Phases 2 Teacher's Book

Unit
CONTENTS Strange but true! 42

4
Student’s Book overview 2 Revision 2 50
Unit
Workbook overview 4 5 Possessions 52
Unit
Teacher’s Book overview 5 6 Make a difference 61
Digital components 5 Revision 3 70

Unit
Yearly Plan 6 7 Health problems and first aid 73
Teaching notes
Unit
8 Our future 82
Starter unit 10 Revision 4 90

Unit
Adventure 13 CLIL and Projects 93
1
Unit
They made history 22 Editing your Work 96
2
Revision 1 31 Extra Reading 100
Unit
Tales from the past 34 Answer Keys 101
3
Alejandra Ottolina
M17 395 Phases1TB2 001 005 overview.indd 1 02/07/18 11:03

Student’s Book overview
The Student’s Book includes: • A ‘CLIL and Projects’ section (to be used every
two units).
• A two-page Starter unit.
• A two-page section including texts for students
• Eight ten-page units.
to edit.
• A revision section every two units.
• Four extra reading texts with activities.
• ‘Upgrade for Exams’ sections after each revision.
• A ten-page Language Database.
• Six Student A-B ‘Communication Activities’.
The Reading texts, which are highly
informative, introduce the new
Unit
6 Make a difference 6
language in contexts suitable to the
Vocabulary is presented
Vocabulary 1
Jobs
4 Reading 1
7 Read the text quickly. What do these numbers refer to?
age of the students. These texts are
recorded on the Audio CDs.
1 Match pictures 1–5 with some of the jobs in orange. a. 70 b. 2.5 c. 50 d. 2,500
through pictures and actor • architect • electrician • engineer • lifeguard • mechanic •

plumber • nurse • police officer • scientist • surgeon • technician • vet Matt’s blog
recorded on the Audio

Two weeks ago, our school organized a talk with a scientist and an engineer who talked about the most
1 3 serious environmental problems we are facing at the moment.
2 After their visit, a group of us started working on a project about the global water crisis and we came across
The Word check box includes words

really interesting facts. Today, I’m going to write about this problem.
CDs so that students can

About 70% of the Earth is covered with water.
That’s a lot, right? Wrong. Only 2.5% of the
Earth’s water is fresh. Most of the fresh water is
ice, snow or deep underground, so we can’t use
students may not know for them

it. Also, the world’s population is growing. We
practise pronunciation.
consume three times more fresh water than 50
5 years ago.
World Water Day is a global event. Each year, it
to guess the meaning through

focuses on international water cooperation. But
there’s a lot we can do at home to save water:
• In my family, we’re going to keep our drinking
water in the fridge. A lot of people turn on the tap and wait for the water
to be cold. Don’t do this as it wastes water.
context or by using a monolingual

• Don’t wash your car at home. It saves money, but not water. My sister is going
to start washing her car at a carwash that recycles water.
• I’m going to wash clothes only when necessary and in cold water. It saves water What
and electricity.
• Call a plumber at once when there is a leaking problem in are you
your house. This is a way to save water for the future. WORD CHECK going to do in
dictionary, thus fostering students’

• Recycle your unwanted clothes. You need more than
2,500 litres of water to produce one T-shirt. Give your
• tap your house to
• wastes
2 2.12 Listen and repeat. 4 Match the jobs from exercise 1 with the clothes a second life and save water.
• recycle save water?
places in orange. • unwanted
There is usually a listening

3 Complete the definitions with ords from
thinking in the target language.

2.14 Read again and listen. Are the
a hospital • a theatre • a police station • 8
exercise 1. statements true or false?
a swimming pool • an office • a house
1. An ... designs houses and buildings. 1. 70% of the Earth is covered with fresh water.
2. A ... repairs vehicles and machines. 2.13 Listen to Charlotte and Rob. What 2. We use less water now than 50 years ago. LOOK!
3. A ... operates on people.
5
activity with the new

jobs do they talk about? Which job does 3. It is better to drink cold water from the tap. The prefix un- means not:
4. We usually call a ... when we have a problem 4. Washing your car at home doesn’t save water. unintelligent, unclear
Rob want to do? Why?
with the bathroom pipes. 5. It is cheaper to wash your clothes in hot water.
Look! boxes are included throughout

5. A ... works with animals.
6 Work in pairs. Ask and answer
6. A laboratory is the workplace of a ... . 9 Read the text again and answer the Write sentences with the antonyms of
vocabulary leading to a
questions about the jobs in exercise 1.
7. An ... installs electrical equipment. questions. the adjectives.
8. An ... designs machines, roads and bridges. 1. How much of the Earth’s water is fresh? 1. safe 3. necessary
Do you want to be
the unit to help students by providing

an architect? No, I want to be 2. Why is a lot of the Earth’s fresh water 2. usual 4. comfortable
an electrician. inaccessible?
pair-work speaking task.

3. How is Matt’s sister planning to save water?
language and learning tips.

64 65
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Grammar is presented 6 Each unit includes an

with clear grammar tables. Grammar 1
be going to: affirmative and
negative
4 Write complete sentences. Use be going to.
Listening
Heroes
UPGRADE
A. Order the words to make sentences

extended Listening text to
Graded exercises help develop listening skills.
adding the correct form of be.
affirmative and negative Volunteer Abroad 1. going / our / holidays / next / we / spend /
I’m going to donate my status. Switzerland / to / in .
+ Mike / finish / school / next month.
2. friend / going / me / to / not / my / visit /
They’re going to stand in a queue. Mike’s going to finish school next month.
students practise the form

best / Sunday / next .
She isn’t going to go to school. 1. He / not be / at home.
3. buy / car / not / I / going / a / to / tomorrow .
- 2. Mike and two friends / work / as volunteers /
We aren’t going to drink unsafe water. 4. Oxford University / going / at / to / sister /
in Costa Rica.
my / study / law .
3. They / not stay / in a hotel.
and meaning of the new

1 Look at the sentences in the table and 4. They / live / with a local family for two weeks.
B. Imagine what you are going to do in
complete the rules. 5. Mike and his friends / paint / the local school.
the places in the pictures. Write three
a. To talk about future plans we use ... . 6. They / have / an incredible experience.
sentences using both the affirmati e
b. After be going we use ... .
What are you going to do next summer? and negative forms of be going to.
grammar structures.
c. We form the negative adding ... after the
verb be. Why don’t you join Mike and his friends?
2 Complete the sentences with the

affirmati e form of be going to and the
verbs in brackets.
My sister is going to leave (leave) school in
5 Correct the sentences with the
information in brackets.
My cousin James wants to be a professional
The activities in the Upgrade
box offer further opportunities
football player. He’s going to live in Manchester.
June. (London)
1. I ... (be) a nurse. He isn’t going to live in Manchester.
2. They ... (live) in London. He’s going to live in London.
Pyramids at Giza, Egypt
3. He ... (visit) his grandparents in November. 1. He’s going to play for Chelsea. (Arsenal)
for students to practise what

4. We ... (watch) a film later. 2. His mum’s going to buy him a car. (a bike) 6 You are going to listen to Will, Lou and
3. We’re going to borrow his computer games. Izzie talking about their heroes. Look at
(DVDs) the pictures. What jobs can you see?
4. I’m going to phone him every day. (once a 2.17 Listen and match the person with
they have learnt so far and can

week)
7
their hero.
5. You’re going to read about him in the
1. Will a. Aunt Chantal
newspaper. (on the Internet)
2. Lou b. Mr Benson
The Pronunciation box

3. Izzie c. Tom Daley
be used with fast finishers.

PRONUNCIATION Machu Picchu, Peru
Sentence stress: be going to
8 Listen again and choose the correct
2.15 Read and listen. Why are some
words.
A.
in every unit focuses

3 Complete the sentences with the negative words underlined?
1. Tom Daley won the world championship
form of be going to and the verbs in in 2008 / 2009.
I’m going to be a famous singer.
brackets. 2. Tom also helps his local school / a charity.
1. He ... (be) a famous actor. 3. Aunt Chantal’s going to work in a camp for
B. 2.16 Read, listen and repeat.
2. I ... (study) Russian. 700 / 100,000 people.
on sounds, stress and

Nick’s going to live in London.
3. They ... (watch) the tennis match on TV. 4. She’s going to work with children / families.
4. We ... (work) with animals. 5. Mr Benson is / isn’t going to finish work next
5. You ... (meet) your friends at eight o’clock. Language Database page 124 year. Valparaiso, Chile
intonation. 66
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67
3/1/18 10:25
The Speaking section Speaking Writing

6 The Writing section provides
makes use of functional 1
Jobs
2.21 Listen to the dialogue. What job does
2 2.21 Listen again and complete
A description of a person
5 Read and choose the correct words. 6 Read again. Who is Hayley’s hero? Why? models of different text types.
language in everyday A specific language point is
Will want to do? the dialogue.
Local ç7 Rewrite the sentences using the words in
brackets.
Heroes
Will She had a headache. She had a temperature. (too)
Izzie
I think working as a She had a headache and a temperature
situations. The texts are highlighted in each unit to help

fireman must be (1) ... . too.
In my opinion, it’s too (2) ... . Tell us about your 1. We’re going to run a marathon. We’re going to
Do you think they are (3) ...? hero. This could be climb Teide. (also)
Yes, but I imagine it’s a member of your
2. He cleaned the kitchen. He washed the floors.
(4) ... sometimes. family, a neighbour or
recorded on the Audio CDs. students improve their writing.

