give students a Rianna: Not really. I can’t play an instrument.
minute to practice saying them. Then divide the class into Dave: What’s your favorite kind of music?
pairs and ask students to practice saying them together. Rianna: Latin. I go to salsa classes.
Dave: You can dance! So you are musical!
4 Rianna: Yeah. OK. So, I am musical.
■ Explain that students are going to work in pairs and ask
and answer questions about music. 6 2.11
■ Ask a student to read the questions aloud, and then refer ■ Read the instructions aloud and give students a minute to
students to the PHRASE BYTES box. Elicit some possible read through the sentences.
endings for the phrases and ask students to use the ■ Play the track for students to listen and complete the
phrases in their answers. You may want to model one or sentences.
two of the questions and answers with a confident student. ■ Let them compare their answers in pairs before you check
■ Divide the class into pairs and set a time limit of three them as a class.
minutes for students to ask and answer the questions.
■ Stop the activity and invite students to tell the class about ANSWERS / AUDIO SCRIPT 2.11
their partners.
1 Neil 2 Dora 3 Rianna 4 Dora 5 Rianna
■ Ask students to do the Move Beyond task on page 109. 6 Dora and Neil
LISTEN See Exercise 5 for audio script.
5 2.11
■ Go over the instructions. Then call on a student to read the Alternative procedure: less confident classes
question and the names of the people aloud. Check that The audio recording is fairly long, which may be
students understand what a street interview is and remind overwhelming for less confident students. There are
them to write yes or no next to each name. several ways to help them.
■ Play the track for students to listen and decide whether the ■ Pause the track after each speaker to give students
people are musical or not. thinking time.
■ Let them compare their answers in pairs before you check ■ Play the track again after students have compared their
them as a class. answers in pairs and before checking them as a class.
■ Give students the audio script to read while listening to
the track to check their answers.
REACT
7
■ Ask students to look at the question and think about any
musical instruments they play, the music they listen to, and
the kinds of dances they can do.
■ Refer them to the PHRASE BYTES box. Check that students
understand the phrases and elicit endings for them.
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■ Divide the class into small groups and have students ask
and answer the question. Set a time limit of two minutes. Homework
over in a feedback session at the end of the activity. Ask students to choose three of the types of music from
■ Stop the activity and call on students to tell the class about Exercise 2 and to think of groups that play those types
their group’s answers. Ask students to decide whether the of music. Ask them to find out what musical instruments
class is generally musical and to say why or why not. are in those groups and to make a list in their notebooks.
At the beginning of the next class, ask students to work
MOVE BEYOND in pairs and tell each other about the groups and their
Ask students to do the Words & Beyond exercise on page 109. instruments. If possible, encourage students to play each
other some samples of their chosen music.
GRAMMAR Simple present

Talk about habits and routines Page 47
STAGE TIME FOCUS
GET STARTED Play a game to review music vocabulary.
READ AND LISTEN Read and listen to an interview with a pop group.
STUDY Use the text to help you complete examples with the simple present.
Learn endings for third person singular verbs. Practice using the simple present in controlled
PRACTICE
exercises.
WRITE AND SPEAK Write and talk about a famous group or singer.

Ask students to read the interview again and label the
To review music vocabulary and practice using can/can’t, people in the picture.
play a game of Find Someone Who … (see Games, page 33).
Prepare a worksheet with Find Someone Who … and the
phrases can play the piano, can’t play a musical instrument, ANSWERS
listens to hip-hop, can dance salsa, can play the drums, and (Left to right) Jackie’s sister, Jackie’s brother (Max), Jackie (speaker)
plays in a group. Make sure students understand the activity
and set a time limit of three minutes for them to walk around STUDY
and try to find people for each of the statements. Monitor and
note errors and good use of language to go over in a feedback 2
session at the end of the activity. ■ Refer students to the table and ask them to complete it
with words from the interview.
READ AND LISTEN Grammar in context ■ Let them compare their answers in pairs before you check
1 2.12 them as a class. Point out that the simple present form
changes in the third person singular. Write these verbs on
■ Ask students to look at the picture and say what
the board: play, do, watch, cry. Go over the spelling of the
instruments they can see (guitar and violin).
third person singular form of each verb. Explain the rules,
■ Read the instructions aloud. Then play the track and check pointing out that -y changes to -ies only after a consonant.
the answer as a class. Elicit other examples (e.g., like, go, miss, try).
ANSWER / AUDIO SCRIPT 2.12 Highlight the issues of pronunciation. (See Teaching Tips,
They’re from the same family / are brother and sisters. The /iz/ sound, page 32.)
ANSWERS
play
plays
goes teaches has
Have students close their books and listen to the track to
answer the question. Then ask them to open their books
and check their answer with the text.
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PLAY
PRACTICE ANSWERS
3 2 play 3 come 4 teaches 5 plays
6 copies
■ Explain that in the exercise students practice the third 7 has 8 invite
person singular forms.
Ask students to write the third person singular forms of the
WRITE AND SPEAK
■
verbs by adding -s, -es, or -ies.

■ Let them compare their answers in pairs before you check 6a
them as a class. ■ Ask a student to read the instructions aloud. Then divide
the class into pairs.
ANSWERS ■ Set a time limit of three minutes for students to write their
2 watches 3 reads 4 talks 5 practices sentences. Ask them to refer to the Grammar Database on
6 does 7 studies 8 arrives page 101 and the texts in Exercises 4 and 5.
■ Circulate and give help as necessary.
4 6b
■ Explain that students are going to read about another ■ Read the instructions aloud and point out that the pairs
group, The Lateens, and read the instructions aloud. should take turns talking about their group or singer for the
Remind students to use the verbs from Exercise 3. other pair to guess who it is.
■ Set a time limit of three minutes for students to complete ■ Give students a moment to read their sentences and think
the text with the verbs in Exercise 3. about what they’re going to say. Then have students work
■ Let them compare their answers in pairs before you check with another pair to do the task.
them as a class. ■ Invite students to tell the class about the groups or singers
they talked about.
ANSWERS
2 talks 3 listens 4 studies 5 arrives Homework
6 practices 7 does 8 watches
Ask students to research a pop group and to write
Fast finishers a description (about 60 words) similar to the one in
Ask fast finishers to underline all the time expressions in Exercise 5. Ask them to write about where they are from,
the description. the music they play, and their instruments, but not to
write the name of the band. At the beginning of the next
5 class, have students display their descriptions around the
■ Ask students to look at the message from The Lateens on classroom and give them a few minutes to read different
their website and to complete it with the simple present descriptions and guess who the groups are.
form of the verbs in parentheses.
■ Set a time limit of three minutes for the task.

&BEYOND
Write down your homework Page 48
STAGE TIME FOCUS
GET STARTED Review classroom vocabulary.
SPEAK AND READ Read and talk about how teachers give homework and how students write it down.
Look at two homework planners. Answer questions about the homework planners and say
DO
which planner has more information.
REFLECT Talk about homework.
EXTEND Write down your English homework in English.
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2b
WRITE DOWN YOUR HOMEWORK ■ Read the instructions and the questions aloud, and then
Most teachers like to give some homework, either to refer students to the PHRASE BYTES box.
check understanding of new information or to give ■ Divide the class into pairs and ask students to discuss the
students the chance to develop skills such as writing questions.
or reading. However, as most teachers know, students ■ Invite students to share their ideas with the class.
don’t always do the homework, often because it hasn’t
been written down properly. It is therefore important DO
that a routine for assigning homework be established
and that students know what’s expected of them. In 3
this lesson, students discuss ways that homework is ■ Read the instructions aloud and refer students to the two
assigned and the way they write it down. It is also a homework planners. Divide the class into pairs to discuss
good opportunity for teachers to clarify what’s expected the questions.
and to think about how they assign homework. Ask ■ Call on students to share their answers with the class.
yourself Are the instructions clear? Are they written
clearly on the board? How do I want students to do ANSWERS
homework? Do I want parents to be involved in checking 1 a both b 2 c 2 d 1
that their children are doing the homework? 2 Planner 2 has more information.

To prepare students for the lesson, review classroom Ask students to look at the last entry in their homework
vocabulary. Divide the class into pairs and ask them to planners and answer questions a–d. Then have them
brainstorm things, furniture, and people in the classroom. compare their answers in groups and say whether it’s a
Set a time limit of three minutes, and then invite students to good way to write down their homework.
come to the board and write their words. Then ask students
to make three columns in their notebooks with the headings REFLECT
things, furniture, and people, and ask them to write the
classroom words in the correct columns. Check answers as 4
a class, and then have students “test” each other: without ■ Read the questions aloud and refer students to
looking at their lists, one student says a word and the other the PHRASE BYTES box. Make sure students understand
says the category. the expressions and encourage them to use them in their
answers.
SPEAK AND READ ■ Divide the class into small groups and set a time limit of
three minutes for students to discuss the questions.
1 ■ Ask a student to read the REFLECTION POINT aloud and check
■ Read the instructions aloud and ask students to choose that they understand task. Then ask students if they agree
the options that are correct for them. with the advice and to give their reasons.
■ Divide the class into pairs and ask students to compare
their answers. EXTEND
■ Call on students to share their ideas with the class and ask
the class whether they agree or disagree. 5
■ Read the instructions aloud and then assign students
2a some homework! Write the homework clearly on the board
■ Read the instructions aloud and call on students to read and ask students to write it down.
the lists aloud. ■ Circulate and check that students are making a clear
■ Refer students to the picture and elicit some of the things note of their homework, and refer them to planner 2 if
they can see. necessary.
■ Ask students to check the things in the lists they can see
in the picture. Homework
■ Let them compare their answers in pairs before you check
them as a class. Ask students to design a web page with tips on how
to do homework. Explain that they should say how to
ANSWERS write down homework, as well as where and when to do
How teachers can give homework: homework. In order to prepare for the task, brainstorm
Write it on the board. ✓ ideas as a class. Remind students to use the imperative
How students can write down homework: and encourage them to illustrate their tips with pictures.
Make a note on a phone. ✓ At the beginning of the next class, ask students to work
Write it on a piece of paper. ✓ in small groups to compare their web pages and decide
Write it in a homework plannerr. ✓ which they like the best.
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PLAY
SPEAKING What time is it?

Tell the time Page 49
STAGE TIME FOCUS
GET STARTED Review telling the time in English.
SPEAK Look at a picture and say what you can see.
Listen to four conversations and write the times they mention. Practice asking for and telling
LISTEN
the time (speaking subskill).
ACT Write and act out different conversations where you ask for and tell the time.
MOVE BEYOND FOR TEACHERS 2

Mike: Kelly? What time is it?
Telling the time
Kelly: It’s six thirty.
There are different ways of telling the time in English. In this Mike: It’s six thirty? The bus is late!
lesson, students learn how to say the minutes (or a quarter past/ 3
to; half past) before the hour (e.g., twenty-five past six, a quarter Mike: Kelly? What time is it now?
to seven, etc.). Another way is by saying the hour before the Kelly: It’s six thirty-five.
minutes, (e.g., six twenty-five, six forty-five). The former is more Mike: Twenty-five to seven! Oh no! Where’s the bus?
difficult to learn but worth practicing, as it is commonly used. One
way to ensure that students get regular practice telling the time is 4
to ask them the time at certain points in each class, or when you Mike: Kelly? What time is it?
see them looking at their watches. Kelly: It’s a quarter to seven. Let’s go home.
Mike: Good idea.
Get started 3
Find out how well students can tell the time by drawing ■ Read the instructions aloud and go over the example.
different clocks (both analog and digital) and times on the ■ Ask students to write the times under the clocks.
board. Divide the class into pairs and ask students to say the ■ Let students compare their answers in pairs before you
times. Circulate and give help as necessary. If students find check them as a class. Elicit the stressed words and
the task difficult, encourage them to use the simpler structure syllables (e.g., seven o’clock, a quarter after six, six thirty).
of hour before minutes. Call on students to say the times for Model and do a choral drill of the times.
the class and drill the times chorally.
ANSWERS
SPEAK 2 a quarter after / past six / six fifteen 3 six thirty / half past six
1 4 six thirty-five / twenty-five to seven
5 six forty-five / a quarter to seven
■ Read the instructions aloud and refer students to
the PHRASE BYTES box. Model some ways of using the
expressions (e.g., In this picture, there’s a sidewalk). 4 2.14
■ Divide the class into pairs and have students answer the ■ Ask students to underline the questions for asking about
questions, but don’t check the answers at this stage. the time in Exercise 2 and check as a class.
■ Read the instructions aloud, and then play the track for
LISTEN students to listen and repeat the questions and times.
2 2.13
AUDIO SCRIPT 2.14
■ Ask students to listen to the conversations and check their
answer to Exercise 1. 1
■ Call on students to share their answers to the questions Mike: What time is the movie?
in Exercises 1 and 2 with the class, and ask students how Kelly: It’s at seven o’clock.
Mike feels (nervous). 2
Mike: What time is it now?
ANSWERS / AUDIO SCRIPT 2.13 Kelly: It’s a quarter after six.
Mike and Kelly are at a bus stop because they want to go to a movie. 3
At the end, they decide to go home. Mike: What time is it?
1 Kelly: It’s six thirty.
Mike: What time is the movie? 4
Kelly: It’s at seven o’clock. Mike: Twenty-five to seven?
Mike: What time is it now? 5
Kelly: It’s a quarter after six. Mike: What time is it?
Mike: We have time. Kelly: It’s a quarter to seven.
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5a 5b
■ Read the instructions aloud and refer students to the clock. ■ Go over the instructions and refer students to the
Remind them that after and past both mean past the hour PHRASEBOOK . Play the track for them to listen and repeat
and to means before. the questions and times.
■ Invite a confident student to come to the board and draw ■ Divide the class into pairs and set a time limit of three
the first clock. Then give students three minutes to draw minutes for students to point to the clocks they drew in
the other clocks. Exercise 5a and ask for the time.
■ Circulate and check that students are drawing the correct ■ Circulate and give help as necessary.
times.
■ Stop the activity and invite students to come to the board ACT
to draw the clocks. 6 2.15
■ Call on students to read the instructions aloud. Remind
ANSWERS
1 2 3 them to use the PHRASEBOOK to help them.
12 1 12 1 12 1
■ Divide the class into pairs and set a time limit of five
11 11 11 minutes for students to write their conversations. Circulate
10 2 10 2 10 2
and give help as necessary.
9 3 9 3 9 3 ■ Give students five minutes to practice their conversations.
8 4 8 4 8 4 Then ask the pairs to act out their conversations for
7 6 5 7 6 5 7 6 5 another pair. Explain that the pair that is listening should
write down the times they hear and then say what the
situation is.
4 5 6
12 1 12 1 12 1
11 11 11 Homework
10 2 10 2 10 2
9 3 9 3 9 3 Ask students to think of five times in the day that are
8 4 8 4 8 4 important for them (e.g., seven thirty – get up, one o’clock
7 6 5 7 6 5 7 6 5 – have lunch, etc.) and to draw clocks for those times.
pairs to show each other their clocks and guess why the
Fast finishers times are important; for example, I think you get up at
Ask fast finishers to draw more clocks and write the times seven o’clock. Yes, that’s right.
on a separate piece of paper. Students can then use
these clocks for the activity in Exercise 5b.
WRITING My free time

Write an email Page 50
STAGE TIME FOCUS
GET STARTED Play a game to practice simple present verbs and review free-time activities from the unit.
Discuss survey questions. Read an email and learn how to use capital letters (writing
SPEAK AND READ
subskill).
PRACTICE Practice using capital letters by rewriting an email.
DISCUSS Talk about your free-time activities.
WRITE Write an email to a pen pal about your free-time activities.
Compare your email with other students’ emails to find people with similar free-time
SHARE
activities.
Get started SPEAK AND READ

Play a game of True or False? to practice using the simple 1
present and to review language from the unit. Ask students ■ Read the instructions aloud and give students a minute to
to write sentences using the simple present and free-time complete the survey.
activities from the unit on a piece of paper. Some of their ■ Refer them to the useful expressions in the PHRASE BYTES
sentences should be true and some false. Then have them box, and then divide the class into pairs and ask students
trade sentences with a partner, read them, and guess whether to compare their answers.
they are true or false. To make the game more communicative, ■ Invite students to share their answers with the class and
encourage students to ask each other questions to help find out how many students use email and what they use
them decide. it for.
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PLAY
MOVE BEYOND FOR TEACHERS ANSWER

Pen pals Hi Greta,
A pen pal is a person to whom you write letters or emails and who Thanks for your email. It’s great to have a pen pal in Germany. Is
is usually in another country. Pen pals are a good way to practice German difficult? I think I’m a typical teenager. I meet my friends in
other languages and learn about other cultures. my free time too. On Saturdays we go to the movies. At home I listen to
music, but I can’t play an instrument.
Best wishes,
2 Clara
■ Ask students to read the email and answer the question.
■ Let them compare their answers in pairs before you check Fast finishers
the answer as a class. As fast finishers may have rushed through the exercise
and missed some of the examples, tell them how many
ANSWER capitals they should have (17) and ask them to check
Clara is Greta’s new pen pal in Argentina. their answer to make sure they have all of them.
DISCUSS
Extra activity
Check students’ comprehension of Greta’s email by 5
writing the following sentences on the board and asking ■ Explain that students are going to write an email to a pen
students to correct them. pal about their free-time activities. Direct their attention to
1 Greta is from Argentina. the questions and explain that the questions can help them
2 Greta speaks Spanish. think about what to write.
3 Greta’s sister has guitar classes.
■ Divide the class into pairs and give them several minutes
4 Greta plays in a group. to tell each other about their free-time activities and things
they can do.
ANSWERS WRITE
1 Clara is from Argentina.
2 Greta speaks English. / Greta doesn’t speak Spanish. / Clara 6
speaks Spanish. ■ Refer students to the three points about writing the email
3 Greta has guitar classes. and check that they understand each point. Give them a
4 Greta’s sister plays in a group. few minutes to think about what they want to write.
■ Set a time limit of 10 minutes for students to write their
emails. Remind them to look back at the tips in the
3
HOW TO box for help. Circulate and give help as necessary.
■ Ask a student to read the tips from the HOW TO box aloud. ■ When students have finished writing, ask them to check
As the rules for capitalization are often different in other their emails against the three points to make sure they
languages, you could ask students about similarities and have followed all of the instructions.
differences with their language; for example, in Spanish,
languages and days of the week don’t have capital letters, SHARE
but the beginning of a new sentence does.
■ Ask students to look at the email again and circle other 7
examples of capital letters. You could also ask students ■ Divide the class into small groups. Ask students to read
to say which rule they correspond to (starting a sentence, a their emails aloud. Tell them to make a list of activities that
language, a name, etc.). most people in their group have in common and another list
■ Check answers as a class. of activities that only one person in the group does.
■ When they have finished, ask the groups to tell the class
ANSWER what activities most people in the group have in common
Hi Clara, and then to say whether there were any activities that only
It’s great to have a new pen pal in Argentina. I can’t speak Spanish, so one person does.
we can practice our English. You ask about my free time. Well, I meet
my friends, go shopping, and go on the internet. On Mondays I have a Homework
guitar class. My sister teaches me too. She plays in a group.
Write soon, Ask students to write an email to you telling you about
Greta their English class. Write some prompts on the board
and have students copy them in their notebooks: What
activities do you like? What can you do well? What can’t
PRACTICE you do very well? What topics do you want to learn about?
4 Check that students understand the questions and ask
■ Read the instructions aloud and elicit a couple of examples them to answer them in their email. Encourage them to
from the class. write 50–60 words. At the beginning of the next class,
■ Set a time limit of three minutes for students to rewrite the have students compare their emails in groups. Then have
email with capital letters. a class discussion about each question. You can use
■ Let them compare their answers in pairs before you check this information to help you adapt the course to suit the
them as a class. needs of your students.
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UNIT REVIEW
VOCABULARY Free-time activities GRAMMAR Can/can’t

1 3
■ Refer students to the text and explain that it is an ad ■ Explain that students are going to read a conversation
for a club where you can go in your free time. Ask them about the TLC club.
if they know any similar clubs. ■ Ask students to read the conversation quickly first.
■ Ask students to complete the ad with the words in the Then ask them to complete the conversation using
box. can/can’t and the words in parentheses where
■ Let students compare their answers in pairs before necessary.
you check them as a class. ■ Let students compare their answers in pairs before
ANSWERS
1 a book 2 the internet 3 soccer 4 my bike ANSWERS
5 friends 6 television 7 video games
8 music 1 Can I study 2 can 3 can play 4 Can you play
9 the movies 10 shopping 5 can’t 6 Can she teach 7 can’t come 8 can be
Music Simple present

2 4
■ Ask students to complete the words for instruments ■ Explain that the email is about classes at the club.
and types of music you can learn at the club. Point out ■ Ask students to read the email quickly first. Then ask
that some of the letters of each word are given and them to complete it with the simple present form of
that there is one blank for each letter. the verbs in parentheses.
■ Let students compare their answers in pairs before ■ Let students compare their answers in pairs before
you check them as a class. you check them as a class.
ANSWERS ANSWERS
1 drums 2 guitar 3 keyboard 4 piano 5 violin 1 go 2 comes 3 studies
4 teaches 5 have
6 classical
7 hip-hop 8 Latin 9 pop 10 rock 6 finishes
7 want
SKILLS CHECK
Extra Resources
■ The Go Beyond Intro Level Midterm Test (all skills)
■ and more!
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■ Refer students to Exercise 2 and elicit useful information
Vocabulary review about the listening task by discussing the following
■ Divide the class into four teams (call them A, B, C, and D) questions.
and give each team a category from the following: Pet Who is talking? (Delia and Luke)
animals, Things in your room, Free-time activities, and Music. What are they talking about? (what animals and pets the
Ask students to find their category in the Unit Reviews people in Delia’s family have)
(pages 41 and 51). How many people in Delia’s family do they talk about? (six)
■ Ask the teams to come up with clues for six of the words in ■ Divide the class into pairs or small groups and ask them
their category; for example, You can tell the time with this. to discuss which animals or pets they think each family
(clock) or This animal lives in water (fish). One member of member has. After two or three minutes, ask students
the team should write down the clues. around the class to say what pet they think one of the
■ Once the teams have written six clues, ask Team A to read people has and to explain their choice.
their clues aloud. The first person on another team to
guess each word correctly wins a point for that team. Keep WRITE Exercise 3
score on the board. ■ Refer students back to some fill-in-the-blank exercises
■ When Team A has read all their clues aloud, have the other they’ve done recently (e.g., Exercises 4 and 5, page 47),
teams take turns reading their clues. The team with the and remind them that they can usually predict the kind of
most points at the end is the winner. word that is needed in each blank (verb, preposition, object
pronoun, etc.).
Grammar review ■ Divide the class into pairs or small groups and ask them to
■ Ask students to look back through Units 3 and 4. Ask them look carefully at Exercise 3 and figure out what kind of word
to raise their hands when they find a grammar point they’ve is needed in each blank.
studied in these units. Ask the first student who raised a ■ Write 1–10 on the board, and for each blank ask students
hand to write the grammar heading on the board. to tell you what kind of word they need to write in it.
■ Repeat with three more students until you have the
following on the board: (Unit 3) Imperatives and object Doing the Progress Check
pronouns; There is / there are; (Unit 4) Can/can’t; Simple
present. READ Exercise 1
■ Ask the following questions about the grammar points: ■ If you’ve decided not to do the full warm-up, focus students’
When do we use imperatives? (to give orders and attention on the picture in Exercise 1 in the Progress Check
instructions) and ask What’s Oliver’s free-time activity? What other free-
When do we use object pronouns? (as the object of a verb or time activities can you remember?
after prepositions) ■ Draw students’ attention to the example and ask them to
When do we use there is or there are? (to say that say why the answer is C (we use watch when we look at
something exists) something carefully, usually something moving. The television
When do we use can/can’t? (to talk about abilities) doesn’t move, but we watch the moving images carefully)
When do we use the simple present? (to talk about habits and can’t be the other two options (Option A – we use look
and routines) for the moment when we direct our attention to something
■ Divide the class into pairs and encourage students to write and Option B – we use see when we look at things we don’t
examples for each grammar point. Walk around, monitoring intend to look at but that just happen to be there).
and helping if necessary. ■ Go through the Test-Taking Tips with the class and make
sure they understand how to complete sentences with
Optional warm-up activities multiple-choice answers.
READ Exercise 1
■ Ask students to look at Exercise 1 in the Progress Check ANSWERS
and ask the following questions: How many sentences are 1 A 2 C 3 B 4 B 5 C
there? (six, including the example sentence); What kind of
questions are they? (multiple-choice questions); How many
answer choices are there? (three).
■ Refer students to the sentences and ask them to say in
which sentences:
there are verbs for answer choices (0, 5)
there are activities for answer choices (1, 4)
there are prepositions for answer choices (2, 3)
■ Going through the example together should help students
gain confidence to attempt the rest on their own. If they
find it difficult, encourage students to discuss the first
question with a partner.
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LISTEN Exercise 2 After the Progress Check
2.16
Optional game
■ If you have decided not to do the full warm-up, ask students
to say the names of the pets in the photos in Exercise 2. Play a game of Broken Telephone (see Games, page 33). This
Make sure they know what the other animals and pets in game will help lighten the atmosphere after the Progress
the list are. Encourage students to speculate on which Check, and it follows up on the different vocabulary and
animal or pet each person in Delia’s family has. grammar covered in it.
■ Go through the Test-Taking Tips and make sure students Ask students to memorize and pass on these sentences.
understand that they have to write a letter next to each Grandpa has five chickens, and my brother has a black
person. Remind them that they don’t need to use all the horse.
letters. My cat is old and a little deaf, but she’s very smart.
■ Point out that they will hear everything twice. I have a guitar class on Monday with a teacher from
■ Allow 10 minutes for this section. Argentina.
I can’t play an instrument, but I can ride a bike.
ANSWERS/ AUDIO SCRIPT 2.16 I’m crazy about music, and I play in a group.
1 F 2 E 3 G 4 A 5 C
Luke: I really want a dog. Does your family have any pets, Delia? Feedback and extension
Delia: Yes, they do. Mom has a cat – but it’s a bad cat. Dad has After the Progress Check has been graded, provide feedback
some fish. The cat likes Dad’s fish and tries to eat them. So to the class as a whole and individually as far as possible.
the cat isn’t Dad’s favorite animal. Ask students which parts they found the most difficult and
Luke: What about your brother? how they think they could improve their grades next time.
Delia: The cat isn’t my brother’s favorite animal either! He has a
mouse – a white one. READ Exercise 1
Luke: A mouse? Ugh! ■ Review the sentences one at a time and encourage
Delia: I like the mouse. But the cat likes the mouse too! students to say why the other options are wrong. Where
Luke: Oh no. Does your sister have a pet? there were mistakes, find out whether the problems were in
Delia: Well, it’s not really a pet. She loves horses, so she has a horse. understanding the sentences or the options.
It’s black, and its name is Bob. ■ Encourage students to read in English as much as they
Luke: Wow! A horse. That’s cool. can. Remind students that a lot of online material they see
Delia: My grandmother and grandfather have animals too. will be in English, although not all of this is written in good
Luke: What do they have? English.
Delia: Well, Grandma has a little bird, and Grandpa has chickens. I
feed them when I visit Grandma and Grandpa. LISTEN Exercise 2
Luke: You’re so lucky! ■ Handing out photocopies of the audio script is a good
way to provide feedback. Deal with any mistakes in this
way. Seeing the conversation written down helps students
WRITE Exercise 3 recognize when they have misheard something. It will also
■ If you have decided not to do the full warm-up, briefly help them become aware of distractors.
refer students back to the writing exercises and task on
page 50. Ask them what they learned from these tasks. WRITE Exercise 3
■ Go through the Test-Taking Tips for the writing task and ■ Point out where students lost credit and ask them to review
draw students’ attention to the example. Remind students these areas:
to read carefully because their answers must fit logically in Simple present 1, 2, 3, 9
the sentence. Article 4
■ Explain that spelling is important for this task, and on a Object pronoun 5
real test they would lose credit for spelling mistakes. Time 6
■ Allow 10 to 15 minutes for this section. can/can’t 7, 8
Starting and finishing emails 10
ANSWERS ■ To give further practice with this type of task, ask students
1 do 2 ride
3 go 4 a 5 her 6 after/past / to to make a similar text with blanks. Divide the class into
7 can’t 8 can 9 have 10 Write A/B pairs. Refer Student As to the text in Exercise 2,
page 50, and Student Bs to the text in Exercise 1, page 47.
Ask students to write out the texts with 10 blanks for
the different grammar points covered in Units 3 and 4.
Then have students switch texts to test each other. When
students create their own tests, they become more aware
of the test format and how it tests reading ability and
vocabulary knowledge.
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OTHER WORLDS
UNIT
IN THE PICTURE Talk about jobs 54–55

READING Read a questionnaire 56
GRAMMAR Simple present Ask and answer questions about habits and routines 57
LISTENING AND VOCABULARY Listen to a radio show 58
GRAMMAR Adverbs of frequency Say how often you do things 59
LANGUAGE & BEYOND Ask for help 60
SPEAKING Ask for and give reasons 61
WRITING Write a website post 62
IN THE PICTURE Welcome to Tomorrowtown

Talk about jobs Pages 54–55
STAGE TIME FOCUS
GET STARTED Describe pictures and talk about what they have in common.
WORK WITH WORDS Review and learn places where people work and jobs. Watch a video about jobs.
SPEAK Invent an avatar for yourself and talk about your job and where you work.
Get started ANSWERS

To activate students’ knowledge of the topic of the lesson 1 farm 2 hospital 3 restaurant
4 store
(jobs), prepare a number of pictures showing different jobs. 5 soccer stadium 6 hotel 7 school 8 theater
It would be best if the pictures show the people in atypical
situations; for example, a police officer on a bicycle in a park.
Display the pictures around the classroom and divide the Alternative procedure: less confident classes
class into pairs. Ask them to look at the different pictures and Before asking students to write the places in Exercise 1,
describe what they can see, and to decide what the pictures brainstorm places in a town, using the pictures on
have in common. Encourage students to use there’s / there page 54 as prompts. Write them on the board in a
are to describe the pictures. Ask students in their pairs to random order and ask students to refer to them when
write down all the words they can think of associated with they write the places in Exercise 1.
the jobs in the pictures. Set a time limit of three minutes for
the task. Then invite students to share their ideas and the 2a
vocabulary they wrote down with the class, and to say what ■ Ask students to look at the pictures of the people and elicit
the pictures have in common (They show jobs). the jobs they do.
■ Read the instructions aloud and have students match the
MOVE BEYOND FOR TEACHERS people to the places. Check the answers in Exercise 2b.
Virtual worlds 2b 2.17
The best-known virtual worlds are probably The Sims and Second ■ Play the track for students to listen and check their
Life, although there are many games that are set in virtual worlds. answers.
Users often have an avatar, an online character with an individual ■ Let students compare their answers in pairs. Then play the
appearance and characteristics. Avatars also have an online life, track again, pausing after each person to check answers.
such as jobs, homes, etc. The people in the pictures in the lesson
are all avatars from a virtual world called Tomorrowtown. ANSWERS / AUDIO SCRIPT 2.17
2 a, b 3 e, i 4 h 5 f 6 d 7 j 8 c
a: Hi. I’m a doctor. I help people. I work at the Tomorrowtown
WORK WITH WORDS Jobs hospital.
1 RECALL b: I work at the hospital. I help the doctor. I’m a nurse.
c: Hello. I’m an actor. You can see me at the Tomorrowtown Theater.
■ Ask students to look at the pictures and think about the
places. Point out that the first letter is given and elicit an I’m in a new play.
example. d: Good afternoon. Welcome to Tomorrowtown Hotel. I’m a
■ Divide the class into pairs and give them two minutes to receptionist at the hotel. How can I help you?
write the places. e: I make the best pizzas in Tomorrowtown. I’m the cook at Luigi’s
■ Check answers as a class. Model and drill the words as Italian restaurant.
you check them, paying particular attention to individual f: I love my job! I’m a soccer player. People come to see me play in
sounds (e.g., /h/ in hospital and hotel) and word stress the Tomorrowtown Soccer Stadium.
(soccer stadium, hospital, hotel, restaurant, theater). g: I work with animals. No, I’m not a teacher. I’m a farmer. My farm
■ Ask students to do the Work with Words task on page 110. is two kilometers from here.
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h: I’m a sales clerk in a clothing store. I sell clothes. There are a lot ANSWER / VIDEO SCRIPT
of stores in Tomorrowtown.
The job NOT in the video is teacher.
i: We work at the Italian restaurant. I’m a waitress, and he’s a
waiter. Would you like to order now? Narrator: Welcome to Tomorrowtown. The town of the future
j: I’m a teacher at Tomorrowtown High School. I teach all the kids in is here today.
this part of Tomorrowtown. They’re fantastic students. At Tomorrowtown you can be a new person.
All: Welcome to Tomorrowtown! You can meet new friends and live a new life.
All you need to do is choose one of our special
3a Tomorrowtown people and jobs.
There are a lot of jobs to choose from.
■ Call on students to read the instructions and the list of
words aloud. Drill pronunciation if necessary. Elicit the Waiter/Waitress: Do you like food?
first answer, and then set a time limit of two minutes for Soccer player: Or do you prefer sports?
students to complete the sentences. Doctor/Nurse: Can you help people?
Farmer: Maybe you like animals.
3b 2.18 Actor: Or the theater.
■ Let students compare their answers in pairs. Then play the Cook: Maybe you like to cook?
track for them to listen and check. Sales clerk: Do you want to work in a store?
■ Continue the track again for students to listen and repeat Receptionist: Or in the Tomorrowtown hotel?
the words in the box. Narrator: Maybe you want to do something different.
■ Point out that we use a before a consonant sound (e.g., Who do you want to be? Come to Tomorrowtown
a doctor, a farmer) and an before a vowel sound (an actor, and discover a new you!
an English teacher).
ANSWERS / AUDIO SCRIPT 2.18 SPEAK

1 doctor 2 nurse 3 actor 4 receptionist
5 farmer 6 sales clerk 7 cook 8 waiter, waitress
6
9 soccer player 10 teacher
■ Ask a student to read the instructions aloud, and make
sure students understand the task. Ask another student
actor cook doctor farmer nurse receptionist to read aloud the information in the WELCOME TO
sales clerk soccer player teacher waiter/waitress TOMORROWTOWN box.
■ Divide the class into pairs and give students one or two
Extra activity minutes to decide who they want to be and to write some
notes. Remind them to choose a different person from their
Have students decide which jobs in the box use a and partner and encourage them to use their imaginations.
which use an. Then ask them to think of more jobs ■ Refer students to the useful expressions in the speech
for each. bubbles and ask them to introduce themselves (as their
4a 2.19 PRONOUNCE avatar) to their partner.
■ Read the instructions aloud and model the /ər/ sound. Have 7
students copy the sound. ■ Read the instructions aloud and set a time limit of three
■ Play the track for students to listen and repeat the words. minutes for students to mingle and introduce themselves
to different people.
AUDIO SCRIPT 2.19 ■ Have students stand up and do the task. Make sure they
See Student’s Book, page 55, for audio script. circulate, and encourage them to talk to others if they
spend too long with one person. Monitor and note errors
4b 2.20 and good use of language to go over in a feedback session
at the end of the activity.
■ Ask students to find three more jobs with the /ər/ sound in
Exercise 3.
■ Stop the activity and take a quick survey to find out which
job is the most popular.
■ Let them compare their answers with a partner before you
play the track for them to listen and check. Encourage them MOVE BEYOND
to repeat the words.
■ If you wish, play the track again, pausing after each word
for students to listen and repeat the words.
Homework
Ask students to create a virtual family with pictures of the
actor
soccer player waiter
people and to write a short description that includes their
jobs and where they work; for example, This is my virtual
5 THE MOVING PICTURE mother. She’s a brain surgeon and she works in the best
■ Read the instructions aloud. Then play the video for hospital. At the beginning of the next class, have students
students to decide which job in Exercise 3a isn’t work in small groups and tell their classmates about their
mentioned. virtual families.
■ Elicit the answer from the class and have a discussion
about whether or not students would like to live in
Tomorrowtown. Encourage them to give reasons. Ask which
job(s) they would like to do.
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READING My perfect job

Read a questionnaire Page 56
STAGE TIME FOCUS
GET STARTED Review jobs vocabulary and the simple present.
Talk about what you do now and in the future. Learn the best way to read instructions
SPEAK AND READ
(reading subskill). Read a questionnaire about the perfect job for you.
Talk about the questionnaire and the perfect job for you. Write another question for the
REACT
questionnaire and three possible answers.
Get started ■ Ask students to compare their results in pairs. Then talk
about their results in a class discussion.
This activity reviews jobs vocabulary from page 54 and the
simple present. Divide the class into pairs. Then ask students 4
to choose five of the jobs and write sentences about them; ■ Ask students to match the job to one of the groups of jobs.
for example, He works in a restaurant and he makes food. ■ Let them compare the answer in pairs before you check it
Tell them not to write the job. Write some different verbs on as a class. Ask students to give their reasons.
the board for students to use (e.g., he/she makes/helps/
works in/at), and give students three minutes to write their SUGGESTED ANSWER
sentences. Then have students work with a new partner, trade Group A or B
their sentences, and try to guess the jobs.
SPEAK AND READ Extra activity

1 Divide the class into pairs and ask students to add one
■ Read the instructions and questions aloud and check that more job to each of the groups.
students understand that What do you do? means What
is your job? Refer students to the PHRASE BYTES box and REACT
encourage them to use the expressions. 5
■ Divide the class into pairs to ask and answer the ■ Call on students to read the instructions and the questions
questions. aloud. Then refer students to the useful phrases in
■ Invite several students to tell the class about their the PHRASE BYTES box. Elicit some possible endings for the
partners. phrases.
2 2.21 ■ Give students a minute to think about their answers, and
■ Explain that students are going to read a questionnaire then divide the class into pairs to ask and answer the
about the perfect job. Clarify that a questionnaire is a group questions.
of questions for collecting information. ■ Call on students to share their ideas with the class.
■ Invite students to say what they think the perfect job is. MOVE BEYOND
■ Read the Reading Tip aloud. Refer students to the
instructions for doing the questionnaire in the text below Ask a student to read the instructions aloud. Explain that
and ask them to read the instructions carefully. students are going to write a question and three possible
■ Give students a couple of minutes to read through the answers like the ones in the questionnaire.
sentences. Divide the class into pairs and set a time limit of three
■ Elicit the answer to the first sentence (“C” – correct). Then minutes for the task. Circulate and give help as necessary.
set a time limit of three minutes for students to decide After three minutes, stop the activity and have each pairwork
whether the remaining sentences are correct or not and with another pair to ask and answer each other’s questions.
to correct the incorrect ones. Don’t play the audio at this
point. It is an extra feature, and a suggestion for using it in Invite students to share their questions and answers with
class is included at the end of the lesson. the class.
■ Let students compare their answers in pairs and give their
reasons before you check them as a class. Recorded reading text 2.21
Have students read the instructions and answer the
ANSWERS questions in Exercise 2. Then ask them to close their
1 C 2 I – For each question, you choose one answer. books. Explain that you’re going to play the track and that
3 I – You circle the answers you choose. they have to listen and answer the questions by choosing
4 C 5 C a letter (A, B, or C). Stop the track after each set of
answers and check that students understand. Repeat the
3 question and answers if necessary. Finally, ask students
■ Ask students to do the questionnaire, and then refer them to read and listen to the results box and invite several
to the results box. Check that they understand active students to share their results with the class.
and create.
■ Explain that they have to count the number of As, Bs, and
Cs and read the corresponding result. (If they have one of
each letter, suggest that they choose the result that’s best
for them.)
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Homework
Ask students to write an email describing themselves to At the beginning of the next class, have students display
a pen pal in the future. Explain that they should include a their emails around the classroom. Then ask them to walk
description of their free-time activities, musical instruments around, read the emails, and guess who wrote each email.
they play, music they like, games they play, and the job they
do. Tell students not to write their name at the end.
GRAMMAR Simple present

Ask and answer questions about habits and routines Page 57
STAGE TIME FOCUS
GET STARTED Review question words.
READ AND LISTEN Read and listen to a quiz show about mystery jobs.
STUDY Use the text to help you complete examples of the simple present.
PRACTICE Practice using the simple present in controlled exercises.
SPEAK Play a game to practice the simple present.