Why do you think it’s boring? someone who works (too)
They wait in the fire station a lot. I would prefer to in your town. There’s 3. They’re going to look after children. They’re
be a police officer. They always seem to be (5) ... . a two-week holiday going to look after animals. (too)
Well, I’d like to be a fireman. But perhaps for the best letter! 4. My uncle is friendly. He is kind. (also)
being a surgeon is more (6) ... . Participate and win a
I agree. It must be a fantastic job but it isn’t for me. holiday for you and a
Why not? friend.
I can’t stand blood! Writing Task
My local hero 1 Plan
3 Practise the dialogue and act it out. LOOK! Choose your hero. Make notes and
Last year, my grandmother was (1) on / in hospital. include:
The steps included

Giving opinions:
She wasn’t feeling well. The doctors told (2) she / her, Who your hero is and why: A few years
I think working as a fireman must be fantastic.
Speaking Task ‘Change your lifestyle! Eat better food and do more ago, my grandmother … She began
The carefully structured

I imagine it’s boring sometimes.
exercise.’ She began to eat healthier foods and she also a healthier diet …
4 Prepare a dialogue between you and Will. I ’d prefer to be a police officer.
Your hero’s plans: Next month/week,
in the Speaking Task

started to do sport.
STEP 1 STEP 2 he/she is going to …
Now, she is a different person. This year, she is going to
Look at the jobs and decide which you Think about what you and Will say. Your opinion: I think he/she ...
Writing Task provides students

volunteer in the local hospital. She wants to make the
admire the most. I think working as a ... must be ...
hospital a better place for the patients so she is going
Why do you think ...?
to play games with the children and talk (3) at / to the 2 Write
help students prepare

In my opinion, it’s ... Use the text, your notes and this
adults. Next month, she is going to run a half marathon
I imagine ... structure:
to (4) grow / collect money for the hospital. I think she
with enough scaffolding for

I’d prefer ... Paragraph 1: The name of your hero, the
is incredible.
reasons why he / she is your hero
STEP 3
and practise their own

By Hayley Paragraph 2: Your hero’s plans
Work in pairs. Take turns to act out
Paragraph 3: Your opinion of your hero
the dialogue.
their written production.

3 Check
dialogues.
be going to
pilot LOOK! vocabulary for jobs and phrasal verbs
We use also and too to add also and too
new information.
police officer
doctor
70 71
The Culture section 6

The police
Progress check The exercises in the
highlights an aspect of
1. Thomas is going to visit his granny tomorrow.
The Metropolitan Police Service is famed around the world and has a unique place (next week)
Jobs
Progress check revise

in the history of policing. It is by far the largest of the police services that operate 2. We are going to travel to Mexico in August.
in greater London (the others include the City of London Police and the British
Transport Police). Today, the Metropolitan Police Service employs more than 1 Order the letters to make jobs. (New York)
life in different English-

31,000 officers for an area of 620 square miles and a population of 7.2 million. 1. ermplbu 3. eaitctrhc 5. ourgnse 3. I am going to play rugby with my friends this
2. daeilfurg 4. oatcr 6. aieeclrtinc evening. (football)
Police officers in the UK are often called Bobbies because Sir
the language presented

Robert Peel (Bob Peel), a politician, founded the institution
in 1829. Bobbies wear a dark blue uniform with a white shirt 2 Who can help you in these situations? be going to: interrogative
Write the jobs.
speaking countries.
and a black tie. They have a famous helmet but only officers
on the beat wear this helmet. ‘On the beat’ means when 1. There is one big bedroom in your new house 6 Read the answers and complete the
they are working in the street, either on foot or on and you need to transform it into two smaller questions.
in the unit.
a bicycle. When they are in a police car, they rooms but do not know how. Are you going to be a vet?
wear a cap.
2. Your dog looks sad and does not eat anything. No, I’m not. I’m going to be a surgeon.
The texts are recorded on

The Metropolitan Police Service has different 3. Your computer broke down. You can’t start it. 1. ... in the sea tomorrow?
departments. Each department has a 4. Your sister has appendicitis. No, they’re not. They’re going to swim in
different focus but they all work together. One
of the most interesting departments is the the lake.
Dog Support Unit. This unit provides police Phasal verbs 2. ... pizza tonight?
the Audio CDs.

dogs, usually German shepherds, Labradors Yes, we are. We’re going to have pizza and
or Spaniels, and handler teams with a variety 3 Complete with the correct phrasal verb. salad.
of skills. For example, they can search for 1. In the new Spider-Man film, the hero ... a very
3. ... a new laptop?
suspects and missing people, locate objects tall building to save a young girl.
No, I’m not. I’m going to buy a bigger desktop.
and control hostile crowds. 2. I love meeting my friends and ... in the city
4. ... outdoors?
centre.
Yes, you are. You’re going to sleep in a tent.
3. It’s cold here. Don’t ... your jacket!
2.22 Read and listen to the information
4. Can you please come home to ... my baby
1 a. to pay someone regularly to do a job for you
tonight? I have an important business meeting.
about the police. Then answer the
questions.
b. to start an organization, institution, etc
c. a hard hat that you wear to protect your head
5. What do you want to be when you ...? Integration
1. Is the Metropolitan Police the only police force d. the ability to do something well, usually as a Complete the text with the correct form of the
in London? result of experience and training be going to: affirmative and verbs in orange.
2. Why are the police in the UK known as Bobbies? negative not go • take • happen • do • walk • be • jump •
3. How old is the institution? 4 ABOUT YOU What do you know about
4. When do officers wear the famous helmets? the police in your country? Have they got a 4 Complete the text with the affirmati e form feel • hear
of be going to and the verbs in orange.
5. Who do police dogs work with? dog support unit? Mandy and Lou are at the police station now. They
have • leave • live • visit • study (1) ... a bit upset. Something very unusual (2) ... to them
this morning. It was 7.45 and the two girls (3) ... across
2 Why do you think offi ers don’t wear
My cousin Julia (1) ... school in June. She is the park to go to school when a monkey climbed down
the helmet when they are in a police WEBQUEST going to graduate with flying colours. She says a tree and (4) ... on to Mandy. She started shouting, so
car? In your opinion, why do they prefer she (2) ... to be a pediatrician at Edinburgh the animal got scared and bit her. A young Metropolitan
German shepherd dogs, Labradors and Investigate about the police in another University. She (3) ... in a big flat near the school Police officer was walking nearby and (5) ... the noise,
Spaniels for the Dog Support Unit? country. Who created the institution? of medicine. I (4) ... her in October. We (5) ... so he ran to the scene. He caught the animal and called
When? What is their uniform like? a wonderful time there! for help. Then he drove the girls to the nearest hospital
What units have they got? Write down and phoned their parents. Mandy and Lou are with
3 Match words 1–4 with definitions a–d. some information and then share it 5 Correct the mistakes. their parents at the moment. They (6) ... to school today.
1. employ 3. helmet They (7) ... at the police station for some time. Some
with your classmates. My cousin Julia is going to study law. (medicine)
2. found 4. skill officers are going to ask them questions about the
My cousin isn’t going to study law. She is
incident. What (8) ... they ... with the monkey? They
going to study medicine. (9) ... it to a zoo.
72 73

Revision 3
The Revision sections Vocabulary
consist of a vocabulary START B S

and grammar review UPGRADE
Can I b_ _ _ _
your pencil?_
Listening
We are s_ _
___
money for my
birthday part
Upgrade for Exams
The Upgrade for Exams
y.
from the previous two
7 Listen to a radio programme and 1 Read the article and answer the 2 Read again. Are the statements true, false
sections provide additional

2.23
Order the words to make sentences
tick (✓) the true sentences. questions. or not mentioned?
and cross out the unnecessary words.
1. In The Holiday Programme, Rachel does not talk 1. Why was it an unusual Sunday in Hove 1. The bees were only in the parks.
1. not / spend / in / this / we / are / to /
about her family. yesterday? 2. Local authorities spoke on the radio and the
units through reading D

Spain / year / going / holidays / our / her .
2. Rachel’s dream job involves working in an office. 2. What did local authorities tell residents to do? local television channel.
practice through
2. you / time / to / shopping / what / this /
are / go / going / in / afternoon ?
I don’t like
3. on / going / to / in / October / exam /
very much. laptops
students / not / the / are / do / writing /
I can’t hear
you.
S
3. In her opinion, South America is very interesting.
4. Rachel is not taking a gap year.
M
3. Why do you think some people wore white
clothes?
4. When did the problem finish?
3. There were some serious incidents at midday.
4. The writer of the article has got a pet.
5. The problem was solved the following day.
and listening exercises.

My8 compute you need
my d_ _ _ I_ pref er Listen
r again and answer the questions.
this to
international exam-type
their . 2.23
_ _.
4. we / to / going / how / to / are / travel ? hasn1.’tWhat
gotis Rachel’s dreammov
job? e the 3 Complete the email with some of the
s_ _ _2._ _Which cursor verbs in orange in the correct form.
5. give / to / going / surprise / your / in /
birthday / for / somebody / is / a / you .
_ _.languages is she on
university?
goingthe
to study at
screen: go • have (x2) • come • travel • walk • like • eat •
m_ _ _tour
3. What are the characteristics of a good _ stop (x2) • visit • be • spend
exercises.
guide?
E
4. What is Rachel going to do in her gap year?
5. What is she going to do after three months? New message
Peter repairs
Collaborative Task E P
Recipients: Aunt and Uncle
Subject: News
CC CCO
equipment. electrical Tom is an

e_ _ _ _ _ _ _He’s an
Dream holidays
Dear Aunt and Uncle,
e_ _ _ _ _ _ _.
The Collaborative Task gives

_ _ _. He likes I have to call
BEE INVASION
I (1) … a great time in sunny Italy. I (2) ... this
building p_ a _ _ _ _ _. I’ve
houses. a leak in my got
place very much. It (3) ... got very interesting
historical places and entertaining facilities.
1 IDEAS 2 GROUP WORK
toilet.
students the chance to work

Share the information you I (4) ... on a tour of Rome yesterday. We (5) ...
Investigate a place that It was an unusual Sunday in Hove
you dream of visiting. got with the members of the Fontana di Trevi and the Colosseum. We
your group and vote for yesterday. We woke up and saw hundreds (6) ... a lot and only (7) ... for lunch at a new
Find out its location, main
characteristics, what you the best place to spend and hundreds of bees in our town. They Pizza Hut in the city centre.
can do there, what you can’t
P
your summer holidays were noisy and troublesome. They were on
in groups and produce a text L

do, etc. Make sure you get together. windows, cars, flowers and food! Tomorrow we (8) ... to the south. A coach
FINISH some attractive pictures.

We called the local authorities and they
told us to keep quiet and wait. But we
(9) ... to the hotel at 8 am to pick us up, so I
must get up very early! We (10) ... the day on
various beaches. I’m sure we are going to have
It’s not easy were too nervous to be quiet. Some people
that integrates the language

a great time!
p_ _ u_ a tentto
3 WRITING used chemical sprays. Others put moth
. What are you
4 PRESENTATION balls on their windows. I was going to Well, I must (11) ... now. I’m going to have a
74
Organize your ideas into l_ _ _ _ _ _ f_ shower because we are going out for dinner.
Re-read your work _?
paragraphs to write about walk my dog but I decided to stay at
your dream holiday with your carefully.
learnt so far, using various

home. My neighbours just put on white Kisses,
friends. Pay special attention to
M17 387 Phases2SB punctuation marks, capital clothes. Fortunately, the problem was over Mary Anne
• Introduction:
074 077 R3.indd where you want to
74
go and why. letters, linkers and verb in the evening. At about six, the bees went
• Development: what you are/ forms. Don’t forget to back home. They flew to their hives.
aren’t going to do there. include some interesting
tools and formats.

• Conclusion: why this place is pictures!
ideal for a group holiday.
3/1/18 10:27 Send
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The Communication Activities

Communication Activities – Student A
Science
section, divided into Student A History of vaccination

1 Role play a dialogue in which you invite a 4 Take turns to ask and answer questions to
mobile phone user to participate in a survey. find out what your partner did when he/she
nt B
ities – Stude
Use the following information to make was younger. Use the phrases in orange.
tion Activ
In the 18th century, a horrible disease called smallpox was very common.
questions: Take notes and then write a short report.
Communica
Many children and adults died from it. Some people survived but the
and B, provides six motivating

• Introduce yourself and ask the person’s name. disease left awful scars on their body. There was also another common
Ask what mobile phone he/she has. get up • study • do in your free time • watchquest TV • to
onions
• to ask and answe•r like he/
disease: cowpox. People caught this from cows.
Make questions using how often, who, do and
4 Take turns
play • go at weekends • visit relatives
did when
eating
your partner e.
a marketing find out what er. Use the verbs in orangt.
what. Edward Jenner was an English doctor who noticed that people with
with
uetwo
one company.
pair-work tasks that improve

play ato dialog
she was young then write a short repor
5 Use adjectives
• Ask the person mention differences in the comparative and cowpox did not often suffer from smallpox. He thought that cowpox could
1 Rolehis/her a mobil e teleph formsand
person from ing information:
between mobile phone and that of his/ superlativenotes to describe these animals protect people from smallpox.
Take with •
Use the follow ary school student. Your
her best friend. for your partner to guess. cousins • play
wearin g • visit your weeke nds • In 1796, Jenner did an experiment on a young boy called James Phipps. He introduced the cowpox
• Thank theYou’re
person.
a second modern.
like at
• is not really time • watch infection into a cut on the boy’s arm. Phipps became ill with cowpox but then he recovered. Later,
do in your free ast
communication skills and

mobile phone messa ges to your school • have for breakf Jenner infected the boy with smallpox. Phipps never caught smallpox because the cowpox
use it to send calls. do after
• You only make phone
to receive or arative and protected him. This was the first example of vaccination.
in the comp
hone
friends and a fantastic smartp
friend has got adjectives ibe these
• Your best t, send and receive 5 Use forms to descr guess. Jenner made an enormous difference to the health of the world. After a worldwide vaccination
surf the Interne superlative to
and uses it to your partner
foster lively interactions.

programme, the World Health Organization finally eradicated smallpox in 1980.
emails, send
messages, etc.
s animals for
a clothe
assistant in
you are an dialog ue
2 Imagiforne Role play a
shop young men.
Four CLIL texts and Projects

2 Imagine it with
is your best mer.
a custo friend’s birthday andyou have.
what
you want to• buy him/her er and offer
a present.
the custom Role play Project: Vaccines
Greet 6 Your partner has got a similar text but
a dialogue with the shop assistant.
b with a few differences. Ask and answer
• Greet the assistant and say that you want to buyc STEP 1
Wh- questions to discover the differences.
a red T-shirt. Investigate the vaccines that are
present interesting topics for

• Choosea one of the T-shirts the assistant offers. compulsory in your country and the
• Ask about its price. Dear Mark, diseases they fight: their causes, symptoms
• Answer about size and colour. and treatment. Make notes and get pictures
• Buy it. I’m spending some beautiful days in sunny to illustrate your work.
students to investigate further

but
a similar text er
Spain. The weather is absolutely fantastic and
erthehas gotevery
3 Your bedroom shows what you did this partn . Ask and answ
my brothers and I go to beach day but STEP 2
morning. Take turns to ask and answer 6 Your terribleences
fewa differ
thereawas stayeddifferences. Get together in groups and compare
with discover the
yesterday storm. We
sometosandwiches. We
Yes/No questions in the past simple to find ’s ions
chosen T-shirtat the hotel andquest
Wh- bought information. Organize the material and
n about the
in groups, thus stimulating

out what your•partner questio
Answedid
r thethis morning. customer needs. ate them in our room. In the afternoon, the lights make a chart.
what size the a.
price and ask you only have T-shirt went out. It was really boring. We just looked
that in that size, going to pay. STEP 3
• Explain is through our windowDearout Mark,
to the street.
the customer Check your work. Then make a presentation
• Ask how say ‘Goodbye’. my winter holidays
in Italy.
customer and spending to your classmates and vote for the clearest
team work and collaboration.

• Thank the Now, it’s warm andI’m sunny again. We arenice.goingMy brothers
is not very
you did this to the beach in theThe
weatherbecause a but yesterday presentation.
om shows what and answer shopping centre at
afternoon weevery
are inday
and I go for a walk
3 Your bedro turns to ask simple to find
the moment. We arestorm.
there was a terrible
buying We stayed at the
morning. Take
ate them
in the past all the presents forhotel
our friends some pizzas. We
and family.
and bought
ions ing.
Yes/No quest partner did this morn
, the lights
our room. In the afternoon We just
in Write
out what your I hope you are fine. back. I miss you!
went out. It was really
boring.
street.
Alice window out the to
looked through our
cloudy. We are having
Now, it’s cold and to
on a guided tour
102 lunch. We’re going 106
hour.
Rome in half an
soon. I miss you!
Write back
M17 387 Phases2SB 102 117 extras.indd 102
I hope you are fine. 3/1/18 11:53 M17 387 Phases2SB 102 117 extras.indd 106 3/1/18 11:53
Sarah
107
3/1/18 11:53
107
102 117 extras.indd
M17 387 Phases2SB
The Editing your Work Editing your Work

4 Correct the mistakes in this text about
favourite possessions.
6 Correct the mistakes.
section provides six texts Correction code

C capitalization
My name is peter. / My name is Peter.
2 Correct the mistakes in the story. During the summer holidays, after dinner
my twin brother and I sat with my eldest
brother, John, in the open and watch the
containing grammar, spelling

They are many stories about the origin of My silver pen is me favourite possession. My stars. John told us the Greek stories of the
P punctuation Panettone. It a typical Italia fruitcake. Some parents gave it to me when I leave secondary stars in the sky and we listen with greet
Are you tired. / Are you tired? Italians says Panettone means Pan de Toni. school. My brother he say is not a ‘silver’ pen. It is interesting.
^S subject missing But who were Toni?
is a good girl. / She (Julia) is a good girl. a ‘silvery’ pen. In fact, it is a stainless steel pen but One day John was tell us the myth of
and vocabulary mistakes for

^W word missing Toni was the chef’s assistance in the court of I don’t mind. To me, is a ‘silver’ pen. I love it. The Orion when a bright light appear in the
They running. / They are running. Duke Ludovico Il Moro. cap have got my name on it. My mum said when sky. What was? It couldn’t be a star but
WV wrong verb form In Christmas Eve the chef was burn the she gave it to me: ‘This pen it is going to be your was too big. It couldn’t be a plane but is
She go to the gym every day. / She goes to
Christmas cake. Was a desperate situation most luck pen!’ and she was wright. I write always static. It stay there in the blue dark sky,
the gym every day.
because that night the Duke celebrate
students to spot and correct

WW wrong word my exsams with my lucky pen and I get always good flashing on and off and then, suddenly,
He is a Brazil football player. / He is a
Christmas with her friends. notes. it was gone. We was silence. There was no
Brazilian football player. Toni added nuts, raising and fruit to the logical explication.
WO wrong word order In the future, I going to be a lawyer. I am going to
bread dough and the result was an delicius
I go never shopping. / I never go shopping. sing my papers with me silver pen! The following day we went out for a ride
fruitcake.
using the correction code

WP wrong preposition and we seed an enormous circle of dried
They visit their grandparents in Sundays. / The Duke very happy and he called this cake grass in our neighbour’s field.
They visit their grandparents on Sundays. ‘Panettone’, that is Toni’s bread.
WSP wrong spelling
Aliens? We will never knowed!
He is a ticher. / He is a teacher. 5 Jose describes his unfortunate holidays
given. This section aims at

in Orlando. In his description, Jose made
Other comments:
3 Find ten mistakes and correct them. many mistakes with verbs. Correct them.
• Check organization. New message
7 Correct this biography.
• Use adjectives. Ed
From:
Thanks to Louis Braille the blind can read
raising students’ awareness

• Use linkers: and, so, but, because, etc. Tom
Recipients: People always enjoys their holidays in Disneyworld
Subject: Hi! because life there is fun. Our holidays in Disneyworld and write easy now.
last year was different.
1 Correct punctuation marks and capitalization. Hi, Tom! He born in 1809 in a small village on France.
How’s you and your family? I enjoyed your story about the When was three years old, he injured his
of grammar, vocabulary and