Review the question words from page 9 by writing the words Ask students to read the quiz show text again and try to
person, thing, place, time, and age on the board. Have remember as much as possible. Divide the class into A/B
students work in pairs, and ask them to write down the pairs. Ask Student Bs to close their books and Student As
corresponding question words (who, what, where, when, how to choose questions from the quiz show for their partners
old). Elicit an example, and then give students two minutes to answer. Model a couple of examples with more
for the task. Check answers as a class. Then ask students confident students.
to write down a person, thing, place, time, and age. Divide
the class into small groups and ask students to take turns STUDY
saying the words for the other students in the group to say the 2
corresponding question word; for example: ■ Ask students to complete the table with correct simple
A: Taylor Swift.
present forms. Tell them to refer back to the quiz in
B: Who?
Exercise 1 for help.
A: Yes, that’s right. ■ Let students compare their answers in pairs before you
READ AND LISTEN Grammar in context check them as a class. Highlight issues of form such as
word order, no third person -s for the main verb in questions
1a and negatives, and the position of do/does for simple
■ Explain that students are going to read and listen to a quiz present questions. Highlight issues of pronunciation.
show about mystery people. The contestants ask questions (See Teaching Tips, The /iz/ sound, page 32.)
to guess the mystery person’s job. ■ Refer students to the Grammar Database on page 102.
■ Read the instructions aloud, and then ask students to read
the text and answer the questions. ANSWERS
doesn’t
Does; work does
doesn’t Do do
1b 2.22
What What
■ Let students compare their ideas in pairs, and then play
the track for them to listen and check their answers.
■ Call on students to share their answers with the class. PRACTICE
3a
She works in a hotel. She’s a waitress. words in the box and the example. Point out that some of
See Student’s Book, page 57, for audio script. the verbs in the box will need to be changed.
■ Set a time limit of three minutes for students to complete
the sentences with the correct form of the verbs in the box.
Alternative procedure: more confident classes ■ Let them compare their answers in pairs before you check
Have more confident classes cover the text and do them as a class.
Exercise 1a as a listening rather than a reading task.
You’ll need to pause the track just before the last ANSWERS
question so that you don’t reveal the mystery person 2 buy 3 gives
4 watch 5 help 6 does
before the students have guessed. Then have students 7 ask 8 smile
read the conversation while they listen again to check
their answers.
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3b 2.23 5
■ Read the instructions aloud, and then point out the ■ Read the instructions aloud and go over the example.
example and elicit another example. ■ Set a time limit of two minutes for students to write the
■ Set a time limit of three minutes for students to write the questions. Circulate and give help as necessary.
negative sentences. ■ Let students compare their answers in pairs, and then call
■ Let students compare their answers in pairs before you on students to share their answers with the class.
play the track for them to check their answers. Pause the
track before it gives the mystery person. ANSWERS
■ Ask students to work in pairs to guess the mystery person, 2 Where does the mystery person live?
then continue the track for them to check their answer. 3 What does the mystery person do?
4 Do you know the mystery person?
1 I don’t work with animals. SPEAK
2 People don’t buy things from me.
3 The waiter doesn’t give my food to people. 6
4 You don’t watch me play soccer. ■ Read the instructions aloud and divide the class into
5 I don’t help people. A/B pairs. Have Student As choose from the people on
6 Your teacher doesn’t do the same job. page 115 and Student Bs from page 116.
7 I don’t ask: ‘Would you like to order now?’ ■ Refer students to the sample questions and answers in
8 I don’t smile at people in a hotel. this activity and then to the questions in Exercise 5. Give
I’m an actor. them one or two minutes to think of their answers.
■ Have students do the task. Monitor and note errors and
good use of language to go over in a feedback session at
4
the end of the activity.
■ Read the instructions aloud and refer students to the ■ Stop the activity and invite students to tell you about the
example. Remind them to use capital letters where people they talked about.
necessary.
■ Set a time limit of three minutes and ask students to
complete the conversation with do, don’t, does, and Homework
doesn’t.
■ Let students compare their answers in pairs before you Ask students to imagine they’re doing an interview with a
check them as a class. famous person. Elicit questions they can ask, and then
have students think of a famous person and imagine his
or her answers. Ask students to write five simple present
ANSWERS
questions and answers. At the beginning of the next
2 don’t
3 Does 4 does 5 do 6 don’t class, ask students to work in small groups. Tell them to
7 Do 8 do read each other’s interviews and decide which interview is
the most interesting.
LISTENING AND VOCABULARY My daily routine

Listen to a radio show Page 58
STAGE TIME FOCUS
GET STARTED Play a game to practice question formation.
WORK WITH WORDS Learn vocabulary for daily routine activities and talk about when you do those activities.
Listen for specific information in a radio interview about a boy’s daily routine (listening
SPEAK AND LISTEN
subskill). Match questions about the boy’s routine to pictures.
REACT Talk about daily routines.
Get started WORK WITH WORDS Daily activities

Play What’s the Question? to practice question formation. On 1a
the board, write answers to the following questions about you: ■ Explain that the pictures show daily routines and check that
How old are you? Where are you from? Where do you live? Who students understand daily routines (things we do every day).
do you live with? What do you do? When’s your birthday? ■ Read the instructions aloud and divide the class into pairs.
Divide the class into teams and explain that students have Set a time limit of three minutes for students to match
to guess what the question is. Give them an example; for the activities to the pictures. Do not check answers at
example, say My name’s [your name] and explain that the this point.
question is What’s your name? When the question matches
the answer, the team wins a point.
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1b 2.24 Daniella: I finish school at three fifteen. I usually play soccer. Mom
■ Play the track for students to listen and check their goes to work at the children’s hospital, so I usually have
answers. Then call on students to share their answers with dinner with my grandma. Then sometimes I watch TV or play
the class. Point out that we can say eat breakfast/lunch/ video games. Then I go to bed at nine thirty.
dinner, but that have is more common. Host: Thanks for your call, Daniella.
phrases. Take the opportunity to highlight the unstressed 5a 2.25
words with the /ə/ sound in them (go to bed, go to school, ■ Read the instructions aloud. Then call on students to read
take a shower). the questions aloud.
■ Play the track again for students to listen and choose the
ANSWERS / AUDIO SCRIPT 2.24 correct pictures.
do my homework – 8 finish school – 6 get up – 1 ■ Let students compare their answers in pairs before you
go home – 7 go to bed – 10 go to school – 4 check them as a class.
have breakfast – 3 have dinner – 9 have lunch – 5
take a shower – 2 ANSWERS / AUDIO SCRIPT 2.25
do my homework finish school get up go home 1 B 2 A 3 C 4 B 5 C
go to bed go to school have breakfast have dinner See Exercise 4 for audio script.
have lunch take a shower
2 Alternative procedure: less confident classes

■ Read the instructions aloud and check that students Before playing the track, divide the class into pairs and
understand the task by giving some examples from your encourage students to predict the answers, thinking about
day; for example, 1 – get up, 2 – have breakfast, 3 – take a what they heard the first time. This encourages students
shower, etc. to look at the pictures before they listen, which is a useful
■ Give students one or two minutes to order the routines. strategy for this type of listening task, as well as providing
■ Refer students to the expressions and make some a guide for less confident students.
sentences about your day; for example, First I get up. Then 5b
I have breakfast. Next I take a shower. ■ Read the instructions aloud and give students two or three
■ Divide the class into pairs and have students tell their
minutes to write their sentences. Suggest that they use the
partners about their daily routines.
pictures in Exercise 3 to help them, and remind them to
■ Stop the activity and call on pairs to tell the class about use the third person singular form of the simple present.
differences in their routines. ■ Circulate and give help as necessary, and then invite
■ Ask students to do the Words & Beyond exercise on students to read their sentences to the class.
page 110.
SPEAK AND LISTEN SUGGESTED ANSWERS

She gets up at seven o’clock.
3 Then she takes a shower.
■ Read the instructions aloud and refer students to the Next she has breakfast.
expressions in the PHRASE BYTES box. Ask students to look Her mom’s a nurse.
at the pictures and elicit some possible endings. She works at night.
■ Divide the class into pairs and set a time limit of two She doesn’t see her mom often.
minutes for them to describe the pictures. She walks to school.
4 2.25 Her school starts at eight thirty.
She usually takes a sandwich for lunch.
■ Tell students that they’re going to listen to a radio program
She goes home and does her homework.
about daily routines and ask a student to read the
She watches TV or plays video games.
instructions aloud. Reassure students that they don’t need
to understand everything. She goes to bed at nine thirty.
■ Play the track for students to listen and answer the
questions.
■ Let them compare their answers in pairs before you check Extra activity
them as a class. Prepare copies of the audio script and hand them out
to students. Divide the class into pairs and ask them to
ANSWERS / AUDIO SCRIPT 2.25 write three more questions about Daniella’s day. Remind
Daniella’s mom’s a nurse. them to use simple present questions and different
She works at the children’s hospital. question words. When students have finished, have them
work with another pair to ask and answer their questions.
Host: Today’s topic is daily routines. And we have Daniella on the
phone. So … What time do you usually get up, Daniella? REACT
Daniella: On a school day I always get up at seven o’clock. I take a
shower, and then I have breakfast. My mom’s a nurse, and 6
she works at night. I don’t see her often, but we always have
■ Read the instructions aloud and call on students to read
breakfast together. the questions aloud. Refer them to the useful expressions
Host: How do you go to school? By bus? in the PHRASE BYTES box and elicit possible endings.
Daniella: No. I live near the school, so I walk.
minutes for students to discuss the questions.
Host: When does school start?
Daniella: It starts at eight thirty.
■ Invite students to share their answers with the class, and
encourage them to talk about the differences between their
Host: And do you have lunch at school?
routines and Daniella’s.
Daniella: I usually take a sandwich.
Host: And what do you do after school? MOVE BEYOND
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OTHER WORLDS
Homework
Ask students to think of five more things they do in their and to write a true sentence for each. At the beginning of
daily routines and to find out what the activities are in the next class, ask students to compare their sentences
English; for example, make my bed, get dressed, have a and to explain the meanings of any new words.
snack. Encourage them to use a dictionary for this task
GRAMMAR Adverbs of frequency

Say how often you do things Page 59
STAGE TIME FOCUS
GET STARTED Play a game to review daily activities.
READ Read a survey about daily routines.
STUDY Complete grammar explanations with adverbs of frequency.
PRACTICE Practice using adverbs of frequency in controlled exercises and take a survey.
SPEAK Talk about how often you do things.
Get started 3
Ask students to recall the daily activities from page 58 (do
■ Refer students to the sentences in the box and go over the
my homework, finish school, get up, go home, go to bed, go example. Then ask them to look back at Exercise 1 and to
to school, take a shower, have breakfast, have dinner, have complete the sentences with adverbs of frequency from the
lunch), using prompts if necessary. Write the phrases on survey.
the board for students to refer to, and then mime one of the ■ Check answers as a class. Then elicit the position of the
activities and ask students to guess which one it is. When adverb in these sentences (before the main verb except in
students have understood the game, divide them into small the case of How often, which goes before the auxiliary verb
groups and ask them to take turns miming the phrases. Do/Does).
READ Grammar in context
ANSWERS
1 always usually
often
■ Read the instructions aloud and ask students to read
through the survey quickly to answer the question.
■ Let them compare their answer in pairs before you check it PRACTICE
as a class.
4a
ANSWER
■ Read the instructions aloud and ask students to rewrite
the sentences with the adverbs of frequency in the correct
She reads a book. places.
Extra activity them as a class.
Divide the class into pairs. Ask students to close their
ANSWERS
books and try to remember everything they can about
Holly’s day. Give them two minutes to make a list, and 2 I always take a shower before breakfast.
then have them open their books and compare their list 3 I often take the bus to school.
with the survey. 4 I sometimes read a book after dinner.
5 I never go to bed before nine o’clock..
STUDY
4b
2 ■ Read the question aloud and ask students to mark the
■ Refer students to the diagram and explain that adverbs of sentences that are true for them.
frequency describe how often we do things. Then ask them ■ Divide the class into pairs and ask students to compare
to write never and usually in the correct places. their answers.
■ Check answers as a class. You may want to have students
add 30%, 60%, and 80% to the diagram to reinforce their 5
understanding of the frequencies. ■ Go over the example. Then ask students to write sentences
that are true for them using adverbs of frequency.
ANSWERS ■ Circulate and give help as necessary.
usually never
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■ Divide the class into pairs and ask students to compare SPEAK
their sentences and find similarities.
■ Invite students to tell the class about their similarities; for
8
example, Nora and I often go to the movies.
■ Explain that students are going to find out what their
partners do in their free time.
6 ■ Read the instructions aloud and model the task with a
■ Read the instructions aloud and go over the example. confident student.
Remind students to read through the conversation first. ■ Divide the class into pairs and set a time limit of three
■ Set a time limit of three minutes for students to choose the minutes for students to ask and answer the questions and
correct options to complete the conversation. to take notes of their partners’ answers.
■ Let students compare their answers in pairs before you ■ Invite students to tell the class about their partners.
Homework
ANSWERS
2 usually
3 usually 4 sometimes
5 always 6 never Ask students to choose an avatar from pages 54–55
and to write a description of their daily routine (about
7 60 words). Encourage them to use the daily activities
■ Ask students to look at the survey and explain that it’s a vocabulary from page 58 and the adverbs of frequency
survey about what they do in their free time. Check that from page 59. Tell students not to say who the person
students understand get up late, and then ask them to is. At the beginning of the next class, have students
check the boxes that are true for them. exchange their descriptions and guess who the person is.
Extra activity
Ask students to create a survey for their classmates. Ask
them to make a chart similar to the one in Exercise 7 and
to write their own questions. Divide the class into groups
of four and give them two or three minutes for this. Then
divide the groups into A/B/C/D members and have them
get together with students from other groups with the
same letter (i.e., all the As together, etc.). Ask students to
ask and answer their survey questions and to take notes
on the answers. Set a time limit of three minutes for this,
and then stop the activity and invite students to share the
results of their survey.

&BEYOND
Ask for help Page 60
STAGE TIME FOCUS
GET STARTED Introduce the notion of help and practice can/can’t.
SPEAK AND READ Read and talk about a picture of children in a class.
DO Read, do, and discuss a survey about asking for help.
REFLECT Talk about asking for help.
EXTEND Present a situation where you need to ask for help.
ASK FOR HELP Get started

Asking for help can be difficult for any of us because This activity introduces the notion of help and has students
we may be afraid of appearing weak or of how people practice using can/can’t for abilities. Draw a simple picture of
will respond. However, it’s important for students to a person in the ocean who can’t swim:
feel they can ask for help both for their psychological
well-being and to be able to progress in class. By
asking for help, students may find that a problem can
be solved in a way they hadn’t thought of or that they
get help from an unexpected source. It will also help
to develop a more collaborative atmosphere in the
classroom.
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OTHER WORLDS
Elicit that the person is saying Help! and have students think Extra activity
of four or five other situations when you ask for help (e.g., Describe other situations where you ask for help (e.g.,
someone steals your bag, there’s a fire, your dog runs away). it’s hot; you want someone to pass you something) and
Write them on the board, and then ask students to work in elicit ways of asking for help; for example, Can you open
pairs and decide whether they can help in those situations the window, please? Can you pass me a pen? Explain that
and what they can do. Model the task and give an example: I you’re going to say other situations and students have to
can’t help the person in the ocean. I can’t swim! Give students write down a question with Can you … ? Some possible
two or three minutes to discuss the situations, and then invite situations are:
them to share their ideas with the class.
■ you can’t find your keys (Can you help me find my keys,
SPEAK AND READ please?)
■ you’re hungry and you want a sandwich (Can you give
1 me a sandwich, please?)
■ Read the instructions aloud and refer students to ■ you can’t turn on your phone (Can you help me turn on
the PHRASE BYTES box. Call on students to read the phrases my phone, please?)
aloud and complete them; for example, There are some ■ you don’t know what the homework is (Can you tell me
children in a classroom. what the homework is, please?)
■ Divide the class into pairs and give students one or two Have students work in pairs, and give them two or three
minutes to describe the picture. minutes to think of ideas. Reassure them that there are
■ Call on students to share their ideas with the class. no wrong answers. Stop the activity and invite students to
2 share their ideas with the class.
■ Go over the instructions. Then check that students REFLECT
understand all the answer options. Ask students to look at
the boy in the photo. 6
■ Divide the class into pairs and ask students to check the ■ Read the questions aloud and refer students to
possible answers. the PHRASE BYTES box. Make sure students understand
■ Invite students to share their ideas with the class. the expressions, and encourage them to use them in their
answers.
ANSWER ■ Divide the class into pairs and set a time limit of two
All the answers are possible. minutes for students to discuss the questions.
■ Circulate and help students generate ideas. Then stop the
activity and invite students to share their ideas with the
DO class.
3a ■ Call on a student to read the REFLECTION POINT aloud. Then
■ Refer students to the survey and ask them to check the ask students whether they agree with the advice and to
boxes that are true for them. give reasons for their answers.
■ Circulate and give help as necessary. EXTEND
3b
7
■ Read the instructions aloud and give an example; for ■ Read the instructions aloud and refer students to the
example, When I need help finding my keys, I ask my sister
questions in the survey. Remind them to choose one
because she can usually find them.
of the situations and ask them to write a conversation
■ Give students a minute or two to think about their answers. where someone asks for help. Encourage them to use the
4 phrases from Exercise 5.
■ Read the instructions and the examples aloud. Point out ■ Divide the class into small groups and set a time limit
the adverbs of frequency and encourage students to use of 10 minutes for them to prepare and practice their
them in the task. conversations.
■ Divide the class into pairs and ask students to compare ■ Invite students to act out their conversations for the class.
their answers to Exercise 3. Ask the class to listen and decide what each situation is.
over in a feedback session at the end of the activity. Homework
■ Call on students to discuss their answers with the class.
Ask students to design a poster about asking for help,
5
including four situations and four things you can say to
■ Read the instructions aloud. Then divide the class into ask for help in those situations. Refer students to the
pairs and ask them to match the phrases to the situations situations in Exercise 3 and the phrases in Exercise 5
in Exercise 3a.
for ideas, but encourage them to use their own ideas.
■ Call on students to share their answers with the class Encourage them to illustrate their posters. In the next
and elicit the phrase that is used in all the questions class, have students display their posters around the
(Can you … ?).
classroom and vote on the three best posters.
ANSWERS
1 do homework
2 use something
3 understand something in class
4 find something
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SPEAKING Why not?
Ask for and give reasons Page 61
STAGE TIME FOCUS
GET STARTED Write dictated questions and discuss homework.
SPEAK Look at a picture and describe the situation.
Listen to a conversation and complete it with phrases. Match questions to reasons (speaking
LISTEN
subskill).
ACT Write and act out different conversations where you explain reasons.
Get started 3a
Explain that you’re going to dictate some questions about
■ Read the instructions aloud. Do the first phrase with the
homework for students to write in their notebooks. Dictate the class as an example if necessary.
following questions.
■ Ask students to put the words in order to make phrases.
How much homework do you get?
them as a class.
When do you do your homework?
Who helps you with your homework?
ANSWERS
Ask students to compare their questions in pairs. Then invite 1 I don’t understand the exercise
students to come to the board and write the questions. Give 2 you have homework
students three minutes to ask and answer the questions in 3 maybe I can help you
pairs. Then invite them to share their answers with the class. 4 I want to ask you a question
SPEAK
1 Alternative procedure: less confident classes
■ Read the instructions aloud and refer students to Have less confident classes do this activity in pairs with
the PHRASE BYTES box. Model some ways of using the stronger and weaker students working together. This way,
expressions; for example, Maybe she needs help; I think stronger students can help weaker ones.
she’s his daughter. 3b
■ Divide the class into pairs and have students describe the ■ Ask students to complete the conversation in Exercise 2
situation. Then have them compare ideas as a class. with the phrases from Exercise 3a, but don’t check them at
LISTEN this point.
2 2.26 ANSWERS
■ Read the instructions aloud, and then have students listen See underlining in audio script in Exercise 2.
to the conversation to answer the question.
■ Let students compare their answer in pairs before you 4 2.26
check it as a class. ■ Ask students to listen to the conversation again to check
their answers.
ANSWER / AUDIO SCRIPT 2.26 ■ Check answers as a class, and then ask students to
She can’t do her homework because she doesn’t understand the complete the last line of the conversation. For less
exercise. confident classes, have students do this in pairs.
Annie: Dad? Are you busy? ■ Invite students to share their ideas with the class. Point
Dad: No. Why? out that we use Why? or Why not? to ask for reasons and
Annie: Because I want to ask you a question. because to give reasons.
Dad: OK.
Annie: Can I go and see Kate? SUGGESTED ANSWER / AUDIO SCRIPT 2.26
Dad: No. Because it’s very difficult.
Annie: Why not? See Exercise 2 for audio script.
Dad: Because you have homework.
Annie: I can’t do my homework.
Dad: Why not? 5
Annie: Because I don’t understand the exercise. ■ Read the instructions aloud. Then call on students to read
Dad: Give it to me. the questions and reasons aloud.
Annie: Why? ■ Give students a minute or two to match the questions to
Dad: Because maybe I can help you. the reasons.
Annie: OK. Here you are. ■ Let them compare their answers in pairs before you check
Dad: Ah. I see why you need my help. them as a class.
Annie: Why?
Dad: Because … ANSWERS
1 d 2 c 3 a 4 b
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OTHER WORLDS
ACT Homework
6 2.27
■ Call on students to read the instructions aloud and refer Refer students to Exercise 5 and ask them to write a
the class to the PHRASEBOOK . Play the track for students to similar exercise. Their exercise should have questions
listen and repeat the phrases. with Why? and corresponding answers with Because.
■ Divide the class into pairs and set a time limit of five Remind them to put the answers in a random order. At the
minutes for students to write their conversations. Circulate beginning of the next class, have students work in pairs
and give help as necessary. and exchange exercises.
■ Tell students they are going to act out their conversations
for other students, and give them five minutes to practice.
■ Have pairs work with another pair to act out their
conversations. Ask the pair that is listening to note the
reason mentioned and to share it with the class at the end
of the activity.
WRITING A normal day

Write a website post Page 62
STAGE TIME FOCUS
GET STARTED Play a game of Picture Dictation to review daily routines.
Discuss what you do on a school day. Read a website post about an Australian girl’s school
SPEAK AND READ
day. Learn how to use and and but to connect similar and different ideas (writing subskill).
PRACTICE Practice using and and but to connect sentences.
DISCUSS Talk about a normal school day in your country in preparation for writing a website post.
WRITE Write a website post about a normal school day in your country.
SHARE Compare your website post with those of other students.
Get started
Do a variation on a Picture Dictation (see Games, page 33) to ■ Invite students to talk about their answers as a class and
practice talking about routines. Tell students that you’re going to say what is similar about each other’s school days.
to describe the day of a girl named Joanna who works in a
restaurant and that they have to draw pictures. Give some very MOVE BEYOND FOR TEACHERS
basic information about Joanna (she’s 21, lives in a big city, etc.). School days around the world
Describe the first thing she does (She usually gets up at 9:30).
Then call on a student to come to the board and draw a picture. There is some variation in both the length of school days and the
Ask students if the picture is OK and, if so, to copy it into their start and finish times of schools around the world. In some countries
notebooks. Explain that you’re going to describe more events (see (e.g., Brazil) the day starts early, at around 7 a.m., and finishes at
ideas below), and ask them to draw a picture for each one. When lunchtime, whereas in others (e.g., China and Korea) the school
you’ve finished dictating the sentences, have students compare day is longer, and children have lunch at school. There are several
their pictures in pairs and make sentences for each one. Set a websites that provide information about school days around the
time limit of three minutes for this, and then invite students to world. There are also some interesting debates about how long a
show their pictures and share their sentences with the class. school day should be, with some arguing that countries with longer
Joanna’s Day school days get better results, while others argue that children may
work better when the day is shorter and school starts later.
She usually gets up at 9:30.
She drinks coffee and reads the newspaper.
She goes to work at eleven o’clock. 2
She works in a restaurant from twelve o’clock to nine o’clock. ■ Refer students to the website and elicit what type of
She sometimes eats dinner at the restaurant. website it is (a website for answering questions; the page is
She always reads a book in bed. “World”).
She usually goes to sleep at 12:30. ■ Ask students to read the website post and answer the
question.
SPEAK AND READ ■ Let them compare their answers in pairs before you check
them as a class. Check that students know where Australia
1 is, and ask them what else they know about it.
■ Read the instructions aloud and check that students ■ You may want to remind students that we use we to talk
understand chat (talk). about everyone or a group of people.
■ Give students a minute to check the things on the list that
they do on a school day. Then divide the class into pairs and ANSWERS
ask students to compare their answers. have a sandwich do homework watch TV
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Extra activity DISCUSS
Write the following times on the board: 7 a.m., 9 a.m., 5
1 p.m., 3 p.m., 9 p.m. Ask students to close their books ■ Explain that students are going to write a website post
and write down what Sally does at those times. Remind about a normal school day in their country. Give them
them to use the third person singular form. Set a time a couple of minutes to think about the answers to the
limit of two minutes, and then have students compare questions.
their answers in pairs. Invite students to share their ■ Divide the class into pairs to discuss the answers to
answers with the class. Then have students check with the questions. Set a time limit of three minutes for the
the text in Exercise 2. discussion.
ANSWERS WRITE
7 a.m. gets up 6
9 a.m. school starts ■ Explain that students are now going to write their website
1 p.m. has lunch posts. Go over the steps for writing and refer students back
3 p.m. finishes school/goes home to the tips in the HOW TO box.
9 p.m. goes to bed or watches television ■ Set a time limit of 10 minutes for students to write their
website posts. Circulate and give help as necessary.
3 ■ When students have finished writing, ask them to check
■ Call on a student to read the tips in the HOW TO box aloud, their posts, referring to the instructions in Exercise 6 to
and elicit some sentences using and and but to check make sure they have followed the steps and answered all
understanding. the questions.
■ Ask students to look at the website post again and
underline examples of and and but. SHARE
■ Check answers as a class. 7
■ Divide the class into pairs. Ask students to read their
ANSWERS
website posts aloud to each other and then to talk about
In Australia we usually get up at seven o’clock and have breakfast. the similarities and differences in their posts.
School starts at nine o’clock. We have lunch at one o’clock, but we ■ Ask several students to tell the class about similarities and
don’t have free school meals in Australia. I often have a sandwich. differences beween their posts and their partners’ posts.
I finish school at three o’clock. Then I go home and do my homework. Remind them to use and and but in their answers.
I usually go to bed at nine o’clock, but I sometimes watch television
until 9:30.
Homework
PRACTICE Tell students that there is another question on the

website: What do people normally do on the weekend in
4 your country? Ask them to write a post in response to the
■ Read the instructions aloud and go over the example. question. Remind students to refer to the writing steps in
■ Set a time limit of three minutes for students to join the Exercise 6 and ask them to write about 60 words. At the
sentences using and or but. beginning of the next class, divide the class into groups.
■ Let them compare their answers in pairs before you check Ask them to read their posts aloud and to decide what
them as a class. the most popular activity in their group is.
ANSWERS
2 My sister doesn’t play an instrument, but she loves music.
3 There’s a clock on the wall, and there are some pictures.
4 On Sundays we usually go to the movies, and we have dinner at a
restaurant.
5 I usually go to bed at 9, but on Saturdays I go to bed at 10.
6 They don’t have free school meals in Australia, but they have free
school meals in some countries.
Fast finishers
Ask fast finishers to think of two similarities and two
differences between school days in Australia and school
days in their country and to write sentences using and
and but; for example, They get up at seven o’clock, but we
get up at eight o’clock. Ask them to share their sentences
with the class. Ask students if they agree or disagree.
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UNIT REVIEW
VOCABULARY Jobs GRAMMAR Simple present

1 3
■ Point out the texts on the page and tell students that ■ Explain that students are going to read some FAQs
Me2 is a virtual person. Explain that the first text talks (frequently asked questions) about Me2.
about what your Me2 can do. ■ Ask students to choose the correct options to
■ Ask students to write the jobs, and set a time limit of complete the questions and answers.
two minutes. ■ Let them compare their answers in pairs before you
■ Let them compare their answers in pairs before you check them as a class.
ANSWERS
ANSWERS 1 Do 2 do 3 Do 4 don’t 5 does 6 doesn’t
1 sales clerk 2 teacher 3 waiter/waitress 7 Does 8 does
4 actor 5 cook 6 doctor 7 nurse 8 farmer
9 soccer player 10 receptionist
Adverbs of frequency
Daily activities 4
■ Explain that students are going to read a survey about
2 Me2. Ask them to read through the survey quickly first.
■ Tell students that this text talks about Me2’s daily Then set a time limit of two minutes for them to rewrite
routines. Encourage students to read through the text it with an adverb of frequency in the correct place in
quickly before completing it with the verbs in the box. each sentence.
■ Let them compare their answers in pairs before you ■ Let students compare their answers in pairs before
check them as a class. you check them as a class.
ANSWERS ANSWERS
1 gets
2 takes 3 has 4 walks 5 has 6 finishes 1 How often do you visit the Me2 website?
7 goes
8 does 9 has 10 goes 2 I always visit it in the morning after breakfast.
3 I never visit the website at school because my teacher doesn’t
like it.
4 Me2 always wants to talk to me.
5 We usually talk about soccer.
6 We sometimes play video games.
7 But I never win!
SKILLS CHECK
Extra Resources
■ Test Generator for generating/editing grammar and vocabulary tests for Unit 1–5
■ and more!
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T
NI
U
VACATION HOME
IN THE PICTURE Talk about homes 64–65
READING Read chat messages 66
GRAMMAR Comparative adjectives Compare two places, people, or things 67
LISTENING AND VOCABULARY Understand a conversation about food 68
GRAMMAR Some and any, much and many Talk about how much there is of something 69
LANGUAGE & BEYOND Try new things 70
SPEAKING Ask how much something is 71
WRITING Write a text message 72
IN THE PICTURE Our vacation home

Talk about homes Pages 64–65
STAGE TIME FOCUS
GET STARTED Match homes from around the world to countries.

Review things in a room. Learn words for rooms and match them to definitions. Watch a video
WORK WITH WORDS
about what a boy does on vacation.
SPEAK Draw a plan of your home and talk about it.
MOVE BEYOND FOR TEACHERS Fast finishers

Ask fast finishers to find the words in the pictures on
Home
pages 64–65 and to say which words are not in the
Home usually has a special meaning for people, as it’s the place pictures (computer, desk, clock, picture).
where they live or grew up. It can be a building (house, apartment,
etc.), place (town or city), or the country where you live or are 2a 2.28
from. Students may also have seen the word home in the context ■ Ask students to look at the pictures, read the words
of computers and the internet; for example, the home page on a underneath, and point to the things in the pictures.
website is the main page. ■ Read the instructions aloud and play the track for students
to listen and choose the correct place.
■ Let students compare their answer in pairs, and if
Get started necessary, play the track again. Then check the answer as
To review countries and introduce the topic of the lesson a class. Elicit where San Diego is (in California, near the
(homes), prepare pictures of different homes from around the Mexican border).
world (e.g., a yurt in Mongolia, a houseboat in the USA, a cave
house in Spain, etc.). An internet search for “homes around ANSWER / AUDIO SCRIPT 2.28
the world” yields many results. Paste the pictures on different B – in an apartment with a big balcony
pieces of paper and display them around the classroom. Hi, I live in San Diego. We don’t have a house. We have an apartment. It
Write the countries on the board and check that students has five rooms. My friend has a swimming pool in his apartment building.
know where they are. Model and drill pronunciation. Then ask We don’t have a swimming pool, and we don’t have a yard. But we have
students to work in pairs, walk around, and match the homes a big balcony.
to the countries. Set a time limit of three minutes for the task.
Then invite students to share their ideas with the class. With
more confident classes, you could also teach students the Extra activity 2.28
names of the houses.
Prepare copies of the audio script with some of the words
WORK WITH WORDS Homes replaced with blanks:
1 RECALL Hi, I live in San Diego. We don’t have . We

have . It has rooms. My friend
■ Read the instructions aloud and elicit the first word (bed). has in his apartment building. We don’t have
Remind students that these words are from Unit 3. Then a swimming pool, and we don’t have . But we
divide the class into pairs and set a time limit of two have .
minutes for students to complete the words for things in
a room. Divide the class into pairs and ask students to complete
■ Stop the activity and call on students to share the words the text from memory. Then play the track again for
with the class. them to check their ideas. Check answers as a class
■ Ask students to do the Work with Words task on page 111. and highlight the use of have / don’t have to talk about
homes.
ANSWERS
1 bed 2 chair 3 clock 4 computer 5 desk 6 door
7 floor 8 light
9 picture 10 table 11 wall
12 window
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Vacation HOME
2b 2.29 5
■ Play the track for students to listen and repeat the words. ■ Read the instructions aloud. Then refer students to the
words in Exercises 2 and 4 and elicit an example.
AUDIO SCRIPT 2.29 ■ Set a time limit of three minutes for students to write
apartment swimming pool
balcony
house yard terrace the words.
them as a class.
3
■ Read the instructions aloud and refer students to ANSWERS
the PHRASE BYTES box. Elicit some possible endings; for
example, It has two bedrooms. 1 dining room 2 bedroom 3 swimming pool 4 bathroom
■ Divide the class into pairs and have them answer the 5 kitchen 6 yard/balcony/terrace 7 living room 8 hall
questions. Then call on students to share their answers 9 apartment 10 house
with the class.
ANSWERS ■ Explain that students are going to watch and listen to Oscar
It’s a tent. It has six rooms. talking about his vacation. Read the instructions aloud, and
then play the track for students to answer the question.
4a 2.30
■ Call on students to read the instructions and the words in See underlining in video script below for answers.
the box aloud.
■ Play the track for students to listen and match the rooms Oscar:
to the plan. Hi, I’m Oscar! Welcome to my vacation diary!
■ Let students compare their answers in pairs, but don’t We’re on vacation in a big tent near a lake. We swim in the lake every
check them at this point. day. This is my little brother Charlie in this picture.
We also go fishing in the lake. Look, this is my fish! It’s small, but …
AUDIO SCRIPT 2.30 it’s my fish!
These are Dad’s fish. Mmm, OK, they’re bigger than mine!
Mom: So our camping trip is in August as usual. Dad cooks the fish outside. They’re really good. We eat them with
Oscar: Oh no, not camping again. Our tent’s so old. And it’s so small. vegetables or salad.
Mom: Ah, but this time it’s not our old tent. Look at this. We usually eat all our meals outside. Everything is better when you
Oscar: Wow! Is that a tent? eat it outside!
Mom: Yes, look, it has a door here. Then there’s a living room. We often go walking. I don’t like walking at home, but there are a lot
Oscar: Is there a TV? of interesting places here.
Mom: No, sorry! Just chairs and a sofa. Here there’s a dining room We play tennis too. Charlie and I are really good at tennis.
with a table and chairs. Here’s the hall. The kitchen is on this This is Dad. He isn’t very good! But I think it’s a good picture.
side, so we can cook food. And the bathroom is on the other We read a lot here. Charlie likes reading outside.
side of the hall. Every night we have a campfire. Do you know what these white things
Oscar: A bathroom? With a bathtub? In a tent? are? They’re marshmallows. I love them when they’re hot.
Mom: Yes! It has a big bathtub and a shower. … And here are the It’s cold at night, but it’s nice and warm by the campfire. We tell stories
two bedrooms at the end. With real beds! One bedroom for and talk about our day. Then we go to bed in our fantastic tent.
me and Dad, and one for you and your brother. The rooms I hope you have a good vacation! Bye!
have windows too.
Oscar: Wow! That’s a fantastic tent!
SPEAK
Extra activity 2.30 7a
Before having students match the words in the box to the
■ Read the instructions aloud and refer students to the plan
plan, play the track again and have them point to the rooms of Oscar’s vacation home for ideas. Set a time limit of
on the plan that they hear. Then have them work in pairs to three minutes for them to draw a plan of their home.
do the matching and give their reasons; for example, I think 7b
that’s the bathroom because it has a big bathtub. ■ Call on students to read the instructions and the example
4b 2.31 phrases aloud. Model the task with a confident student.
minutes for them to ask about each other’s homes and to
take notes on their partners’ answers.
■ Continue the track for students to listen and repeat the ■ Stop the activity and invite several students to tell the
words. Highlight the stressed syllables (see underlining in
class about their partners’ homes.
audio script below).
MOVE BEYOND
ANSWERS / AUDIO SCRIPT 2.31 Ask students to do the Words & Beyond exercise on page 111.
1 living room
2 kitchen 3 bedroom 4 hall
5 dining room 6 bathroom 7 bedroom Homework
bathroom bedroom dining room hall living room
kitchen Ask students to write an email to a pen pal describing
their home. Ask them to write about 60–70 words and
to say how many rooms it has, what rooms it has, and
Extra activity some of the things in the rooms. At the beginning of the
Divide the class into pairs and ask students to take turns next class, have students read each other’s emails and
pointing to a room and asking their partners what room it compare their homes.
is. Monitor and help students with pronunciation.
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READING Home away from home
Read chat messages Page 66
STAGE TIME FOCUS
GET STARTED Review rooms of the house.
Use pictures to help you understand a text (reading subskill). Read chat messages about a
READ
house exchange.
REACT Talk about house exchanges. Find adjectives in the text.
MOVE BEYOND FOR TEACHERS ANSWERS

House exchanges 1 Josina usually lives in Amsterdam, the Netherlands.
House exchanges offer an alternative form of accommodation 2 Ricardo usually lives in Mexico City, Mexico.
for travelers. They’re free, and they give people the chance to 3 Now, Josina is in Ricardo’s apartment in Mexico City and Ricardo
experience living in someone else’s home. They also have the is in Josina’s houseboat in Amsterdam because they’re on a house
advantage that travelers have all the conveniences of home at exchange.
their disposal, which may even include the use of a car. There are
many organizations that organize exchanges, and people from all 3
over the world swap homes. By searching for “home exchange,” you ■ Read the instructions aloud and give students one or two
will find many websites where you can show students examples of minutes to read through the exercise. Check that they
homes offered. understand the sentences.
correct answers.
Get started ■ Let them compare their answers in pairs before you check
them as a class.
To review the vocabulary for homes from page 64, have
students play a game of Memory (see Games, page 33). To ANSWERS
prepare for the game, you will need 16 small pieces of paper
1 C 2 B 3 A 4 B 5 C 6 A
for each pair of students. Divide the class into pairs, tell
students that you are going to dictate vocabulary for homes,
and ask them to write one word or phrase on each piece of Fast finishers
paper. Dictate these words: dining room, bedroom, swimming Ask fast finishers to look at the questions again and
pool, bathroom, kitchen, yard, living room, hall. Then ask underline the parts of the text that give them the answer.
students to write a definition of each word on another piece
of paper. Ask students to check their definitions with those
in Exercise 5 on page 64. Students now have a set of cards
REACT
to play Memory. Remind students of the rules and give them 4
three or four minutes to play the game in pairs. ■ Call on students to read the instructions and the questions
aloud. Then refer students to the useful phrases in
READ the PHRASE BYTES box. Elicit some possible endings for the
1 phrases.
■ Explain that the lesson is about two homes in different
■ Give students a minute to think about their answers, and
parts of the world. Read the instructions aloud and divide then divide the class into pairs to ask and answer the
the class into pairs. Give students one or two minutes to questions.
look at the pictures and discuss the questions.
■ Call on students to share their ideas with the class.
■ Invite students to share their ideas with the class, but don’t MOVE BEYOND
say whether they’re right or wrong at this stage. Use the
pictures to elicit tall buildings and houseboat, both of which Ask a student to read the instructions aloud. Remind students
come up in the text in Exercise 2. that adjectives describe things (nouns) and that they go before
■ Refer students to the Reading Tip. Ask them how these the noun or after the verb be.
pictures give information about the text (They show children Set a time limit of two minutes for students to underline all
in different places, etc.). the adjectives in the text.
2 2.32 Let them compare their answers in pairs before you check
■ Read the instructions aloud and give students a few them as a class. If students have questions about the
minutes to read the texts and check their answers to comparative adjectives, explain that they are going to study
Exercise 1. Don’t play the audio at this point. It is an extra them in the next lesson.
feature, and a suggestion for using it in class is included at
the end of the lesson. ANSWERS
■ Check answers as a class, and then ask students to Josina: Hi, Ricardo. Is everything OK there? We’re in your home! I
complete the sentences with words from the text. love it! I love your room. Your bed’s more comfortable than
■ Let students compare their answers in pairs and give their mine!
reasons before you check them as a class. Ricardo: I love your houseboat! Your home is really cool.
■ Check the meanings of new words and phrases (e.g., Josina: Is it your first time in Europe?
comfortable, cool, clean, view, exciting). Ricardo: Yes, it is. I like the Netherlands. It’s quieter than at home.
And it’s very clean.
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Vacation HOME
Josina: It’s my first time in Latin America too. Mexico City is much Recorded reading text 2.32
bigger and noisier than Amsterdam. It’s exciting here! Ask students to cover the text, and play the track for them
Ricardo: Do you like the view from the apartment? to check their ideas for Exercise 1. Then elicit ideas from
Josina: Yes, it’s fantastic. All those tall buildings! the class. Have students work in pairs to complete the
Ricardo: A house exchange is a great idea. It’s more interesting than sentences before reading the text and listening again to
a boring, expensive hotel. I don’t like hotels. check their answers.
Josina: Really? I love hotels. My parents are terrible cooks. Hotel
food is better than their cooking. Oh … it’s one thirty –
nearly time for lunch. Homework
Ricardo: That’s right. It’s seven hours later in Amsterdam. It’s time for
dinner here. Ask students to write an offer for a house exchange
website. If possible, show them a website so they can see
what the ads look like. Ask them to imagine a fantastic
Extra activity home and to write a description of the house (e.g., It’s a
Ask students to decide which adjectives have a positive big house in the country) and things to do (e.g., You can
meaning, which have a negative meaning, and which can play my guitar). Ask students to write 60–70 words and
be either positive or negative. to include a picture of the house. At the beginning of the
next class, display the ads around the classroom. Ask
ANSWERS students to walk around, look at them, and decide which
house they want to stay in.
Positive: OK, comfortable, cool, clean, exciting, fantastic, great,
interesting, better
Negative: noisier, boring, expensive, terrible
Positive or negative: quieter, bigger, tall
GRAMMAR Comparative adjectives

Compare two places, people, or things Page 67
STAGE TIME FOCUS
GET STARTED Introduce the topic by matching pictures of monuments and places to cities.
READ AND LISTEN Read and listen to a conversation about two cities.
STUDY Use the conversation to help you complete examples with comparative forms.
PRACTICE Practice using comparative adjectives in controlled exercises.
SPEAK Talk to a partner to complete notes comparing two trips.
Get started ANSWER / AUDIO SCRIPT 2.33

In this lesson, students read and listen to a conversation New York is more popular because the stores and restaurants are
about New York and Washington, DC. Write the names of the better.
cities on the board and ask students what country they are in See Student’s Book, page 67, for audio script.
(the USA) and which city is the capital (Washington, DC). Check
that students understand capital by asking them what the
capital of their country is. Before the lesson, prepare some Extra activity
pictures of famous buildings and monuments for each city; for Write the sentences below on the board and ask students
example, Washington – the White House, the US Capitol, the to decide whether they’re true or false. Give students
Washington Monument; New York – the Empire State Building,
two or three minutes to do the exercise. Then let them
Times Square, the Statue of Liberty. Show students the
compare their answers in pairs. Check them as a class,
pictures and ask them to say which city each thing is in.
and ask students to explain their reasons, for example,
READ AND LISTEN Grammar in context New York isn’t the capital. Washington, DC is the capital.
1 2.33 New York is the capital. (false)

■ Explain that students are going to read and listen to a New York is in a lot of of movies. (true)
conversation about New York and Washington, DC. Washington is noisier than New York. (false)
■ Read the instructions aloud and check that students New York winters are more severe than Washington winters.
understand the question. (true)
■ Play the track for students to read, listen, and answer the
question. New York has hotter summers than Washington. (false)
■ Let them compare their answer in pairs before you check it
as a class.
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STUDY 5a
■ Refer students to the vaction reviews and explain that
2 these are from an online review site.
■ Ask students to complete the table with words from the ■ Read the instructions aloud. Then go over the example and
conversation in Exercise 1. elicit another one.
■ Let students compare their answers in pairs before you ■ Set a time limit of three minutes for students to write the
check them as a class. Go over the rules and elicit more sentences.
examples (e.g., older, sadder, friendlier, more nervous). ■ Let them compare their answers in pairs before you check
■ Refer students to the Grammar Database on page 103 for them as a class. Point out that in sentence 6, the article a
more information on spelling rules and common learner is used before the adjective because there is a noun after
errors. the adjective (vacation place).
ANSWERS ANSWERS
cooler smaller
more dangerous more popular better 2 Superville is cleaner than Wonderville.
3 Superville is newer than Wonderville.
Alternative procedure: less confident classes 4 Wonderville is friendlier than Superville.
5 Wonderville is more interesting than Superville.
Before students complete the table, you might want to
6 Wonderville is a better vacation place than Superville.
raise awareness of the comparative adjectives in the
conversation. Write the following adjectives on the board:
big, famous, small, quiet, cool, dirty, dangerous, expensive, 5b
popular, good. Explain that in the text the form is different ■ Read the instructions aloud and elicit some places
and elicit one or two examples. Then divide the class into students could write about.
pairs and ask them to circle the different adjective forms ■ Set a time limit of three minutes and ask students to write
(point out that it could be two words). Check answers as a their sentences. Circulate and give help as necessary.
class, and then have students complete the table. ■ Stop the activity and divide the class into pairs. Ask
students to compare their sentences and to say whether or
3 not they agree.
■ Ask students to complete the sentences. ■ Invite one or two students to read their sentences for the
■ Check answers as a class. Point out that we use than when class.
we compare two things in a phrase, but that we omit it if
one of the things has been mentioned before; for example, SPEAK
New York is bigger than Washington.
6
A: Washington is big.
B: But New York is bigger!
■ Read the instructions aloud and divide the class into
A/B pairs. Have Student As read the information on page
115 and Student Bs read the information on page 116.
ANSWERS
Remind students not to look at each other’s information.
than than ■ Ask two confident students to model the task for the class
and refer students to the useful phrases.
PRACTICE ■ Set a time limit of three minutes for students to exchange
information about the trips.
4 ■ Monitor and note errors and good use of language to go
■ Read the instructions aloud and go over the example. over in a feedback session at the end of the activity.
Remind students to look back at the table in Exercise 2 for ■ Stop the activity and call on students to share their
help with spelling and irregular forms. answers.
■ Set a time limit of three minutes for students to complete
the sentences. ANSWERS
■ Let them compare their answers in pairs before you check longer – School trip B
them as a class. When you check the answer to item 2, you more expensive – School trip A
may want to point out that farther is more common than more comfortable – School trip A
further. more interesting – students decide
ANSWERS
2 farther/further 3 more expensive 4 more interesting
5 cheaper 6 older Homework
Ask students to make a poster to illustrate the capital

Extra activity cities from Exercise 4. Suggest that they use pictures of
Ask students to decide which of the two cities for each people, places, and sites associated with the cities to
of the sentences in Exercise 4 (except sentence 5) is the illustrate their posters. At the beginning of the next class,
capital. Divide the class into teams and set a time limit of display the posters around the room and ask students to
three minutes for students to decide. Check answers as choose three to keep up in the room.
a class and award one point for each correct answer. The
team with the most points wins. Congratulate them on
their geography skills!
ANSWERS
1 Lima 2 Rome 3 Ottawa 4 Caracas
5 Neither is the capital. 6 Brasilia
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Vacation HOME
LISTENING AND VOCABULARY Favorite food

Understand a conversation about food Page 68
STAGE TIME FOCUS
GET STARTED Write sentences comparing food and drinks to review comparative adjectives.
WORK WITH WORDS Learn food and drink vocabulary and discuss questions about food and drinks.
Listen to a conversation and check what food and drinks there are in a house against a list
LISTEN
(listening subskill).
REACT Talk about food and drinks that you like.
Get started AUDIO SCRIPT 2.34

Write the adjectives good for you, bad for you, expensive, I love pasta, especially spaghetti.
cheap, and tasty on the board and ask students what these I like rice with Chinese food.
adjectives describe. Check the meaning of tasty, good for you, I eat a lot of bread in sandwiches.
and bad for you. Then ask students to use the adjectives to I don’t usually eat red meat, like steak.
write sentences comparing different kinds of food or drinks. I sometimes eat chicken. I like chicken legs.
Elicit one or two examples; for example, Chicken is tastier than I sometimes eat an egg for breakfast.
pasta; Fruit is better for you than chips. Then divide the class At breakfast I always drink milk.
into pairs and set a time limit of three minutes for the task. I like orange juice and apple juice too.
Circulate and give help as necessary. Then invite students I don’t really like cheese, but I like Swiss cheese.
to share their sentences with the class. Ask the class if they I eat a lot of green stuff … you know, vegetables.
agree or disagree and why. We always cook with oil at home.
WORK WITH WORDS Food and drink
1a Alternative procedure: less confident classes
■ Read the instructions aloud and divide the class into pairs. Less confident classes would benefit from trying to
Set a time limit of two minutes for students to remember match the words and pictures before listening. Divide the
as many words for food and drinks as they can. class into pairs and ask them to match the words and
■ Have students work in small groups to compare their lists, pictures before listening to the track to check their ideas.
and then check answers as a class. They’ll have less to think about while they’re listening,
and students can help each other with the meanings of
SUGGESTED ANSWERS the words.
sandwich ice cream apple orange banana grape 2b 2.35
fruit salad watermelon coffee pizza tea water ■ Play the track for students to listen and check their
answers.
1b ■ Call on students to share their answers with the class.
■ Call on a student to read the questions aloud, and then ask ■ Continue the track for students to listen and repeat
students to discuss the questions in pairs. Set a time limit chorally. Pay attention to words that students may find
of three minutes. more difficult to pronounce (e.g., bread, juice, meat, steak,
■ Invite students to share their answers with the class. vegetables).
SUGGESTED ANSWERS ANSWERS / AUDIO SCRIPT 2.35

Food: sandwich, ice cream, pizza (and all of the fruits) bread c cheese j chicken f egg g
juice i meat d
Drinks: coffee, tea, water milk h oil l
pasta a rice b steak e vegetables k
Fruit: apple, orange, banana, grape, fruit salad, watermelon bread cheese chicken egg juice meat milk oil
pasta rice steak vegetables
2a 2.34
■ Read the instructions aloud and play the track for students
to match the words to the pictures. Extra activity 2.34
■ Let students compare their answers in pairs, but don’t Write the following sentences on the board and ask
check them at this point. students to decide if they’re true or false. Play the track
for Exercise 2a again for them to check their answers.
1 Corey loves spaghetti. (true)
2 He eats a lot of bread. (true)
3 He eats a lot of steak. (false)
4 He sometimes has an egg for lunch. (false)
5 He doesn’t like Swiss cheese. (false)
6 At home they never cook with oil. (false)
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3 4b 2.36
■ Read the instructions aloud and refer students to the ■ Read the instructions aloud and give students a minute to
expressions in the PHRASE BYTES box. Ask students to look look at the people and the foods. Explain that they need to
at the pictures, and elicit some possible endings. identify each person’s favorite food and that they won’t use
■ Give students one or two minutes to think about their all the letters.
answers. Then divide the class into pairs. Set a time limit ■ Play the track again for students to listen and match the
of two minutes for students to discuss the three points. food to the people.
■ Invite several students to tell the class about their ■ Let them compare their answers in pairs before you check
partners’ answers. them as a class.
LISTEN ANSWERS / AUDIO SCRIPT 2.36
4a 2.36 1 d 2 h 3 f 4 c 5 b
■ Read the instructions aloud and ask students to read the See Exercise 4a for audio script.
note. Ask the class the following questions:
Where are Corey and his family? (on a house exchange in
Italy) Alternative procedure
Who’s the note from? (the Italian family) As the track is very long and students may encounter new
What’s the note for? (to tell them that there is some food for language, you could have students check their answers
them). with the audio script. Hand out copies of the audio script
■ Tell students that they’re going to listen to a conversation and have students work in pairs. Ask them to underline
between Corey and his family about the food that is in the parts of the audio script that correspond to the
the house. Reassure students that they don’t need to answers. Then check answers as a class. You can also
understand everything. elicit or check any new vocabulary (e.g., hungry, cabinet,
■ Play the track for students to listen and check the food that bottles).
is in the house on the list in Exercise 2a.
■ Let them compare their answers in pairs before you check REACT
them as a class.
5
■ Read the instructions aloud and call on students to read
the questions aloud. Refer them to the useful expressions
They have all the food and drinks in Exercise 2a EXCEPT steak. in the PHRASE BYTES box and elicit possible endings.
Corey: I’m Corey, and I’m here with my mom, dad, sister, and Remind students that they studied words for nationalities
brother in Italy! We’re always hungry. on page 14.
Dad: What’s in the cabinet? ■ Divide the class into pairs and set a time limit of three
Corey: Some rice, some bread, and some oil. Let’s look in the minutes for students to discuss the questions.
refrigerator. OK. There are some eggs, and there’s some ■ Invite students to share their answers with the class.
pasta - my favorite! MOVE BEYOND
Mom: Any cheese? Mmm. I love Italian cheese! How much is
there?
Corey: A lot! Extra activity
Dad: Is there any meat? Some steak? Conduct a class survey to find the class’s favorite foods
Corey: No, there isn’t any steak. There’s some chicken … and a lot from their own and other countries. Have students
of vegetables. suggest foods, and ask the class to vote by raising their
Dad: OK, steak is my favorite, but chicken is better for you. hands.
Sister: What about drinks?
Corey: Hmm … milk and apple juice.
Sister: How many bottles of milk are there? Homework
Corey: Four.
Sister: Great. You know how much milk I drink. Ask students to look at the food and drinks in their
Brother: But what about my pizza? kitchens and to write down 10 things they have and 5
Mom: What? things they don’t have. At the beginning of the next class,
Brother: Pizza’s my favorite food. But we don’t have any pizza. have students work in pairs and take turns saying words
Dad: We can go out for pizza tomorrow. Promise. from their lists for their partners to guess whether each
thing is something they have or something they don’t have
in their kitchens.
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Vacation HOME
GRAMMAR Some and any, much and many

Talk about how much there is of something Page 69
STAGE TIME FOCUS
GET STARTED Review food and drink vocabulary.
READ AND LISTEN Read and listen to a conversation about food and meals.
Use the text to help you complete examples with some/any/much/many and countable and
STUDY
uncountable nouns.
PRACTICE Practice using some and any, much and many in controlled exercises.
SPEAK Describe and draw what’s in a cabinet or freezer.
Get started ANSWERS

Play a game of Vocabulary Tennis (see Games, page 33), using Countable: course, courses, minute, minutes
the category of food and drink. This provides an opportunity Uncountable: fish, fish, ice cream, ice cream
to review the food and drink vocabulary from page 68 and for
students to use other related vocabulary they may know. Write
any new words on the board and encourage students to make
3
a new section in their notebooks for food and drink words.
■ Look at the table with the class. Point out that much and
many, some and any are used to talk about quantities of
READ AND LISTEN Grammar in context things. Use things in the classroom to demonstrate this
(e.g., by holding up a pen and some pens).
1 2.37 ■ Have students complete the table with words from the
■ Explain that Corey’s dad is reading a book about Italian conversation in Exercise 1.
food and that he has some food facts. Elicit the meaning ■ Let students compare their answers in pairs before you
of fact (a piece of true information) and preteach the words check them as a class.
course (one part of a meal) and sweet (tastes like sugar). ■ Refer students to the Grammar Database on page 103.
■ Play the track and ask students to read and listen to the
conversation and say which fact is the most interesting. ANSWERS
■ Invite students to share their ideas with the class. How many minutes do you cook pasta?
How much pasta does an Italian eat in a year?
AUDIO SCRIPT 2.37 Italians don’t eat much meat.
See Student’s Book, page 69, for audio script. I have some great facts about Italian food.
There’s some pasta.
The book doesn’t have any facts about that.
Less confident students may struggle to distinguish
the different food facts on first reading/listening. If you Alternative procedure: less confident classes
think this may be the case, write these comprehension Start by having students focus only on many and much.
questions on the board for students to answer before Check answers and deal with any questions before moving
asking them to decide which fact is the most interesting. on to some and any.
1 How many courses are there in an Italian meal? (4) 4a 2.38 PRONOUNCE
2 What are the courses? (vegetables, pasta, meat or fish, ■ Play the track for students to listen and repeat the words.
something sweet)
3 How many minutes do you cook pasta for? (5–6) AUDIO SCRIPT 2.38
4 How much pasta does an Italian eat in a year? (more much some
than 27 kilos)
4b 2.39
STUDY ■ Refer students to the words in Exercise 4b and point out
2 that the words are spelled differently but have the same /ᴧ/
sound.
■ Read the instructions aloud and refer students to the table. ■ Play the track for students to listen and repeat the words.
Check that students understand countable and uncountable
by pointing out the examples and asking them to say things
in the classroom for each (e.g., countable – tables, pens; AUDIO SCRIPT 2.39
uncountable – paper, water). See Student’s Book, page 69, for audio script.
■ Give students one or two minutes to complete the table.
■ Refer students to the Grammar Database on page 103
(see Teaching Tips, Countable and uncountable nouns,
page 29).
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Extra activity
ANSWERS
This activity raises awareness of the differences in
spelling of words with the /ᴧ/ sound and similarly spelled 2 aren’t 3 any 4 isn’t
5 any 6 is
words with different sounds. Draw the chart below on
the board and explain that it’s a sound maze and that 6a
students have to find words with the /ᴧ/ sound to cross ■ Read the instructions aloud and look at the example.
the maze from left to right. They can move only one ■ Set a time limit of three minutes for students to write the
square horizontally or diagonally at a time. Divide the questions.
class into pairs and set a time limit of two minutes for the ■ Let them compare their answers in pairs before you check
task. Encourage students to say the words as they do the them as a class.
task. Check answers as a class and ask students to find
other words with the /ᴧ/ sound in the grid. (The words in ANSWERS
bold have the /ᴧ/ sound.) 2 How much cheese is there?
3 How many vegetables are there?
up juice lunch does 4 How many burgers are there?
fruit drums nurse mouth 5 How much chicken is there?
6 How many bottles of water are there?
young nervous brother mouse
music mother do love 6b
PRACTICE useful phrases.
■ Divide the class into pairs and set a time limit of two
5a minutes for students to ask and answer the questions from
■ Refer students to the picture of the refrigerator. Ask them Exercise 6a.
what food and drinks they can see. ■ Monitor and note errors and good use of language to go
■ Read the instructions aloud and point out the example. over in a feedback session at the end of the activity.
■ Set a time limit of two minutes for students to complete
the sentences with some or any. SPEAK
■ Circulate and give help as necessary.
7a and 7b
■ Divide the class into A/B pairs and ask them to read their
respective instructions. Check that students understand
ANSWERS the task and the meaning of freezer. (You could show them
a picture.) Encourage them not to look at each other’s
2 any 3 some
4 some 5 any 6 any pictures.
■ Give students five minutes for the task. Then ask them to
Fast finishers compare their pictures with the ones in the Student’s Book.
Ask fast finishers to write three more sentences about
the food and drinks in the refrigerator. Remind them Homework
to use some and any. Have students refer to their
dictionaries if necessary. Ask students to find out some food facts for their
country and write three or four questions and answers.
5b Refer them to the conversation in Exercise 1 for ideas,
■ Read the instructions aloud and refer students to the and suggest that they use the internet to find out
example. Encourage them to read the conversation some interesting facts. Ask them to write at least four
through first. questions with How much/many … ? as well as answers
■ Set a time limit of three minutes for students to complete with much, many, some, any, and a lot of. At the beginning
the conversation. of the next class, have students work in small groups to
■ Let them compare their answers in pairs before you check ask and answer their questions.
them as a class. When checking answers, point out that
uncountable nouns use the verb be in the singular; for
example, Is there any cheese? No, there isn’t.

&BEYOND
Try new things Page 70
STAGE TIME FOCUS
GET STARTED Recycle free-time activities and say why they’re good.
SPEAK AND READ Read and discuss what four students say about trying new things.
DO Make sentences about how often you try new things and discuss them.
REFLECT Talk about why it’s good to try new things.
EXTEND Talk about new things you can try doing.
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Vacation HOME
TRY NEW THINGS DO

In this lesson, students read about some students 4
who like trying new things and others who don’t. ■ Ask a student to read the instructions aloud. Then elicit the
People avoid trying new things (e.g., food, meeting three possible ways of rewriting the first sentence.
new people, new sports, etc.) for many reasons, but ■ Give students two or three minutes to rewrite the
some of the most common are fear (of the unknown, sentences so that they are true for them. Circulate and give
of failure, etc.), shyness, or a preference for routine. help as necessary.
These feelings are not always a bad thing; for example,
routines are often useful, but they can lead to a sense 5
of isolation and the negative feelings associated with ■ Read the instructions aloud and refer students to the
that. On the other hand, trying new things has several example.
benefits, some of which themselves help overcome ■ Divide the class into pairs and set a time limit of three
shyness and fear. Among the benefits are that it helps minutes for students to discuss their sentences.
you avoid boredom, develop as a person, learn new ■ Monitor and note errors and good use of language to go
things, and develop stronger social skills. over in a feedback session at the end of the activity.
■ Call on students to discuss their answers with the class.
Get started Alternative procedure: more confident classes
In this task, students recycle free-time activities and talk Instead of having students read their sentences, ask
about why they’re good. First, give students one minute to more confident students to use the sentences in
look at the free-time activities on pages 42 and 43. Divide Exercise 4 to ask each other questions; for example, Do
the class into pairs and give them another minute to write you try different food? Do you listen to different kinds of
down as many free-time activities as they can remember. music? Encourage them to answer without reading their
Check answers as a class, and then ask students to think sentences.
of reasons why these activities are good. Elicit answers from
the class; for example, meet new people, learn new things, REFLECT
see new places, exciting, fun, etc. Then ask students to match 6
the activities on their lists to the reasons. Give them a few
minutes to do this, and then invite them to share their ideas
■ Read the questions aloud and refer students to
with the class. the PHRASE BYTES box. Elicit some possible endings for
the phrases.
SPEAK AND READ ■ Divide the class into pairs and set a time limit of four
minutes for students to discuss the questions.
1 ■ Circulate and help students generate ideas. Then invite
■ Read the instructions aloud and give students two or three students to share their ideas with the class.
minutes to read what the students in the pictures say and ■ Call on a student to read the REFLECTION POINT aloud, and
to match them to the topics in the box. then ask students if they agree with the advice.
check them as a class. EXTEND
7
ANSWERS
■ Read the instructions aloud and suggest some things for
Mason: new food students to think about (e.g., food and drinks, friends,
Silvia: new people sports, music, books, movies, routines, etc.).
Thomas: different types of music ■ Give students a minute to think about their answers. Then
Catalina: different free-time activities divide the class into pairs and give students four minutes
to talk about what new things they can try.
2 ■ In a class discussion, encourage students to give their
■ Read the instructions aloud and point out that students ideas, and make further suggestions about new things to try.
have to make sentences about some of the students in
Exercise 1 using the sentence frames. Extra activity
■ Have students do the task in pairs, and then invite Divide the class into small groups and ask students
students to share their answers with the class. to design a poster with five ideas for new things to try.
Suggest that they include different categories (e.g., food,
ANSWERS music, etc.) and reasons to try new things. Encourage them
Silvia doesn’t talk to new people because it’s easier to be with the to use the phrases from Exercise 3. Display the posters
same people. around the classroom and let students walk around, look at
Thomas doesn’t listen to other types of music because his friends don’t them, and decide what new things they can try.
do it.
Homework
3
■ Read the instructions aloud and ask students to check the Ask students to write an email (50–60 words) to either
correct phrases in the speech bubbles. Point out that all of Silvia or Thomas with suggestions for new things they
the phrases give reasons to try new things. can try and why. Remind them to use new expressions
■ Let them compare their answers in pairs before you check from the lesson and to use the imperative form for their
them as a class. suggestions; for example, Talk to one new person a day.
It’s interesting and you feel more confident. What can you
ANSWERS lose? At the beginning of the next class, have students
Mason: The same thing is boring. work in groups, compare their emails, and see if their
Catalina: You always learn something new. suggestions are similar.
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SPEAKING How much is it?
Ask how much something is Page 71
STAGE TIME FOCUS
Play a game to review numbers and vocabulary from previous lessons and to introduce the
GET STARTED
topic of the lesson.
SPEAK Talk about what people buy on vacation.
Listen to conversations where people ask about how much things cost (speaking subskill).
LISTEN
Complete the conversations and make questions.
ACT Write and act out four conversations where you ask about the prices of things.
Get started
Review numbers and vocabulary from previous lessons, and
See underlining in audio script below.
introduce the topic of this lesson (How much is it?). Prepare
pictures of a laptop, a sandwich, a mountain bike, a horse, 1
a phone, a pen, a guitar, and a postcard, and find out how Joel: Hi. How much is this orange juice?
much they cost. Write down the prices on a separate piece Clerk: It’s two dollars.
of paper. Write How much is it? on the board, divide the class Joel: OK. Can I have some, please?
into teams, and explain to students that they have to guess 2
the price of your items. Show the pictures one by one and April: Hello. How much is this T-shirt?
encourage students to discuss their ideas before answering. Clerk: It’s 20 dollars.
The team who guesses the nearest price wins the item, and April: Sorry, that’s too much.
the team with the most items at the end of the game wins.
3
SPEAK Megan: How much are these sunglasses, please?
Clerk: They’re 30 dollars.
1 Megan: OK. Can I have them, please?
■ Read the instructions aloud and ask students to look at the
4
pictures. Elicit some of the things they can see.
Mark: Hi. How much are the postcards?
■ Divide the class into pairs and have students make lists of
Clerk: They’re one dollar.
the things they can see.
Mark: Mmm. I’m not sure. Thanks.
■ Invite students to share their answers with the class.
ANSWERS Alternative procedure: less confident classes

Vacation souvenirs: pens, notebooks, postcards Ask students to predict what words go in the blanks
Food and drink: ice cream bar, fruit salad, water, juice, ice cream before listening. This will encourage them to think about
Clothes: soccer shirts, bag, T-shirt, sunglasses what words are possible and whether they are singular
or plural.
Fast finishers
Ask fast finishers to think of more things to add to their Alternative procedure: more confident classes
lists. Have more confident classes listen to the conversations
with the texts covered. Ask them to take notes for the
Extra activity answers to Exercise 2. At the end of the task, have
students compare their answers in pairs, and then
As an extension to Exercise 1 and preparation for
complete the text.
Exercise 2, ask students to decide how much the things
in the boxes cost. Elicit some examples; for example, 3a 2.41
I think a bottle of water is one dollar. Then have students ■ Read the instructions aloud and ask students to find
talk about the other things in pairs. the questions asking about the prices of things in the
conversations. (You could ask them to underline the
LISTEN questions.) Explain that we say How much is/are … ? to
2 2.40 ask about price.
■ Ask students to look at the pictures and say what thing
■ Play the track for students to listen to the questions, and
from Exercise 1 they can see (sunglasses). point out the /ᴧ/ sound in much. Play the track again for
■ Read the instructions aloud and give students a minute to students to listen and repeat the questions, and encourage
read the conversations. them to copy the intonation.
■ Have students listen to the conversations and answer the
questions. Then let them listen again and complete the AUDIO SCRIPT 2.41
conversations. 1 How much is this orange juice?
■ Let them compare their answers in pairs before 2 How much is this T-shirt?
you check them as a class. 3 How much are these sunglasses, please?
4 How much are the postcards?
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Vacation HOME
3b 4b 2.42
■ Ask students to make the questions using the prompts. ■ Play the track for students to listen and repeat the
■ Let them compare their answers in pairs before you check sentences.
them as a class.
AUDIO SCRIPT 2.42
ANSWERS
1 OK. Can I have some, please?
How much are these bags?
2 Sorry, that’s too much.
How much is that fruit salad?
3 OK. Can I have them, please?
How much is the soccer shirt?
4 Mmm. I’m not sure. Thanks.
How much are those pens?
How much are the sunglasses?
How much is this ice cream? ACT
5 2.43
4a 2.40
■ Call on students to read the instructions aloud. Then
■ Ask students to listen to the conversations again and refer students to the PHRASEBOOK . Remind them that
answer the questions. they studied this, that, these, and those in Unit 1. Play
■ Encourage students to compare their answers in pairs and the track for students to listen and repeat the phrases in
give their reasons. the PHRASEBOOK .
■ Check answers as a class and elicit the phrases the people ■ Divide the class into pairs and set a time limit of
use to buy or not buy something (see the audio script for five minutes for students to write and practice their
Exercise 4b). conversations. Circulate and give help as necessary.
■ Stop the activity and have students act out their
ANSWERS / AUDIO SCRIPT 2.40 conversations for the class or for another pair.
Joel buys the orange juice.
April doesn’t buy the T-shirt. Homework
Megan buys the sunglasses.
Mark doesn’t buy the postcards. Ask students to choose two things from Exercise 1 and to
See Exercise 2 for audio script. write conversations. Encourage them to choose different
things from those in the lesson, and remind them to use
the PHRASEBOOK phrases. At the beginning of the next
class, have students work in pairs and practice their four
conversations.
WRITING Back home

Write a text message Page 72
STAGE TIME FOCUS
GET STARTED Talk about a dream vacation.
READ Read a text message about someone’s vacation and learn how to use too (writing subskill).
PRACTICE Practice using too for similar ideas.
DISCUSS Talk about how the place you went on your last vacation is different from your home.
WRITE Write a text message comparing your vacation place to your home.
SHARE Read other students’ text messages. Decide which vacation place you like the best.
Get started READ

To get students thinking about vacations, ask them to close 1
their eyes while you read the following script slowly, with ■ Ask students to look at the picture and discuss the
pauses for students to think about their answers. questions in pairs. Then invite students to share their
You’re on your dream vacation. Where are you? Are you in a ideas with the class.
city, on the beach, or somewhere else? What can you do on this
vacation? Can you visit museums, go shopping, or something ANSWERS
else? What’s the food like? What can you eat? Do you buy It’s paella (rice, vegetables, and fish/seafood).
presents for your friends and family? What presents do you People eat it in Spain.
buy them?
Write the underlined questions on the board and divide the
class into pairs. Ask students to tell their partners about their
vacations and to find things that are similar. Invite students to
share their ideas with the class and talk about the similarities.
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MOVE BEYOND FOR TEACHERS Fast finishers
Ask fast finishers to write sentences with too that are
Text messages
true for them. Suggest that they think about food they
Text messages, or SMS, are short messages sent from a cell phone. like, sports they play, things they have, etc. Give them an
They are normally limited to 160 characters. However, messaging example; for example, I like soccer. I like baseball too.
services such as WhatsApp and Viber allow users to send longer
messages as well as photos. DISCUSS
5
2 ■ Explain that students are going to write a text message
■ Read the instructions aloud. to a friend after a vacation. Ask them to think about the
■ Have students read the text message and answer the vacation place (the place, the weather, food and drinks,
questions. stores or markets, etc). Give them a few minutes to make
■ Check answers as a class. Elicit the meaning of souvenirs some notes about the differences between their vacation
and I miss the beach. place and their home. Circulate and give help as necessary.
■ Divide the class into pairs. Ask them to talk about the
ANSWERS differences between their vacation places and their homes.
It’s to Jake, a friend.
It’s about a vacation in Alicante. WRITE
6
■ Refer students to the instructions in Exercise 6 and go
Extra activity
over them to make sure students understand what to do.
Ask students to write the things that Jake’s friend likes Remind them to refer to the tips in the HOW TO box for
about Alicante. Let students compare their answers in help with how to use too.
pairs, and then check them as a class. ■ Set a time limit of five minutes for students to write their
text messages. Circulate and give help as necessary.
ANSWERS ■ When students have finished writing, ask them to check
the weather, the beach, the food, the stores their messages against the points in Exercise 6 to make
sure they have followed the instructions and included all
3 the information.
Ask a student to read the tips in the HOW TO box aloud.
SHARE
■
■ Ask students to find two examples of too in the text and

underline them. Say what the similar ideas are (bad 7
weather and souvenirs/present). ■ Ask students to exchange their text messages with other
■ Point out that we use too with affirmative sentences and students in the class. Tell them to read as many messages
that it goes at the end of the sentence. as possible.
■ Invite students to tell the class which vacation places they
ANSWERS like the best among the ones they read about.
It’s colder here than in Alicante. It’s grayer too.
I have some great souvenirs. I have a present for you too. Extra activity
Ask students to “post” their messages on the classroom
wall, as if it were a virtual online wall. Then ask them to
PRACTICE walk around and read all of the messages. Finally, take a
4 class survey on the most popular vacation place.
■ Read the instructions aloud and go over the example.
■ Set a time limit of three minutes for students to write Homework
sentences with similar ideas.
■ Let them compare their answers in pairs before you check Ask students to imagine they’re back at school after
them as a class. summer vacation and that they are going to send a
message to a pen pal. Ask them to compare their
SUGGESTED ANSWERS routines during summer vacation and at school, and to
2 I often listen to music. I play the piano too. say what they miss about the summer vacation. Remind
3 I have a cat. I have a rabbit too. students to use comparative adjectives and too. At the
4 There are two bedrooms in our apartment. There are two bathrooms beginning of the next class, have students read their text
too. messages in groups and find similarities.
5 I get up late on Saturdays. I get up late on Sundays too.
6 I can speak English. I can speak Spanish too.
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UNIT REVIEW
VOCABULARY Homes GRAMMAR Comparative adjectives