New message We not were a lucky group. When we arrive at
discovery of penicillin. Was new to me.
the hotel I was cough badly and my sister has a
eye with a sharp tool in his father shop.
Pat
From:
temperature. We could go not to Disney for two days Unfortunately, both eyes became infected
Recipients: Jane Today the teacher talked about the discovery of Lascaux and at the age of five he be completely blind.
so we were stay at the hotel watching TV.
Subject: Hello Cave in the south of France. Is really a fascinating story. A
group of four teenagers were walk their dog in the woods On the third day my little brother ran across the hotel
He was a boy smart so at school he learn
spelling issues.
Dear Jane: near Montignac. They was exploring the place because there lounge, missed a step and broke his leg. My dad
How are you and hows your brother. drove him to the nearest hospital and he comes back
by listening and at the age of ten he receive
was a local legend about hidden treasure in a tunnel. They
We are very busy at school we are reading for our half-term entered to the tunnel and found big paintings on the walls. with his leg in plaster. But then mum have an awful a scholarship to the National Institute for
exams. i always play tennis on mondays wednesdays headache and dad did not feeling well. When the Blind Youths in Paris.
and fridays but this week I am not doing any sports Im At first, the cave was there secret but then they informed doctor came, he said it was a bacteria and prescribed
studying till late at night so i cant watch TV the schoolteacher. Tom where we can find hidden treasure Their Braille he developed a simple system
antibiotics. We all end in bed eating vegetables,
My problem is algebra my sister tries to help me shes like the one in France? drinking mineral water and taking medicine.
for the blind with only six raised dots. He
very good at maths but she shouts at me and gets angry I Well, I must to stop now. It very late and tomorrow I have to was too teacher until he felt seriously ill and
prefer a private teacher
How is school life in paris write to me soon
get up early. I have a maths test.
We don’t see Mickey Mouse or Goofy. Everybody finally died o tuberculosis at the age of 42.
Write soon His method become famous after his die.
love were depressed.
Pat Ed
We know it as the Braille system.
Send
Send
108 109
M17 387 Phases2SB 102 117 extras.indd 108 3/1/18 11:53 M17 387 Phases2SB 102 117 extras.indd 109 3/1/18 11:53
The Extra Reading section YOUNG PEOPLE

includes four reading texts that make a difference Fortunately, the number of altruistic4 children
keeps growing. After the 2010 earthquake in
Haiti, Lulu Cerone challenged her fifth-grade
Today, there are many young people helping to change class to a lemonade stand competition to
presented in different formats

the world thanks to their creativity and good actions. raise funds for the victims. People were happy
to collaborate so very soon she started the
LemonAID Warriors foundation to help the
needy around the world and wrote a book
and dealing with varied

called PhilanthroParties! inspiring young
people to do the same.
How can we help too? Let’s start now
topics. They are followed by

and make a better world.
1 Read the text and find expressions that 5 YOUR TURN Surf the Internet and
productive activities which

refer to ‘charity’. find information about young people that
made a difference. Choose one and make
2 What do these young people have in a report on his/her philanthropic work.
common? Tick (✓) the correct answers.
help develop students’ reading

Ryan Hreljac, for example, learnt at the age of satisfaction led her to start her own vegetable 1. They wanted to help.
6 that many children in Africa walked for miles garden to feed the needy in different parts of 2. They were eleven years old when they had a Glossary
to get clean water. ‘I’m going to build wells1 for her country. Now, she has her own foundation philanthropic idea.
them,’ he said to his mum. At first, this seemed called Katie’s Krops. Katie has several vegetable 3. They created a foundation. 1 2
comprehension skills. They

4. They started a vegetable garden.
only a child’s fantasy but the boy started earning gardens now and many wonderful people are philantropy: the
money by doing household chores. He also gave helping her to fight hunger. belief that you should
3 Read the texts again and answer the help people, especially
speeches on the importance of clean water. questions.
also include a Glossary to help

The result of his hard effort was the Angolo by giving money to
1. How did Ryan help poor people in Africa?
those who need it
Primary School in Uganda. In 2001, The Ryan’s 2. How did Katie help the people at the soup wells
Well Foundation was formed and, to date, it has kitchen?
3. How did Lulu help the victims of the 3 4
helped bring clean and safe water to almost
students read independently.

earthquake? altruistic: thinking or
900,000 people in need!
4. Where did Ryan’s foundation build the first behaving in a way that
Another model of philanthropy2 was nine- well? shows you care about
year-old Katie Stagliano. She was in charge 5. What inspired Katie to start doing charity other people and their
work? interests more than
of a cabbage seedling3 as part of the third
Grade Cabbage Programme at school and this you care about yourself
4 Reflect on this question: How can you help
experience was a source of great inspiration the needy? cabbage seedling
for her. She donated her cabbage crop to a
soup kitchen that fed 275 people. Her feeling of
114 115
M17 387 Phases2SB 102 117 extras.indd 115 3/1/18 11:54

M17 387 Phases2SB 102 117 extras.indd 114 3/1/18 11:54
The Language Database Language Database de las

obras reproducidas en e
The two Audio CDs

ste e
retes je
in térp mp
lar.
• los Pro
1 Present simple and present We use the present continuous to describe de hib
summarizes the grammar

y i
activities that are happening now: He’s chopping es da
continuous ut
or la
re
wood. sa pr
lo
include the audio for

od
affirmative • The form is subject + be + verb + -ing: I’m e
d
building a fire.
uc
r,
I/You eat.
ció
to
structures in the book and

uc
n ,r
negative contracted form

d
He/She/It eat.
ro
eg
ISBN 978-987-XXX-XXX-X
lp
rab
I am not cooking. I’m not cooking.
the texts in the book as

We/You/They eat.
de
Pack ISBN 978-987-XXX-XXX-X

ac
os
ión
• You are not cooking. You aren’t cooking. © Macmillan Publishers S.A., 2018
ech
We use the present simple to talk about routines
provides additional grammar

, pr
and habits: I get up at six o’clock every morning. Con autorización de Macmillan
der
He/She/It is not cooking. He/She/It isn’t cooking.

ésta
• We use the present simple to describe facts: Publishers Limited

los
We/You/They are not We/You/They aren’t

mo,
well as the listening and

Queen Elizabeth II lives in Buckingham Palace.
todos
cooking. cooking.
can
practice. This section can be

negative contracted form • We use not to form the negative: He isn’t
je, ejecu
Reservados
I/You do not drink. I/You don’t drink. climbing trees.
pronunciation activities.
ción pública, radio
He/She/It does not drink. He/She/It doesn’t drink. interrogative form and short answers
used in class to supplement

We/You/They do not We/You/They don’t Am I building ...?
drink. drink. Yes, I am. / No, I’m not.
• To form the negative, we use do not or does not Are you building ...?
before the verb. Yes, you are. / No, you’re not.
each unit in the book and/or

• We usually use contracted forms (don’t and Is he/she/it building ...?
difus
doesn’t) in conversation and informal writing: She Yes, he/she/it is. / No, he/she/it isn’t.
ió n
doesn’t like animals. Are we/you/they building ...?

y cu
Yes, we/you/they are. / No, we/you/they aren’t.

alq
interrogative form and short answers
at home to help students with

uie
Do I/you read? • In questions, we use be before the subject:

ra
Yes, I do. / No, I don’t. Are you building a fire?

Audio CD 1
otr
• Emma Heyderman
ou
Does he/she/it read? We don’t repeat the verb + -ing in short answers:
so
Yes, he/she/it does. / No, he/she/it doesn’t. Are you fishing? Yes, I am. Yes, I am fishing. Fiona Mauchline
homework and self-study.

no
a
Daniel Morris
ut
Do we/you/they read? or
1 Circle the correct words.
iza
Yes, we/you/they do. / No, we/you/they don’t. Series consultant: do
My mum works / is working in London this de
• In questions, we use do or does before the subject. week. Alejandra Ottolina es
tos
fo
• 1. My cousins often camp / are often camping
nog
We don’t repeat the verb in short answers: ram
Do you watch TV every day? Yes, I do. / No, I don’t. ✓
as.
outdoors in the summer.
Yes, I watch TV. / No, I don’t watch TV. ✗ 2. We feel / are feeling nervous because we’ve
got an exam now.
affirmative contracted form 3. I stay / am staying at my grandparents’ house
M17-395-Phases2-Audio CD.idml.indd 1 3/8/18 12:27 PM
I am fishing. I’m fishing. today.
You are fishing. You’re fishing. 4. My best friend has / is having pizza once a
week.
He/She/It is fishing. He/She/It’s fishing. 5. They win / are winning the race at the
We/You/They are fishing. We/You/They’re not moment.
fishing 6. My teacher goes / is going swimming every day.
118
M17 387 Phases2SB 118 128 Database.indd 118 21/12/17 12:57

Workbook overview
The Workbook includes:

• Practice activities for all the units in the Student’s Book.
• Four Worksheets which provide further reading practice.
• A Digital Competence worksheet at the end of each unit.
Dictation exercises are

Unit
6 Make a difference
4 Write the questions to complete the Dictation
provided for students
Vocabulary 1 2 Match the jobs 1–8 with the places of dialogue between Mary Stilton and the
6 13 Listen and write in your folder.
work a–h. firefighter.
Jobs 1. lifeguard e a. hospital Mary I can hear the alarm.
1 Look at the pictures and complete the 2. police officer b. theatre (1) ______________________________? UPGRADE
to further practise their

crossword. 3. mechanic c. bathrooms and Firefighter Well, we’re going to put on our
kitchens helmets, get into the truck and go to Read the dialogue and circle the
4. vet d. garage the scene of the accident as fast as correct answers.
E
1 2
5. plumber e. veterinary clinic possible.

L
spelling and to help them

6. scientist f. laboratory Mary (2) ______________________________?
E 7. actor g. beach or swimming Firefighter This fire is really big so seventeen
pools firefighters are going to go there.
C
3
8. nurse h. police station/ Mary (3) ______________________________?