1 3
■ Point out that the texts on the page are from a ■ Explain that in this text, people give their opinions
vacation review website where you can find information about vacations.
and opinions about vacations. ■ Ask students to complete the text with the comparative
■ Read the instructions for Exercise 1 aloud and point forms of the adjectives in parentheses. Set a time limit
out that the words in the box are rooms and places in of two minutes.
a house or apartment. ■ Let them compare their answers in pairs before you
■ Ask students to read through the text quickly and then check them as a class.
to complete it with the words in the box. Set a time
limit of three minutes. ANSWERS
■ Let them compare their answers in pairs before you 1 easier
2 nicer 3 more boring 4 more comfortable
check them as a class. 5 better
6 more interesting
ANSWERS
1 apartment 2 house 3 yard 4 swimming pool
5 terrace 6 balcony 7 hall 8 bedroom
9 bathroom 10 kitchen 11 dining room
12 living room Some and any, much and many
4
■ Tell students that this is a web page with vacation
questions and answers.
Food and drink ■ Ask students to choose the best options to complete
the questions and answers. Set a time limit of two
2 minutes.
■ Tell students that in this text the writer talks about ■ Let students compare their answers in pairs before
food and drink on vacation. you check them as a class.
■ Ask students to complete the words for food and drink
in the text. Set a time limit of two minutes. ANSWERS
■ Let them compare their answers in pairs before you 1 much 2 some 3 much 4 much 5 much
check them as a class. 6 any 7 many
ANSWERS
1 bread 2 oil 3 cheese 4 chicken
5 eggs
6 meat 7 steak 8 juice 9 rice
10 vegetables
11 pasta 12 milk
SKILLS CHECK
Extra Resources
■ and more!
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■ Read the task instructions and make sure students realize
Vocabulary review they have to circle A, B, or C for each item.
■ Draw a table on the board with the following headings: Jobs, ■ Refer students back to the listening activity on page 58.
Daily activities, Homes, and Food and drink. Point out that they are going to listen to someone talking
■ Elicit one or two examples for each category and write them about daily routines but in a different situation.
on the board. ■ Ask the class to identify the vocabulary or grammar points
■ Divide the class into four teams and give each team a in the answers: 0 Jobs; 1 Adverbs of frequency; 2 Places
category. where people work; 3 Time; 4 Adjectives; 5 Simple present
■ Ask them to look back through Units 5 and 6 and find more and adverbs of frequency. Remind students to listen
examples for their vocabulary category. carefully for this specific information and not to worry if
■ Ask students to close their books. Explain that they’ll have they don’t understand every word.
two minutes for team members to take turns “rushing” to ■ Divide the class into pairs or small groups and ask them
the board and writing one word each in each category. to discuss which answer is the most probable for each
■ Give regular updates on the time (e.g., Thirty seconds to item. After two or three minutes, call on students around
go … etc.). the class to share possible answers for each item and to
■ Stop the activity and count up the words in each column. explain their choices.
The team with the most words in each category at the end
is the winner. WRITE Exercise 3
■ Refer students to the task and ask them which text is the
Grammar review invitation and which is the message. Elicit who wrote these
■ Divide the class into pairs and ask them to refer to the texts (Jordan) and what activities Jordan is planning for his
grammar pages in their Student’s Book (pages 57, 59, 67, picnic (some games). Ask students if they think it’s a nice
and 69). invitation and if they would go.
■ Remind students of the grammar they have studied in ■ Focus students’ attention on Sam’s notes and point out
these two units: (Unit 5) Simple present; Adverbs of that they have to complete the notes with information from
frequency; (Unit 6) Comparative adjectives; Some and any, the texts.
much and many.
■ Write the following sentences on the board, pointing out that Doing the Progress Check
they contain the grammar points (underlined) from Unit 5.
How often does he play soccer? READ Exercise 1
He sometimes plays soccer on the weekend. ■ Go through the Test-Taking Tips with the class and point out
■ Ask each pair to write two similar sentences of their own that this type of activity is common on exams.
containing both of these grammar points. Walk around, ■ Make sure students understand how to do the activity, and
monitoring and helping if necessary. remind them that they need to use only five of the signs.
■ Allow three minutes before calling on several pairs to read ■ Advise students to look closely at all of the signs before
their sentences aloud. Write the sentences on the board. they choose each answer. Encourage them to look for
■ For Unit 6 grammar, write some sentence prompts on the specific words that will help them match the sentences to
board (Summer is … ; Basketball is … ; How much … ? the signs and eliminate the signs that clearly do not fit.
How many … ?). Ask students to write two comparative ■ Allow 10 minutes for this section.
sentences and two questions with much and many.
■ Ask students to read their sentences aloud and to answer ANSWERS
the How much and How many questions using some and any. 1 F 2 H 3 A 4 B 5 G

LISTEN Exercise 2
READ Exercise 1 2.44
■ Students may not be very familiar with this type of reading ■ If you’ve decided not to do the full warm-up, ask students
task, so they may need help. Focus students’ attention to read all the items and answer options so that they can
on the signs and ask the following questions: Where can try to predict what they will hear.
you find these signs? (in a restaurant, hotel, swimming pool, ■ Go through the Test-Taking Tips for the listening task, briefly
store, and real estate office); Who reads them? (customers, referring students back to the listening activity on page 58,
clients, swimmers, public in general, …). and point out that they are going to listen to someone
■ Now refer students to the sentences and explain that they talking about daily routines but in a different situation.
have to match the sentences to the signs. ■ Ask students to underline the important words in the
■ Going through the example as a class should help students exercise items.
gain the confidence to attempt the rest on their own. If it is ■ Remind them that the answers usually appear in the same
clear that they are still having difficulty, encourage them to order as the questions, so when they’ve heard the answer
discuss the first sentence with a partner. to one question, they should prepare for the next.
■ Point out that they will hear the conversation twice.
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■ Have students practice the conversation in pairs.
ANSWERS / AUDIO SCRIPT 2.44 ■ Erase some of the words from the conversation and ask
1 A 2 B 3 C 4 B 5 C students to switch roles and practice the conversation
Matt: Hi, Emma, come in. My big brother’s at home, but my mom again, filling in the blanks with words of their own.
and dad are at work. ■ Erase almost all of the conversation, leaving only a skeletal
Emma: Oh. What do they do? text, and ask students to practice the conversation again.
Matt: Well, my mom’s an actor. ■ Finally, ask students to role-play going to the fast-food
Emma: Wow, that sounds exciting. Does she work at a theater? restaurant, choosing different food and drink items from
Matt: Yes, right now she’s in a play in a small theater downtown. the menu.
Emma: Do you watch her plays?
Matt: Sometimes. But not on school days. They usually finish too Feedback and extension
late. After the Progress Check has been graded, provide feedback
Emma: What about your dad? to the class as a whole and individually as far as possible.
Matt: He’s a cook. He has his own restaurant. Ask students which parts they found the most difficult and
Emma: Really? What kind of food does he cook? how they think they could improve their grades next time.
Matt: Mmm, a lot of fruit and vegetables, fish, and pasta. Dad’s a
fantastic cook. READ Exercise 1
Emma: When does he finish work? ■ Review the signs one at a time and encourage students
Matt: He works really long hours, usually from seven in the morning to say why they were correct or incorrect. Where there
to eleven at night. Dad loves it, but it’s hard to work in the were mistakes, find out whether the problems were in
kitchen all day. understanding the sentences or the signs.
Emma: It’s hard for you too. ■ Encourage students to notice signs in English-language
Matt: Well, Mom doesn’t work every night. And the great thing is … movies or TV programs. In order to do well in this kind of
we always have a lot of fantastic food at home. Come on, let’s activity, they need to understand the kind of English you
get something to eat! find in everyday situations, such as street signs, public
notices, posters, and advertisements.
WRITE Exercise 3 LISTEN Exercise 2
■ If you have decided not to do the full warm-up, go through ■ Handing out photocopies of the audio script is a good
the Test-Taking Tips for the writing task and make sure way to provide feedback. Deal with any mistakes in this
students understand who wrote the texts and the reason way. Seeing the conversation written down helps students
for writing. recognize when they have misheard something. It will also
■ Remind students of the importance of checking their own help them become aware of distractors.
spelling. It is important for this task, and on an exam they
would lose credit for spelling mistakes. WRITE Exercise 3
■ Allow 10 to 15 minutes for this section. ■ Make sure students understand why the arrival times are
different in the invitation and the message.
ANSWERS ■ Encourage students to say where they got their information
1 City Park 2 Sunday the 11th 3 11:15 4 soccer ball for the notes.
5 new soccer shirt ■ If students need more practice with this type of task,
ask them to write a party invitation using Jordan’s picnic
invitation as a model.
After the Progress Check ■ Divide the class into pairs, and ask students to exchange
invitations and to take notes using Sam’s notes as a model.
Optional activity
This activity will help lighten the atmosphere after the
Progress Check, and it follows up on the theme of restaurants
from the Read section.
■ Divide the class into pairs and ask students to think of
different food and drink items for a menu in a fast-food
restaurant. Allow them five minutes to write down their
ideas.
■ Encourage students to call out their suggestions, and write
them on the board. Create one menu for the class with
different (and healthy!) options.
■ Elicit a simple restaurant conversation and write it on the
board; for example:
A: Good morning. Can I help you?
B: Yes. Can I have chicken and salad, please?
A: OK. And to drink?
B: Water, please.
A: OK. That’s five dollars.
B: Here you go.
A: Thank you. Here’s your change.
B: Thanks a lot.
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THEATER WORKSHOP
UNIT
IN THE PICTURE Talk about clothes 76–77

READING Read part of a play 78
GRAMMAR Present progressive Talk about things happening now 79
LISTENING AND VOCABULARY Listen to descriptions 80
GRAMMAR Present progressive Ask and answer questions about things happening now 81
LANGUAGE & BEYOND Be polite 82
SPEAKING Talk about things you like 83
WRITING Write a short message 84
IN THE PICTURE What are you wearing?

Talk about clothes Pages 76–77
STAGE TIME FOCUS
GET STARTED Play a game to recall the names of colors.
Recycle names of colors and learn and practice clothes words. Watch a video and describe
WORK WITH WORDS
the clothes you see.
SPEAK Talk about clothes and what you usually wear.
Get started 1b
For this activity you will need to ensure that there are a
■ Check that students understand the meaning of
number of different colored items around the classroom or accessories (small things you carry or wear with clothes to
colored pieces of paper on the walls. give them more style). Demonstrate by pointing to different
accessories that students in the room have (e.g., bags,
Divide the class into two teams and ask one member of each jewelry, scarves, hats).
team to come to the front of the class. With large classes, ■ Divide the class into pairs and ask students to complete
divide the class into three teams. the clothes and accessories words with their partners. Ask
Explain that you’re going to ask them to touch something of a them to say what color the items in the pictures are. Point
specific color in the classroom, and the first one to do so will out that there is a blank for each letter in the word.
get a point for his or her team. ■ Call on students to share their answers with the class.
Begin the game with Touch something [color].
ANSWERS
When the first two students have gotten up and touched 1 jeans – blue 2 shirt – brown, pink 3 bag – yellow
something of that color, they sit down and the game is 4 sunglasses – red
repeated until everyone has had a turn.
WORK WITH WORDS Clothes 2 2.45

■ Explain to the class that they’re going to listen to the
1a RECALL photographer talking about the clothes in the pictures.
■ Divide the class into pairs to write the names of the colors. ■ Ask the students to listen and use a separate sheet of
Set a time limit of one minute for this. paper to match the number of each description to the
■ Call on students to share their answers with the class. corresponding picture. Play the track twice if necessary.
Monitor and drill pronunciation. ■ Check answers as a class.
■ Ask students to do the Work with Words task on page 112.
ANSWERS 1 c 2 d 3 b 4 a
2 black 3 yellow 4 blue 5 white 6 green 1
7 brown 8 orange 9 pink 10 purple Photographer: OK. So you’re wearing blue pants, white sneakers,
and a red sweatshirt. That’s fine. Look at the camera.
Extra activity Smile.
Divide the class into pairs to name one thing they have 2
of each color. Write these examples on the board to help Photographer: I like the big hat. Very nice. Tell me what you’re
them. wearing.
■ I have a red bike. Girl 1: I’m wearing a green skirt and a brown shirt.
Photographer: Great.
■ There’s a black television in my bedroom.
3
■ My toothbrush is yellow. Photographer: So we have a black jacket, a pink shirt, and some
jeans. Are those orange socks? Let’s see. Wow!
Don’t move!
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THEATer WORKSHOP
4 5 2.49
Photographer: Don’t look at me. Look at the door. That’s it. Great. ■ Ask students to look at the pictures again, and explain that
Nice colors.
the sentences are from the descriptions they listened to in
Girl 2: Is the yellow bag OK? Exercise 2.
Photographer: Yeah. It looks good. The yellow bag with the purple ■ Allow about three minutes for students to complete the
dress, and the brown shoes are good. I like it. sentences with the correct words. Then play the track for
them to check their answers.
3a ■ Let them compare their answers in pairs before you check
■ Ask students to work in pairs to match the numbered them as a class.
clothes in the pictures to the words in the box.
■ Don’t check the answers at this point, as students will ANSWERS / AUDIO SCRIPT 2.49
listen and check them in Exercise 3b. 1 pants; sneakers; sweatshirt 2 hat 3 skirt
Alternative procedure 4 jacket; shirt; socks 5 dress; shoes
See how much students know before they complete the 1 So you’re wearing blue pants, white sneakers, and a red sweatshirt.
exercise. Divide the class into pairs and ask them to 2 I like the big hat. Very nice.
close their books. Set a time limit of two minutes for 3 I’m wearing a green skirt and a brown shirt.
each pair to make a list of all the clothes words that they 4 So we have a black jacket, a pink shirt, and some jeans. Are those
know. Stop them after two minutes and ask each group orange socks? Let’s see. Wow!
how many they’ve written. Check their answers and write 5 Yeah. It looks good. The yellow bag with the purple dress, and the
them on the board. The group with the highest number of brown shoes are good. I like it.
correct words is the winner.
3b 2.46 Alternative procedure – more confident class
■ Ask students to listen and check their answers. Before completing Exercise 5, ask students to close their
■ Continue the track for students to listen and repeat the books. Divide the class into pairs to remember what the
words. Monitor pronunciation carefully and stop and repeat people in the pictures are wearing.
where necessary.
■ Play a game of Pronunciation Mountain (see Teaching Tips, Extra activity
page 32). Ask the class to stand up with a pen or pencil and a
piece of paper. Divide the class into two teams and ask
ANSWERS / AUDIO SCRIPT 2.46 the teams to stand in two lines so that each member of
dress 1 hat 9 jacket 3 pants 7 shirt 4 shoes 2 team one is facing a member of team two. Explain that
skirt 10
sneakers 8 socks 5 sweatshirt 6 the person across from them is their partner. Ask the
dress hat jacket pants shirt shoes skirt students to turn around so that they are back-to-back with
sneakers socks sweatshirt their partners. Ask them to remember and write down
what their partner is wearing that day without looking.
They must include colors. Model with what you’re wearing;
4a 2.47 PRONOUNCE
for example, a blue shirt, a red jacket, and blue pants.
■ Consonant clusters with s can be difficult for speakers Explain that each correct item of clothing they write down
of certain languages. If this is true for your students, is a point for their team, but if you catch them looking,
write sc/sk and st on the board. Ask students to say the you’ll remove points from the team. Set a time limit of two
sounds. Write some other words with these sounds on the minutes for this before allowing students to turn around.
board; for example, skirt, skate, stand, stop. Have students Count each team’s points.
practice saying the words after you.
■ Play the track for Exercise 4a and ask students to repeat 6 THE MOVING PICTURE
the words. ■ Explain that students are going to watch a video of the
■ Have students repeat all the words, including the words on photo session that the photos on the page came from.
the board, once more. ■ Play the video and ask students to say how many teenagers
they saw in the video and what their names were (five –
AUDIO SCRIPT 2.47 Tara, Benny, Sonia, Ross, and Mandy).
See Student’s Book, page 76, for audio script. ■ Divide the class into pairs to talk about what the teenagers
in the video are wearing. Allow two minutes for this.
4b 2.48 ■ Call on students to share their ideas with the class.
■ Direct students’ attention back to the words in Exercise 3a.
Ask them to underline four more words that contain /s/ at
the beginning.Tell them not to underline words that begin Tara: black jacket, blue and white (and green/purple) dress, white
with sh, as that is a different sound. socks, black shoes
■ Play the track for students to listen and repeat the words. Benny: blue and white shirt, green hat/baseball cap, sunglasses,
black pants/jeans, dark red (and white) sneakers
ANSWERS / AUDIO SCRIPT 2.48 Sonia: dress, white sweater, brown bag, black hat, glasses, black
shoes
skirt sneakers socks
sweatshirt Ross: blue shirt, green jacket, sunglasses
Mandy: pink T-shirt, skirt, gray shoes, sunglasses
Fast finishers
Ask students to think of two more words with the /s/
sound at the beginning, two with the sound in the middle,
and two with the sound at the end.
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SPEAK MOVE BEYOND
7 Ask students to do the Words & Beyond exercise on page 112.
■ Divide the class into pairs to ask and answer the
questions. Draw their attention to the useful phrases and Homework
provide a model answer; for example, I usually wear a dress
to school. At home I wear jeans and a T-shirt. When I go out Ask students to write a description of their favorite outfit.
with my friends, I usually wear a shirt and a skirt. They should describe the clothes and where and when
Alternative procedure they wear them. Ask them to draw a picture of them or
bring in a photo if possible. At the beginning of the next
It may be that the students at your school often wear the class, divide the class into small groups to compare
same clothes at school, at home, and when they go out, their descriptions, or put them on the wall around the
especially if they don’t wear a uniform at school. Add some classroom for other students to read.
variation with some extra questions; for example, What do
you wear to go to a birthday party / to play soccer / to go to
the beach / in the summer / in the winter?
READING A message for the king

Read part of a play Page 78
STAGE TIME FOCUS
GET STARTED Talk about being a king or queen to introduce the topic of the lesson.
Talk about plays, movies, and acting. Learn to use words you know to help you understand a
SPEAK AND READ
text (reading subskill). Read and listen to a play and practice reading it aloud.
REACT Talk about what happens next in the play and write the next lines.
MOVE BEYOND FOR TEACHERS 2 2.50

Reading aloud ■ Write the words with blanks pl_y, sc_n_, and ch_r_ct_r
on the board. Explain that these are words related to the
Reading aloud has many benefits. It’s a great opportunity for theater and that the vowels are missing.
teachers to monitor pronunciation. Reading a text or short scene ■ Divide the class into pairs and allow one minute for them
aloud gives students practice not only in individual sounds but to complete the words.
also in sentence stress and intonation. This is especially true of ■ Check answers as a class and elicit from the class what
texts that are meant to be read aloud, such as plays or movie each word means. Monitor and drill pronunciation. (play: a
scripts, and students can have fun with the theatrics involved. piece of writing for actors to perform in a theater; scene: a
Group reading tasks reduce the amount of stress students are put short part of a play where the action happens in one place;
under when they have to read in front of the whole class. character: a person in a book, play, or movie)
Using language actively as they read encourages students to ■ Draw students’ attention to the pictures and ask them to
engage with the text, and they are more likely to engage with the say what they can see in the pictures. Ask questions to
language, asking questions about it and remembering vocabulary. help them: Who do you think they are? Where are they?
What are they wearing?
■ Explain that the people are characters in a play. Go over the
Get started Reading Tip with students. Then ask them to read the play
and write the names of the people next to the pictures.
Divide the class into pairs and ask them to imagine that Allow five minutes for this.
they’re a king or queen. Write these questions on the board: ■ Check answers as a class. Check that students understand
Where do you live? What do you wear? What do you eat? What’s the meaning of guard (someone who protects somebody/
a typical day like? something).
Allow students to discuss this for about three minutes before
inviting them to share their ideas with the class. ANSWERS
b the Black Prince c Alex
d Guards 1 and 2 e the King
SPEAK AND READ
1
■ Divide the class into pairs to ask and answer the
questions. Encourage them to give reasons for their
answers to question 3. Set a time limit of three minutes
for this.
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THEATer WORKSHOP
Extra activity REACT

Divide the class into small groups to talk about the
characters in the play and to invent the answers to these 5
questions: What’s the name of each person? How old are
■ Ask students if they like the play. Encourage them to say
they? Where are they from? Is each one a good or a bad why or why not.
person? ■ Divide the class into pairs to discuss the questions. Refer
them to the PHRASE BYTES and encourage them to use them
This will encourage students to engage with the
in their discussions.
characters and will motivate them to play their parts well
later in the lesson.
■ Call on students to share their ideas with the class.
MOVE BEYOND
3
■ Divide the class into pairs to read the play again and write Ask the class what they think might happen next. Elicit a few
the words that match the descriptions. different possibilities and write them on the board.
■ Call on students to share their answers with the class and Ask each pair from Exercise 5 to write the next lines of
ask if there are any other words from the play that they the play. Explain that they should write approximately five
don’t understand. lines. Allow 10 minutes for this. Circulate and give help as
necessary.
ANSWERS
Ask each pair to read their lines aloud. Provide support and
1 castle 2 guard 3 message 4 prince 5 right now feedback as they do this.
6 problem
Extra activity
Fast finishers Explain that each group from Exercise 4 is going to
Ask fast finishers to choose three more words from the perform the play for the rest of the class.
play to write descriptions for. They can use these to test Put a table and two chairs at the front of the class,
their partners or the rest of the class. following the stage directions at the beginning of the
scene.
4 2.50 Give students time to practice reading the play and acting
■ Divide the class into groups of five. it out. Encourage them to follow the stage directions
■ Explain that each person in the group should choose a in italics. Tell them to look at the lines they wrote for
different person from the play. Exercise 5 and to decide what lines to add at the end.
■ Play the track for students to listen to the people reading Ask the groups to come to the front of the class one at
the play. Ask them to pay attention to how the people read a time to perform their play, including the extra lines that
their parts (tone, intonation, stress, etc.). they’ve written.
■ Ask students to read the play aloud in their groups.
Encourage them to act out their parts as well as they can. Take a class vote on which group had the best ending.
AUDIO SCRIPT 2.50 Homework

Ask students to choose a character from the play and to
write a short description of him or her. They should write
Alternative procedure 60 to 70 words.
If the class doesn’t divide into groups of five, divide the
Give them some questions to provide prompts: What’s the
class into groups of four and ask one student to read
person’s name? How old is he or she? What’s his or her
the lines of both guards 1 and 2. Alternatively, divide the
job? What’s his or her personality like? What does he or
class into groups of six and ask them to read the play
she usually wear? What are his or her hobbies? Encourage
aloud several times so that each person has a chance
students to be imaginative in their descriptions.
to read.
At the beginning of the next class, have students read
their descriptions to each other in groups, or put the
Extra activity descriptions around the classroom for everyone to read.
Encourage students to be aware of intonation in questions
and exclamations.
Write some of the questions and exclamations from the
play on the board; for example:
What do you want, boy? Stop him! I’m a girl! Why are you
here? What are you saying? Then we have a problem!
Elicit from students which character says each sentence.
Play the track again and stop after each sentence
you have written on the board for students to repeat.
Encourage them to follow the actors’ stress and
intonation.
Drill the sentences with the class. Divide the class into
small groups to practice saying the sentences one at
a time.
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GRAMMAR Present progressive
Talk about things happening now Page 79
STAGE TIME FOCUS
GET STARTED Play a game to introduce the present progressive.
READ Read a text message and say what someone is wearing.
STUDY Complete a table with examples and spelling rules for the present progressive.
PRACTICE Write sentences and complete a text message to practice using the present progressive.
SPEAK Use the present progressive to describe pictures and find the differences.

Before the lesson, prepare some cards with the following Divide the class into pairs and ask students to tell their
activities (or any others you can think of that students will partners what they are wearing today to recycle clothes
know) written on them. words.
play soccer; eat a sandwich; watch TV; take a shower; STUDY
play basketball; run; listen to music; make a cake; play golf
Take one of the cards and perform the action on it for the
2
class to guess what you’re doing (e.g., play golf). Ask the class
■ Draw students’ attention to the phrases in blue in Bella’s
What am I doing? Elicit the answer from the class (at this text message.
stage they may just say play golf), and write the sentence on ■ Divide the class into pairs and allow two minutes for them
the board: I’m playing golf. to complete the table with examples from the message.
■ Call on students to give answers.
Invite students to the front of the class to take a card and to ■ Write I am, he is, we are, they are on the board and elicit
mime it for the rest of the class to guess what the action is. from students what the shortened forms are (I’m, he’s,
After each student has taken a turn, write the sentence on we’re, they’re). Remind them that we use the short form
the board; for example, Pablo is eating a sandwich; Mary is when we’re speaking. Check and drill pronunciation.
watching TV. ■ Refer students to the Grammar Database on page 104.
After several students have had a turn, encourage the class
to notice the structure of the sentences and to use complete ANSWERS
sentences to give their answers. ’m sending
’s wearing shopping aren’t studying
After everyone has had a turn, ask students to point out the sending taking shopping right now
verbs in each sentence and to underline them. Elicit that we
use this structure to talk about things that are happening now. Fast finishers
Ask students to cover Bella’s text message and to
READ Grammar in context remember and make a list of the activities she mentions
in the present progressive.
Ottawa
PRACTICE
Ottawa is not the largest city in Canada, but it is the capital.
3
Ottawa is in the province of Ontario, in the southeastern part of
the country. The name Ottawa comes from a Native American word,
■ Focus students’ attention on the spelling section of the
odawa, meaning “to trade.” grammar table and go over the rules (see the table at the
top of the next page).
■ Ask students to write the -ing form of the verbs, looking
1 back at the table in Exercise 2 for help. Allow one or two
■ Ask students if they know where Ottawa is. Explain that it is minutes for them to complete this task.
the capital of Canada.
■ Call on students to give answers. Ask students to spell the
■ Ask students to read Bella’s text message and answer the words, or write them on the board to check spelling.
question. Allow two minutes for this. Explain the meaning
of “a day off” if necessary. Ask students what they do when ANSWERS
they have a day off. 2 reading 3 riding
4 playing
5 sitting 6 sleeping
■ Call on a student to say what Veronique is wearing.
ANSWER
She’s wearing white pants.
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Alternative procedure: less confident classes 6

Explain the spelling rules and elicit how we make the ■ Explain that Bella has written another message from
-ing form of the verbs. Write the rules on the board, and Ottawa.
then say some of the verbs in this table and elicit from ■ Divide the class into pairs and give them about three
students which group they go in: minutes to complete the message with the present
progressive.
1 Most verbs > add -ing send – sending ■ Check answers as a class. Check that students understand
study – studying the common expression to have a good/fantastic time.
wear – wearing
read – reading ANSWERS
play – playing
sing – singing 2 ’m writing 3 ’re taking 4 are singing
5 ’s/is sitting
6 ’s/is listening
2 Verbs ending in -e > have – having
remove -e and add -ing take – taking
write – writing SPEAK
drive – driving 7
ride – riding ■ Divide the class into A/B pairs. Ask Student As to look
dance – dancing
at the picture on page 115 and Student Bs to look at the
3 Verbs ending in shop – shopping picture on page 116.
consonant + vowel + sit – sitting ■ Explain that the pictures are very similar, but there are six
consonant > double the swim – swimming differences.
last letter and add -ing stop – stopping ■ Ask students to find the differences by describing their
run – running pictures. Look at the examples in the speech bubbles and
remind students to use the present progressive to do this.
4 ■ Monitor closely, offering support, feedback, and correction.
■ Ask students to write sentences in the present progressive. Allow about five minutes for the activity.
Remind them that we form the present progressive with the ■ Call on students to share their answers with the class.
verb be and the -ing form of the verb.
■ Remind students that they can refer to the grammar table ANSWERS
or to the Grammar Database on page 104. 1 A dog is sleeping on the floor in picture A. In picture B a cat is
■ Allow about four minutes for this. Then let students sleeping on the floor.
compare their answers in pairs before you check them as a 2 A girl is sitting on the bed in picture A. In picture B she’s sitting on a
class. Point out that is can be written as a contraction: Our chair.
teacher’s writing on the board. 3 She’s reading a book in picture A. In picture B she’s writing in a
notebook.
ANSWERS 4 She’s wearing a red skirt in picture A. In picture B she’s wearing a
2 We’re watching a video. blue skirt.
3 Our teacher is writing on the board. 5 She’s wearing white shoes in picture A. In picture B she’s wearing
4 Students are singing in the next room. black shoes.
5 My best friend is swimming. 6 It’s seven thirty in picture A. In picture B it’s five forty-five.
6 My mom and dad are driving to work.
5 Homework
■ Ask students to rewrite the sentences in Exercise 4 so that
they’re true for them. Read these descriptions aloud and ask the class to
■ Explain that they should write a negative sentence and guess where you are.
an affirmative sentence where necessary, and draw their
It’s very sunny. I’m wearing a bathing suit and sunglasses
attention to the example sentences.
and I’m lying on a towel. I’m drinking some cold lemonade.
■ Allow about five minutes for students to write, and monitor
My brother’s building a sandcastle, and people are
closely, providing feedback and correction.
swimming in the ocean. Where am I? (on the beach)
check them as a class. Remind students that there may be It’s very quiet here. Everybody’s studying, and nobody’s
different possible answers. talking. Well, one man’s talking on his cell phone, but a
woman is looking at him angrily and telling him to be quiet.
Extra activity Some people are looking for books. Where am I? (in the
Ask students to write down the names of three people library)
they know well. Ask students to write descriptions of two more places
Divide the class into A/B pairs and ask Student As to for homework. Explain that they should use the present
show Student Bs the names they’ve written. progressive to say what people are doing in the places.
Write the question What’s doing now? on the At the beginning of the next class, have students read
board. their descriptions to each other in small groups for their
classmates to guess the places.
Student Bs choose one of the people and ask What’s
your mom doing now? Student As respond to the question With less confident classes, elicit some places from
with what they think that person is doing at that time. students and write them on the board to give them
Encourage them to use both affirmative and negative ideas; for example, at the swimming pool, in the park, in a
sentences; for example, My mom isn’t studying English. supermarket, at school, at home.
She’s working. I think she’s having lunch now.
Repeat until both As and Bs have spoken about all the
names they’ve written.
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LISTENING AND VOCABULARY Mime show
Listen to descriptions Page 80
STAGE TIME FOCUS
GET STARTED Play a game to introduce the topic of action verbs.
Mime some action verbs and listen to conversations to match them to pictures.
SPEAK AND LISTEN
Use the pictures to help you understand the conversations (listening subskill).
WORK WITH WORDS Learn action verbs and use them to complete sentences to recycle the present progressive.
REACT Describe a scene and mime a new scene for your partner.
Get started 3
Girl: Are you flying?
Play a game of Alphabet Race (see Games, page 33) with Boy: No, I’m not.
verbs. Girl: Are you dancing at a disco?
Boy: Yes, I am. But I can’t dance.
SPEAK AND LISTEN Picture d
1 4
■ Divide the class into pairs to choose an action from the list Boy 1: He’s walking …
and mime it for their partners to guess. Remind them not Girl: Now he’s swimming.
to talk while they do their mimes! Boy 1: Are you swimming in a pool?
■ Encourage students to use the present progressive in their Boy 2: Yes, I am.
guesses; for example, You’re sleeping; You’re reading. Girl: What’s he doing now?
2 2.51 Boy 1: I think he’s running!
Picture e
■ Refer students to the pictures. Explain that the people are
miming different activities. Divide the class into pairs to 5
talk about what they think is happening in the pictures. Girl: He’s carrying something. What is he carrying? A bag?
■ Ask students to share some of their ideas before playing Boy 1: Now he’s pointing at something.
the track for them to match the conversations to the Girl: Are you shopping?
pictures. Allow about five minutes for this task. Boy 2: Yes, I am.
■ Allow students to compare their answers, but don’t check Picture b
them at this point.
WORK WITH WORDS Action verbs
AUDIO SCRIPT 2.51
See Exercise 3 for audio script. The conversations are the same, but the 4a
answers are not given. ■ Draw students’ attention to the verbs in the box. Check
that they understand the meanings of the verbs by
3 2.52 performing an action for each and eliciting the verb from
■ Play the track for students to listen and check their the class each time.
answers.
■ Divide the class into pairs to write the action verbs under
■ Play the track again and check answers as a class. the pictures. Point out that there is more than one verb for
Encourage students to say what actions each person is each picture. Allow two minutes for this task.
miming in the photos.
■ Don’t check the answers at this point, as students will
listen and check their answers in Exercise 4b.
ANSWERS / AUDIO SCRIPT 2.52 4b 2.53
1 c 2 a 3 d 4 e 5 b ■ Play the track for students to listen and check their
1 answers.
Boy: You’re sitting. Are you sitting on a bus?
■ Check answers as a class.
Girl: No, we aren’t. ■ Continue the track for students to listen and repeat the
Boy: Are you sitting in a car? words in the box in Exercise 4a.
Girl: Yes, we are.
■ Monitor and drill pronunciation.
Boy: She’s driving, and he’s talking on the phone.
Picture c ANSWERS / AUDIO SCRIPT 2.53
2 Picture a: stand, wait

Boy: Are you standing in the street? Picture b: carry, point, shop
Girl: Yes, I am. Picture c: talk, drive, sit
Boy: You’re looking at your watch. Are you late? Picture d: dance, fly
Picture e: run, swim
Girl: No, I’m not.
Boy: Are you waiting for someone? carry dance drive fly
point run shop sit
Girl: Yes, I am. stand swim talk wait
Picture a
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Students often have problems remembering prepositions. Play a game of Simon Says … with the verbs in
Write these on the board (but don’t write the answers in Exercise 4a. Tell students to listen and mime the verbs.
parentheses yet). Call on students to come to the front of the class to give
Stand the street (in) the instructions.
Point something (at) With large classes, divide the class into two groups and
Wait a bus (for) choose a student to lead each game.
Talk somebody the phone (to; on) REACT
Sit a car (in)
6
Sit a bus (on) ■ Divide the class into pairs to complete the tasks. With
Ask students to close their books. Divide the class into less confident classes, provide a model description of one
pairs to remember which words go in the blanks. of the pictures for students to guess which one you are
Check answers as a class and write them on the board. talking about.
Elicit from students other activities that we use these ■ Refer students to the examples in the speech bubbles
verbs and prepositions with; for example, stand on a and remind them to use the present progressive in their
platform, point at something funny, wait for somebody, talk answers.
to your mom, sit on a sofa, etc.
MOVE BEYOND
5a Ask students to do the Words & Beyond exercise on page 112.
■ Explain that the sentences are about the mimes in the
pictures. Homework
■ Divide the class into pairs to complete the sentences using
the present progressive. Remind students that we form the Ask students to find a picture of people doing things. It
present progressive with the verb be, and encourage them could be a family photo or a picture they find in a book
to use the contracted form (e.g., He’s).
or on the internet. Ask them to write a description of
■ Set a time limit of three minutes for this, but don’t check the picture and what’s happening in it. Give them some
answers at this point.
prompts to help them.
Alternative procedure: less confident classes Who are the people in the picture? Where are they? What
Review the contracted forms of be before students are they doing? What are they wearing? Do you like the
complete Exercise 5a. Elicit the forms of the verb be and picture? Why or why not?
write them on the board (don’t write the contracted forms At the beginning of the next class, you could stick the
in parentheses yet). pictures and the descriptions on the walls and divide the
I am (I’m) / you are (you’re) / he is (he’s) / she is (she’s) / class into pairs to read the descriptions and match them
it is (it’s) / we are (we’re) / they are (they’re) to the pictures.
Elicit the contracted forms (in parentheses) and write
them on the board. Have students practice them by
dividing the class into pairs to say a sentence for each
contraction about what’s happening now, using the
present progressive; for example, I’m speaking English;
You’re talking to me.
5b 2.54

See underlining in audio script below.
1 She’s standing in the street. She’s waiting for someone.
2 He’s carrying a bag. He’s pointing at something. He’s shopping.
3 They’re sitting in a car. She’s driving, and he’s talking on the phone.
4 He’s flying. No, he isn’t. He’s dancing!
5 He’s swimming in a pool. No, he’s running.
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GRAMMAR Present progressive
Ask and answer questions about things happening now Page 81
STAGE TIME FOCUS
GET STARTED Play a game to review the present progressive and action verbs.
READ AND LISTEN Read and listen to a conversation about a party.
STUDY Complete examples of present progressive questions and answers.
PRACTICE Practice present progressive questions and answers in controlled exercises.
SPEAK Ask and answer questions in the present progressive.

Check that students know how to form short answers by
Play a game of Picture Dictation (see Games, page 33) to asking questions around the class; for example:
recycle the present progressive and action verbs.
Teacher: Maria, is Manuel wearing jeans?
Use the verbs call, carry, dance, drive, eat, fly, listen, point,
Maria: Yes, he is.
read, run, shop, sit, stand, swim, talk, wait. Encourage students
to use complete sentences with the present progressive; for Teacher: Paul, are Alex and Jenny dancing?
example, He’s carrying something. Paul: No, they aren’t.
Teacher: Juan, are you eating a sandwich?
READ AND LISTEN
Juan: No, I’m not.
1 2.55
■ Ask students to read and listen to the conversation and PRACTICE
answer the question.
■ Play the track and call on a student to share the answer 3
with the class. ■ Remind students that when we form the present
progressive, the main verb is always in the -ing form, and
ANSWER / AUDIO SCRIPT 2.55 it’s the verb be that changes according to the person.
■ Divide the class into pairs and give them two minutes to
Sally’s party is next Saturday. complete the questions with the correct form of be.
See Student’s Book, page 81, for audio script. ■ Depending on your class, you could check the answers at
this point or check them in Exercise 4b.
Alternative procedure: more confident classes ANSWERS
Provide more listening practice by asking students to 2 Am 3 Is 4 ’s/is
5 Are
6 are
close their books. Write the question in Exercise 1 on
the board and play the track for students to answer 4a
the question. ■ Explain that the sentences in Exercise 4a are the answers
STUDY to the questions in Exercise 3.
■ Ask students to match the answers to the questions. Allow
2 about two minutes for this, but don’t check them at this
■ Ask students to underline any examples of questions and point.
answers they see in the conversation in Exercise 1. Elicit 4b 2.56
from the class that most of them are questions in the
present progressive.
■ Before playing the track, explain to students that Patrick
is pretending to be his older brother because he’s too
■ Ask students to notice what the difference is in the order of
embarrassed to speak to Sally.
the words in present progressive statements and questions
(the subject and the verb be are inverted in questions).
answers to Exercises 3 and 4a.
■ Focus students on the grammar table. Explain that they
need to complete the table with examples of present
progressive questions and short answers from the them as a class.
conversation.
■ Ask students to practice reading the questions and
■ Ask students to complete the table. Allow two minutes for answers in pairs. This should take about two minutes.
this, and then call on students to give the answers.
ANSWERS
waiting Is (Melanie) making Why are (you) wearing Where
(No, she) isn’t (No,) they aren’t
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THEATer WORKSHOP
ANSWERS / AUDIO SCRIPT 2.56 ANSWERS

2 f 3 c 4 a 5 e 6 b 2 Who’s/is sitting next to you?
Patrick: Hi. 3 Are you feeling happy right now?
4 What’s/is the teacher wearing today?
Sally: Hi, Patrick. What are you doing?
5 Are we studying the simple present now?
Patrick: I’m not Patrick. I’m his brother.
6 What are you thinking about?
Sally: Am I calling the right number?
Patrick: Yes, you are.
Sally: Is Patrick sleeping? Fast finishers
Patrick: No, he isn’t. Ask students to write two more questions in the present
Sally: What’s he doing? progressive that they can ask their partners in Exercise 6.
Patrick: He’s shopping with some friends.
Sally: Are they shopping at the mall? SPEAK
Patrick: Yes, they are.
Sally: Why are you using Patrick’s phone?
6
Patrick: Because mine isn’t working.
■ Divide the class into pairs to ask and answer the questions
in Exercise 5. Refer them to the example, and encourage
them to use complete sentences in their answers.
Fast finishers
Ask students to cover the answers to the questions in
Homework
Exercise 3 and to work with a partner to try to remember
them. Alternatively, ask students to cover the questions
Ask students to write a short conversation using
and try to remember them by looking at the answers.
questions and short answers in the present progressive.
Refer them to the conversation in Exercise 1 as an
5 example. Ask them to write six to eight lines. Provide
■ Refer students to the example and the prompts and ask some example situations to help them; for example, two
them to write questions in the present progressive. friends talking about school, a parent talking to a child,
■ Refer them to the grammar table and to the Grammar a teacher talking to a student.
Database on page 104 if they need help. At the beginning of the next class, have students work in
■ Allow about five minutes for this. Circulate and give help as pairs and present their conversations to the class.
necessary.
■ Check answers as a class.

&BEYOND
Be polite Page 82
STAGE TIME FOCUS
GET STARTED Talk about situations in which you need to be polite to introduce the topic of the lesson.
SPEAK AND READ Talk about signs and write the polite words from the signs.
DO Complete sentences with polite phrases and talk about what you do to be polite.
REFLECT Talk about things you usually do to be polite and reflect on what you have learned.
EXTEND Mime a scene where some people are polite and others are not.
BE POLITE Get started

It is considered rude not to say please or thank you Write the phrases please, thank you, I’m sorry, and excuse me
when ordering food in a restaurant, when buying things on the board. Elicit from students some situations in which
in stores, or in any social situation. This is regarded they would say these expressions.
as excessive in some cultures where please and thank Write the following sentences on the board or dictate them.
you are reserved for situations where the speaker is 1 Your mom helps you with your homework.
asking for help or genuinely wants to express gratitude. 2 You want somebody to pass you a pen.
It is important for students to know polite phrases in 3 You order a soda in a restaurant.
English and to know when to use them. It’s easy to 4 You accidentally break your mom’s favorite plate.
practice this in the classroom by encouraging students
5 You want to ask somebody on the street what time it is.
to say please and thank you when asking each other for
things, or excuse me if they need to interrupt someone.
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Divide the class into pairs to talk about which phrases they 4
would use in each situation and what they would say. Call on ■ Ask students to read the sentences and to think about
students to share their ideas with the class. Ask students if what they would do to be polite in these situations.
they would use phrases like this in these situations in their ■ Divide the class into small groups.
own language. Point out that it’s very important to learn and ■ Refer students to the PHRASE BYTES and encourage
use these phrases in English. students to use the phrases in their conversations.
■ Allow five minutes for the groups to discuss their answers
SUGGESTED ANSWERS before calling on students to share their ideas with the
1 Thank you, Mom! class.
2 Can you pass me a pen, please? Thank you.
3 (to order) Can I have a soda, please? (when the waiter brings your SUGGESTED ANSWERS
order) Thank you! 1 You wait for the person to go through the door.
4 I’m (really/very) sorry, Mom. 2 You give your seat to the older person.
5 Excuse me. What time is it? 3 You stop the phone ringing and go outside.
4 You ask the person if they want to cross the street.
SPEAK AND READ
1 REFLECT
■ Ask students where they see signs to check that they 5
understand the meaning of the word (e.g., in school, at the ■ Divide the class into groups and ask students to discuss
swimming pool, in a hospital). the questions.
■ Draw students’ attention to the pictures of the signs. ■ Invite students to share their ideas with the class.
■ Divide the class into pairs and give them about four ■ Read the REFLECTION POINT aloud and ask students how they
minutes to answer the questions. Refer them to can be polite when they speak and ask for things (by saying
the PHRASE BYTES and encourage them to use the phrases please, thank you, and excuse me).
in their answers.
■ Call on students to give the answers, and elicit what the EXTEND
signs mean. Be prepared for different answers, as the
signs can be interpreted in various ways. Encourage strong 6
students to be specific about where the signs are (e.g., ■ Divide the class into groups of three or four and read the
next to the grass in a park, on a trash can, etc.). instructions aloud.
■ Provide a sample description of a scene as a model; for
2 example: There are some people standing in a line. A man
■ Ask students what they think being polite means (someone arrives and goes to the front of the line. The person behind
who’s polite behaves in a nice way and follows all the rules him taps him on the shoulder and politely shows him where
of society). the back of the line is, but another person says something
■ Ask students to write the polite words from the signs. rude, like “Hey, go to the back of the line!” The man
■ Call on students to share their answers with the class. Ask apologizes and goes to the back of the line.
students if these signs exist in their country, and if so, if ■ Allow about five minutes for students to prepare and
they have polite words on them. practice their scenes.
■ Allow two minutes for this task. ■ Ask each group to mime their scene for the class.
■ After each group has performed, ask the other groups to
ANSWERS describe what’s happening in the scene.
thank you sorry
Ask each group to prepare two short scenes: one in
DO which someone is polite and one in which someone is
3 not polite. Ask them to base the scenes on the same
■ Ask students to complete the sentences with the polite situation and to think about how they end differently. For
phrases. example, for the situation described in the notes above,
■ Let them compare their answers in pairs before you check the alternative could be There are some people standing
them as a class. in a line. A man comes up and goes to the front of the
■ Allow about three minutes for this task. line. The person behind him taps him on the shoulder and
angrily tells him to move to the back of the line. The other
ANSWERS man gets angry and says no. They continue shouting and
everyone in the line is shouting. Nobody’s happy.
1 I’m sorry 2 Excuse me 3 Thank you 4 please
Homework
Extra activity
Ask students when they might hear the phrases in Ask students to reflect on what they‘ve learned in this
Exercise 3. For example, Sentence 1: A student is talking lesson.
to his teacher. Sentence 2: A customer is talking to a store
clerk. Ask them to write two situations for each phrase in
Exercise 3 that relate to them; for example:
Divide the class into pairs to write a mini-conversation I say thank you when my friends give me presents.
including one of the sentences from Exercise 3. I say thank you when someone helps me.
Explain that they should write three to four lines. Circulate I say please when I want my friends to help me at school.
and give help as necessary. I say please when I ask for something in a restaurant.
Ask students to work with another pair and perform their At the beginning of the next class, divide the class into
conversations. pairs to compare their sentences and to say whether they
agree with each other.
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THEATer WORKSHOP
SPEAKING I love acting

Talk about things you like Page 83
STAGE TIME FOCUS
GET STARTED Talk about the music you like to introduce the topic of the lesson.
Describe some pictures to introduce the characters from the conversations and to review the
SPEAK
present progressive.
Listen to some conversations between friends and complete them. Ask and answer
LISTEN
questions about things you and a partner like (speaking subskill).
ACT Write and act out a short conversation.
Get started 3
Donna: Hey, Amy. What are you wearing?
Elicit different types of music from the class and write them
on the board (e.g., pop, rock, jazz, classical, etc.). Amy: It’s a dress for the play. Do you like it?
Donna: I really like the colors.
Write these sentence beginnings on the board: I love … ; Amy: I love acting. You can wear all these amazing clothes.
I like … ; I don’t like … ; I hate … . Donna: I know. Excuse me. I’m late for my class.
Ask students to complete the sentences with the types of
music you’ve written on the board, or other types of music; for
example, I love pop music. Alternative procedure: more confident classes
Ask students to close their books while they listen. This
Divide the class into pairs to compare their answers, say
will encourage them to listen only for the answer to the
whether they agree or disagree with each other, and give
question and not to try to complete the sentences.
examples of their favorite groups, musicians, or singers. Write
some useful language on the board to help them with their 3a
conversations; for example, I agree; Me too!; Me neither!; I ■ Read the instructions aloud. Explain that the sentences
don’t agree. refer to the conversations in Exercise 2.
Take a class vote to find out the most popular type of music. ■ Have students circle the correct options. Let them compare
their answers in pairs, but don’t check them at this point.
SPEAK
1 If you don’t think students will be able to remember the
■ Direct students’ attention to the pictures and the names of answers, play the track again and ask them to circle the
the people in them. correct options before checking answers as a class.
■ Divide the class into pairs to describe the pictures. Refer
them to the PHRASE BYTES , and allow them about three 3b 2.58
minutes to complete the task. ■ Play the track for students to listen and check their
■ Call on students to share their ideas with the class. answers.
■ Play the track again for students to listen and repeat the
LISTEN sentences.
2 2.57
■ Read the instructions aloud and explain that students only
need to answer the question; they don’t need to complete 1 Sara doesn’t like soccer.
the sentences yet. 2 Kelly loves soccer.
■ Play the track for students to listen, read, and find the 3 Frank doesn’t like the music.
answer. 4 Frank hates hip-hop.
5 Frank likes listening to salsa.
■ Elicit the answer to the question.
6 Donna really likes the colors.
Amy loves acting. 4 2.57
■ Ask students to look at sentence 5 in Exercise 3a. Elicit
1 what form of the verb we use after love, like, don’t like, hate
Sara: Hi, Kelly. Where are you, Ana, and Mary going? (the -ing form).
Kelly: We’re going to soccer practice. Do you want to come? ■ Divide the class into pairs to complete the conversations
Sara: No, thanks. I don’t like soccer. in Exercise 2. Remind them to use their answers from
Kelly: Really? I love soccer. Exercises 2 and 3a to help them.
2 ■ Play the track again for students to listen and check their
Gina: Well? Do you like it? I love it. answers.
Frank: I’m sorry, Gina, but it’s hip-hop. I hate hip-hop. ■ Call on students to read the conversations aloud to check
Gina: Do you like listening to other kinds of music? the answers.
Frank: I like listening to salsa. Do you have any salsa?
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Extra activity
After students have completed the table, divide the class
1 don’t like soccer 2 love soccer 3 love it into new pairs.
4 hate hip-hop 5 like listening to salsa
Ask students to tell their new partners about their
6 really like the colors 7 love acting
previous partners’ likes and dislikes.
See Exercise 2 for audio script.
Remind them to use the third person singular form to do
this; for example, Pablo likes dancing, but he doesn’t like
classical music.
UK/US English ACT
In British English, the -ing form of the verb is used after verbs like 6 2.59
like, love, don’t like, and hate; for example, I love playing soccer. ■ Call on a student to read the instructions aloud, and refer
In US English, the infinitive is also commonly used after these students to the PHRASEBOOK . Play the track for students to
verbs; for example, I like to play soccer. listen and repeat the phrases.
■ Explain to the class that they’re going to write a short
Both structures are correct in US English, but at this point it’s conversation in the style of those in Exercise 2. Go through
best to teach just the -ing form, as teaching two forms would be the instructions with them.
confusing at this level. ■ Divide the class into pairs to write their conversations.
The most common student error is I love play soccer. Set a time limit of about 10 minutes for them to write and
practice their conversations.
Fast finishers over in a feedback session at the end of the activity.
Ask students to tell their partners which person they’re ■ Invite each pair to the front of the class to perform their
most similar to; for example, I’m similar to Kelly because I conversation, or have them perform their conversations in
love soccer. groups.

Divide the class into pairs to practice reading the Conduct a class survey. Ask each student to write a
conversations in Exercise 2 aloud. question with Do you like … ? Encourage them to use
different activities from those that have already appeared
5a on page 83. With less confident classes, brainstorm
■ Ask students to add two more activities to the table. activities on the board and assign each student a
Remind them to use the -ing form of the verb or a noun. different activity.
■ With less confident classes, brainstorm some activities on Invite students to stand up and walk around the
the board before they do this. classroom asking other students their question, writing
■ Refer students to the box next to the table and give them a down how many people say yes and how many say no.
minute to complete the You column about themselves. When they’ve asked everybody in the class their question,
5b PHRASEBOOK divide the class into small groups to report their findings;
■ Divide the class into pairs to ask and answer the questions for example, Ten people in the class like watching movies
in Exercise 5a, including the things they added. at a movie theater.
■ Refer students to the useful expressions in the speech Ask the groups to discuss the results and to decide if
bubbles and point out that when we reply with short they’re surprising or not.
answers, we need to use a pronoun; for example, A: Do you
like swimming? B. Yes, I do. I love it. or Yes, I love it. not Yes, I
love. This is a common student error at this level. Homework
■ Ask students to complete the table with their partners’
answers. Then have them compare their answers to see if Ask students to conduct a survey of family and friends.
they’re similar to each other. Have them write six questions with Do you like … ? to ask
■ Allow three or four minutes for this task. 10 friends and family members, and ask them to record
the answers in a table.
Then ask them to write sentences; for example, Seven
people like playing soccer and three people don’t like
playing soccer.
At the beginning of the next class, have students compare
their results in pairs and decide if any of the results are
surprising.
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THEATer WORKSHOP
WRITING A day in the city

Write a short message Page 84
STAGE TIME FOCUS
GET STARTED Play a game and talk about sending messages to introduce the topic.
READ Read two short messages and learn how to use also (writing subskill).
PRACTICE Write sentences using also.
DISCUSS Talk about where you like going and what you like doing there.
WRITE Write two short messages to a friend describing a trip you are on.
SHARE Exchange your messages with a partner and reply to your partner’s messages.
Get started ANSWERS

Play a game of Snowman (see Games, page 33) with the I’m sitting on the train with Lena. We’re going to Manhattan. I love the
phrase send a message. city. I like walking in the park. I also love watching people.
Lena’s shopping. She has a new dress. She also has some new shoes.
After the game, write these questions on the board.
I’m waiting for her in a café. I’m also waiting for my soda!
Do you usually send text messages, or do you use a free chat
service? Which one?
Alternative procedure
How many messages do you send every day/week?
Encourage students to find the rules themselves rather
Who do you normally send messages to? than reading the HOW TO box. Ask them to underline
Divide the class into pairs to ask and answer the questions. three sentences with also in the messages. Elicit from
Allow four minutes for this. Call on students to share their students what we use also for (to add another similar
answers with the class. Find out who sends the most idea). Ask students if also goes before or after the verb
messages in the class. be (after). Then ask students if also goes before or after
other verbs that are not the verb be (before).
READ
PRACTICE
1
■ Focus students’ attention on the picture and explain that 4
Jen is the girl on the left. ■ Go over the example. Then ask students to rewrite the
■ Divide the class into pairs and give them one or two second sentence using also. Remind them to think about
minutes to talk about what the people in the picture are where they put it in the sentence and to look at the HOW TO
doing and to answer the question. box if they need to.
■ Call on a student to give the answer. ■ Set a time limit of four minutes for this.
ANSWER check them as a class.
She’s sending a message.
ANSWERS
2 2 I also have a blue shirt.
■ Ask students to read the short messages and answer the 3 He’s also a teacher.
question. 4 I’m also studying the violin.
■ Let students compare their answers in pairs before you 5 There are also two movie theaters.
check them as a class. 6 We also speak some French.
■ Allow two minutes for this activity.
Extra activity
ANSWERS
Write excerpts from Exercise 4 on the board.
In the first message she’s on the train. I like …
In the second message she’s in a café. I have …
My dad’s …
3 I go to …
■ Ask students to underline three sentences with also in There are … in my city.
Jen’s messages. We speak …
■ Refer students to the HOW TO box and go through it Ask students to complete the sentences and to add
with them. another sentence with also so that the sentences are true
■ Call on students to read the circled and underlined for them.
sentences aloud.
Divide the class into pairs and have students compare
their sentences to see if there are any similarities.
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DISCUSS SHARE
5 7
■ Give students a couple of minutes to think about where ■ Divide the class into pairs to exchange their messages.
they like going with a friend, how they get there, and what ■ Ask students to read both messages and to write replies to
they like doing there. the messages.
■ Divide the class into pairs and ask them to talk to their ■ When they have finished, ask students to exchange their
partners about where they like going with a friend. messages again and to read the replies to their messages.
■ Circulate and give help with vocabulary as necessary. ■ You may want to ask several students to read a message
and the reply aloud to the class.
WRITE
6 Homework
■ Read the instructions aloud, and then go through the three
points in Exercise 6 to make sure that students know what Ask students to choose two of the following topics and to
they are going to write and how to do it. You may want write two messages to a friend.
to suggest that they address the first two questions in Invite somebody to your party.
their first message and the third question in their second Ask somebody for help.
message. Also suggest that they leave space between
the two messages and below the second message for Tell somebody some good news.
someone to write replies. Tell somebody some bad news.
■ Set a time limit of 10 minutes for students to write Say thank you for something.
their messages. Remind them to follow the instructions
in Exercise 6 and to look back at the HOW TO box if Explain that they should write 20–30 words for each
necessary. Monitor closely, giving support and feedback. message.
■ Remind students to check their messages against the At the beginning of the next class, have students
points in Exercise 6 to make sure they have followed the exchange their messages with a partner and reply to each
instructions correctly. other’s messages.
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UNIT REVIEW THEATer WORKSHOP
VOCABULARY Clothes GRAMMAR Present progressive

1 3
■ Divide the class into pairs to answer the question ■ Elicit the form of the present progressive from the
What are you wearing today? to review clothes words. class and write it on the board (be + -ing form of the
■ Explain that the exercises on this page are about verb).
famous actors. Ask students to write the names of the ■ Ask students to write the verbs in the present
clothes in the picture. Set a time limit of three minutes progressive.
for this. ■ Let students compare their answers in pairs before you
■ Let students compare their answers in pairs before check them as a class. You may want to ask students
calling on students to share their answers with the to write the verbs on the board to check spelling.
class. ■ As a follow-up activity, divide the class into pairs. Ask
them to take turns miming one of the sentences for
ANSWERS their partners to guess.
1 pants
2 jacket 3 shirt 4 dress 5 sneakers
6 shoes 7 sweatshirt 8 skirt 9 hat 10 socks ANSWERS
1 ’m driving
2 are standing 3 ’re waiting 4 ’m talking
5 ’s making 6 ’re sitting
7 ’re having
Action verbs
2 Present progressive
■ Ask 12 students to review one each of the action verbs
by miming it for the class. 4
■ Ask students to complete the sentences with the verbs ■ Elicit from students how we form present progressive
in the box. Set a time limit of three minutes. questions (be + subject + -ing form of the verb).
■ Let students compare their answers in pairs before ■ Ask students to complete the questions and short
you check them as a class. answers.
■ As a follow-up activity, ask students to choose five of ■ Let students compare their answers in pairs before
the verbs and write new sentences with them. Explain you check them as a class.
that they should leave a blank where the verb is for a
partner to guess the correct verb. Put students in pairs ANSWERS
to complete each other’s sentences. 1 are you doing 2 are you going 3 Are you flying
4 ’m not 5 Is he sitting
6 is 7 aren’t
ANSWERS
1 Wait 2 Point 3 Talk
4 Run 5 Drive 6 Shop
7 Carry 8 Fly 9 Sit 10 Stand 11 Dance
12 Swim
SKILLS CHECK
Extra Resources
■ and more!
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WEATHER REPORT
T
UNI
IN THE PICTURE Talk about the weather 86–87

READING Read and take a test 88
GRAMMAR Was/were Describe things in the past 89
LISTENING AND VOCABULARY Listen to a description of a day 90
GRAMMAR Simple past Talk about events in the past 91
LANGUAGE & BEYOND Be careful with money 92
SPEAKING Ask how people are 93
WRITING Write a postcard 94
IN THE PICTURE World weather

Talk about the weather Pages 86–87
STAGE TIME FOCUS
GET STARTED Take a geography quiz to introduce the topic of the lesson.
Review the names of countries and continents and learn new words to describe the weather.
WORK WITH WORDS
Watch a video and describe what the weather is like.
SPEAK Talk about the weather where you live.
MOVE BEYOND FOR TEACHERS 6 What’s the world’s biggest ocean? (the Pacific Ocean)
Continents 7 Name the seven continents. (Asia, Africa, North America,
South America, Antarctica, Europe, and Australia)
Most English-speaking countries agree that there are seven regions
regarded as continents. From largest to smallest, they are Asia, WORK WITH WORDS Countries, the weather
Africa, North America, South America, Antarctica, Europe, and
Australia (also known as Australasia or Oceania to encompass the 1 RECALL
Pacific Ocean islands that aren’t included in the seven continents). ■ Refer students to the map and see how many continents
they can identify. Ask them to find their country on the map.
In Spanish-speaking countries and some parts of Europe, there Elicit from students which continent their country is in.
are considered to be six continents: Asia, Africa, America (North ■ Divide the class into pairs to match the countries to the
and South combined), Antarctica, Europe, and Australia.
continents. They can use the map to help them. Give them
Some scientists say there are six continents, combining Europe hints if they’re finding this difficult. Set a time limit of two
and Asia as Eurasia. minutes for this.
The Olympic logo has five rings, as it includes only the inhabited ■ Call on students to share their answers with the class. Ask
continents (not Antarctica), and North and South America are them to point to where they think each country is on the
combined in one ring. map as they do so. If you have access to a world map in
your classroom, you can ask students to come to the front
of the class and point to the countries on the map.
Get started ■ Point out that Antarctica is the other continent. It’s larger
than Europe and twice the size of Australia, but it’s
Give the students a geography quiz. Divide the class into uninhabited.
small groups. Explain that you’re going to read the quiz ■ Ask students to do the Work with Words task on page 113.
questions aloud (the more difficult ones are multiple choice),
and the first team to answer correctly gets a point. The ANSWERS
answers are given in parentheses. To avoid the whole class
shouting the answer at once, choose a spokesperson from AFRICA South Africa
each team and explain that when they know the answer, they
should raise their hands before they give the answer. ASIA Japan, Russia, Turkey (Russia and
Turkey are also partly in Europe.)
1 According to English speakers, how many continents are
there? (7) AUSTRALIA Australia
2 How many people are there in the world? EUROPE Germany, Italy, Russia, Turkey
A) 5 billion B) 6 billion C) 7 billion (7 billion) NORTH AMERICA Mexico, the USA
3 What’s the biggest continent? (Asia) SOUTH AMERICA Brazil, Chile
4 Which country has the most people? (China)
5 What’s the biggest country? Fast finishers
A) China B) Russia C) Canada (Russia) Ask students to add two more countries to each
continent.
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WEATHER REPORT
2a 3.01 Meteorologist: And now let’s take a look at the weather around the
■ Focus students’ attention on the weather icons. See world. Let’s start here in the USA, in the American capital.
if students know any of the weather words before they Here in Washington, DC, it’s raining. It’s also foggy, so it’s a
complete Exercise 2a. good day to visit museums.
■ Ask students to match the words to the icons. Now let’s go to Argentina. In Buenos Aires, it’s warm and
■ Play the track for them to listen and check their answers. dry, with a temperature of 24 degrees. It’s cloudy, but it
■ Point out that we use these words with It’s …; for example, isn’t raining.
It’s sunny today; It’s raining. You may also want to introduce Now to South Africa. It’s a hot, sunny day in Cape
the words wet and dry at this point, as students will hear Town. The temperature is 32 degrees right now. It’s very
those words in the audio track in Exercise 3b. windy too.
■ Let students compare their answers in pairs before you What’s the weather like in Moscow? The temperature right
check them as a class. now is zero degrees, and it’s snowing. So it’s a cold day,
but the city is white and beautiful.
ANSWERS / AUDIO SCRIPT 3.01 And let’s check out Tokyo. It’s a cool day here, with a
cloudy–c
foggy–f raining–a
snowing–e sunny–b
windy–d temperature of 11 degrees. It isn’t raining now, but it’s a
wet day, so take an umbrella if you go out.
raining foggy warm dry cloudy hot sunny windy
snowing cold cool wet
Elicit from students which two words in Exercise 2a are
verbs and elicit their adjective and noun forms.
Verbs Adjectives Nouns Encourage students to use complete sentences to talk
– cloudy cloud about the pictures; for example, In Washington it’s foggy.
– foggy fog Give them more vocabulary by explaining that you can use
very, really, and not very with hot and cold; for example, In
to rain rainy rain Moscow, it’s snowing and very cold.
to snow snowy snow
3c
– sunny sun ■ Divide the class into pairs and give them about a minute to
– windy wind choose the correct option in each sentence before calling
on a student to give the answer.
2b 3.02
■ Focus students’ attention on the pictures and ask them to ANSWERS
match the temperatures to the adjectives. 1 dry 2 wet
answers. 4a 3.04 PRONOUNCE
■ Explain to students that these ideas of cold and hot might ■ Write weather on the board. Ask students to listen to the
not be true for their country. In parts of the USA, 0°C is sound of the letters th as you say the word several times.
very cold, but in Russia or Canada –20°C is cold. Ask ■ Play the track for students to listen and repeat the word.
students what they consider to be hot and cold. Ask them
What’s the temperature in the spring/summer/fall/winter? AUDIO SCRIPT 3.04
weather
cold 4 cool 3 hot 1 warm 2
4b 3.05
1 thirty degrees Celsius – hot ■ Play the track for students to listen and repeat the words.
2 twenty degrees Celsius – warm Monitor pronunciation carefully, especially of the /ð/ sound.
3 ten degrees Celsius – cool Play the track again if necessary.
4 zero degrees Celsius – cold ■ Divide the class into pairs for students to practice saying
the words.
3a
■ Ask students to look at the pictures and the map. AUDIO SCRIPT 3.05
■ Divide the class into pairs and give them two minutes to See Student’s Book, page 87, for audio script.
write as many of the words from Exercises 2a and 2b
as they can next to the five places on the map.
Extra activity
3b 3.03
Divide the class into two teams. Explain that the teams
Play the track for students to listen and check or complete
will take turns saying words with the /ð/ sound in them.
■
their answers.
They have five seconds to do this. The last team to be
able to think of a word in time wins the game.
weather words. Monitor pronunciation of the weather words, 5 THE MOVING PICTURE
drilling where necessary. ■ Call on a student to read the instructions aloud.
■ Play the video for students to watch and make notes about
ANSWERS / AUDIO SCRIPT 3.03 the weather in each clip.
Washington, DC, the USA – raining, foggy ■ Call on students to share their answers with the class.
Buenos Aires, Argentina – warm, dry, cloudy
Cape Town, South Africa – hot, sunny, windy
Moscow, Russia – snowing, cold
Tokyo, Japan – cool, wet
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6b
ANSWERS / VIDEO SCRIPT ■ Divide the class into pairs to talk for a minute or two about
Scene 1: cold, snowing their answers to Exercise 6a.
Scene 2: sunny, windy, dry ■ Call on students to share their ideas with the class.
Scene 3: cold, foggy
Scene 4: raining, windy, cloudy MOVE BEYOND
Scene 5: hot, cloudy Ask students to do the Words & Beyond exercise on
Scene 6: cool/warm, raining page 113. This exercise could also be done in pairs as a
Scene 7: warm/hot, sunny speaking activity.
Homework
Ask students to write two short weather reports from
Divide the class into pairs. Stop the video after each clip cities around the world. Ask them not to name the cities,
and ask students to describe the weather to a partner. as they will test a partner at the beginning of the next
class. They need to give clues to help their partners
SPEAK guess. Provide a model for this.
6a It’s a cold and windy day here. The temperature is 6
■ Write dry season and rainy season on the board and elicit degrees, and it’s also very foggy. You can’t see the top of
from students which countries usually have these seasons the Statue of Liberty. It’s a good day to stay at home! (New
(tropical countries like Bolivia, Brazil, Cambodia, Thailand). York, the USA)
■ Refer students to the questions and ask them to think It’s very hot and dry here, with a temperature of 36
individually about their answers. (See Teaching Tips, Giving degrees. It isn’t cloudy, and it isn’t raining. It’s a good day to
students time to think, page 28.) Allow about two minutes visit the Taj Mahal. (Agra, India)
for this.
■ Refer students to the PHRASE BYTES box and encourage At the beginning of the next class, divide the class into
them to think of how to use the phrases in their answers. pairs. Ask students to present their weather reports to
their partners for them to guess the countries.
READING Memory
Read and take a test Page 88
STAGE TIME FOCUS
GET STARTED Play a memory game to review weather words and introduce the topic of memory.
SPEAK AND READ Take a memory test. Then read and interpret an explanation (reading subskill).
Talk about the test with a partner. Write two more questions for the test and give them to
REACT
another student to answer.
Get started SPEAK AND READ

Play a memory game to recycle vocabulary for weather and 1
seasons and to introduce the topic of memory. Divide the ■ Introduce the topic of the lesson by dividing the class into
class into teams of three or four. pairs to ask and answer the questions Do you think you
Draw an empty version of the following table on the board. have a good memory? and What things are easy/difficult for
you to remember?
■ Read the instructions and the phrases in the box aloud.
A B C D E
Refer students to the PHRASE BYTES box and encourage
1 sum (1) rain (5) fa (6) win (8) fog (9) them to use the phrases in their conversations. Ask
students to tell their partners which of the things they
2 sun (2) gy (9) clo (7) ng (4) wa (10) remember easily and which they usually forget.
3 co (3) mer (1) ing (5) udy (7) ll (6) ■ Ask several students to share some of their answers
with the class. Take a quick survey to find out how many
4 spri (4) ld (3) rm (10) dy (8) ny (2)
students think they have good memories.
Explain to the class that each team chooses two squares in Extra activity
turn. In each square there’s half a weather word, which you
Ask students to test a partner on the things in the box.
write on the board when they choose that square. If the two
Write these questions on the board.
word halves they choose match, the word stays on the board,
they get a point, and they can take another turn. If the two 1 What does jacket mean?
squares don’t match, erase the words, and it’s the next team’s 2 When’s your mom’s / dad’s / best friend’s birthday?
turn. The team with the most completed words at the end wins. 3 What’s your home or your mom’s/dad’s telephone
number?
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WEATHER REPORT
4 What’s your first teacher’s name? REACT

5 What’s your math/English/science/geography homework 5
for tonight? ■ Divide the class into pairs to discuss the questions. Refer
6 Where was your last vacation? students to the PHRASE BYTES and encourage them to use
Set a time limit of five minutes for students to ask and the phrases in their discussions.
answer as many of the questions as they can. See who
MOVE BEYOND
has the better memory in each pair.
Ask students to write two more questions for the test. Remind
2 3.06
them that “working memory” questions include remembering
■ Ask students to take the memory test individually. Set a phone numbers and math problems and “long-term memory”
time limit of five minutes for this. Tell them not to read the questions are for remembering new words or talking about
explanation yet. things you did in the past.
■ Don’t play the audio at this point. It is an extra feature, and
a suggestion for using it in class is included at the end of Allow about four minutes for students to write their questions.
the lesson. Circulate and offer feedback and corrections.
Divide the class into pairs to ask and answer their questions.
Fast finishers
Have pairs quiz each other about the previous lesson to
Recorded reading text 3.06
test their memories; for example:
Say five words from the last lesson. To provide extra listening practice for more confident
What color is page 86? classes, ask students to close their books while you
play the track, and to try to remember as many details
What countries are in the photos on pages 86 and 87?
as possible. Stop the track after the explanation about
working memory and divide the class into pairs to
3 remember the details. Call on students to share their
■ Ask students to read the explanation for their answers and ideas. Then play the explanation about long-term memory
to count their points. Set a time limit of five minutes for and repeat the activity.
this.
■ Have students compare their answers with a partner to see
if they have similar results. Homework
4
Ask students to write a short memory test about today’s
■ Divide the class into pairs to answer the questions. Remind lesson. They should write four questions; for example,
them not to look back at the explanation. What page in the book is the memory test on? How many
■ Give them two minutes to complete the task, and then call phrases are in the box at the top of the page? What’s our
on students to give the answers. working memory?
ANSWERS At the beginning of the next class, have students work in
pairs and test each other with their questions.
1 We have two kinds of memory.
2 Our working memory can remember about seven things for about
15 seconds.
GRAMMAR Was/were
Describe things in the past Page 89
STAGE TIME FOCUS
GET STARTED Mime where you were on the weekend to introduce was/were.
READ AND LISTEN Read and listen to a conversation about where people were on Sunday.
STUDY Use the conversation to complete examples with was/were.
Complete sentences with was/were. Answer questions about your first school and write
PRACTICE
questions about when you were six years old using was/were.
SPEAK Ask and answer questions about when you were six using was/were.
Get started
Ask students Where are you now? Write on the board We’re in it on the board. Ask students to point out the verbs in the
the classroom. Explain that you’re going to mime the place you sentences and elicit that they’re the past tense of be.
were on Saturday afternoon for them to guess. Elicit from the Divide the class into small groups to mime where they were on
class where you were by miming (e.g., at home). Write I was at Saturday afternoon for their groups to guess. Monitor closely
home and You were at home on the board. Choose a student and encourage them to use complete sentences. Ask them to
to mime where he or she was on Saturday afternoon in front mime where they were on Saturday morning / Friday night /
of the class. Elicit from the class He/she was … and write Sunday morning, etc.
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READ AND LISTEN Grammar in context 3c
■ Have students look at the sentences in Exercise 3a that
1 3.07
they’ve marked False. Ask them to correct the sentences
■ Ask some students in the class where they were on Sunday so that they’re true for them. Encourage them to write a
afternoon. negative and an affirmative sentence. Provide a model
■ Read the instructions aloud. Play the track for students to as an example; for example, Last Saturday afternoon the
listen, read, and answer the question. weather wasn’t good. It was rainy and cold. Allow about five
■ Call on a student to give the answer. minutes for this task.
■ Divide the class into pairs to compare their answers to see
ANSWER / AUDIO SCRIPT 3.07 if their Saturday afternoons were similar.
They were at their school. ■ Call on students to share their ideas with the class.
SUGGESTED ANSWERS
The negative forms of the sentences in Exercise 3a are given here.
Alternative procedure: more confident classes 1 The weather wasn’t good.
To give the class more listening practice, write the 2 I wasn’t at home.
question on the board and have students close their 3 My best friends weren’t on the internet.
books while they listen to the conversation. 4 I wasn’t happy.
5 My family and I weren’t at the movies.
STUDY 6 Our English teacher wasn’t at school.
2
■ Ask students to look at Ian’s first sentence and find the Extra activity
verb (was). Elicit from students what the base form of the Divide the class into pairs to talk about last Sunday
verb is (be). afternoon. Use the sentences in Exercise 3 as a model;
■ Ask students to work in pairs to underline all examples of for example, Last Sunday afternoon the weather was good.
be in the past in Ana and Ian’s conversation. I was at the park with my friends.
■ Draw students’ attention to the grammar table. Ask
the class to complete the table using examples from 4
Exercise 1. ■ Ask the class some questions to review short answers;
■ Allow five minutes for the task, and then call on students to for example:
share their answers with the class. Were you and your friends at the shopping mall on Saturday?
Was your mom at the shopping mall on Saturday?
ANSWERS Were you at home on Saturday night?
Affirmative Negative ■ If necessary, write the short answer forms on the board and
It was a hot day. But I wasn’t there yesterday. refer students to the grammar table.
They were at the pool. ■ Ask students to answer the questions about their first
school using short answers. Set a time limit of three
minutes for this.
Were Jack and Paul there? No, they weren’t. ■ Divide the class into pairs to ask and answer the
Was it your first play? No, it wasn’t.
questions.
PRACTICE
ANSWERS
3a
2 Yes, they were. / No, they weren’t.
■ Read the instructions aloud and go over the example. Ask 3 Yes, it was. / No, it wasn’t.
students to complete the sentences with was or were.
4 Yes, they were. / No, they weren’t.
Remind them to use the grammar table for help. Set a time
5 Yes, it was. / No, it wasn’t.
limit of three minutes for this. Explain that they don’t need
6 Yes, I was. / No, I wasn’t.
to circle True or False yet.
■ Call on students to give the answers.
5
ANSWERS ■ Ask students to complete the questions. Explain that
2 was
3 were 4 was 5 were 6 was they need to add was or were. Remind them to use the
grammar table to help them and give them three minutes
to complete the task.
Fast finishers ■ Call on students to share their answers with the class.
Ask fast finishers to write two more sentences about last
Saturday afternoon using was/were. They can use them ANSWERS
at a later stage in the class to ask their partners if they’re 2 Who were your best friends?
true for them. 3 Was your hair long or short?
4 How old were your parents?
3b 5 Were you an only child?
■ Ask students to think about whether the sentences in 6 What was your favorite food?
Exercise 3a are true for them last Saturday afternoon. Ask
them to spend about a minute circling True or False.
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WEATHER REPORT
SPEAK Homework
6
■ Divide the class into pairs. Model the first question and Ask students to write a short description of their first
answer with a confident student. school or of their class when they were six years old. Tell
■ Tell students to decide who will ask the questions and who them to use the questions in Exercises 4 and 5 to help
will answer, and then to go through all of the questions. them, but to write complete sentences. Ask them to write
Explain that when they finish, they should switch roles and 50–60 words. Provide a model of your own; for example:
repeat the activity. My first school was Denton Primary School. It was in
Alternative procedure: less confident classes Chicago. It was near my house. It wasn’t a big school. My
With less confident classes write the following on the best friends were in my class. Their names were Lisa and
board. Monica. My teacher was a woman. She was very nice
and friendly. Her name was Mrs. Jones. I was a very good
It was hot student!
Was it hot
Elicit from students which of the sentences needs a pairs and read their descriptions to each other.
question mark (the second one) and remind them that in
questions the subject and the verb be change position.
LISTENING AND VOCABULARY A great day

Listen to a description of a day Page 90
STAGE TIME FOCUS
GET STARTED Play a game to introduce the topic of the lesson.
WORK WITH WORDS Learn words about the country and practice saying them.
Listen to a description of a girl’s weekend for the general idea (listening subskill). Listen
LISTEN
again to complete her message.
REACT Talk about whether you prefer the beach or the mountains.
Get started 2 3.09

Elicit from students what the country means (areas away from ■ Play the track for students to listen and repeat the words.
cities and large towns where there are a lot of farms and small Monitor pronunciation carefully and repeat the track if
towns). Remind students that we also use country for the USA, necessary.
Brazil, etc. Highlight the use of the definite article with country
as it is used in this lesson. ANSWERS / AUDIO SCRIPT 3.09
Play a game of Word Association. Ask students to stand up. beach forest island
mountain ocean river sky
Say the words the country and ask the first student to say any town tree village
word that he or she associates with it. The next player then
does the same with the first player’s word. If a player says a
Extra activity
disassociated word, repeats a word, or is too slow to answer,
he or she is out and has to sit down. The winner is the last Write the vowel sounds /ɪ/, /i/, and /aɪ/ on the board and
person left standing. ask students to repeat them. These are sounds that
students at this level often have difficulty identifying and
WORK WITH WORDS The country saying. (See Teaching Tips, Long and short vowel sounds,
page 32.)
1a
Show students the difference between the short /ɪ/ and
■ Divide the class into pairs to talk about what they can see long /i/ vowel sounds by demonstrating that you open your
in the pictures. Elicit some ideas from the class and write mouth slightly wider with the long /i/ sound, almost like a
any new vocabulary on the board. smile.
■ Ask students to match the words in the box to the things in
the pictures. Give them three or four minutes to complete Copy the table below on the board. Write the headings,
the task. Don’t check answers at this point. but leave the columns blank. Also write on the board
these words from Exercise 1a: beach, island, river, sky,
1b 3.08 tree, village. Ask students to copy the table and to put the
■ Play the track for students to listen and check their words in the correct columns.
Call on students to give their answers and to point to the
/ɪ/ /i/ /aɪ/
■
things in the pictures.