T
4
headquarters Firefighter I suppose it’s going to take us about
develop their listening skills.

five minutes to get to the fire. It can’t
R
3 Complete with some of the words below. take more than that. This is an
I
5
emergency!
electrician • engineer • actor • lifeguard •
C Mary (4) ______________________________? Liam I think (1) ... architecture when I’m
plumber • scientists • surgeon • technician •
Firefighter It’s difficult to say but I think that older. The problem is I can’t draw.
I architect • vet • nurse
we’re going to work there for more Archie What (2) ... to do?
A 1. Robert Clanford is a prestigious Liam I’m not that worried. I’m busy with
6
than three or four hours.
_____________. He designed important Mary (5) ______________________________? maths and science at the moment.
N
churches in different parts of the world. Firefighter No, not all of us. Only the leader gets Archie But (3) ... learn to draw? Why don’t
2. Tarantino is looking for an _____________ for into the building. The other firefighters you think of a different profession!
his new film. work outside. How about being a sportsperson –
7
3. Most _____________ believe they can soon Mary (6) ______________________________? you’re brilliant at tennis!
discover a vaccine against cancer. Firefighter Yes, I am. I usually phone my family Liam No, I want to be an architect. (4) ...
The Upgrade exercises

4. I turned on the computer five minutes ago but when the fire is out because perhaps easy but I can do it. When I’m older,
it isn’t working. I must call a _____________. they watch the news on TV and get I’m going (5) ... classes in design.
2 5. My sister is training to become a scared. They use computers – that’s better
Down _____________. She loves working in Mary Well, good luck! for me than drawing.
hospitals taking care of injured people. Firefighter Thank you very much! Archie Ask at school. Mr Simms knows
are intended for

1
Across about courses and professions.
Liam We’re 15! Relax! Come on. Let’s go
The Vocabulary and Grammar

1 4
Listening and play tennis.
students who need

5 12 Listen to the radio interview with A B C
Rachel about her dream job and answer 1. I’m going I study I’m going
the questions in your folder.
practice exercises correspond to

3 to study
5 1. What is Rachel’s dream job?
2. you’re going are you going you going
more challenge.
2. Which languages is she going to study at
6 7 university? 3. is he you are are you
3. What two qualities should you have to do going to going to going to
the topics presented in the same

Rachel’s dream job? 4. It isn’t going I’m going It isn’t
4. If you want to do her dream job, what must to be to be going
you be interested in? 5. to take to give to teach in
5. What is she going to do in her gap year?
sections in the Student’s Book. 55 60
M17 391 Phases2WB 045 064 U5 U6.indd 55 5/1/18 16:12 M17 391 Phases2WB 045 064 U5 U6.indd 60 4/1/18 11:44
The Writing section follows

the same guided approach
The Reading section Reading
1 Read the text. Match the questions a–e with the facts 1–5.
6
Writing
A description of a person presented in the Student’s
provides a passage related
a. How do people help? 5
1 Complete the sentences with also or too.
Book.
b. How many guide dogs are there?
1. I love his music. I like his poetry.
c. How many people help?
2. She’s a police officer and she’s a writer.
d. How much does a guide dog’s owner pay?
3. Their father is a vet, and their mother works with animals
to the theme of the unit,

.
e. What kinds of dogs work as guide dogs?
4. He’s very intelligent and he’s very nice .
5. They’re good friends, and they work together.
Britain’s guide dogs
2 Read the letter and circle the correct word.
followed by comprehension
Heroes are people who help others, for example,
nurses, lifeguards or firefighters. But not all heroes
are people. We shouldn’t forget animals can be heroes Hi!
too. And especially dogs. There are police dogs which Blind people can’t see, so their lives are more
find explosives, catch criminals and help people. difficult but in 1916, the German army had a great
activities. This page may

My favourite film or TV hero is Matt Damon. He’s a Hollywood actor.
There are mountain-rescue dogs and airport security idea – dogs can help! This idea came to Britain in
dogs but perhaps the most important working dogs 1931 and now there are a lot of dogs working with He often makes films about people who are special or different. I think his
are guide dogs for the blind. Britain’s blind people. best film is The Bourne Identity but I (1) too / also like The Martian.
be used with fast finishers 1. A guide dog is the best help a blind person can have.
Guide dogs aren’t free but they aren’t expensive for the
Fact file
owner, who pays only 50p (60 cents) for the guide dog.
2. Most British guide dogs are Labradors or Retrievers
4. There are 10,000 volunteers helping British guide dogs: they
look after the puppies (little dogs) and they teach the dogs.
5. People in Britain organize a lot of events to collect money
for the guide dogs, to pay for food, vets, and other things.
Matt Damon isn’t very tall but everybody says that he is very intelligent.
He likes sports (2) also / too. I like Matt Damon because he usually makes
good films and (3) also / too because he works with people in Africa.
and at any time during

(similar but with longer hair), but there are also some One dog needs about £50,000 during its working life. They
German Shepherd dogs. run in marathons to earn money and they organize events.
3. There are about 4,500 guide dogs in Britain and they Sometimes schools ‘sponsor’ a dog and collect money for it.
usually work for six or seven years, then they stop and They can see photos of their puppy, they know who it’s going In the future, I think he is going to do more work in Africa and in politics
live a normal life. to work with and where. It’s fun! and I think he is going to make more good films (4) also / too.
the class. 2 Read the text again and match the figures
1–6 with the things they describe.
3 Circle the correct words.
Police officers / Lifeguards use dogs to help
Cheers,
Clare
1. 1916 b a. How many guide dogs them.
there are in Britain. 1. The original guide dog idea came from 3 Write a letter. Follow these steps:
2. 60 b. The year people first had Germany / Britain.
The Writing guide steps help

Look at Clare’s letter in exercise 2. Write the letter that corresponds to the answers to each of
the idea for guide dogs. 2. Guide dogs are only for rich people / these questions:
3. 4,500 c. How much money a guide for anyone. a. Who is your favourite TV or film hero?
dog costs during its 3. Any kinds / Only some kinds of dogs can b. What programme, series or films is he/she in?
working life. be guide dogs. c. What does he/she do?
students with the preparation

4. 7 d. How many cents a guide 4. The people who teach guide dogs don’t get d. What’s he/she like?
dog costs. paid / earn money. e. Why is he/she your hero?
5. 10,000 e. How many volunteers work 5. People / Dogs sometimes run in marathons f. What do you think he/she is going to do in the future?
with guide dogs. to earn money. Use your notes and the model in exercise 2 to write a draft. Check your use of verb tenses, grammar,
6. £50,000 f. The age most guide dogs 6. Schoolchildren sometimes help pay for / spelling and punctuation. Try to use too and also. Make sure you use adjectives and try to include
of their own text.

stop work. work with guide dogs. comparative and superlative forms.
Check your work and write your final copy.
61 62
The Unit check section 6 The Digital Competence

revises the main worksheets at the end of each
Unit check 1.
Let’s discuss! ONLINE CARTOON STRIPS
An online cartoon strip consists of four to eight frames with
1 Complete the sentences with jobs. 2. 1 Read and answer. speech bubbles for the conversation. The idea came originally
1. An wears a helmet when he goes 3. 1. Do you ever read comic books?
from traditional comic books but nowadays there are a lot
to a construction site and is responsible for 2. Where did the idea come from originally?
vocabulary and grammar unit include a collaborative

of websites that help you make your own comic story. If you
the building materials. 4 Write the missing words and answer wish, you can convert photos into cartoons and invent your
2. design houses and draw plans. the questions in your folder.
3. Plastic operate on people’s faces 1. You going to hang around with friends next
Let’s analyze! own stories or you can make short films depending on the
web tool you choose.
to make them look younger and nicer. Saturday? 2 Look at the example of a cartoon strip.
from the unit. project where students use

4. The person who can repair the pipes in your Then answer the questions.
house is a . 2. What time your friend going to chat with
5. An can detect where there is a you this evening? I’m going to earn I can’t wait
short circuit. some money to buy to get my
these trainers! I’ll help you
online tools for production and

6. It is the ’s job to take care of the 3. What are you going do next weekend? trainers!
wash up for
swimmers and surfers at a beach. £3.
7. often experiment with dangerous 4. When your teacher going to give you the
substances in their labs. term exam?
interaction.
2 Write the words in bold in the correct place. 5. Are you going to invite him your next
1. The windows are open but it’s too hot in here birthday party?
and the people are looking for their jackets.
2. Your daughter is taking off. She doesn’t want
to play with dolls. 5 Circle the correct words.
3. When I graduate, I’m going to start growing Hmm, I have
up a job. Peter Pan isn’t the most famous hero in literature a better idea.
4. It took the American group five days to put up but he probably (1) help / helps more people than
to the top of the mountain. a lot of other characters from stories. In JM Berrie’s 1. What is the comic about? STEP 3
5. We must all learn to climb up our friends but story, Peter didn’t (2) wanted / want to grow up, 2. Who are the characters? Create the cartoon online, save it and share
not only when they are ill. so he lived in Neverland and looked (3) from / after 3. What does the boy offer to do first? the link with your teacher(s) and classmates.
6. My cousins and I were at the beach and the other children. He sometimes visited London and, 4. What is the main theme of the story?
lifeguard helped us to look after our small one day when he was playing in the Darling STEP 4
tent as it was too windy. (4) families / family’s house, Wendy saw him and Look at your classmates’ cartoons and
3 Follow the lines and write what these they (5) are becoming / became friends. The story is Let’s do it! discuss your plans for the future.
people are/aren’t going to do. about (6) some / any of their adventures.
STEP 1
James / vet fire brigade have a surgery In real life, Peter Pan is still looking after many Go online and search for a cartoon strip tool
1. Don and Paul / pet clinic buy his wife a children in London. When JM Berrie dies, he left the and watch the tutorial. You can make a black
firefighters present copyright of Peter Pan to a hospital. The hospital is USEFUL LANGUAGE:
and white comic strip if you don’t have a
2. Cheryl / theatre help elderly Great Ormond Street Hospital which is the
people
colour printer.
architect (7) bigger / biggest centre for children’s health in donate / collaborate / heal / volunteer /
3. Jake / actor a house take a driving Europe. The hospital doesn’t have the copyright any charity work / work in groups / repair /
test STEP 2
more but it still gets all the money from Peter Pan search for missing people / listen to
Create a cartoon showing ‘your dream and
James isn’t going to work in his pet stories. And now a new film of Peter Pan (8) is go / problems / help the needy / look after
what you will do to achieve it’. Use going to
clinic tomorrow. He’s going to buy his is going to help the hospital even more. children
for the future actions.
wife a present.
63 64
The Workbook audio, which includes the tracks for the listening activities and the dictations, is provided in
mp3 format to be downloaded from the Student’s Resource Centre at www.macmillan.com.ar/phases.

Teacher’s Book overview
The Teacher’s Book includes: • Complete answer keys to the Language Database
and the Workbook, including all the Workbook
• The Yearly Plan.
audioscripts.
• Unit-by-unit notes with answers to all the
exercises and audioscripts.
• Useful ideas on how to exploit the Communication
Activities, the ‘Editing your Work’ and the ‘Extra
Suggested extra activities
Reading’ sections. and cultural notes provide
you with many ideas and
information to enrich
Answers Answers
1 your lessons.
1 false (Camping is popular.); 2 false (The old building is a few
PHASES CULTURE Core 1 present continuous; 2 ‘be’; 3 present simple; 4 ‘do’, ‘does’
miles away.); 3 false (She is worried.); 4 false (Everyone can
go wild camping.); 5 false (She usually sleeps in a tent.)
Grammar 1 2 Ask students to read the title and look at the
There are a lot of green spaces in the UK such picture to say what the sentences are about.
10 Ask students to read the text again and identify as wild areas of mountains, moors and forests. Present simple and present continuous
Make sure they know what a catamaran is. Ask
the things they have to know how to do and the These wild areas include coastal areas such as 1 Revise the present continuous by asking students them if they have ever seen or travelled in one.
things they mustn’t do when going camping. Dorset, Devon and Cornwall in the south west, to close their eyes and imagine they are looking at Use L1 if necessary. Then have them complete
and the mountains of Scotland, Wales and north- Marco and Ollie camping in Scotland. They can see the sentences with the present continuous form
Answers west England, called the Peak District. In all these that a group of men are making tools. They are not of the verbs in brackets. Check orally.
Dos: build a shelter, find food, purify water, respect the spaces, outdoor activities are popular and you studying. As you say this, write the verbs ‘make’
natural environment, take away the rubbish; Don’ts: build Answers
can go mountaineering, cycling or hiking, among and ‘study’ on the board and repeat the sentences.
fires, chop down trees 1 are learning; 2 is putting on; 3 is demonstrating; 4 is making;
Teaching tips are

other things. To camp in the wild, you have to go Elicit more sentences about what they imagine
5 are having
to Scotland. Camping where you want without the people are doing, eg: ‘A boy is sleeping
TEACHING TIP permission is illegal in England, Wales and Ireland outdoors. His mother is putting up a tent.’ etc.
Dos and don’ts: Explain that these are rules but in Scotland it is not. For rules and regulations, Write a complete sentence on the board and PHASES CULTURE
about how people should and should not behave. students may visit: www.thehappycampers.co.uk/ point out the verb ‘be’ and the ‘-ing’ ending.
included to help you

Invite students to brainstorm ideas connected campsites/wildcamping/ or www.nationalparks. Revise questions. Elicit a few about the text A ‘catamaran’ is a boat with two hulls. The size
with the things they should and should not do in gov.uk/visiting/camping.htm Wild camping, eg: ‘What is Marco doing? Is he varies from small ones used for racing to large
the classroom. Then, write on the word a two- relaxing?’ Write an example on the board. Have vessels used as ferries.
column chart with the tiles ‘Dos’ and ‘Don’ts’, and the class read the sentences in the table and
invite students to come to the front and fill it with complete the rules for the present continuous
3 If you consider it appropriate, you may
make the most of

the things they have been discussing.
Closing phase (‘a’ and ‘b’). Check their answers.
Each lesson is divided into

systematize and ask the class to copy the
Write the word ‘survive’ on the board. Have students 1 LANGUAGE TIP
present continuous and present simple examples
into their folders under the title: ‘Present
work in groups of four to write as many words
PHASES EXTRA as possible beginning with each of the letters in Spelling rules: verb + ‘-ing’ continuous for actions in progress/Present
each class.
‘survive’. After three minutes, check their work • We add ‘-ing’ to most verbs, eg: ‘building’, simple for routines’. Once this is done, ask them
• Ask students to think about going wild
three stages: Initial phase,

orally,EXTRA
making sure that the words are properly ‘climbing’, etc. to complete the text with the correct form of
camping and enlarge the list they have written S • When a verb ends in ‘-e’, we omit the ‘-e’ and add
PHASEspelt. The winner is the group s inwith more
exercis e 1words. the verbs in brackets using the present simple.
in exercise 10. Ask them to list the thing they picture
ts look at the ‘-ing’, eg: ‘make – making’, ‘hike – hiking’, etc. Check orally and write the answers on the board
should
Adventure
Unit take and the ones that they shouldn’t. Have studen they can associa
te with nature,
more • When a verb ends in ‘-ie’, we change ‘-ie’ to ‘-y’ to avoid mistakes.
1
This might be a good point to discuss the
importance of following rules and advice given
and name things ain’, ‘insect’. Then elicit ‘build’:
eg: ‘rock’, ‘mount
for each verb
in exercise
1, eg: and add ‘-ing’, eg: ‘die – dying’, ‘tie – tying’, etc.
Answers
Core and Closing phase.

ent’, etc; ‘camp’: There are not many verbs like these in English.
collocations
Lesson 1 Lesson 2
by professionals. bridge’, ‘a monum ins’, ‘alone’, etc; • For one-syllable verbs ending in a vowel +
1 arrives; 2 drives; 3 rides; 4 decide; 5 don’t choose; 6 prefer
‘a house’, ‘a mounta
Possible answers ’, ‘near the ‘vegetables’,
etc; consonant, we double the consonant and add 4 Write on the board: ‘Present continuous (in
‘with friends
Dos: a waterproof jacket and trousers, walking socks, a ‘wood’, ‘onions’, ‘fruit’, hill’, ‘quickly’, etc; ‘-ing’, eg: ‘hit – hitting’, ‘put – putting’, etc. progress)’ ‘Present simple (routines)’. Elicit time
l skills.
Aims
‘chop’: ‘a wall’, ‘a , ‘a turkey’,
‘a mountain’,
Aims
hat, gloves, a flashlight, a map, a compass, a lightweight expressions that we use for each, eg: ‘now’, ‘at
about surviva
lary Don’ts: ‘climb’: ‘Mexicaforn dishes’ • For two-syllable verbs ending in a stressed
vocabubag; To use the present simple routines and the
Totent, ‘dinner’, ‘well’, ‘an insect’, ‘a box’, ‘a
learna sleeping board games, tablets, canned
the wild.
in dryer ‘cook’: vowel + consonant, we also double the this moment’, ‘every day’, etc. As students say
laptops, g
food, make-up,survivin hair present continuous treasure’,for actions in progress.
n’, etc. Do not
To read about etc; ‘find’: ‘a consonant and add ‘-ing’, eg ‘begin – beginning’, them, write them in the correct column. Then
Clear aims are included at the

to a questio
• Ask students useif colloca
tions.like to go wild
they would To learn ‘theand answer
use the \s\ sound.the collocations ‘refer – referring’, etc. have students copy the table into their folders
learn andInvite
Tocamping. them to say why they are for or
letter’,
t making sentences with the present
sugges
To listen to a will needabout young
radio programme and complete it with the time expressions in
against it. Ask them to justify their answers. If e for that they which they
l phas e ask them to say where yet becaus
adventurers. t continuous
tense, orange. Check their work on the board.
Initia
they like the idea,
to go and ure’whoon thewould
they
board and explain
with in
simple or presen
revise. PHASES EXTRA
would like they
the word ‘adventclass three minutes to
take work are about to Answers
beginning of each lesson.

Write
him or her,
its
and what
the items he or she would
meaning. Give many English words as
take. If they don’t like the idea, tell‘and’,
possible
them‘end’,
to say
Initial phase Ask students to use the present continuous
present simple: every weekend, never, once a week, usually;
present continuous: at the moment, now, this week, today
pairs and make as ure’, eg: ES the sentence ‘We are learning to describe what the people are doing in the
what things theyinwould ‘advent like to like t who Play
to change studen ‘Hangman’
MIXED ABILITIwith with a diction
ary.
5 Ask the class to choose the correct words. Check
using the letters etc. The winner is the English now.’ Dividets
studen themay work
class into two teams. Invite pictures on page 6. Then have them ask and
the idea of going
‘enter’, wild camping. Less able orally.
‘ten’, ‘ad’, them to take turns to say letters and award one point answer about them.
words.
makes more per each correct letter and three pointstoper eachto Erik
class listen Ask
theteam
forthe
Answers
correct word. The winner
1.06 Play the
track is that guesses the
5 sentence their survival skills. Revise the present simple for habitual actions
1 are having; 2 get up; 3 have; 4 drink; 5 drinks; 6 begins;
whole first orabout
the one with more points. does.
and John talking n the activities John
7 am resting; 8 is swimming; 9 are riding; 10 is teaching
talking about what Phoebe Smith does as a wild
Core students to
mentio
camper. Write on the board one sentence in the
1
Vocabulary ers
Audioscript/Answ any outdoor activities
, John? third person singular and another one in the MIXED ABILITIES
Survival skills pictures 1–5
with some Erik Do you do
camp during
the school holidays third person plural for students to remember You may have fast finishers think of questions
class match s or Yes, I do. I always cook food on
a fire.
the third person singular takes an ‘-s’ or ‘-es’ at about the text which they will then ask their
1 Have the use the picture John the lake and
in orange and n vocabulary. Check and I fish in and answer the end. Revise questions in the same way. Then partners.
of the words in pairs to ask l skills as in
teach the unknow Students work
Workbook references are

gestures to ’s surviva invite the class to go back to the table in exercise
6 their partner first. Invite
their work
orally. questions about a strong pair model 1 and read the second part. Have them complete
e. Have each.
that are not the exampl ns with ‘can’ rules ‘c’ and ‘d’ and check their work orally.
5 climb / Activities three questio
Answers
3 chop; 4 cook; them to make page 5
1 build; 2 hike; fish, look for,
sleep Workbook
camp, find,
in the pictures: listen and
included when appropriate.