■ Divide the class into pairs. Ask them to cover the words in river /ˈrɪvər/ beach /bitʃ/ island /ˈaɪlənd/
the box and give them three minutes to say what they can
see in the pictures. village /ˈvɪlɪdʒ/ tree /tri/ sky /skaɪ/
Call on students to give the answers.

beach 1 forest 9 island 4 mountain 6 ocean 2 river 7 Ask students to practice saying the words in pairs.
sky 3 town 5 tree 8 village 10
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3 5 3.10
■ Divide the class into pairs. Ask students to take turns ■ Ask students to read Lizzie’s message before they listen
saying two words to describe one of the words in again. Ask them to work in pairs to predict what words or
Exercise 1a for their partners to guess. Model this by types of words they’re going to hear. Set a time limit of one
drawing their attention to the example on the page and by minute for this.
providing a further example; for example, green, tall (tree). ■ Play the track again for students to listen and complete the
■ Set a time limit of four minutes for this. Monitor closely, message with one, two, or three words. Play the track again
providing support and feedback on pronunciation. if necessary.
■ Call on students to give their answers.
Less confident classes may need more than two words to ANSWERS / AUDIO SCRIPT 3.10
describe the words. Explain that this is fine; for example,
1 mountains 2 beach 3 Friday 4 hot and sunny
It’s tall, it’s green and brown, and it’s in the forest.
5 restaurant 6 hat
LISTEN See Exercise 4 for audio script.
4 3.10
■ Read the instructions aloud and refer students to the REACT
Listening Tip. 6
■ Elicit from students what the important words are that ■ Divide the class into pairs to talk about the question. Refer
can help them understand (nouns, adjectives, verbs, them to the PHRASE BYTES box and encourage them to use
place names). Explain that listening for these words in the phrases in their answers.
Exercise 1a will help them understand the general idea. ■ Write an example answer on the board to remind students
(See Teaching Tips, Listening for the main idea, page 31.) that we use the -ing form after prefer and like / don’t like;
■ Draw students’ attention to how we use the mountains for example, I prefer going to the beach because I like
when talking about a general location and the mountain for swimming.
individual mountains. ■ Allow about three minutes for this, and then take a class
■ Play the track for students to listen and answer the vote to see how many people prefer the beach and how
question. Let students compare their answer in pairs many the mountains.
before you check it as a class.
MOVE BEYOND
ANSWER / AUDIO SCRIPT 3.10 Divide the class into pairs to do the Words & Beyond exercise
Photos B and C are from her weekend. on page 113.
Lynn: How was your weekend?
Lizzie: It was great. In the end. Homework
Lynn: What do you mean?
Lizzie: Well, I wanted to go to the beach. But Mom doesn’t like the Ask students to complete Lizzie’s message with different
beach, so we went camping in the mountains. We arrived on words from Exercise 1a and to use weather words
Friday evening. There were a lot of big trees and a river. It was from page 86. At the beginning of the next class, have
beautiful. Look. I took this picture. students read their messages aloud in small groups.
Lynn: Pretty!
Lizzie: It was! Anyway, Saturday was hot and sunny with blue skies,
so we went for a walk. But the weather changed. It started
raining. Then the weather was really bad. It was very cold and
windy. So we went back to the tent. But water came in. It was
really wet! So we went to the nearest town. And it was great!
We went shopping, had dinner in a restaurant, and then saw a
really good movie. I bought a new hat.
Lynn: Now that’s a great day out!
Lizzie: Yes!
GRAMMAR Simple past

Talk about events in the past Page 91
STAGE TIME FOCUS
GET STARTED Play a game to review was/were.
READ AND LISTEN Read and listen to a conversation about a day off from school.
STUDY Learn how to form the simple past of regular and irregular verbs and complete examples.
Practice using the simple past in controlled exercises. Complete a conversation and
PRACTICE
information about a great day.
SPEAK Tell a partner about your great day.
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WEATHER REPORT
Get started 3
■ Elicit from the class that the verbs that weren’t used in the
Play a game of Liar. You need a small piece of paper for each grammar table in Exercise 2 are irregular verbs. Explain
person in the class. Leave most of them blank, but on a few that there’s no rule and that each verb has to be learned.
(depending on class size, up to five) write the word LIAR! Refer students to the list of irregular verbs on page 114 of
Explain to the class that you’re going to give them each a piece the Student’s Book.
of paper and that they shouldn’t show anyone what’s on the ■ Ask students to look at the conversation in Exercise 1
piece of paper. Explain that most of them are blank, but some again. Divide the class into pairs to find the simple past
have the word LIAR! on them. Write the word on the board and forms of the verbs. Allow three minutes for this task.
check that students understand the meaning (someone who ■ Call on students to give the answers.
doesn’t tell the truth). The students take turns asking each
other questions using was/were. Those who are liars must
ANSWERS
lie. The rest of the class has to figure out who the liars in the
group are. After a couple of rounds of questions, stop and ask 2 came 3 went 4 had 5 saw 6 took
the class how many liars they think there are and who they are.
The liars win if nobody guesses who they are! 4 3.12 PRONOUNCE
■ Play the track for students to listen and repeat the simple
READ AND LISTEN Grammar in context past verbs in Exercises 2 and 3.
1 3.11
■ Monitor pronunciation carefully. Play the track again if
necessary and repeat more difficult words.
■ Draw students’ attention to the picture. Ask them to say ■ Divide the class into pairs to practice reading the
what they see in the picture. Elicit roller coaster from the
conversation in Exercise 1.
class and write it on the board.
Explain that Ben and Tony are talking about Tony’s day off
AUDIO SCRIPT
■
3.12
school. Ask students to remember what day off means.
■ Ask the class to listen and read the conversation. Then rained hated stopped tried bought
give them about three minutes to answer the questions. came went had saw took
■ Call on students to share their answers.
Extra activity
See Teaching Tips, Words ending in -ed, page 32.
The picture shows Harry on the roller coaster. Harry isn’t very happy.
Write the three ways of pronouncing -ed on the board:
See Student’s Book, page 91, for audio script. /t/, /d/, /ɪd/. Ask students to repeat the sounds.
Divide the class into pairs to write the regular verbs from
STUDY Exercise 2 under the correct headings. Explain that only
verbs that end in /t/ and /d/ in the base form have the /ɪd/
2
sound. Ask students to add another verb to each group.
■ Draw students’ attention to the verbs in purple in
Exercise 1 and ask what tense they’re in (the simple past).
■ Read the instructions aloud and give students two minutes ANSWERS
to complete the examples with verbs from Exercise 1. /t/ /d/ /ɪd/
■ Call on students to give the answers. Elicit from students
stopped rained hated
how we form the simple past tense of regular verbs and
tried
the spelling rules for the past form of regular verbs (see
Alternative procedure below).
ANSWERS
PRACTICE
hated stopped tried 5 3.13
■ Divide the class into pairs to complete the conversation
with the simple past form of the regular verbs. Remind
Alternative procedure: less confident classes them to use the grammar table to help them check their
Write the table below on the board with the examples spelling. Allow five minutes for this task.
from the grammar table (don’t write the examples in ■ Play the track for students to listen and check their answers.
parentheses). Go over the spelling rules and ask students ■ Call on students to give the answers. Ask them to spell the
to work in pairs to add a verb to each group. Alternatively, verbs and write them on the board. Monitor pronunciation
call out the base forms of verbs to the class and ask carefully.
them to say the number of the group that each one goes ■ Ask students to practice reading the conversation with
in (see examples in parentheses below). their partners.
1 Most verbs – add -ed rain – rained (play – played, ANSWERS / AUDIO SCRIPT 3.13
change – changed,
2 studied 3 chatted 4 needed 5 played
stay – stayed)
6 liked 7 visited
8 arrived
2 Verbs ending in -e – hate – hated (like – liked, See Student’s Book, page 91, for audio script.
add -d arrive – arrive, love – loved)
3 Verbs ending in stop – stopped 6
consonant + vowel + (chat – chatted) ■ Read the instructions aloud. Elicit some ideas of what
consonant – double the students do on a great day.
last letter and add -ed ■ Go over the examples. Then ask students to write the
4 Words ending in try – tried (study – studied, simple past of the other verbs. Explain that they don’t need
consonant + y – change cry – cried, carry – carried) to complete the other information yet.
the y to an i and add -ed ■ Call on students to give the simple past forms of the verbs.
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■ Model the first sentence with the class and elicit some SPEAK
other places to complete the sentence with; for example,
the mountains, a fair, a theme park. 7a
■ Ask students to complete the sentences with their own ■ Explain that students will talk to their partners about their
ideas. Set a time limit of five minutes for this. great day, and that first they need to practice and learn
their sentences from Exercise 6. Set a time limit of two
ANSWERS minutes for them to practice quietly.
The simple past forms of the verbs are given here. Students complete 7b
the sentences with their own ideas. ■ Divide the class into pairs to tell each other about their
2 got
3 came 4 was 5 had great days. They should try not to look at their sentences,
6 took 7 saw 8 bought but their partners can help them by giving them prompts
(e.g., transportation, people). Allow five minutes for this.
■ Go around the class monitoring, providing support, and
Alternative procedure: less confident classes correcting pronunciation.
Before students start Exercise 6, divide them into pairs to
brainstorm words they know under the following headings: Homework
transportation, weather adjectives, food.
Set a time limit of two minutes for this. Call on students Ask students to write about a terrible day. Explain that
to share their answers with the class and write them on they should use the sentences in Exercise 6, but that this
the board. time they had a bad experience. At the beginning of the
next class, have students read their descriptions aloud in
small groups and decide who had the worst day.

&BEYOND
Be careful with money Page 92
STAGE TIME FOCUS
GET STARTED Talk about allowances to introduce the topic of the lesson.
SPEAK AND READ Talk about how much students can buy with their money.
DO Talk about being careful with money and use the tips to help you decide what to buy.
REFLECT Think about what you’ve learned from the lesson and talk about being careful with money.
EXTEND Talk about buying a present for a friend.
Divide the class into pairs to ask and answer the questions.
BE CAREFUL WITH MONEY Allow about three minutes for this. Call on students to share
At this age students probably have some money of their ideas and elicit some of the things students want to buy.
their own to spend each week. It’s important to teach
them how to be careful with money to prepare them for MOVE BEYOND FOR TEACHERS
situations later on in life where they’ll have to budget Handling sensitive issues
and take responsibility for their spending. When first
given their own money to spend, teenagers may want Talking about money can be a very sensitive issue for some
to go out and spend it all at once without giving it much students. Try to avoid asking students to discuss how much
thought. We can teach them that thinking about what allowance they get or how much money they have, as there might
they spend their money on and setting priorities will be students in the class who have less than others. This may be a
mean that they’re more likely to have enough money to good time to explain to students that it’s considered impolite to
buy what they really want or need. ask people how much money they have or earn.
Get started
SPEAK AND READ
Play a game of Snowman (See Games, page 33) with the word
allowance. 1
Elicit from students what allowance means (money children
■ Elicit from students what change means. Explain that you
and teenagers get from their parents every week or month). want to buy an apple for 20 cents and you give the store
clerk 25 cents. Ask the class to tell you how much money
Explain that you’re going to give each student in the class an you get back (five cents). Explain that this is the change.
imaginary $10 allowance. Point out that this is the only money ■ Draw students’ attention to the pictures and explain that
they have for the week, so they have to think carefully about it’s the morning break at school, and the students want to
how they spend it. Write What do you need to buy? What do buy some snacks.
you want to buy? How much do you save? on the board and
elicit the meaning of save as the opposite of spend.
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WEATHER REPORT
■ Divide the class into pairs and give them five minutes to Alternative procedure: less confident classes
answer the questions. Review countable and uncountable food words before
■ Call on students to give the answers. students talk to their partners.
Elicit from students which of the items on the menu are
ANSWERS countable (bananas, apples, sandwiches) and which are
1 Lucy’s food is 80 cents. uncountable (watermelon, pasta salad, water, juice).
Maria’s food is $2.90.
Jake’s food is $2.15. Write these sentences on the board.
2 Lucy can buy her food. Apples twenty cents.
Maria can’t buy her food. Juice ninety-five cents.
Jake can buy his food. Elicit from students the missing verbs – Apples are twenty
3 Maria can’t buy her food, so she doesn’t get change. cents. Juice is ninety-five cents.
Jake’s change is 35 cents.
Lucy’s change is 20 cents.
Extra activity
Review how to say prices. Write $2.50 on the board.
Extra activity Elicit from students how we can say it: two dollars and fifty
Play a game to practice calculating change. cents, or two fifty.
Divide the class into two or three teams. Invite a student Point out that we don’t say two point fifty dollars, two
from each team to come to the board. Explain that you’ll dollars and a half, or two and a half dollars. These are
ask them a question, and the first person to write the common mistakes at this level.
correct answer on the board gets a point for that team. Write some prices on the board and ask students to
Repeat until all the members of the team have had a turn. practice saying them in pairs (e.g., 70 cents, $4.50, $7.00,
Questions $150.00, $3.75, $6.25).
How much change do I get if I buy …
REFLECT
a banana for 20 cents, and I give the store clerk $1?
a T-shirt for $12, and I give the store clerk $15? 4
a salad for $2.75, and I give the store clerk $3?
■ Ask students to think about their answers to the questions.
(See Teaching Tips, Giving students time to think, page 28.)
a book for $7 and a DVD for $9, and I give the store clerk ■ Divide the class into pairs and give them three or four
$20? minutes to talk about their answers to the questions.
a pair of jeans for $25, and I give the store clerk $30? ■ Call on students to share their ideas with the class, and
a sandwich for $2.50 and a bottle of orange juice for $1, elicit from students why they think it’s important to be
and I give the store clerk $3.50? careful with money.
■ Refer students to the REFLECTION POINT and ask a student to
two chocolate bars for 70 cents each, and I give the store read it aloud. Remind students to think about whether they
clerk $1.50? follow this advice, and if not, to try to follow it in the future.
some sneakers for $85, and I give the store clerk $100?
EXTEND
DO
5
2 ■ Read the instructions aloud. Brainstorm some gift ideas as
■ Divide the class into pairs. Ask them to look at the money a class and write them on the board. Ask students to say
tips and to put them in the order that you do them when how much they think the presents cost.
you go to a store. Allow five minutes for this task. ■ Divide the class into pairs and explain that they have $10
■ Call on students to give their answers. There are different each to buy a birthday present for a friend. Ask students to
possible answers. Ask students to say why they put the read the questions again. Point out that they can put their
tips in that order. money together if they want to.
■ Set a time limit of five minutes for this. Circulate and give
SUGGESTED ANSWERS help as necessary.
1 Decide what you want. ■ Ask a student from each pair to share their ideas with the
2 Do the math. How much do you need? class.
3 Look at how much money you have. Fast finishers
4 Not enough money? Choose again.
5 Check your change. Ask the pairs to decide what present they want to buy for
different people with the same amount of money (e.g.,
a friend, mom, dad, brother, sister).
3a
■ Refer students back to the price list and to the
PHRASE BYTES . Go over how to say money in English.
■ Give students three minutes to figure out their answers to
the questions.
3b
■ Divide the class into pairs to talk about their decisions.
Ask them to look at the price list and to check their
partner’s math as they say their answers. Refer them to
the PHRASE BYTES and encourage them to use the phrases
when they’re talking about their decisions.
■ Allow three minutes for this task.
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Homework
Ask students to think of a time when they bought something Did you check how much money you had before you
recently, or to choose a time when they buy something bought it?
between now and the next class (this would be better, as How much money did you give the store clerk?
they can follow the tips in Exercise 2 and it will be easier to
remember in the next class). Ask them to think about the How much change did you get?
tips and to answer the questions: Did you check your change?
What did you buy? Ask students to take notes answering the questions. At the
How much money did you have? beginning of the next class, ask students to talk about their
answers in small groups and to decide whether the tips
How much was the item you bought? helped them.
SPEAKING How are things?

Ask how people are Page 93
STAGE TIME FOCUS
GET STARTED Ask each other how you are to introduce the topic of the lesson.
SPEAK Talk about pictures and how the people in them feel.
Listen to conversations and talk about different ways of asking and saying
LISTEN
how people are (speaking subskill).
ACT Prepare and practice two scenes and present them to the class.

Write How are you? on the board. Ask the class to stand up 1
and set a time limit of three minutes for students to ask each Holly: Hi, Dean.
other the question. Monitor closely and note how students Dean: Hi, Holly. How are things?
respond to the question. It’s very likely that most students will Holly: OK. How are you?
respond I’m fine, thanks. And you? Dean: Not too bad.
Ask the class to sit down. Elicit some different ways of 2
answering the question; for example: Mr. Sims: Hello, Jay. How are you?
A: How are you? Jay: I’m fine, thanks. And you?
Mr. Sims: I’m very well, thank you.
B: I’m fine, thanks. And you? / Fine, thanks. / Very well, thank
you. / I’m OK. / I’m all right. / Not bad. / Not too good. / 3
Not great. Dana: Hi, Cindy.
Cindy: Hello, Dana. How’s it going?
Have students walk around and repeat the activity, this time
Dana: Good. And you?
varying their responses.
Cindy: Not too good.
SPEAK Dana: Really? Why’s that?
Cindy: I don’t feel very well.
1 Dana: Why don’t you go home?
■ Read the instructions aloud. Divide the class into pairs to Cindy: Yeah, good idea.
talk about how they think the people in the pictures feel.
■ Allow about a minute for this before calling on students to
give the answers. Alternative procedure: more confident classes
Have students close their books while they listen instead
ANSWERS of reading the conversations.
Everybody feels good or OK except for one girl in photo 3 (Cindy).
LISTEN Refer students to the conversation next to each picture
and ask them to read as they listen. Remind them that
2 3.14 they shouldn’t complete the conversations yet.
■ Ask students to listen to the conversations and check their
answers to Exercise 1. 3 3.14
■ Divide the class into pairs to try to complete the
conversations using the questions in the box. Allow five
minutes for this task.
■ Play the track again for students to check their answers.
■ Call on students to read the conversations aloud.
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WEATHER REPORT
ACT
See underlining in audio script in Exercise 2. 6 3.16
■ Refer students to the PHRASEBOOK to assist them with this
4 task. Play the track and have students repeat the phrases.
■ Divide the class into pairs. Ask students to read the
■ Divide the class into pairs to prepare two scenes. Draw
explanation and to look back at the conversations in their attention to the instructions and go through them.
Exercise 2.
■ Set a time limit of 10 minutes for students to prepare and
■ Allow five minutes for students to answer the questions. practice their scenes. Go around the class, monitoring and
■ Let students compare their answers in pairs before you giving help as necessary.
■ Invite each pair to come to the front of the class to present
their scenes. If you have a large class, divide the class into
ANSWERS groups to present their scenes to each other.
1 Conversation 2 Alternative procedure: more confident classes
The boy is talking to an adult, and the adult answers very formally. Ask students to prepare a more extended version of one
2 How are you? and And you? of the conversations in Exercise 2. Ask them to write
Yes, you can use these questions with everybody. between six and eight lines, explaining why they’re feeling
3 How are things? and How’s it going? the way they do.
MOVE BEYOND FOR TEACHERS Homework

Greeting people
In American culture asking How are you? is part of saying hello Ask students to write another short conversation in which
to someone. If you’re greeting someone you don’t know or are in people ask and say how they are. Ask them to write about
a more formal situation, negative answers aren’t expected and six lines, and provide some example situations to help
a short I’m fine, thanks. And you?, or something similar, is the them; for example, a conversation between a parent and
standard answer. Students from some cultures find this confusing, child, two friends, a doctor and a patient, a celebrity and
as in their country you only ask how someone is if you expect a an interviewer, or a grandparent and grandchild.
genuine answer. It’s worth pointing this out in class, as it may lead At the beginning of the next class, divide the class
to some embarrassing situations with native speakers. With close into pairs and have students practice reading their
friends it’s fine to be honest and say how you really feel. conversations.
5 3.15
■ Ask students to listen and repeat the questions and
answers. Ask them to notice the intonation of the phrases
and remind them that this can be very important, as flat
intonation can appear bored, uninterested, or even rude.
■ Play the track for students to listen and repeat. Monitor
intonation carefully and repeat the track if necessary.
■ Drill the questions and answers with the class, and then
call on students to say them.
■ Divide the class into pairs to practice reading the
conversations in Exercise 2.
AUDIO SCRIPT 3.15

Conversation 1
Dean: How are things?
Holly: OK.
Conversation 2
Mr. Sims: How are you?
Jay: I’m fine, thanks. And you?
Mr. Sims: I’m very well, thank you.
Conversation 3
Cindy: How’s it going?
Dana: Good. And you?
Cindy: Not too good.
Extra activity
Do a Disappearing conversation with the conversation
between Dana and Cindy. (See Teaching Tips, page 30.)
This could be done in pairs or as a class, by dividing
the class into two groups and having one half read
Dana’s part and the other half read Cindy’s. Monitor
pronunciation carefully, especially the rising and falling
intonation of questions and answers.
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WRITING Send me a postcard
Write a postcard Page 94
STAGE TIME FOCUS
GET STARTED Play a game to review the simple past and to introduce the topic of the lesson.
Talk about sending postcards and read a postcard. Correct the spelling mistakes (writing
SPEAK AND READ
subskill).
PRACTICE Choose the correct spelling of words.
DISCUSS Talk about a visit to another city. Describe the place, the weather, and and what you did there.
WRITE Write a postcard describing a place and what you did there yesterday.
SHARE Read your postcard aloud to the class. Decide who in the class had the most fun trip.
Get started 3
Recycle the simple past. Write the following on the board:
■ Ask a student to read the tips in the HOW TO box aloud.
Explain that these are common mistakes, and that it’s
I went to California on vacation last summer. I played volleyball important to check their spelling carefully.
on the beach, I ate seafood, the weather was fantastic, and I ■ Give students about three minutes to correct the spelling
had a great time! of the words in bold in the postcard.
Invite students to the front of the class one at a time to ■ Call on students to write the words on the board or to say
change one word of the sentences at a time; for example, last the answers, spelling the words for you to write them on
summer ➞ last June, played ➞ watched, volleyball ➞ soccer. the board.
The key is to make sure the sentences still make grammatical ■ Elicit from the class further examples that demonstrate
sense when the content changes. See how many words can each point in the HOW TO box (e.g., swimming, studied,
be changed so that the sentences still make sense. Allow eight/ate).
students to change the same words more than once.
ANSWERS
SPEAK AND READ arrived village there’s sunny for stayed
1
■ Read the instructions aloud. Check that students know the Alternative procedure
meaning of postcard. Before students do Exercise 3, dictate these sentences
■ Divide the class into pairs to talk about the questions. and ask students to write them down. Say each sentence
Allow about three minutes for this. twice.
■ Invite students to share their ideas with the class.
1 When we arrived at the beach, we stopped and had
Alternative procedure lunch. It was hot and sunny.
These days people send postcards less often, as free 2 I played basketball after I studied for the test. I really
messaging services are available all over the world. If enjoyed it!
students say they don’t send postcards or have never 3 There are three people in their house. They’re having
received one, ask them if they send messages to people lunch.
at home when they’re on vacation and how they do this.
Ask students to compare their sentences in pairs. Call
2 on students to write the sentences on the board, eliciting
■ Ask students to read the postcard and answer the any corrections that need to be made from the rest of the
question. Remind them not to correct the mistakes yet. class.
Allow three minutes for this task. Ask students to look at the first sentence and find the
■ Let students compare their answers in pairs before calling words with double letters (arrived, stopped). Elicit when we
on a student to give the answer. need to double the last letter of a verb when we add -ed
(when the verb ends in consonant + vowel + consonant).
ANSWER
Look at sentence 2 and elicit from students the verbs in
Yesterday wasn’t a perfect day because they went to an island for a the past tense (played, studied, enjoyed). Elicit when we
picnic, but her dad took the wrong bag, so they went back before lunch. change y to -ied (when the verb ends in consonant + y).
Underline there, their, and they’re in sentence 3. Ask
students to say the words. They’re all pronounced the
same way /ðer/, which is why students often misspell
them. Elicit the differences in meaning from the class, and
remind students always to check their spelling carefully.
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WEATHER REPORT
PRACTICE SHARE
4 7
■ Explain that students need to choose the correct spelling of ■ Divide the class into small groups to read their postcards
each word, and give them about three minutes to do this. to each other.
■ Call on students to give the answers and to say why the ■ When they have finished, ask each group to vote on who in
other answer is incorrect where appropriate. Note that visit their group had the most fun trip. Ask a student from each
– visited does not follow the double letter rule for verbs group to say which trip won and to explain why.
ending in consonant + vowel + consonant because the
stress is on the first syllable. The double letter rule applies Homework
to verbs with the stress on the last syllable.
Ask students to imagine they’re on their dream vacation.
ANSWERS Ask them to write a postcard to a friend, following
1 visited 2 stopped 3 foggy 4 too 5 having 6 Write the instructions in Exercise 6. Encourage them to be
imaginative, and explain that it doesn’t have to be a real
DISCUSS vacation that they’ve been on.
At the beginning of the next class, stick the postcards
5 around the room for the class to read and decide who had
■ Ask students to think of a city they have visited, or one the best vacation.
that they would like to visit. Go over the instructions and
give them a few minutes to prepare to talk about the city.
Remind them to use what they’ve studied in this unit to
help them (weather words, page 86; was/were, page 89;
the country, page 90; the simple past, page 91).
■ Divide the class into pairs and ask students to imagine
that they visited the city they chose and to tell their partner
about it. Remind them to include all of the information in
the instructions.
Extra activity
Before starting Exercise 6, play a game of First to Five
to recycle vocabulary from the unit and to give students
ideas for their postcards.
Divide the class into groups of three or four. Explain that
you’re going to give them a category. The first group to
write down five words from that category and call out
Stop! gets a point for their team if they’re all correct.
Repeat with other categories (e.g., words to describe the
country, weather words, vacation activities, and the simple
past forms of irregular verbs).
WRITE
6
■ Explain to students that they are going to write a postcard
from the city they talked about in Exercise 5. Go through
the three instructions and make sure that students
understand what information to include (point 1) and what
kinds of language to use (point 2). Remind them to check
their spelling when they have finished writing, and to look
back at the HOW TO box if necessary.
■ Give students about 10 minutes to write their postcards.
Circulate and give help as necessary.
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UNIT REVIEW
VOCABULARY The weather GRAMMAR Was/were

1 3
■ To review weather words, divide the class into pairs to ■ Review the use of was/were by asking students
answer the question What’s the weather like today? Call questions; for example, Where were you at eight o’clock
on a student to give the answer. Ask students What’s last night? Were you at home on Sunday afternoon? Was
the weather like in the spring/summer/fall/winter? Pablo in class on Monday?
■ Ask students to complete the weather words. Point ■ Ask students to complete the interview.
out that the first letter of each word is given and that ■ Let students compare their answers in pairs before
there’s a blank for each letter. Set a time limit of three you check them as a class.
minutes for this. ■ Divide the class into pairs to practice reading the
■ Let students compare their answers in pairs before interview. Monitor pronunciation of was/were.
ANSWERS
ANSWERS 1 was 2 wasn’t 3 Were
4 weren’t
5 was
1 hot 2 sunny 3 dry 4 warm 5 cloudy 6 were
6 windy 7 cold 8 foggy 9 snowing 10 cool
11 raining 12 wet
Simple past
The country 4
■ Elicit from the class how we form the simple past of
2 regular verbs.
■ Refer students to the picture. Ask them to match the ■ Ask students to complete the news story with the
words in the box to the picture. simple past form of the verbs. Explain that the verbs
■ Let students compare their answers in pairs before are regular and irregular. Remind them to check their
you check them as a class. spelling carefully.
■ Divide the class into pairs and ask students to cover ■ Call on students to read the news story aloud. Monitor
the words and name the things in the picture. pronunciation of simple past verbs and ask students
to spell the answers.
ANSWERS
beach 6 forest 8 island 1 mountain 3 ocean 4 ANSWERS
river 7 sky 2 town 9 tree 10 village 5 1 started 2 bought 3 stopped
4 had 5 came
6 called 7 went 8 took
SKILLS CHECK
Extra Resources
■ and more!
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■ Explain that students are going to listen for specific
Vocabulary review information in five conversations and choose the correct
■ Divide the class into four groups and give each group a answer from three different pictures. Make sure they realize
vocabulary category: Clothes, Action verbs, Countries and the they have to circle A, B, or C for each question. You may
weather, and The country. want to refer them back to the listening activity on page 80
■ Explain that they have to find the vocabulary and write where they matched conversations to pictures.
eight definitions for words in their categories (they should ■ Have students look at the pictures and ask what each set
also write down the answers so they don’t forget them). of pictures has in common.
Students can split the writing among them or appoint one ■ Divide the class into pairs or small groups and ask them
team member to do the writing. Provide an example for each to write down all the vocabulary they can think of that is
category and write them on the board, eliciting the answers. related to the pictures and the questions. Elicit the words
■ When each team has eight “clues,” they then test the other one question at a time and add any more that you think
teams by reading the clues aloud. Anyone can answer, but might be relevant.
they must raise their hands. The first person to raise a hand ■ Remind students to listen carefully for specific information
gives the answer. Teams score one point for each correct and not to worry if they don’t understand every word.
answer but lose a point if they get it wrong. If someone
makes a mistake, his or her team is not allowed to try again WRITE Exercise 3
for that item. ■ Write the following on the board: t _ _ _
■ For more difficult words, tell them that they must spell the ■ Ask students how many letters are missing (three). Remind
word correctly to get the point. Keep score on the board. students that one line is one letter.
Write this description on the board: A place you live in. Ask
Grammar review
■
students to complete the word for the vocabulary category

■ Remind students of the grammar they have studied on The country (town).
pages 79, 81, 89, and 91. Write the following on the ■ Ask students to think of descriptions for the words sky and
board, asking for examples as you write: Unit 7: Present tree; for example, When you look up, you see it and A very
progressive – affirmative, negative, questions, and short tall plant. Point out to students that this activity will help
answers; Unit 8: Was/were and Simple past. them answer the questions in Exercise 3.
■ For the first grammar point, ask students to think about
things that are happening now. Then have them write WRITE Exercise 4
examples of things that are and aren’t happening now, as ■ Refer students to the message and ask them some
well as a question and a short answer to ask and answer questions: Who is it from? (Aiden); Where is he? (at home);
about something that is happening now. Ask several Is he happy? (No, he’s bored); What does he want? (his
students to come up and write their sentences on the friend to come and play computer games). Ask students if
board. Check spelling and use of time expressions. they think it’s an interesting invitation and if they would go.
■ For was/were, review the form and use by asking questions ■ Refer students back to page 84 and remind them that
to elicit a variety of answers; for example: they have done this type of task before. Focus students’
Was it a hot day yesterday? (Yes, it was. / No, it wasn’t.) attention on the use of also in the HOW TO box on page 84
Were you on the internet last night? (Yes, I was. / No, I and remind them to use also if possible.
wasn’t.)
What was your favorite book when you were a child?
(It was …)
Doing the Progress Check
■ For the simple past, write arrive, buy, call, come, go, hate, READ Exercise 1
have, like, need, play, rain, see, start, stop, study, take, try ■ Go through the Test-Taking Tips with the class and point out
on the board and ask students to write the simple past that this type of activity is common on standardized tests.
forms. ■ Make sure students understand how to do the activity.
■ Ask students to come up and write them on the board to Point out that the picture should help them understand a
see if they remember the spelling rules and to say whether little about what they are going to read.
they are regular or irregular verbs. Drill the simple past ■ Remind students that a good tactic for beginning this type
forms to practice pronunciation of the /t/, /d/, and /ɪd/ of reading task is to read the text for the general idea and
endings. to look at the exercise before reading in more detail.
■ Allow 10–15 minutes for this section.
READ Exercise 1 ANSWERS

■ Have students look at the text, and ask What type of writing 1 B 2 C 3 B 4 A 5 B 6 C 7 C
8 A
is this? (a blog post); What is a blog post? (a page on the 9 B 10 C
internet where people share experiences and opinions); Who
reads blog posts? (friends and family or readers from the LISTEN Exercise 2
general public interested in your blog).
■ Ask students to look at the picture and the text title and 3.17
to say what they think the blog post is going to be about (a ■ If you’ve decided not to do the full warm-up, go through
vacation in Buenos Aires). the Test-Taking Tips for the listening task, briefly referring
■ Then ask students to look at the example and read the students back to the listening activity on page 80 where
sentence with a blank and the three answer choices. Elicit they matched conversations to pictures.
why to is the correct answer (to is the preposition that goes ■ Remind students to look at the pictures and predict what
with want). Going through the example as a class should they might hear. If they have vocabulary in mind related to
help students gain the confidence to attempt the rest on the pictures, they can listen for these words.
their own. ■ Ask students to look at the sets of pictures and ask what
each set has in common.
■ Point out that they will hear the conversations twice.
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ANSWERS / AUDIO SCRIPT 3.17 WRITE Exercise 4
1 B 2 A 3 C 4 C 5 B ■ If you have decided not to do the full warm-up, go through
the task and check that students understand what they are
0 Where was Peter yesterday?
writing (a message) and what their message has to include
Boy: Hi, Peter. I looked for you yesterday, but you weren’t online. (where they are, what they are doing, if they want to go to
Peter: No, I went swimming with my brother. Dad drove us to the Aiden’s house).
new pool near the shopping mall. It was great. ■ Go through the Test-Taking Tips for the writing task and
Boy: Cool. remind students that even if their writing is excellent, they
1 What’s Bella’s favorite music? won’t get full credit if they don’t answer all three questions
Bella: Hey, Irene, what’s your favorite kind of music? in Aiden’s message.
Irine: I like listening to different kinds of music, but I really like ■ Finally, remind students of the word limit and the
classical music. importance of checking their spelling and grammar.
Bella: Oh, I don’t really like classical music. I hate rock music too. ■ Allow 10 minutes for this section.
Irine: So what’s your favorite kind of music, Bella?
Bella: Well I like listening to hip-hop sometimes. But I really love MODEL ANSWER
Latin music. I love dancing, and Latin’s great for dancing. Hi, Aiden. I’m not at home. I’m shopping with Dad. We’re looking for
2 What’s Jacob doing? some new shoes for him and also for me. Dad can drive me to your
Archie: Hi, Jacob. house on the way home.
Jacob: Oh hi, Archie. How’s it going?
Archie: OK. I need to do my homework, but I’m kind of bored. What
are you doing?
After the Progress Check
Jacob: Uh, I started to do the French homework, but it was very Optional activity
hard, so I took a break and watched TV. And now I’m reading
that book for English. This activity will help lighten the atmosphere after the
Archie: Oh yeah, we have to read that for Monday, right? Progress Check, and it follows up on the themes from Units 7
and 8.
Jacob: Yeah. Hey, why don’t you come over and we can do the
French homework together?
■ Write these prompts on the board:
Archie: OK. (Name of a person) met
(name of a person) at
3 How old is Kira’s sister?
(place) on
Girl: Where’s Kira today? She never misses basketball practice.
(date) .
Boy: Oh, it’s her sister’s birthday. They’re having a party today.
It was (adjective) .
Girl: Oh, OK. How old’s her sister?
They (action verb) .
Boy: I don’t know – 13? No, I think she’s in 10th grade, so she
And then what happened? .
must be 14 or 15. ■ Divide the class into small groups. Make sure each student
Girl: If she’s in 10th grade, and it’s her birthday, she’s 15.
has a piece of easy-to-fold paper.
Boy: Oh, OK. ■ Explain that each student fills in the first blank, folds it over
4 What’s on the floor? to hide the writing, and passes it to the person to the left.
Girl: Uh, excuse me? ■ Do this until they have completed the last part (And then
Man: Yes? what happened?). Then tell them to pass the papers again
Girl: Is that your hat on the floor? Next to that woman’s bag? and to unfold them and read the story.
Man: Oh, yes it is.
Girl: Here you are. Feedback and extension
Man: Thank you. … Thank you very much.
After the Progress Check has been graded, provide feedback
5 How much is Lucy’s lunch? to the class as a whole and individually as far as possible.
Lucy: I’d like a cheese sandwich and a banana, please. Ask students which parts they found the most difficult and
Woman: That’s two dollars, please. how they think they could improve their grades next time.
Lucy: Uh … how much is juice?
Woman: It’s 95 cents. READ Exercise 1
Lucy: OK, and some juice then, please. ■ Review the options for each blank one at a time and
Woman: That’s two ninety-five. encourage students to say why they are correct or incorrect.
Lucy: Two ninety-five. … Here you are. ■ Where there were mistakes, ask students to identify
Woman: So that’s two dollars and five cents change. Thank you. whether they had difficulty with grammar or with vocabulary
and to reflect on what they should review.
WRITE Exercise 3 LISTEN Exercise 2
■ Go over the Test-Taking Tips for this task. Make sure ■ Hand out photocopies of the audio script – one for each
students understand that they have to write one letter for pair – and ask students to find where they made mistakes.
each line. ■ If students have made quite a few mistakes, ask pairs
■ Focus students’ attention on the example and ask them to underline the sections of the conversations where the
what vocabulary is tested here (the country). answers can be found (see the underlined sections in the
■ Explain that spelling is important for this task. Remind audio script above). Try to reassure students who have had
students that on an exam they would lose credit for difficulty that these tasks tend to get easier with practice.
spelling mistakes.
■ Allow five minutes for this section. WRITE Exercise 4
■ Make sure students understand what their errors were
ANSWERS when credit was lost.
1 village 2 mountain 3 beach
4 island 5 forest ■ If students need more practice on this type of task, write
the model text on the board. Divide the class into pairs,
and ask students to write it out in their notebooks, making
at least five changes to the model.
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WORKBOOK AUDIO SCRIPT
Track 01 Track 05 Jill: That’s easy. It’s Shrek. He has ears
Starter, page 6, Exercise 3a Unit 1, page 15, Exercise 2 and like that.
1 I’m 18. Exercise 3 Mr. J: That’s right.
2 She’s 12. Conversation 1 Picture number three, who’s this? He
Diego: Where are you from, Lara? has a big head and body, and black
3 I’m 30.
eyes. He loves Jackie Chan.
4 He’s 40. Lara: I’m from Rio – I’m Brazilian.
Alan: Is it Master Shifu from Kung Fu Panda?
5 I’m 19. Diego: What’s it like there?
Mr. J: Sorry, but that’s the wrong answer.
6 Mary’s 17. Lara: Rio is a very big city. Where are you
from, Diego? Jill: I think it’s another panda – Po, the
7 I’m 60. Kung Fu Panda?
8 John’s five. Diego: I’m Colombian – from the capital city,
Bogotá. It’s a big city too. Mr. J: You’re absolutely right.
Track 02 Picture number four. This person has
Conversation 2
long white hair.
Unit 1, page 12, Exercise 2 and Mina: Nice party, Zac.
Jill: That’s Gandalf, right?
Exercise 3 Zac: What?
Mr. J: Very good, Jill! The winner is Jill. You
Italian: Italy is famous for sports cars Mina: Nice party. win tickets to the new Spider-Man
like the Ferrari. Italians also Zac: It’s very noisy. movie. Enjoy!
design beautiful clothes. And they Mina: But it’s a lot of fun. Is this Brazilian
love food too. Like lasagna and music? Track 08
risotto – mmm! Zac: Yes, it is. Unit 2, page 24, Exercise 8
Brazilian: Brazilian dance and music are Mina: Nice! You see me in the movie Shrek. I have long
famous. Food from Brazil goes Conversation 3 ears, a big nose, four legs, and … hee-haw …
to other countries. They produce Elena: What’s your house like? no feet. Who am I?
coffee and bananas.
Kay: It’s a new house. I like it.
German: They’re good at technology in Elena: What’s your room like? Track 09
Germany. Germans make cars and Unit 2, page 27, Exercise 1b
laptops.
Kay: It’s small. But I like it. It’s quiet.
Elena: What color is it? Make a call
Japanese: Japan has famous clothes Can I speak to … ?
designers, and Japanese cars and Kay: Pink. I love pink.
Is this … ?
computers are all over the world. Track 06 Is … there?
Track 03 Unit 1, page 15, Exercise 4 Can he call me, please?
1 Can she call me, please?
Unit 1, page 12, Exercise 5 and Answer a call
Exercise 7 Lara: Where are you from, Diego?
2 Can you spell that, please?
Lin: I like your T-shirt. Where’s it from? Sorry, can you repeat that?
Avra: It’s from my vacation in Turkey. Mina: Is this Brazilian music?
Sorry, I don’t understand.
Lin: But the words on it are in English, not 3 You have the wrong number.
Turkish. What’s on the label? Elena: What’s your house like? Bye.
Avra: I don’t know. Wait a minute … It says, 4 Goodbye.
“Made in China.” It’s Chinese. Elena: What’s your room like?
Lin: Oh. 5 Track 10
Elena: What color is it? Unit 2, page 27, Exercise 2 and
Track 04 Exercise 4
Unit 1, page 15, Exercise 1b Track 07
Conversation 1
Ask for a description of something Unit 2, page 24, Exercise 2, Mrs. Logan: Hello.
What color is it? Exercise 3, Exercise 4, and Exercise 7 Lara: This is Lara Hardy. Is Kim there?
What’s your house like? Mr. J: Hello and welcome to the Movie Quiz Mrs. Logan: No, she isn’t, Lara. Sorry,
Is it big? Show. My name is Mister J. Today we she’s out.
Is it small? have Alan and Jill with us. Lara: Can you ask her to call me,
Describe something Alan: Hi, I’m Alan. please?
It’s black. Jill: Hello. I’m Jill. Mrs. Logan: Sure. Bye, Lara.
It’s red. Mr. J: I have pictures of people from movies Conversation 2
They are Italian. here. Ready? Picture number one. Mario: Good morning, Internet Answers. This
They are Brazilian. Whose ears are these? They’re big. is Mario.
They’re very nice. Here’s some help. His teeth are horrible.
They’re really nice. John: Hello. This is John Phipps, and I have
Jill: I think it’s Gandalf from The Lord of the a problem with my internet.
The neighbors are noisy. Rings.
The neighbors are quiet. Mario: OK, Mr. Phipps. How do you spell your
Mr. J: No, that’s wrong. Look at the ears. name?
Those ears aren’t his. Gandalf doesn’t
John: P-H-I-P-P-S.
have big ears. Alan – do you have any
ideas?
Mario: And your telephone number?
Alan: Is it Gollum from The Lord of the Rings? John: 210-769-1264.
Mr. J: Correct. Mario: Sorry, can you repeat that?
Picture number two. He’s big and John: 210-769-1264.
green, and his ears are long. Mario: OK. Now what is the problem?
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Conversation 3 6 Conversation 3
Jess: Hello. Mom: Let’s forget about this room. Kate: Excuse me. Can I borrow your pen for a
Lee: Kung hei fat choi. minute?
Jess: Sorry, I don’t understand. You have the Track 14 Dave: Sure. Here you are.
wrong number. Unit 3, page 38, Exercise 5 Kate: Thanks.
Lee: No! It’s me, Lee! Hi, Jess. It means There’s a mouse in my house. Dave: You’re welcome.
“Happy New Year” in Chinese. But of course there isn’t a horse.
Jess: Oh, Lee! Thanks! Happy New Year to There are mice, and they’re nice, but there Track 18
you too! aren’t any rabbits. Unit 3, page 41, Exercise 2a
There’s my dad – that’s not bad, and there’s Harriet: I prepare my clothes for school
Track 11 my mom, and then there are some dogs, and at night, but I don’t finish my
Unit 2, page 27, Exercise 5 a cat, and that’s that! homework before bed. In the
1 Track 15 morning I don’t have my lunch, so
Lara: This is Lara Hardy. Is Kim there? I have to make it quickly. I pack my
2 Unit 3, page 39, Exercise 1c bag really fast too. I know where my
Mrs. Logan: Sorry, she’s out. Ask for something keys are. I always put them in my
Can I have a … , please? backpack before bed. I run to take
3 Can I have some … , please?
Lara: Can you ask her to call me, please? the bus. Then I finish my homework
Excuse me. Can I borrow your … ? on my way to school.
4 Give something
Mrs. Logan: Sure. Bye, Lara. Here you are. Track 19
5 React Unit 4, page 48, Exercise 2 and
Mario: How do you spell your name? Yes, of course. Exercise 3
6 Sure. Tina: Welcome to Tune In, your Friday
Mario: Sorry, can you repeat that? You’re welcome. night music radio show with me,
7 Thanks. Tina Tee. Today we’re out on the
Jess: Sorry, I don’t understand. No, sorry. street talking to young people about
8 their favorite music.
Jess: You have the wrong number. Track 16
Tina: Hello, what’s your name?
Unit 3, page 39, Exercise 2 Dwayne: I’m Dwayne.
Track 12 Conversation 1 Tina: Hi, Dwayne. What music do you
Unit 3, page 36, Exercise 2 and Rob: Ben, can I borrow your bike? listen to?
Exercise 3 Ben: No, sorry. It’s mine. Dwayne: I like hip hop.
Son: na-na-na-la-la … Rob: Please, Ben. Only for 30 minutes. Mom Tina: And can you play an instrument or
Mom: Shhh, stop it! You’re so noisy! wants some milk from the store. sing?
Son: But we’re on vacation, it’s our new Ben: OK, but be careful with it. Dwayne: I can’t play an instrument, but I can
hotel room, and I’m happy. Conversation 2 sing. I write songs. I write poems
Mom: OK, me too, but come on. Open the Mary: Mom? Can I have some money, too.
door. Let’s go in … please? Tina: That’s great. Thanks. Good luck with
Son: What’s this? Hmm … Of course there’s Mom: What for? it.
a bed, but it’s very small, and there Mary: School lunch. Tina: Hi. What’s your name?
aren’t any chairs. Mom: Yes, of course. Here you are. Yola: Yola.
Mom: And come here. Look! You can’t see Mary: Thanks. Tina: So, what kind of music do you like?
anything out of the window. There’s just Mom: You’re welcome, Mary. Yola: I like traditional music.
a wall. Conversation 3 Tina: Why do you like it?
Son: There’s a light here … but it doesn’t Kate: Excuse me. Can I borrow your pen for a Yola: The old songs are different. I think
work! minute? most pop is the same – boring.
Mom: Aahh! There’s a mouse on the floor Dave: Sure. Here you are. Tina: Are you a good singer?
over there under the table! Kate: Thanks. Yola: No. I can’t sing, but I can play
Son: Is there really a mouse? Dave: You’re welcome. Hey, that’s a cool the guitar. I’m in a group called
Mom: I’m sorry, dear. Let’s forget about this phone! Harmony.
room. It’s horrible. Let’s go. Kate: Yeah. It’s new. Tina: Do you play in concerts?
Track 13 Yola: Yes. We sometimes play at school
Track 17 concerts.
Unit 3, page 36, Exercise 5b Unit 3, page 39, Exercise 3 Tina: Cool.
1 Conversation 1 Tina: Excuse me. What’s your name?
Son: Of course there’s a bed. Rob: Ben, can I borrow your bike? Leo: I’m Leo Jones.
2 Ben: No, sorry. It’s mine. Tina: Leo, are you musical?
Son: There aren’t any chairs. Conversation 2 Leo: Not really. I listen to a lot of music,
3 Mary: Mom? Can I have some money, and I play a little guitar.
Son: There’s a light here. please? Tina: What do you listen to?
4 Mom: Yes, of course. Here you are. Leo: I like old rock. Led Zeppelin, Pink
Son: Is there really a mouse? Mary: Thanks. Floyd – stuff like that.
5 Mom: You’re welcome, Mary. Tina: What about new groups?
Mom: I’m sorry. Leo: Yeah. I listen to them and go to
concerts, but I really like old songs.
Tina: Thanks, Leo.
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Track 20 Conversation 3 Track 28

Unit 4, page 51, Exercise 2 Jo: Mom, what time is it now? Unit 5, page 63, Exercise 3 and
1 It’s eleven o’clock. Mom: It’s a quarter after one. Exercise 4
2 It’s a quarter to seven. Jo: I have basketball practice at two Conversation 1
3 It’s five to four. o’clock. Pete: Hi, Mr. Green. Are you busy?
4 It’s four thirty. Mom: OK. Have some lunch, and we can Mr. Green: Hello, Pete. Busy? No, not really.
5 It’s ten to twelve. leave at ten to two. There’s time. Why?
6 It’s twenty to nine. Track 25 Pete: I’d like your help because I have
7 It’s ten after four. a problem with my bike. Can you
Unit 4, page 53, Exercise 4 see what’s wrong?
8 It’s a quarter to five.
Teacher: Your homework is to write an essay Mr. Green: Sure. Oh, I see. Don’t worry. I can
Track 21 on the history of movies. Use your fix it.
book to help. Read Unit 6 and use Conversation 2
Unit 4, page 51, Exercise 3
the internet to find information. Mom: Oh, Amy. I’m not ready to go.
1 It’s a quarter to twelve. Write your essay in your notebook.
2 It’s ten to eleven. Amy: Why not?
You have one week. Write your essay
3 It’s eight thirty. by Tuesday, October 12. Mom: I can’t find my glasses. Help me find
4 It’s ten after nine. them. I usually put them near my bed,
Track 26 or on the table here.
Track 22 Amy: Your glasses aren’t there. They’re on
Unit 4, page 51, Exercise 4 Host: It’s nine o’clock on Sunday. There’s no your head, Mom.
Conversation 1 school today, so what do you usually do Conversation 3
Jo: What time is it? on Sunday? Call the radio show now Alfie: Rachel, what does “supper” mean?
Mom: It’s ten after eight. and tell us. Rachel: Why do you want to know?
Jo: Oh, no! We’re late. The concert starts at Alfie: Because Helen’s mom says it.
a quarter after eight. Track 27 Rachel: Well, it’s a different word for “dinner.”
Mom: Relax. The concert is at eight thirty. We Unit 5, page 60, Exercise 3, Some people say it.
have time. Exercise 4, and Exercise 5
Track 29
Conversation 2 Host: It’s nine o’clock on Sunday. There’s
Dan: What time’s the movie? no school today, so what do you Unit 5, page 63, Exercise 5
Jo: It’s at a quarter to nine. usually do on Sunday? Call the 1
Dan: Great. Let’s go. radio show now and tell us. Hey, Pete: Hi, Mr. Green. Are you busy?
Conversation 3 who’s this? Hello there. What’s your 2
Jo: Mom, what time is it now? name? Mr. Green: No, not really. Why?
Mom: It’s a quarter after one. Sharon: I’m Sharon. 3
Jo: I have basketball practice at two Host: So, Sharon. What’s special about Pete: I’d like your help because I have a
o’clock. Sunday? problem with my bike.
Mom: OK. Have some lunch, and we can Sharon: Well, I don’t get up early. I have a 4
leave at ten to two. There’s time. good breakfast with my family. We Mom: I can’t find my glasses.
have eggs and orange juice. On 5
Track 23 school days I often don’t have time Amy: Why not?
Unit 4, page 51, Exercise 5b for that. My family goes to the park 6
or to a museum in the afternoon. Alfie: Rachel, what does “supper” mean?
Ask the time
I go to bed at about ten o’clock
What time is it? 7
because I have school on Monday.
What time’s the … ? Rachel: Why do you want to know?
Say the time Host: Thanks, Sharon. Now, our next caller.
What is your name? 8
It’s … o’clock. Alfie: Because Helen’s mom says it.
It’s ten after … David: My name’s David. I really like
Sundays. I do my homework on 9
It’s ten to … Rachel: Well, it’s a different word for “dinner.”
It’s a quarter after … Saturday so I’m free Sunday. I
always play soccer with my team at Some people say it.
It’s a quarter to …
It’s at … twelve o’clock. Then I take a shower Track 30
and have lunch with my family. In
Track 24 the afternoon I meet friends, and we Unit 6, Page 72, Exercise 1b,
go to the movies or watch TV. Exercise 2, Exercise 3, and Exercise 4
Unit 4, page 51, Exercise 6 Host: Welcome to Teens Talk about Food.
Conversation 1 Host: That’s great, David. Enjoy your day.
Our first teen is Lucia.
Jo: What time is it? Lucia: So, you want to know about my
Mom: It’s ten after eight. favorite food. OK. Well, I don’t eat
Jo: Oh, no! We’re late. The concert starts at any red meat, so no steak for me!
a quarter after eight. But I eat some chicken and fish. I
Mom: Relax. The concert is at eight thirty. We love Italian food like pasta, and I love
have time. cheese! It’s my favorite food. There
Conversation 2 are so many different kinds of cheese.
Dan: What time’s the movie? Host: Thanks, Lucia. What about you, Frank?
Jo: It’s at a quarter to nine.
Dan: Great. Let’s go.
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Frank: We get all our fruit and vegetables Track 34 Princess: Please, Father. I … I … I don’t want
from our big garden. My family has Unit 6, page 77, Exercise 2 and to meet the prince. I know the man
delicious, fresh salads. We have some Exercise 3 I want to marry. He comes here
chickens, and we get eggs every day. often, and we meet in the garden.
1
We don’t buy much food, really. Only We sit under the tree and talk.
meat. I love a steak dinner on Sunday.
Sasha: Hi. I’m Sasha. I usually buy
ready-made meals from
King: What?! You’re secretly meeting
Host: Thanks, Frank. And Tara. I understand supermarkets, and I don’t cook much.
an ordinary man? I have a prince
that you don’t eat any meat. waiting for you!
But now it’s too expensive, and so I
Tara: That’s right. I don’t eat any meat. I sometimes buy fresh food. It takes Princess: But he’s a good man, Father. He
never eat burgers. And I don’t eat more time, but I like cooking. has a good heart. I … I … I love
anything that comes from animals. him. Look! He’s coming now.
2
Not milk; not cheese. I drink a lot of Narrator: Prince Eric enters.
juice, and I eat a lot of vegetables,
Nick: Hello. My name’s Nick. We have a long
summer vacation, and we always go Princess: This is the man who visits me in
especially carrots. I love them! My the garden. His name is Eric.
to our beach house for two months
dad cooks great vegetarian Chinese King: Prince Eric, you mean! Daughter,
or more. It’s a little boring because
food. this is the man I want you to marry.
we see the same people and do the
Host: Well, a big thanks to our teens today. same things every day. Princess: Prince Eric?
Track 31 3 Prince: Yes, Prince Eric. Please, Aurelia.
Mike: Mike here. I play the keyboard, and I want you to love me because
Unit 6, page 75, Exercise 1b I have a good heart and not
it’s fun. This year I also play the piano.
Ask how much something is because I am a prince.
I have an old piano, and it’s different.
How much is the juice? Princess: Father, this is the man I love.
It’s bigger and noisier.
How much is this juice? King: Then I give you Prince Eric as your
How much is that juice? 4
Tina: This is Tina. It’s hard for me to make husband and I give you both my
How much are the grapes? kingdom.
How much are these grapes? new friends because I’m not good at
How much are those grapes? talking to new people. I don’t know Track 38
Buy or not buy something what to say to them. Maybe I’m a
boring person. Unit 7, page 84, Exercise 1
OK. Can I have some, please? 1
OK. Can I have it, please? Track 35 sound of traffic
OK. Can I have them, please? 2
Sorry, that’s too much. Unit 6, page 77, Exercise 4
Tina: This is Tina. It’s hard for me to make sound of cutlery scraping on plates
I’m not sure. Thanks.
new friends because I’m not good at 3
Track 32 talking to new people. I don’t know sound of cash register
Unit 6, page 75, Exercise 4 what to say to them. Maybe I’m a boring 4
person. sound of bird calls
Conversation 1
5
Pete: How much is this phone? Track 36 sound of applause (clapping)
Clerk: It’s 300 dollars. Unit 6, page 77, Exercise 5a 6
Pete: Mmm. I’m not sure. Thanks. Nick: Hello. My name’s Nick. We have a long sound of a puppy barking
Conversation 2 summer vacation, and we always go
Emma: How much are these sneakers? to our beach house for two months or Track 39
Clerk: They’re 55 dollars. more. It’s a little boring because we Unit 7, page 84, Exercise 2 and
Emma: Sorry, that’s too much. see the same people and do the same Exercise 3
Conversation 3 things every day. Speaker 1
Dan: How much is this laptop? Mom: I’m pointing to the bird. Look there!
Clerk: It’s 250 dollars. Track 37 Now it’s flying away.
Dan: OK. Can I have it please? Unit 7, page 81, Exercise 2 Speaker 2
Narrator: Scene One: In the garden of the Mom: Hi, Carla. I’m with Dad, and we’re
Track 33 castle. eating in a new restaurant. We’re sitting
Unit 6, page 75, Exercise 6 King: Princess Aurelia! by the window.
Conversation 1 Princess: Yes, Father? Speaker 3
Rick: How much are these soccer shoes? King: My daughter, you are a young Girl: Look. He’s carrying a puppy … and
Clerk: They’re 75 dollars. woman now. It’s time for you now he’s giving it some food.
Rick: Sorry, that’s too much. to find a prince to marry. Now Speaker 4
Conversation 2 I have … Presenter: The actors are dancing, and the
Liz: How much is this computer? Princess: But Father, I … I’m not looking for people here are really enjoying
Clerk: It’s 244 dollars. a husband. this.
Liz: Mmm. I’m not sure. Thanks. King: No, you aren’t, but I am looking Speaker 5
Conversation 3 for a husband for you. Now I have Man: I’m shopping. I’m waiting to pay now.
Ed: How much is this pen? a prince. He’s coming today. He’s Call you later. Bye.
rich and intelligent … Speaker 6
Clerk: It’s 99 cents.
Ed: OK. Can I have it, please? Man: I’m driving now, so I can’t talk for long.
I’m going to work, and I’m late.
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Track 40 Track 44 Track 47

Unit 7, page 87, Exercise 2b Unit 8, page 92, Exercise 4b Unit 8, page 98, Exercise 4b
Say you like something Female: It’s a good day for the beach here I met a man. He told me that
I really like music. in Rio – another hot day. It’s eight He went to sea in a very nice hat.
I really like dancing. o’clock in the morning, and it’s 30 He bought a bird, and that was nice.
I really love music. degrees. He gave it food. It was mostly rice.
I really love dancing. Male: Now, the weather. Get ready for a He took it to Australia,
Say you don’t like something wet and windy day in London. The But he saw it wasn’t happy there.
I don’t like dancing. temperature’s 10 degrees right now. He then came back and made a new plan:
I hate dancing. Take a jacket and an umbrella if you “Let’s sail away and see Japan!”
Questions go out.
Track 48
Do you like it? Female: It’s cool in New York, but it’s
Do you like music? nice and dry and sunny with a Unit 8, page 99, Exercise 1b
Do you like dancing? temperature of 11 degrees. Ask how people are
Male: Good morning from Moscow. It isn’t How are you?
Track 41 snowing now, but it’s cloudy and How are things?
Unit 7, page 87, Exercise 3 cold with temperatures around zero. How’s it going?
1 Female: It’s a foggy start to the day in Lima. And you?
Lewis: I go to the theater a lot. I think the Be careful if you’re driving. You can’t Say how you are
theater is amazing. I definitely want see more than 10 meters in front Good.
to be an actor. of you! Not too bad.
2 I’m fine.
Tess: I’m in the school play, but it’s really
Track 45 I’m fine, thanks.
boring. It’s a 17th-century play. I Unit 8, page 96, Exercise 2 and I’m very well.
don’t understand it. Exercise 3 I’m very well, thank you.
3 Bob: Hi, Harry. How was your day? Not too good.
Emilio: For me, it’s fantastic. I’m learning Harry: Good at the beginning. We walked Track 49
new things every day. The theater is a along the river, and then we had our
magical place. sandwiches. The weather was great. Unit 8, page 99, Exercise 2
4 It was warm and a little cloudy. We Conversation 1
Zoe: It’s about telling stories. The story rested, and then we went swimming. Ozzie: Hey, Rufus. How’s it going?
happens in front of your eyes. It’s But when I came out, my sneakers Rufus: Good. And you, Ozzie?
about people’s lives, and it’s really weren’t there! Ozzie: Fine, thanks.
interesting. Bob: What happened next? Conversation 2
Harry: My friends and I looked for the shoes, Ricardo: Hello, Mr. King. It’s nice to see you.
Track 42 but we never found them. I walked How are you?
Unit 7, page 87, Exercise 5 home with no shoes. My friends gave Mr. King: I’m very well, thank you, Ricardo.
Conversation 1 me their socks to wear. Conversation 3
Mr. Sims: Do you like musical theater? Bob: You walked all the way home? Laura: Hi, Tania. How are things?
Lewis: I love listening to other people Harry: Yeah. My feet were tired, and I wasn’t Tania: Not too bad. I got an A in English!
sing, but I hate singing. happy! Laura: Wow! That’s great.
Conversation 2 Tania: Thanks, Laura. How are you?
Track 46
Mr. Sims: Do you like acting? Laura: Not too good.
Tess: I don’t like learning the lines, but I Unit 8, page 96, Exercise 6 and Tania: Why’s that?
like wearing a costume. Exercise 7 Laura: There’s a problem at home.
Conversation 3 Holly: So, how was your vacation, Pam?
Mr. Sims: Do you like being in a play? Pam: Well, at first it was super! I was in Track 50
Emilio: Yes, I love acting. Honduras with my mom and dad and Unit 8, page 99, Exercise 3
my brother. Our hotel was right next to Conversation 1
Conversation 4
the beach. It was perfect! But … Mr. Thomas: Good morning, Zara.
Mr. Sims: Do you like drama?
Holly: But what? How are you?
Zoe: Yes, I really like it.
Pam: Uh, well. One morning, we went sailing. Zara: I’m very well, thank you.
Track 43 The weather was nice, but then it was And you?
very, very windy. Then it started to rain Mr. Thomas: Fine, thank you.
a lot. Conversation 2
Boy: Do you like going to the movies?
Holly: Were you near the beach? Rafa: Hey, Jack! How are things?
Girl: I love going to the movies, but I hate
Pam: No, we weren’t. Then the wind got Jack: Not too bad, Rafa. And you?
watching TV.
stronger. My dad called for help, and
Boy: Do you like playing sports? Rafa: Good, I guess.
the Coast Guard came to help us.
Girl: I don’t like playing team sports, but I Conversation 3
Holly: That was terrible!
like playing sports on my own. Nikki: Hi, Lana! How’s it going?
Pam: It was!
Boy: I love listening to music. Lana: Not too good. How are you?
Girl: I really like it. Nikki: Not too good either. I’m worried about
this exam …
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Conversation 4
Mike: Hello, Mrs. Wilkinson. How are you?
Mrs. Wilkinson: I’m well, Mike. Thank you for
asking. And you?
Mike: I’m fine, thank you.
Track 51
Conversation 1
Neil: Hey, Marty. How’s it going?
Marty: Good. And you, Neil?
Neil: Everything’s fine, I guess.
Conversation 2
Melanie: Hello, Mr. Norris. It’s nice to see
you. How are you?
Mr. Norris: I’m very well, thank you, Melanie.
Conversation 3
Matt: Hi, Ryan. How are things?
Ryan: Not too bad. I got an A in science!
Matt: Wow! That’s great!
Ryan: Thanks, Matt. How are you?
Matt: Not too good.
Ryan: Really? Why’s that?
Matt: I got an F on the same test …
Track 52
Conversation 1
Jude: I don’t know what to have, Anna.
There are so many good things.
Anna: Yes, it all looks delicious. But it’s
a little expensive, Jude. How much
money do you have?
Jude: Um … I don’t know. Let me check.
Conversation 2
Jude: What do you think, Anna?
Anna: Let’s order the first thing on the
menu for each course.
Jude: Really? That’s a lot!
Conversation 3
Peter: So, three fifty plus two ninety is …
six forty.
Gerry: But, Peter, we don’t have that much!
Didn’t you think before you ordered?
Peter: Aw … don’t worry. It’s fine.
Conversation 4
Waiter: Thank you. Here’s your change.
William: Thanks. OK, let’s go.
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WORKBOOK ANSWER KEY
Starter Unit 6 Is it a good party? / Yes, it is. LISTENING
7 Is she OK? / Yes, she is. Page 12
VOCABULARY 1 8 Am I on your team? / No, you’re not. / 1 Students’ own answers
Page 4 No, you aren’t. 2 coffee: Brazil cars: Italy, Germany,
1 1 e
2 b 3 a
4 d 5 h 6 c 7 f 8 g 4a 1 Who 2 Where 3 What 4 When Japan computers: Japan, Germany
2 1 purple 2 pink 5 How 6 Where 7 What clothes: Japan, Italy
3 a one b two c four d six e eight 4b a 1 b 5 c 6 d 2 e 4 f 3 g 7 3 Italy: sports cars, clothes, risotto
f twenty g twelve h fourteen i five Brazil: famous dances, coffee, bananas
j eighteen k nine l five m sixteen n ten
o seventeen Unit 1 Germany: computers, cars Japan: cars,
computers, clothes
VOCABULARY 1 4 1 Italian 2 Brazilian 3 German
GRAMMAR 1 Page 8 4 Japanese
Page 5 1 1 phone
2 sunglasses 3 T-shirt 5 1 Turkey 2 English 3 China
1 1 her 2 my 3 your 4 their 5 They 4 backpack 5 bike 6 laptop 6 1 Turkish 2 England 3 Chinese
6 Our 7 his 7 soccer ball 8 game console 7 1 Where’s it from?
2 1 My 2 I 3 My 4 My 5 She 6 Her 2 1 NOTEBOOK 2 JEANS 3 ICE CREAM 2 What’s on the label?
7 She 8 We 9 We 10 Our 4 PHONE 5 SANDWICH 6 WEBSITE 3 I don’t know.
3 1 It’s 2 Its 3 its 4 It’s 5 its 7 CAR 4 It says “made in China.”
4 1 b 2 a 3 c 4 a 5 a 6 c 7 c 8 b
5 1 is 2 are 3 are 4 is 5 is 6 am X I C E O W O R G W
VOCABULARY 2
P S A N D W I C H E Page 13
VOCABULARY 2 H N E C X E O S O B 1 1 Brazil 2 Germany 3 Italy 4 Japan
Page 6 5 South Africa 6 Turkey 7 United States
1a 1 April, August 2 January, June, July O J E A N S T R V S
2 1 Italian
2 South African 3 Turkish
3 March, May 4 September, October, N E L R B U K E P I
4 German 5 American 6 Japanese
November, December 5 February E Q R E Y T I E N T 3 1 Brazil 2 South Africa 3 Italy
1b 1 April = 30 days, August = 31 days
I C E C R E A M E E 4 Japanese 5 American 6 Germans
2 January = 31 days, June = 30 days,
N O T E B O O K I D 7 Turkish
July = 31 days 3 March = 31 days, May
= 31 days 4 September = 30 days, Words & Beyond
3 1 T-shirt 2 soccer ball 3 jeans
October = 31 days, November = 30 4a 1 d 2 c 3 a 4 f 5 b 6 e
4 ice-cream cone 6 bikes
days, December = 31 days 5 February = 4b 1 boring 2 interesting 3 new
4 1 e 2 d 3 a 4 b
5 f
6 c
28/29 days 4 different 5 big 6 old
2 18 = Sunday, 19 = Monday, 5 1 glass 2 sandwich 3 story 4 article
READING
20 = Tuesday, 21 = Wednesday, 22 = 5 city 6 game
Page 9
Thursday, 23 = Friday, 24 = Saturday 6 1 tourists 2 vacations 3 visit 4 cities
1 1 g 2 a 3 b 4 d 5 c
6 e 7 f 8 h
3a 1 18 2 12 3 30 4 40 5 19 6 17 5 museums 6 stay 7 hotels
2 1 hotel 2 bus 3 email 4 television
7 60 8 5 5 café 6 pizza
3b 1 eighteen, eight 2 twelve, twenty GRAMMAR 2
3 Transportation: metro, bus, taxi Food:
3 three, thirty 4 four, forty 5 nineteen, Page 14
pizza, salad(s) Places: hotel, museum,
nine 1 1 this 2 that 3 these 4 those
café
6 seventeen, seven 7 six, sixty 8 five, 2 1 ’s 2 is/’s 3 are 4 are 5 Are 6 are
4 Suggested answers: bus, stop,
fifteen 3 1 that 2 Those 3 that 4 This 5 these
salads, soccer, television, WOW. (Any
4 1 35 2 21 3 56 4 83 5 97 6 74 4a 1 this 2 those 3 those 4 that 5 that
may be relevant.)
7 49 8 62 6 this 7 those 8 these
5 1 transportation 2 taxi 3 café
5 1 Name: Lucas Johnson; Phone 4b a 2 b 8 c 7 d 4 e 1 f 6 g 5 h 3
4 Museum 5 aquarium 6 room
number: 555-062-8397; Age: 13; 5 1 Who is that?
7 television 8 Wi-Fi 9 park 10 movies
Birthday: December 23; Address: 20 2 What are those things?
Sun Street, Miami, USA 3 Why is this movie so boring?
GRAMMAR 1
4 What are these things called?
Page 10
GRAMMAR 2 1a 1 names 2 buses 3 classes
5 Where’s this place on the map?
Page 7 6 How old is that house?
4 lunches 5 boxes 6 cities
7 days
1a 1 What color is it? 2 How old is it? 1b 1 ✓ 3 ✓ 5 ✓
3 Where is it now? 4 Is it a new phone? SPEAKING
2 1 a 2 an
3 an 4 a 5 a 6 a
5 Is it good? Page 15
3 1 –
2 – 3 the 4 – 5 the 6 the
1b a 3 b 1 c 4 d 2 e 5 1a 1 is 2 like
3 it
4 It’s 5 They 6 really
4 1 a
2 b 3 c 4 c 5 c 6 b
7 b
2a 1 Are 2 Is 3 Are 4 Am 5 Is 6 Are 7 are
7 Is Page 11 2 1 Brazil 2 Colombia 3 party 4 pink
2b a 1 b 4 c 6 d 7 e 2 f 3 g 5 5 1 lessons 2 buses 3 cities
4 people 3 1 e 2 f
3 b 4 c 5 d 6 a
3 1 Are you Carol? Yes, I am. 5 games 6 classes
2 Is he your teacher? / No, he isn’t. / 6 1 children 2 babies 4 months WRITING
3 girls
No, he’s not. 5 men 6 women 7 people Page 16
3 Are we all here? / Yes, we are. 7 1 A, (-) 1 1 adjective 2 noun 3 adjective
4 Are they good friends? / No, they’re 2 A, (-) 2 1 This is 2 African 3 really big
not. / No, they aren’t. 3 (-), a 4 favorite animal 5 very happy 6 a good
5 Are you in the same class? / No, we’re 4 An, (-), a
not. / No, we aren’t.
163
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3a 1 b 2 a 3 c 4 f 5 d 6 e 5 Male: dad, father, grandpa, brother LISTENING
3b 1 funny 2 great, cool 3 favorite, Female: grandma, mother, sister, mom Page 24
blue, nice 4 black, fast 5 old, noisy 6 1 Luis
2 Paula 3 Omar 4 Tina 1 a 5 b 4 c 2 d 3 e 1
6 Japanese 5 Marcos 6 Sara 2 1 Mr. J 2 Mr. J 3 Jill 4 Mr. J 5 Alan
4 1 This is my new bike. 7 1 T
2 F 3 F 4 T
5 T 6 T 6 Mr. J 7 Mr. J 8 Jill
9 Mr. J 10 Mr. J
2 These clothes are really nice. / These 12 Mr. J
11 Jill
are really nice clothes. READING 4 Gandalf ✓ Gollum ✓ Po ✓ Shrek ✓
3 This is my French pen pal, Vanessa. Page 21 5 1 Gollum 2 Shrek 3 Po 4 Gandalf
4 My house isn’t very big. 1 1 f 2 h 3 g 4 c 5 d 6 b 7 a 8 e 9 i 6 c
5 My best friend is really funny. 10 j 8 d
2 1 Anna 2 Lili 3 Dana
SCHOOL SKILLS 3 1 b 2 a 3 f 4 e 5 h 6 i 7 c 8 j 9 d VOCABULARY 2
Page 17 10 g Page 25
1 1 a 2 g 3 f 4 c 5 b 6 e
7 d 4 a 4 b 2 c 5 d 8 e 7 f 1 g 3 h 6 1 1 nose 2 eyes 3 mouth 4 ears
2 1 good 2 respect 3 teacher 5 legs 6 teeth
4 students 5 all 6 learn GRAMMAR 1 2 1 b 2 c 3 f 4 e
5 d 6 a
3 1 b 2 c 3 a 4 f 5 e 6 d Page 22 3 1 head 2 eyes 3 feet 4 arms
1 1 have 2 has 3 don’t 4 doesn’t 5 Do 5 mouth 6 nose
VOCABULARY REVIEW 1 6 Does 7 do 8 doesn’t
Page 18 2 1 don’t 2 don’t 3 don’t 4 has Words & Beyond
1 1 red 2 blue 3 orange 4 pink 5 doesn’t 6 don’t 7 have 8 have 4 1 time 2 smart 3 morning 4 spell
5 brown 6 white 7 yellow 8 green 3a 1 Does Clara have a brother? 5 park 6 present
2 1 b 2 e
3 a 4 c 5 g 6 d 7 f 2 Does Mike have a sister? 5 1 camera 2 Smile 3 text message
3 1 b 2 a
3 c 4 a 5 b 6 c 7 a 8 c 3 Does Clara have a sister? 4 contact list 5 laptop 6 wrong number
4 Does Mike have a brother?
GRAMMAR REVIEW 1 5 Do Clara and Mike have laptops?
GRAMMAR 2
Page 19 6 Do they have tablets?
Page 26
1a 1 Where 2 Who 3 Where 4 Where 1 1 mom’s 2 parents’ 3 is that
7 Does Clara have a game console?
2 1 mine 2 yours 3 his 4 hers 5 ours
5 What 6 When 7 How 3b 1 No, she doesn’t. 2 Yes, he does.
1b a 1 b 5 c 7 d 3 e 2 f 4 g 6 6 theirs
3 Yes, she does. 4 No, he doesn’t.
2a 1 Is, your 2 Are, – 3 Is, you 4 Are, 3a 1 Whose room is this?
5 No, they don’t. 6 Yes, they do. 7 Yes,
her 5 Are 6 Is, your 2 Whose pens are these?
she does.
2b 1 No, it isn’t. 2 Yes, I am. 3 No, it 3 Whose phone is this?
Page 23 4 Whose jeans are these?
isn’t. 4 Yes, they are. 5 No, we aren’t.
4 1 Do you have a good movie we can 5 Whose bike is this?
6 Yes, it is.
watch? 6 Whose books are these?
3 1 a 2 is 3 This 4 our 5 – 6 an
7 are
2 No, I don’t. 3b 1 It’s Matt’s. 2 They’re Matt’s. 3 It’s
8 a
3 Do you have a DVD? Alicia’s.
4 They’re Matt’s. 5 It’s Alicia’s.
4 1 buses 2 classes 3 friends
4 I have a DVD of How to Train Your 6 They’re Alicia’s.
4 lunches 5 activities 6 classmates
Dragon. 4 1 a ✓, b parents’ 2 a ✓, b girls’
7 days
5 I don’t have that. 3 a grandpa’s, b ✓ 4 a neighbor’s /
6 Do you have anything to eat? neighbors’, b ✓ 5 a team’s, b ✓ 6 a ✓,
Unit 2 7 I have pizza. b students’
5 1 Does John have a problem with 5 1 dad’s 2 mine 3 mom’s 4 parents’
VOCABULARY 1
math? Yes, he does. 5 sister’s 6 Hers
Page 20
2 Do Kate and Mary have the same last 6 1 Whose dad is he? He’s Juanita’s.
1 1 different 2 new 3 horrible
4 good
name? Yes, they do. 2 Whose grandchildren are they? They’re
5 same 6 quiet 7 bad 8 noisy
9 young
3 Does Anna have a big house? mine.
10 similar 11 nice
Yes, she does. 3 Whose brother is he? He’s Mario’s.
D N G Q B Z F E S 4 Do you have a favorite game? 4 Whose mother is she? She’s ours.
N I E O H A L Y I No, I don’t. 5 Whose child is this? He’s/she’s theirs.
5 Do we have a problem here? 6 Whose parents are they? They’re
O S F W O B D O M No, we don’t. Kim’s.
I A R F I D L U I 6 Do I have the correct answers?
S M M R E Y G N L No, I don’t. SPEAKING
6 1 Do you have your T-shirts? Page 27
Y E R W U R E G A
2 Yes, I do. 1a 1 speak to 2 call 3 spell 4 repeat
J O R Q U I E T R 3 Do you have your sunglasses? 5 understand 6 have
H N I C E G M N S 4 No, I don’t. 2 1 c 2 b
3 a
Z K W Z E I F F T 5 Does the hotel have big rooms? 3 1 there 2 Sorry 3 Can 4 please
6 Yes, it does. 5 Bye 6 do 7 can
8 Hello 9 understand
2 same 7 Does the hotel have a swimming pool? 10 number
3 1 young 2 new 8 No, it doesn’t. 6 Students’ own answers
4 1 quiet 2 horrible
3 new 4 good 9 Does your sister have my phone?
5 same 6 nice 10 Yes, she does.
11 Does she have my camera too?
12 No, she doesn’t.
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WORKBOOK ANSWER KEY
WRITING Unit 3 VOCABULARY 2

Page 28 Page 37
1 1 letter 2 possessive
VOCABULARY 1 1 1 picture 2 window 3 bed
4 chair
2 1 Shakira’s 2 She’s 3 I’m 4 sister’s Page 32 5 desk 6 wall
5 don’t 6 Dad’s 7 It’s 1 1 eyes 2 ears
3 legs
4 feet
5 arms 2 1 b 2 f 3 a
4 e 5 d 6 c
3 Picture a (Jack Sparrow) 6 face 7 mouth 8 nose 9 teeth 3 1 floor 2 chair
3 bed
4 Picture b L E G S H H X C Words & Beyond
N G X T T Q M L 4a 1 e 2 a 3 b 4 d
5 c
SCHOOL SKILLS 4b 1 easy 2 lies down 3 quiet 4 wait
Page 29 N E U E N I D W
5 noisy 7 go 8 stands up
6 difficult
1 1 hello 2 family 3 nice
4 favorite D O E F A I V V 9 nice
5 phone M T S Y A R M S 5 1 perfect 2 grass 3 shake 4 wait
2 1 I like your bag.
H Y S E E C S T 5 cross 6 neighbor
2 Do you have brothers and sisters?
3 Where do you live? W J F X C S E X GRAMMAR 2
4 Who’s your favorite singer? J E F E E T M N Page 38
5 Are you on a sports team?
2 1 b 2 a 3 f 4 g
5 e 6 d
7 c 1 1 is 2 are
3 isn’t 4 aren’t 5 Is 6 is
6 Hi, I’m Angie.
3 1 horse 2 chicken 3 hamster 4 turtle 7 isn’t 8 Are 9 are 10 aren’t
3 1 isn’t 2 are
3 Talk 4 new
5 bird 6 fish 2 1 There’s 2 isn’t 3 are
4 aren’t
4 1 ✓ 2 ✓ 3 ✗ 4 ✓ 5 ✓ 6 ✗
4 1 fish 2 mice 3 horse 4 chickens 5 There’s 6 there’s 7 There are 8 isn’t
5 cats 6 dog 7 mice 3a 1 any 2 any 3 a 4 a 5 any 6 any
VOCABULARY REVIEW 1&2 3b 1 there aren’t 2 there are 3 there is
Page 30
READING 4 there isn’t 5 there aren’t 6 there are
1 1 h 2 a 3 d 4 g 5 f 6 c 7 e 8 b
Page 33 4 1 There’s 2 there isn’t 3 There are
2 1 b 2 a 3 c 4 a 5 a 6 b
1 1 cat 2 special kitten milk 4 there aren’t 5 There’s 6 there’s
3 1 mom 2 me 3 sister 4 child 5 home
2 1 e 2 c
3 b 4 d 5 a
6 f 7 there are
6 room 7 street 8 park 9 school
3 1 F 2 T
3 F 4 F 5 F
6 T 6 1 Is there a clock? No, there isn’t.
4 ice cream, pen, eye, ear, bike, street
2 Are there any chairs? Yes, there are.
5
GRAMMAR 1 3 Are there any students? No, there
A S C H I L D aren’t.
Page 34
S C H O O L E 1 1 Close 2 Don’t 3 me 4 you 5 him 4 Are there any books? Yes, there are.
6 her 7 us 8 them 5 Is there a dog? No, there isn’t.
I A T M M O M
2 1 them 2 her 3 us 4 him 5 me 6 it 6 Is there a cat? No, there isn’t.
S T R E E T B 7 1 Are there big windows in the room?
3 1 Come in 2 Sit in 3 eat 4 Don’t
T P A R K Y I 5 Go 6 Don’t 7 Write 2 Yes, there are.
E Y E A R E K 4 1 b
2 d 3 a 4 c 5 f 6 e 3 Is there a computer in the room?
5a 1 b 2 a 3 d
4 c 5 f 6 e 4 No, there isn’t.
R O O M O Y E 5 Is there free Wi-Fi?
5b 1 b 2 d 3 a
4 c
6 Yes, there is.
GRAMMAR REVIEW 1&2 Page 35 7 Is there a restaurant at the hotel?
Page 31 6 1 Give 2 Take 3 Don’t say 4 Play 8 Yes, there is.
1 1 there 2 their 3 Who’s 4 Whose 5 Don’t keep 6 Be 9 Are there parks near the hotel?
5 Who’s 6 their 7 Whose 7 1 it 2 me 3 it 4 them 5 him 6 her 10 No, there aren’t.
2 1 am 2 is 3 are 4 has 5 This 7 them 8 us
6 These 7 is 8 1 d 2 f
3 e 4 a 5 b 6 c SPEAKING
3 1 b 2 c 3 b 4 c 5 a 6 c 7 a 8 b 9a 1 Turn right here. 2 Don’t park here. Page 39
4a 1 Are 2 Does 3 Do 4 Is 5 What 3 Don’t drive fast here. 4 Don’t walk 1a 1 please 2 course 3 are 4 welcome
6 Where 7 When 8 What your dog here. 5 Cross the street here. 5 borrow 6 sorry
4b a 2 b 7 c 4 d 3 e 8 f 5 g 1 h 6 6 Call for help here. 7 Wait for the bus 1b 1 please 2 borrow
3 are 4 course
here. 8 Ask questions here. 5 welcome 6 sorry
9b a 8 b 3 c 2 d 1 e 4 f 7 g 6 h 5 2 1 ✓ 3 ✓
5 ✓
4 Students’ own answers
LISTENING
Page 36 WRITING
1 2 ✓ 4 ✓ 5 ✓ Page 40
2 1 two 2 no 3 a mouse 4 no 1 1 Write 2 Use 3 Don’t write
3 1 ✓ 3 ✓ 4 ✓ 5 ✓ 6 ✓ 7 ✓ 8 ✓ 2 2 ✓
4 1 F 2 T
3 F 4 F 5 F
6 T 3 1 ✓
5a 1 course 2 There aren’t 3 There’s 4 Suggested answer: James. I’m at
4 Is there 5 sorry 6 forget work. Please take Max for a walk.
Thanks, Dad
5 1 a dog (Tim’s dog) 2 at the office
(at work) 3 piano lesson (Harry’s piano
lesson) 4 at work 5 the soccer game
6 pasta
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SCHOOL SKILLS GRAMMAR 1 VOCABULARY 2
Page 41 Page 46 Page 49
1 1 bed 2 good 3 quickly 1 1 can 2 can’t
3 Can 4 can 5 can’t 1 1 HIP-HOP 2 ROCK 3 LATIN
2a 1 T 2 F 3 T 4 F 5 F 2 1 c
2 a 3 b
4 c 5 a 6 b 7 c 4 CLASSICAL 5 POP 6 GUITAR 7 VIOLIN
2b Suggested answer: No, she isn’t. 3a 1 Can babies walk? 8 KEYBOARD 9 DRUMS 10 PIANO
3 1 b 2 b
3 b 4 a 5 a 6 b 2 Can dogs swim?
D H C P W T N N L
3 Can chickens make eggs?
VOCABULARY REVIEW 1–3 4 Can Ronaldo play soccer? R R I K O I X A G
Page 42 5 Can Lady Gaga sing? U O Y P L P C D U
1 1 a 2 b 3 c 4 b 5 a
6 c 7 b 8 a
9 c 6 Can a fish talk?
M C J O H I E Z I
2 1 eye 2 nose 3 ear 4 head 5 mouth 7 Can deaf people hear?
6 teeth 8 Can you play this sport? S K I B S O R D T
3 1 EYE 2 EAR 3 MOUTH 4 HEAD 3b 1 No, they can’t. 2 Yes, they can. O V G S I M P X A
5 TEETH 6 LEG 7 ARM 8 FACE 3 Yes, they can. 4 Yes, he can. 5 Yes, G L A T I N T I R
she can. 6 No, it can’t. 7 No, they can’t
F P C Q H H C L P I A N O S O
8 Yes, I can. / No, I can’t. (Students’
A E H T T L own answers) C K E Y B O A R D
C V U E Y E Page 47 2 1 b 2 d
3 e 4 c
5 a
E O E E A R 4 1 can 2 can 3 can’t 4 can
5 can 3 1 keyboard 2 violin
3 guitar
M T A R M D 6 Can 7 can’t
8 can 4 classical
5 pop 6 rock
5 1 can speak Japanese.
L E G D C C Words & Beyond
2 can ride a bike.
4 1 hearing aid 2 blind 3 sign 4 deaf
4 1 Brazilian 2 Turkey 3 Italian 4 teeth 3 can’t cook. 5 dark 6 disability
5 horses 6 bird 4 can play tennis.
5 1 sing 2 touch 3 pass 4 dance
5 can’t speak Japanese.
5 play
GRAMMAR REVIEW 1–3 6 can ride a bike.
Page 43 7 can’t cook. GRAMMAR 2
1 1 have 2 don’t 3 There 4 us 8 can’t play tennis. Page 50
5 sisters 6 don’t 7 the 8 my 6 Students’ own answers 1 1 play 2 plays 3 does 4 watches
2a 1 Do 2 Are 3 Does 4 Do 5 Does 7 1 You can’t write notes to your friends. 5 studies 6 has
6 Is 7 Do 2 You can ask the/your/a teacher 2 1 studies 2 play 3 writes 4 makes
2b a 2 b 1/4 c 6 d 7 e 1/4 f 3 g 5 questions. 5 love 6 listen 7 practice 8 goes
3 1 b 2 a 3 b 4 a 5 c 6 b 3 You can’t do homework for other 3 1 a 2 b 3 c 4 b
5 c 6 b 7 a 8 c
4 1 b 2 a 3 c 4 b 5 a 6 c 7 c 8 a subjects. 4 1 likes 2 plays 3 sings 4 studies
4 You can’t eat lunch. 5 practices 6 goes 7 teaches
5 You can’t use your/a/the phone.
Unit 4 6 You can answer your/the teacher’s
5 1 spends 2 listens 3 writes
4 watches 5 tries
6 think 7 go
VOCABULARY 1 questions.
Page 44 7 You can’t shout at (your) classmates. SPEAKING
1 1 soccer 2 shopping 3 internet 8 You can talk to a/your partner. Page 51
4 bike 5 friends 6 movies 7 book 1 1 b 2 c 3 c 4 a 5 b 6 a 7 c 8 a
8 music LISTENING 3 1 b 2 a 3 a 4 b
2 1 f 2 a
3 b 4 c 5 d 6 e Page 48 4 1 a ✓ 2 a ✓ 3 b ✓
3 1 video 2 bike 3 television 4 music 1 Students’ own answers 5a 1 time 2 time 3 It’s 4 It’s 5 It’s
5 internet 6 friends 2 1 c 2 a 3 b 6 It’s 7 It’s
4 1 bikes 2 internet 3 friends 4 book 3 1 Y & L 2 D
3 Y 4 Y & L 5 D 6 Y 7 Students’ own answers
5 soccer 6 movies 4 1 What music do you listen to?
5a 1 watch 2 go 3 read 4 meet 5 go 2 Can you play an instrument? WRITING
6 go 7 ride 8 listen 3 What kind of music do you like? Page 52
5b 1 ✓ 2 ✓ 3 ✓ 4 ✗ 5 ✗ 6 ✓ 7 ✓ 4 Are you a good singer? 1 1 b 2 e 3 c 4 d
5 a
5 Are you musical? 2 H i Graciela,
READING 6 What about new groups? It’s great to hear from you. Your English
Page 45 5 1 I listen to hip-hop.
2 Yes, I can. is very good. It’s fantastic that we can
1 1 ✓ 3 I like traditional music. 4 No, I’m not. meet on Saturday. I think we can go out
2 1 F 2 F 3 T 5 Yes, I am. 6 I like them. at night. Call me when you get to San
3 1 b 2 b 3 b 4 a 5 a Diego. My mom can pick you up at the
Solana Beach bus station.
Love,
Carole
3 1 Egypt 2 Paris 3 Where 4 I
5 John
6 Thursday
4 1 Hi Anna,
2 It’s great to hear from you again.
3 Well, I have my first concert
on Saturday.
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WORKBOOK ANSWER KEY
4 We sing traditional Spanish songs. READING 2 1 c 2 a 3 b

5 I’m a little nervous about it. Page 57 3a 1 get 2 have 3 go 4 go 5 do
6 Best wishes, 1b a 2 b 3 c 1 d 4 6 have 7 go
7 Antonio 4 a board games b walk c active 3b 1 seven-thirty 2 eight o’clock
3 eight-thirty 4 three-thirty 5 four
SCHOOL SKILLS GRAMMAR 1 fifteen/a quarter after four / five-thirty
Page 53 Page 58 6 six-thirty 7 nine forty-five / a quarter
1 1 ✓ 3 ✓ 6 ✓ 1 1 likes 2 don’t 3 doesn’t 4 Do to ten
2 1 c
2 b 3 a 5 don’t 6 Does 7 doesn’t 8 Do 9 do Words & Beyond
3 ✓124567 10 do 11 does 4 1 mystery 2 order
3 create
4 perfect
4 1 essay 2 history of movies 3 6/six 2 1 a 2 a 3 b 4 a 5 c 6 c 7 b 5 believe
6 routine 7 questionnaire
4 notebook 5 Tuesday, October 12th 3 1 Do 2 do 3 do you 4 don’t 5 Do 8 Smile 9 count 10 active
6 do 7 Do 8 I don’t
VOCABULARY REVIEW 1–4 4a 1 Where 2 What 3 When 4 What GRAMMAR 2
Page 54 5 What 6 Where 7 What Page 62
1 1 wastebasket 2 apple 3 tourists 4b a 5 b 4 c 3 d 6 e 1 f 7 g 2 1 1 never 2 often 3 always
4 Smile 5 idea 6 wrong
7 chair 5a 1 Do they go on vacation to Spain? 2 1 never 2 sometimes 3 usually
8 shake 2 Where does she go on vacation? 4 always 5 often
6 sometimes 7 never
2a 1 EASY 2 OLD 3 LIGHT 4 DARK 3 Does he work in a hotel? 3 1 She always sleeps late.
5 TALL 6 YOUNG 7 NOISY 8 NICE 4 When does he have free time? 2 He never plays soccer.
N O I S Y E 5 Does she go to restaurants? 3 They often forget to call.
6 What do they like to eat? 4 I usually do my homework in my
I L I G H T 7 Do you drink coffee? bedroom.
C D A R K A 8 Why do I make mistakes? 5 She never answers my emails.
E A S Y E L 5b a 7 b 3 c 1 d 5 6 I always have my phone on.
Y O U N G L Page 59 7 I sometimes watch DVDs.
6a 1 Does; Yes, he does. 8 He usually works at night.
2b 1 tall
2 easy 3 dark 4 light 5 nice 2 Does; No, he doesn’t. 4 1 I often ride my bike to college.
6 old 7 young 8 noisy 3 Do; No, they don’t. 2 I sometimes ride my bike to college.
3 1 b 2 c 3 c 4 a 5 c 6 a
7 b 8 b 4 Does; No, he doesn’t. 3 I always ride my bike to college.
5 Does; Yes, he does. 4 I never ride my bike to college.
GRAMMAR REVIEW 1–4 6 Do; Yes, they do. 5 I usually ride my bike to college.
Page 55 6b 4 5 1 He often listens to the radio.
1 1 Do 2 ✓ 3 ✓ 4 Do 5 have 6 ✓ 7 1 Do you play tennis? 2 They sometimes read books on
7 has 8 have 2 Yes, I do. vacation.
2 1 are 2 are
3 is 4 is 5 are
6 aren’t 3 Are you good at tennis? 3 I always have fruit for breakfast.
7 isn’t
8 are 4 Yes, I am. 4 Ruth often walks to school.
3 1 am 2 can 3 do 4 we can 5 we 5 Do you lose a lot of games? 5 My grandmother usually goes for a
6 can 6 No, I don’t. walk at night.
4 1 take 2 put 3 ask 4 see 5 run 6 sit 7 Do you have a good coach? 6 Jack usually helps his father cook
7 dance 8 Yes, I do. food.
5 1 There’s 2 here 3 do 4 Help 5 come 9 Does Marcus practice a lot? 7 They never watch TV in the morning.
6 love 7 is 10 Yes, he does.
11 Does Marcus win a lot of big SPEAKING
Unit 5 matches? Page 63
12 Yes, he does. 1 1 d 2 a 3 b 4 c
VOCABULARY 1 13 Does Marcus play computer games 2 1 Why not? 2 Why not? 3 Why?
Page 56 4 Why not? 5 Why?
in his free time?
1 1 h 2 g 3 b
4 e 5 c 6 d
7 a 8 f 3 1 Pete ✓ 2 Mom ✓ 3 Alfie ✓
14 Yes, he does.
2 1 restaurant 2 farm 3 soccer stadium 4 1 b
2 b 3 b
15 Is Marcus a bad student?
4 theater 5 hospital 6 hotel 7 store 6 Students’ own answers
16 No, he isn’t.
8 school
3 1 c
2 a 3 b 4 d LISTENING WRITING
N A D J A W Page 60 Page 64
1 1 a 2 b 3 b
4 a 1 1 similar 2 different
U C O O K A 2 1 but 2 but 3 but 4 and
5 but 6 and
2 Students’ own answers
R T C B I I 3 Sharon: 1, 2, 4 David: 2, 3, 5, 6 3 1 doesn’t 2 but 3 but 4 isn’t 5 but
S O T S N T 4 1 F 2 T
3 T 4 F
5 F
6 T 6 are 7 and
5 ✓ 1 2 3 7 4 1 and 2 and 3 but
4 and 5 but 6 but
E R O L G E
7 and 8 and 9 but
F A R M E R VOCABULARY 2
4 1 actor
2 nurse 3 teacher 4 waitress Page 61
5 receptionist 6 soccer player 7 cook 1 1 go 2 take
3 school
4 up
8 sales clerk 5 homework 6 watch 7 finish
8 have
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SCHOOL SKILLS GRAMMAR 1 2 1 chicken 2 oil
3 bread 4 rice
Page 65 Page 70 3 1 Fish 2 coffee 3 meat 4 juice
1 1 important 2 help
3 something 1 1 older 2 noisier 3 more 4 better 5 water 6 eggs
4 teacher 5 students 6 family 5 worse 4 1 steak 2 vegetables 3 grape
2 1 b 2 a 3 b 4 a
5 a
6 a 2 1 better 2 further/farther 3 worse 4 cheese 5 fruit
3 1 me find my shoes 4 friendlier 5 happier 6 bigger
7 noisier 5 1 c
2 c 3 c 4 a
5 c 6 c
2 me the homework assignment / what 3 1 later 2 shorter 3 cheaper 6 1 sweet 2 salad 3 soda 4 juices
the homework assignment is 4 friendlier 5 slower 6 more important 5 melon
3 me how to use this camera 7 nicer 8 older Words & Beyond
4 English, please 4 1 more expensive 2 more comfortable 7 1 Europe 2 Latin America 3 courses
3 cleaner 4 more interesting 5 cheaper 4 dirty 5 capital
6 view
VOCABULARY REVIEW 1–5 6 better 8 1 a
2 a 3 b 4 a 5 a 6 a
7 b
Page 66
Page 71
1 1 b 2 a
3 c 4 a
5 c 6 b 7 c
8 b GRAMMAR 2
5a 1 A house is bigger than a tent.
2 1 ELEPHANT 2 FISH 3 BROTHER Page 74
2 Cars are more expensive than
4 ACTOR 5 GRANDPA 6 HORSE 1 1 are 2 is
3 are 4 is 5 many 6 is a
bicycles.
7 MOTHER 8 BIRD 9 RABBIT lot of 7 are a lot of 8 aren’t many 9 not
3 A hotel is bigger than an apartment.
10 DOCTOR 11 ME 12 HER much 10 isn’t any 11 aren’t any
4 Speaking Japanese is easier than
3 2 Much: cheese, meat, pasta, food,
writing Japanese.
F R H D F H M G M X 5 A plane is faster than a train. bread, rice Many: bananas, sandwiches,
6 The country is quieter than the city. oranges, eggs, burgers
I A O O H E E D O E 3 1 much 2 many 3 many 4 much
5b 1 A tent is smaller than a house.
S B R C Y R S O T R 2 Bicycles are cheaper than cars. 5 many 6 much
H B S T R S L C H A 3 An apartment is smaller than a hotel. 4 1 b 2 a 3 b 4 c 5 c 6 b 7 c 8 a
9 b
4 Writing Japanese is more difficult than 5 1 much 2 many 3 any 4 some 5 any
E L E P H A N T E B
speaking Japanese. 6 some 7 any 8 some
M T H R A C T O R B
5 A train is slower than a plane.
G R A N D P A R X I 6 The city is noisier than the country. SPEAKING
B I R D Z O E B F T 6 1 The Sahara desert is drier than Page 75
Greenland. 1a 1 is 2 are
3 Can 4 please 5 too
S P B R O T H E R Z 6 sure
2 Greenland is wetter than the Sahara
4 1 c 2 a 3 c 4 b 5 b 6 a 7 b 8 b
9 a desert. 2 1 How much is that bag?
10 b 3 The Sahara desert is hotter than 2 How much are those shoes?
Greenland. 3 How much are these sunglasses?
GRAMMAR REVIEW 1–5 4 Greenland is colder than the Sahara 4 How much is this shirt?
Page 67 desert. 5 How much is the juice?
1 1 I don’t 2 you think 3 believe 4 a 5 The crocodile pool is more dangerous 3 1 too much 2 sure. Thanks 3 have
5 my 6 have 7 do you do 8 Do than the swimming pool. them, please 4 too much 5 have it /
2 1 can’t 2 do 3 ’m not 4 can 5 don’t 6 The swimming pool is safer than the one, please
6 am crocodile pool. 4 1 phone 2 sneakers 3 laptop
3 1 c 2 b 3 c 4 a 5 c 6 b
7 c 8 b 9 a 7 The Audu is faster than the Mono. 5 Conversation 3
4
1 have 2 There 3 don’t 4 My 5 Our 8 The Mono is slower than the Audu. 7 Students’ own answers
6 can 7 goes 9 The Audu is more expensive than the
Mono. WRITING
Page 76
Unit 6 10 The Mono is cheaper than the Audu.
1 1 similar 2 end
VOCABULARY 1 LISTENING 2a 1 – 2 too 3 – 4 too
5 – 6 too 7 –
Page 68 Page 72 8 too
1 1 bed 2 floor 3 table 4 desk 5 wall 1a 1 pasta 2 pizza 3 eggs
4 chicken 2b 1 Mark can come too! 2 I love fresh
6 window 5 salad 6 cheese 7 bread 8 rice fish too. 3 We can go swimming too.
2 1 ✗ 2 ✗ 3 ✗ 4 ✗ 5 ✗ 6 ✓ 7 ✗ 8 ✓ 9 steak 3 1 b 2 a 3 a 4 b
5 a 6 b
3 ✓ 2 3 5 6 1b ✓ 1 3 4 5 6 9
4 1 dining room 2 living room 2 1 Cheese ✓ Pasta ✓ Fish ✓ SCHOOL SKILLS
5 A living room B bathroom C bedroom Chicken ✓ Page 77
D hall E kitchen F dining room 2 Steak ✓ Vegetables ✓ Eggs ✓ Fruit ✓ 1 1 easier 2 the same 3 new
6 1 apartment 2 bedroom 3 dining Salad ✓ 4 something 5 new 6 fun
room 4 kitchen 5 hall 6 bathroom 3 Juice ✓ Vegetables ✓ 2 1 b
2 c 3 d 4 a
7 balcony 3 Lucia: cheese Frank: steak Tara: 3 1 cooking 2 ✗ 3 piano 4 ✗
carrots 4 Suggested answers: 1 find a new
READING 4 1 F 2 T
3 F 4 F 5 F hobby 2 join a club 3 meet people
Page 69 online
1 a 3 b 1 c 2 d 4 VOCABULARY 2 5a 1 F 2 T 3 F
2 Jason Page 73 5b Suggested answers: 1 He can meet
3 1 b 2 a 3 c 4 c 5 b
6 c 1 1 orange c 2 banana e 3 watermelon new people. 2 He can try new things.
4 b, Students’ own answers b 4 apple f 5 grapes d 6 lemon a 3 He can go to new places.
168
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WORKBOOK ANSWER KEY
VOCABULARY REVIEW 1–6 5 1 garden 2 daughter

3 heart 4 marry Words & Beyond
Page 78 5 husband 6 kingdom 4 1 play 2 prince
3 king 4 queen
1 1 a 2 c 3 c 4 a 5 b 6 c
7 a 5 scene 6 guards 7 castle
2 1 b hamster 2 d horse 3 a fish 4 e GRAMMAR 1
rabbit 5 c chicken 6 f cat Page 82 GRAMMAR 2
3 1 hearing aid 2 sign language 1 1 She’s watching TV. Page 86
3 audio books 4 wheelchair 2 We’re sitting in the living room. 1 1 Is
2 Are 3 am 4 isn’t 5 aren’t
5 disabilities 6 technology 3 We aren’t going out today. 6 What 7 Why 8 Where
4 1 e 2 a 3 f 4 c 5 h
6 b 7 d 8 g 4 right now 2 1 c 2 f
3 a 4 g
5 b 6 e 7 d
2 1 I’m leaving school now. 3 1 Yes, I am 2 Yes, they are 3 No, I’m/
GRAMMAR REVIEW 1–6 2 Ben’s watching a movie. we’re not 4 Yes, I am / we are 5 No,
Page 79 3 My internet isn’t working today. I’m/we’re not
1 1 more interesting 2 more famous 4 Sandra’s sitting next to David. 4 1 Where are you staying?
3 more exciting 4 busier 5 better 5 I’m not feeling very well right now. 2 What is he doing?
2a 1 Whose 2 Who is 3 Who has 6 We’re going into the castle now. 3 What are they watching?
4 Whose 5 Who is 6 Whose 7 Who has 7 You’re wearing a nice hat. 4 Who are you talking to?
8 Whose 8 I’m having a great time at the party. 5 Why are we doing this?
2b 1 Alice’s 2 Alice 3 Alice 4 Alice’s 3 1 are you doing 2 studying 3 not 6 Why am I wearing this?
5 Alice 6 Alice’s 7 Alice 8 Alice’s studying 4 getting
5 having 6 decide 7 Where are you going? / Why are you
3a 1 plays 2 likes 3 doesn’t 4 are 7 Wear 8 wearing going?
5 wears 6 They Page 83 8 Why is she looking at us?
3b 1 does she play soccer? 4 1 Jill’s smiling. 2 You’re staying home 5 1 are you doing? 2 ’m walking 3 ’m
2 clothes does she like? today. 3 You’re not / You aren’t going standing 4 Are you coming 5 I am 6 are
3 she have long hair? to school. 4 We’re enjoying the party. you talking 7 coming 8 they are
4 many boys are there? 5 Matt’s reading the newspaper. 6 My
5 wears glasses? mother’s driving right now. 7 They’re
SPEAKING
6 they happy? not / They aren’t swimming in the pool.
Page 87
4 1 have 2 Can 3 is
4 on 5 your 1 1 listening 2 rap music 3 acting 4 Do
8 He’s waiting for me.
6 many 7 a lot of 8 Do 9 a 10 lot of you 5 really like 6 hate
5 1 We’re going to the movies now. / We
2a 1 love 2 don’t like 3 like
aren’t going to the movies now. 2 He’s
3 1 ✓ 3 ✓ 4 ✓
Unit 7 eating lunch. / He isn’t (He’s not) eating
4 Suggested answers: 1 amazing /
lunch. 3 She’s crying. / She isn’t (She’s
VOCABULARY 1 not) crying. 4 We’re playing computer
definitely want 2 boring / don’t
Page 80 understand 3 fantastic / magical
games. / We aren’t (We’re not) playing
1 1 white
2 pink 3 orange 4 yellow 4 interesting
computer games. 5 They’re listening
5 black 6 purple 7 blue
8 green 5 1 theater 2 listening to 3 singing
to music. / They aren’t (They’re not)
9 brown 10 red 4 acting 5 learning the lines 6 wearing
listening to music.
2 1 yellow 2 green 4 white /
3 blue a costume 7 acting 8 like it
6 1 I’m swimming at the pool. 2 I’m
gray 7 Model answer:
playing soccer at school. 3 We’re
3 1 BACKPACK a 2 HAT e 3 SHIRT Do you like writing stories?
walking in the park. 4 We’re studying for
b 4 SKIRT c 5 JEANS g 6 SOCKS f I love writing stories because they’re
a test. 5 I’m having lunch at home.
7 PANTS h 8 SHOES d 9 JACKET i interesting.
LISTENING I don’t like writing stories because I
T K L S T L T L J don’t have good ideas.
Page 84
P A C R S E E H E
1 1 d 2 a 3 e 4 f 5 c
6 b
A W I E K H N A A 2 1 f 2 a 3 b 4 c 5 e 6 d
WRITING
3 1 c 2 e 3 b 4 a 5 f
6 d
Page 88
N H J C Y S O T N
1 1 similar 2 after
3 before
4 a ’re eating; ’re sitting b ’s carrying; ’s
T F A Y U O Q E S 2 1 Uncle Sam’s also there. 2 He also
giving c are dancing; are enjoying d ’m
S J S H I R T N S has a girlfriend. 3 ✓ 4 He also plays
driving; ’m going e ’m shopping; ’m
soccer. 5 It also has a swimming pool.
R B A C K P A C K waiting f ’m pointing; ’s flying
6 ✓
S K I R T S M J O 3 1 c
2 d 3 e 4 b
5 a 6 f
VOCABULARY 2
S O C K S D T Q Y Page 85 4 B ✓
4 1 dress 2 sunglasses 3 sweatshirt 1 standing up: run, carry, dance, shop
sitting down: eat, ride, read
SCHOOL SKILLS
4 sneakers
2 1 riding 2 waiting 3 running 4 sitting
Page 89
5 1 B 2 B 3 B 4 T
5 T 6 T 7 B
8 T
1 1 b 2 b
3 a 4 a
5 swimming 6 dancing 7 talking
2 1 Thank you 2 Please
3 Please 4 I’m
READING 8 shopping
sorry 5 Sorry 6 Thank you 7 Please
Page 81 3 1 is swimming 2 ’s riding 3 ’s
8 Excuse me
1 1 three 2 in the castle garden waiting 4 ’s pointing 5 ’s dancing 6 are
3 1 b 2 a
3 b 4 a
3 1 daughter 2 marry 3 Kingdom shopping 7 ’re carrying 8 ’s running 9 ’s
4 heart 5 garden 6 husband talking 10 ’s flying
4 1 wants 2 a good heart 3 is secretly
meeting a man 4 his daughter and
Prince Eric
169
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VOCABULARY REVIEW 1–7 3 1 d
2 a 3 h
4 e
5 f 6 c
7 g 8 b SPEAKING
Page 90 4 1 were 2 weren’t 3 was 4 was Page 99
1 Food: rice, meat, cheese Clothes: 5 were 6 wasn’t 7 wasn’t 8 was 9 were 1 1 things 2 going 3 you
4 bad 5 all
hat, jacket, socks Places: yard, balcony, 10 were right
6 too
apartment People: waiter, brother, Page 95 2 ✓ 1 2 3 5
classmate 5 1 was 2 wasn’t 3 weren’t 4 were 3 1 NF 2 F 3 F 4 NF
2 1 a 2 g 3 c 4 f 5 d 6 e
7 b 5 was 6 was 7 weren’t 5 Suggested answer:
3 1 have 2 go 3 do 4 go 5 go
6 have 6 1 Where were you last night? A: Hi! How are you?
7 go 2 Were you with Joe? B: I’m fine, thanks. And you?
4 1 hamster 2 horse 3 arm 3 We weren’t at home. A: Not too good.
4 basketball 5 drums 6 Latin 7 house 4 We were at the movies. B: Why’s that?
8 drums 9 Latin 5 What was the movie like? A: Because I don’t feel very well.
6 It wasn’t very good.
GRAMMAR REVIEW 1–7 7 1 ✗ Was it a good vacation? 2 Yes, it WRITING
Page 91 was. 3 ✗ Were you at the beach? 4 No, Page 100
1 1 working 2 trying 3 doesn’t 4 his I wasn’t 5 ✓ 6 Yes, they were 7 ✗ Was 1 1 arrive 2 summer 3 tried 4 enjoyed
5 her 6 Do 7 wants your brother there too? 8 No, he wasn’t 5 there 6 It’s
2 1 b 2 a 3 a 4 a 5 b 6 a 7 c
8 a 8 1 Was it cold in the mountains? 2 1 hear 2 there 3 It’s 4 little 5 right
3 2 swim 3 don’t 4 swims 5 ’s /
1 tell 2 No, it was warm and sunny. 6 writing
is
6 Do 7 doesn’t 8 aren’t 3 Were there many people in the 3 1 happier 2 Our 3 better 4 one
4a 1 Do 2 Can 3 Is
4 Does 5 Are mountains? 5 bigger 6 two 7 new 8 sitting 9 here
6 doing 4 No, there weren’t. 10 by 11 arrived 12 you’re 13 vacation
4b Students’ own answers 5 Were your grandparents in the 14 write
mountains too? 4 1 city 2 here 3 happy 4 It’s 5 sunny
6 really 7 too 8 Its 9 swimming
Unit 8 6 Yes, they were.
10 know 11 They’re 12 its 13 shopping
7 Was it a fun vacation?
VOCABULARY 1 8 It was the best vacation ever!
Page 92 SCHOOL SKILLS
1 1 BRAZIL
2 ITALY 3 MEXICO LISTENING Page 101
4 RUSSIA 5 CHILE 6 JAPAN Page 96 1 1 important 2 careful 3 much 4 need
1 2 5 check
R I L S H N O E A
2 d 2 1 e 2 a
3 d 4 c
5 b
H A F E I D A I L 3 1 b 2 a 3 b
4 b
3 1 T 2 T
3 F 4 T 5 F
B R A Z I L S A J 4 1 a 2 b
C I E F S S I U A 6 3 VOCABULARY REVIEW 1–8
7 2 Page 102
J H A T U R T D P 1 1 b 2 a 3 b 4 a 5 c 6 a 7 c 8 b
T A I R W E A T A VOCABULARY 2 2 1 d
2 a 3 e
4 c 5 b 6 f
A O P L F H L M N Page 97 3 1 wear 2 sneakers 3 break
E T A A E R Y H N 1 1 smaller 2 bigger
3 Islands 4 rivers 4 sweatshirt 5 jeans 6 similar 7 skirt
5 sky 6 mountains 4 1 drive 2 chat 3 eat 4 ride 5 swim
M E X I C O R F A 6 dance 7 stand 8 mime
2 1 village 2 mountains 3 town
4 island 5 ocean
6 beach 7 sky 5 1 c 2 a 3 b
2 1 Russia 2 Italy 3 Brazil / Chile
4 Japan Words & Beyond
3 1 a 2 c 3 b 4 d 5 e
GRAMMAR REVIEW 1–8
3 1 audience 2 count 3 memory Page 103
4a 1 hot 2 30 3 windy 4 cool 5 sunny 4 seasons 5 sunny 6 picnic
7 snowing 1a 1 Do you 2 Is he 3 Can you 4 Do
6 cold 7 foggy 4a 1 b 2 a 3 d 4 c you walk 5 Do you like 6 cook
5 ✓1246 4b a fall b winter c summer d spring 1b 1 I do. 2 No, he’s not. / No, he
6 1 e 2 g 3 f 4 c 5 b
6 d 7 a
isn’t. 3 Yes, I/we can. 4 No, I/we don’t.
GRAMMAR 2 5 Yes, I/we do. 6 No, they can’t.
READING Page 98 2 1 b 2 b 3 b 4 c 5 c 6 a 7 c
Page 93 1 1 rained 2 hated 3 stopped 4 tried 3 1 a 2 the 3 a
4 a 5 some 6 any
1 Students’ own answers 5 bought 6 came 7 saw 8 had 4 1 have 2 is/’s 3 is / ’s living / lives
2 Students’ own answers 2 1 tried 2 succeeded 3 stopped 4 don’t see 5 call 6 is 7 were 8 had
3 1 a 2 b 3 a
4 b 5 c 6 c 4 stayed 5 traveled 6 studied 7 looked 9 aren’t 10 call
4a b 8 liked
4b 2 3 1 got 2 talked 3 checked 4 took
5 played 6 came 7 studied 8 happened
GRAMMAR 1 9 stopped 10 traveled
Page 94 4 1 met 2 told 3 went 4 bought 5 was
1 1 wasn’t
2 Was 3 wasn’t 4 were 6 gave 7 took 8 saw 9 came 10 made
5 weren’t 6 was 5 1 went 2 bought 3 died 4 told 5 saw
2 1 was 2 was 3 were 4 were 5 was 6 visited 7 knew 8 gave
6 was 7 weren’t 8 wasn’t
170
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NOTES WORKBOOK ANSWER KEY
171
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NOTES

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NOTES

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NOTES

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intro

TEACHER’S EDITION PACK

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Printed and bound in Thailand

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Welcome pages 8–9

Using the Go Beyond Student’s Book pages 10–21

Using the Go Beyond Workbook pages 22–23

Go Beyond Digital pages 24–27

Teaching Tips and Games pages 28–33

Using the Go Beyond Teacher’s Edition pages 34–35

Starter Unit Get ready: It’s my party pages 36–38

Unit 1 Me pages 39–51

Unit 2 People pages 52–64

Units 1&2 Progress Check pages 65–66

Unit 3 Animal magic pages 67–79

Unit 4 Play pages 80–92

Units 3&4 Progress Check pages 93–94

Unit 5 Other worlds pages 95–107

Unit 6 Vacation home pages 108–121

Units 5&6 Progress Check pages 122–123

Unit 7 Theater workshop pages 124–139

Unit 8 Weather report pages 140–154

Units 7&8 Progress Check pages 155–156

Workbook Audio Script pages 157–162

Workbook Answer Key pages 163–170

Notes pages 171–176

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IN THE PICTURE READING GRAMMAR (1)

UNIT REVIEW page 19

Family and friends I have a new phone Have

UNIT REVIEW page 29

PROGRESS CHECK 1&2 pages 30–31

Adopt a pet Teach your pet English Imperatives and object

UNIT REVIEW page 41

Free time We can! Can/can’t

UNIT REVIEW page 51

PROGRESS CHECK 3&4 pages 52–53

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Whose is it? Whose?; School skills On the phone My favorite person

Vocabulary (2): Music

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UNIT REVIEW page 63

Our vacation home Home away from home Comparative adjectives

UNIT REVIEW page 73

PROGRESS CHECK 5&6 pages 74–75

UNIT REVIEW page 85

World weather Memory Was/were

WEATHER Vocabulary (1): Countries, the weather

UNIT REVIEW page 95

PROGRESS CHECK 7&8 pages 96–97

GRAMMAR DATABASE pages 98–105 WORDS & BEYOND pages 106–113

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A message from the authors

10 KEY PRINCIPLES OF GO BEYOND

bird, or rabbit? Do you fine, thanks. And 2 you?

1 What do you want for your prepare pairs. It’s important