for students to
2 1.05 Play the track
Reading 1
14 15
repeat. their
words. Check ng
the correct
3 Students
choose Wild campi ts’ attention
to the article
draw studen in a website
work
M17 395 Phases1TB2 013 033 U01 02
orally.
R1.indd 14 7 Pre-reading: they think it is (an article to read the27/06/18 16:49 M17 395 Phases1TB2 013 033 U01 02 R1.indd 15 27/06/18 16:51
ask what
and a student
5 climb; 6 chop; 7 build camping). Invitehave the rest predict
Answers
3 Cook; 4 fish; about going aloud and
1 hike; 2 sleep; n on the
title of the article the words they mentio and
Write
vocabulary. read the article
TEACHING TIP with have the class that are mentioned
e ‘look for’ board. Then
ts not to confus you want survival skills
Remind studen you ‘look for’ something, underline the
wild’, which in it. Check
orally.
‘look at’. When the expression ‘in the
ls are
to find it. Teach with nature, eg: ‘Anima water; don’t
build
Answers food; purify
means in contact(in a zoo) or in the wild.’ how to build
a shelter; find away rubbish
y trees; take
born in captivit chop down listen
fires; don’t class to read,
the verbs in track for the are
phrases with 8 1.07 Play the are on the board
ts to make
orange. Have for
some the words that
4 Ask studen the words in and check if
exercise 1 and les on the board in the text.
their examp really used and
students write text again silently orally.
ion. s to read the Check
class correct 9 Invite studentfalse for each sentence. ents.
answers cook food/find
food/ write true or ion of the false
statem
Suggested look for animals, a river, Elicit the correct
find animals/ fruit, fish in
build fires, fruit/look for
chop fruit/find k for wood
look for food, chop wood/loo 13
climb trees,
sleep in a tent,
27/06/18 16:49
02 R1.indd 13
2 013 033 U01
M17 395 Phases1TB
Digital components
At the Teacher’s Resource Centre, you can find: At digital.macmillan.com both teachers and
students can access:
• The digital Teacher’s Book.
• Unit tests, a mid-year test and an end-of-year • the Digital Student’s Book with the embedded
test (all in PDF and Word format, to be easily audio for all the listening exercises, plus a self-
customized). correcting interactive language Quiz at the end
of each unit, a Video Activity for each Culture
• Photocopiable material: extra worksheets for fast
section and additional Skills Activities for each
finishers and speaking tasks.
Collaborative Task in the Revision sections.
• All the audio files (including the audio for the tests)
• an eReader with two factual texts and two original
in mp3 format to download and use on mobile
fiction texts with comprehension questions and
devices.
glossary plus audio recordings.
At the Student’s Resource Centre, you can find:
• All the audio files for the Workbook activities
in mp3 format to download and use on mobile
devices. Students can access without registration.

Yearly Plan
Cross-
Unit Grammar Vocabulary Pronunciation Comprehension Production curricular
links
Starter unit be: present Personal Verb be Strategies: Functions:
simple – all information Clothes Listening for gist Asking for and giving personal information
persons, Clothes and family Listening for Asking and talking about clothes
all forms Family vocabulary imitation Talking about possessions
have got: all Possessive Text types: Asking and talking about one’s family
persons, all adjectives Informal members
forms have/has got conversations Strategies:
Possessive Actively listening to the interlocutor to
adjectives respond appropriately
can: present Respecting turn-taking in conversations
simple – all Actively listening to the interlocutor to imitate
persons, all sound and intonation
forms Deducing meaning from context
Text types:
Short informal conversations
1 Present Survival Survival skills Strategies: Functions: Social studies:

Adventure simple and skills vocabulary Reading and Asking and answering about routines and Summer
present Feelings Adjectives listening for gist actions in progress camps in the
continuous: expressing Reading and Talking about survival skills UK and in
all persons, feelings listening Asking and talking about possession the USA
all forms \s\ in initial for specific Talking about future arrangements
Present clusters information Discussing feelings
continuous Listening to Socializing: A school trip (making and
for future imitate sound and accepting suggestions)
arrangements intonation Talking about summer camps
Identifying the Writing a personal blog entry
topic in a text Strategies:
Deducing meaning Selecting relevant information to answer
from context questions or write T/F/NM exercises
Text types: Actively listening to the interlocutor to
Informal respond appropriately
conversations Respecting turn-taking in conversations
Articles Actively listening to the interlocutor to imitate
A blog sound and intonation
Texting Deducing meaning from context
Using a model text to copy the structure for
one’s production
Researching in preparation for a writing task
Text types:
A blog entry
2 Past simple: Verbs of was and were Strategies: Functions: History:

They be – all discovery and Irregular past Predicting content Asking and answering about the past The Great Fire
made persons, all invention forms from paratextual Talking about food discoveries of London
history forms Natural did information Socializing: At the library (asking for
Past simple: disasters Verbs of Reading and information)
regular verbs – discovery and listening for gist Correcting wrong information
all persons, invention Reading and Strategies:
all forms Natural listening Selecting relevant information to answer
Past simple: disasters for specific questions
irregular vocabulary information Guessing meaning from context
verbs – all -ed regular Listening to Actively listening to the interlocutor to
persons, all ending: imitate sound and respond appropriately
forms \d\ \t\ \Id\ intonation Respecting turn-taking in conversations
Identifying the Actively listening to the interlocutor to imitate
topic in a text sound and intonation
Deducing meaning Using a model text to copy the structure for
from context one’s production
Text types: Adapting the level of politeness to social
Informal context
conversations Researching in preparation for a writing task
Articles Text types:
A biography Short informal neutral conversations
Personal stories A biography
(a narrative)
M17 395 Phases1TB2 006 009 Yearly plan.indd 6 02/07/18 11:09

Cross-
links
Revision 1 Material seen in Units 1 and 2
Collaborative Task: Investigating and writing an article about sailing the seas
Upgrade for Exams
CLIL and Projects Social studies: Liverpool, a city of innovation / Project: English cities
Final Task: Presenting a poster of an English city
3 there was/ Character there was/ Strategies: Functions: Geography:

Tales from there were – adjectives there were Predicting content Asking and answering about the past Vancouver
the past all forms Verbs of Character from paratextual Describing existence in the past
Past simple movement adjectives information Socializing: At the weekend (talking about
revision: be, Verbs of Using paratextual past events)
regular and movement material to aid Correcting information
irregular was: strong and comprehension Strategies:
verbs weak forms Reading and Selecting relevant information to answer
listening for gist questions, write T/F/NM exercises or
Reading and matching heading with paragraphs
listening Actively listening to the interlocutor to
for specific respond appropriately
information Respecting turn-taking in conversations
Identifying true Actively listening to the interlocutor to
and false cognates imitate sound and intonation
Listening to Deducing meaning from context
imitate sound and Using a model text to copy the structure
intonation for one’s production
Identifying the Adapting the level of politeness to social
topic in a text context
Deducing meaning Organizing the information in a text using
from context linkers to avoid repetition
Text types: Researching in preparation for a writing
Informal task
conversations Text types:
Articles Short informal/neutral conversations
A narrative A narrative
4 Past Prepositions when and while Strategies: Functions: Literature:

Strange continuous – -ed/-ing Past continuous Predicting content Asking and answering about short and Famous writers
but true! all persons, adjectives verb forms from paratextual long actions in the past and books
all forms Prepositions information Describing location and direction
Contrast Sentence stress Using paratextual Socializing: An anecdote (telling a
between the -ed/-ing material to aid personal anecdote)
past simple adjectives comprehension Strategies:
and the past Reading and Selecting relevant information to answer
continuous listening for gist questions or write T/F/NM exercises
with when and Reading and Actively listening to the interlocutor to
while listening respond appropriately
for specific Respecting turn-taking in conversations
information Actively listening to the interlocutor to
Identifying true imitate sound and intonation
and false cognates Deducing meaning from context
Listening to Using a model text to copy the structure
imitate sound and for one’s production
intonation Organizing the information in a text using
Identifying the linkers to avoid repetition
topic in a text Researching in preparation for a writing
Deducing meaning task
from context Text types:
Text types: Short informal/neutral conversations
Informal A description of an accident
conversations
Anecdotes
Articles
A description of an
accident

Collaborative Task: Investigating and writing a short text about a local legend
Upgrade for Exams
CLIL and Projects History: The origins of the marathon / Project: Marathons
Final Task: Making an oral presentation of a local marathon

Cross-curricular
Unit Grammar Vocabulary Pronunciation Comprehension Production
links
5 Adjectives: Money Comparative Strategies: Functions: Social studies:

Possessions comparatives Computer and superlative Predicting content Talking about what we do with money Charity shops
and technology forms of short from paratextual Talking about technological gadgets
superlatives and long information Comparing things, people and animals
Expressions adjectives Using paratextual Socializing: At the shop (buying and
of quantity: Expressions of material to aid selling clothes)
some, any, quantity comprehension Strategies:
much, many, Money Reading and Selecting relevant information to
a lot of vocabulary listening for gist answer questions or write T/F/NM
Computer Reading and exercises or choosing the right
technology listening information
vocabulary for specific Actively listening to the interlocutor to
information respond appropriately
Inferential reading Respecting turn-taking in
Identifying conversations
antonyms Actively listening to the interlocutor to
Listening to imitate sound and intonation
imitate sound and Deducing meaning from context
intonation Using a model text to copy the
Identifying the structure for one’s production
topic in a text Adapting the level of politeness to
Deducing meaning context
from context Organizing the information in a text
Text types: using adjective order
Informal Researching in preparation for
conversations a writing task
Articles Text types:
A quiz Short informal/formal conversations
A description A description of one’s favourite item
6 be going to – Jobs Jobs vocabulary Strategies: Functions: Science:

Make a all persons, Phrasal verbs Phrasal verbs Predicting content Talking about jobs The police
difference all forms Stress in from paratextual Making predictions about the future
be going to information Asking and answering about the future
sentences Using paratextual Socializing: Jobs (giving opinion about
material to aid jobs)
comprehension Writing a description of a person
Reading and Strategies:
listening for gist Selecting relevant information to
Reading and answer questions or write T/F/NM
listening exercises or ordering events
for specific Actively listening to the interlocutor to
information respond appropriately
Inferential reading Respecting turn-taking in
Identifying prefixes conversations
Listening to Actively listening to the interlocutor to
imitate sound and imitate sound and intonation
intonation Deducing meaning from context
Identifying the Using a model text to copy the
topic in a text structure for one’s production
Deducing meaning Adapting the level of politeness to
from context context
Text types: Organizing the information in a text
Informal using linkers to avoid repetition
conversations Researching in preparation for
Articles a writing task
A blog Text types:
Short informal/formal conversations
A letter

Collaborative Task: Investigating and writing about dream holidays with friends
Upgrade for Exams
CLIL and Projects Language: Regional dialects / Project: Dialects in my country
Final Task: Locating regional dialects on a map and specifying their characteristics

Cross-
links
7 could/couldn’t Health could/couldn’t Strategies: Functions: Social studies:
Health – all forms problems should/ Predicting content Talking about health problems Health during
problems should/ Health shouldn’t from paratextual Telling anecdotes about health problems the Industrial
and first aid shouldn’t – products must/mustn’t information Asking about and describing ability in Revolution
all forms Health problems Using paratextual the past
must/mustn’t vocabulary material to aid Talking about obligation and prohibition
Health products comprehension Talking about advisability
vocabulary Reading and Socializing: At the doctors’ (asking for and
listening for gist giving advice)
Reading and Writing an email
listening Strategies:
for specific Selecting relevant information to answer
information questions or write T/F/NM exercises
Inferential reading Actively listening to the interlocutor to
Identifying true respond appropriately
and false cognates Respecting turn-taking in conversations
Listening to Actively listening to the interlocutor to
imitate sound and imitate sound and intonation
intonation Deducing meaning from context
Identifying the Using a model text to copy the structure
topic in a text for one’s production
Deducing meaning Using informal language to talk
from context to a friend
Text types: Adapting language to context and aim
Informal Organizing the information in a text using
conversations a variety of verb tenses
Articles Researching in preparation for a writing
An interview task
An email Text types:
An email
8 will/won’t – Life events will/won’t Strategies: Functions: Music:

Our future all forms Musical if Predicting content Making predictions about the future Celtic music
First instruments Life events from paratextual Talking about future probabilities
conditional vocabulary information Describing and comparing musical
Musical Using paratextual instruments
instruments material to aid Socializing: In a music shop (asking for
vocabulary comprehension and giving advice)
Reading and Writing a class survey
listening for gist Strategies:
Reading and Selecting relevant information to answer
listening questions or write T/F/NM exercises or
for specific correcting the wrong information
information Actively listening to the interlocutor to
Inferential reading respond appropriately
Listening to Respecting turn-taking in conversations
imitate sound and Actively listening to the interlocutor to
intonation imitate sound and intonation
Identifying the Deducing meaning from context
topic in a text Using a model text to copy the structure
Deducing meaning for one’s production
from context Using informal language to talk
Text types: to a friend
Informal Adapting language to context and aim
conversations Sequencing events in the past
Articles Organizing the information in a text using
A class survey expressions of amount
Researching in preparation for a writing
task
Text types:
Short conversations
A class survey

Collaborative Task: Investigating and presenting a poster of ideas for a better future
Upgrade for Exams
CLIL and Projects Science: History of vaccination / Project: Vaccines
Final Task: Investigating compulsory vaccines and drawing a comparative chart
Extra Reading Adventures by the camp fire

Aegeus and Theseus
Young people that make a difference
Ghosts – The Signalman and Hamlet

Starter unit TEACHING TIP
Motivating teenagers is not an easy task and it
should be a major aim in our work. To make the
activity above more fun, you may invite different
Aims pairs out to the front and ask them to role-play
To ask for and give personal information. this situation: they are at a celebrity party but
To describe clothes. they haven’t been invited and they do not know
anybody. The celebrity may get angry and express
To talk about one’s family. their feelings!
To revise verbs ‘be’ and ‘have got’.
To revise possessive adjectives.
Workbook page 3
Clothes
Initial phase 3 Have the class look at the picture and find the
If this is the first class with the group, introduce clothes in orange.
yourself, say where you are from and your age, and
elicit the same from two or three students. Ask Answers
students to mentally choose a number between 1 Clothes that are not in the picture: coat, dress, jersey, sandals,
shoes
and 20 and write it on a sheet of paper. Then ask a
student to say a number from 1 to 20, eg ‘5’. Have all
those students who have chosen number 5 introduce TEACHING TIP
themselves as if they were a celebrity. They should Revise the difference between ‘T-shirt’ and
say their first name, surname, nationality and any ‘jersey’, ‘T-shirt’ and ‘shirt’, ‘coat’ and ‘jacket’.
other piece of personal information they know.
MIXED ABILITIES 4 Play the track for students to listen and

1.02
If you want to help a student that you perceive repeat. Check exercise 4 orally: point and elicit the
as shy or weak, you may have him or her repeat word. Use what students are wearing or drawings
somebody else’s personal information in the third to teach the rest of the words in the box.
person singular.
MIXED ABILITIES
More able students may be challenged to provide
TEACHING TIP other words such as ‘dungaree’, ‘blouse’, ‘coat’,
Do not overcorrect. At this stage it is important ‘suit’, ‘track suit’, etc.
to focus on fluency and spontaneity. Grammar
will become our focus in the second part of this
lesson.
PHASES EXTRA
Students are given three minutes to write

Core as many items of clothing as possible in
alphabetical order. The winner is the student
Personal information
who writes more words. Of course, this should
1 Ask students to match the questions and answers. be done with books closed.
Check their work orally having one student read
the question aloud and another student answer it.
Pay special attention to fluency and intonation. Use LOOK!
backward build-up if necessary, starting from the Revise or teach possessive case in reference to the
last word and eliciting repetition every two words, people in the picture and the words in the Look!
eg T: ‘from?’ S: ‘from?’ T: ‘you from?’ S: ‘you from?’ box. Say, ‘Louise’s trousers are beige but Will’s are
T: ‘are you from?’ S: ‘are you from?’ T: ‘Where are blue.’ Use the board to explain that we use ’s with
you from?’ S: ‘Where are you from?’ personal names or singular nouns. If the proper
noun finishes in an ‘s’, we may use ’ or ’s. Plural
Answers
nouns only take the apostrophe. Compare with
1 b; 2 c; 3 a; 4 d; 5 f; 6 e
students’ L1.
2 Students work in pairs to ask and answer
the questions in exercise 1 about themselves.
Model the first exchange as an example and then
circulate monitoring students’ work.
10
M17 395 Phases1TB2 010 012 Starter.indd 10 02/07/18 11:17

Starter
unit
Audioscript
5 Invite students to describe the clothes in the This is a picture of my family. Here are my parents. Laura is
picture in exercise 3. This may be done orally or my mum and my dad’s name is Michael. I have got one sister.
in students’ folders and then checked orally. Her name is Nicole. I haven’t got any brothers. That’s Harriet.
She’s my cousin. And those are my grandparents. Tom is my
Answers
grandad and Margaret is my grandmother.
Ryan’s shirt is pink. Ryan’s jeans are blue. Ryan’s trainers are
black. Natalie’s jacket is yellow. Natalie’s T-shirt is colourful.
Answers
Natalie’s jeans are blue. Natalie’s boots are black. Ashley’s
1 Michael is her dad. 2 Nicole is her sister. 3 Harriet is her
T-shirt is orange. Her jeans are blue. Ashley’s boots are brown.
cousin. 4 Tom is her grandad. 5 Margaret is her grandmother.
Jason’s T-shirt is blue. Jason’s trousers are green. Jason’s
trainers are black. Kate’s shirt is pink, black and white. Her 10 Students listen again to Sally and complete
1.04
T-shirt is yellow. Kate’s skirt is blue. Kate’s boots are brown. the sentences with information about her family.
Check orally.
6 Students work in pairs to correct their
partner as in the example. Explain they may PHASES EXTRA
make sentences about the picture on page 4 or
Divide the class into two groups. Write on the
about their classmates. Model an exchange and
board: ‘1 NT’, ‘2 BRTHR’, ‘3 CSN’, ‘4 DGHTR’,
then circulate as you monitor their work. This
‘5 HSBND’, ‘6 GRNDD’, ‘7 NC’, ‘8 NCL’, ‘9 WF’,
should not take more than three minutes.
’10 NPHW’. Have the two groups take turns to
Workbook page 3 come to the board and write the words with the
missing vowels.
PHASES EXTRA Answers
1 aunt; 2 brother; 3 cousin; 4 daughter; 5 husband;
Play Wrong is correct: organize the class into 6 grandad; 7 niece; 8 uncle; 9 wife; 10 nephew
two teams. Have the members of the first team
make sentences about their classmates using
the possessive case, eg ‘Mary’s trousers are not Workbook page 3
red.’ The members of the opposite team must Grammar
say if the sentence is true or false but explain 11 Revise the affirmative and negative forms
that a sentence is true if it is false and the other and questions of ‘be’ on the board and have
way round. the class write true sentences using the
beginnings and ending given. Check orally.
When appropriate, accept different answers.
TEACHING TIP
If necessary, systematize and have students
Activities of this kind develop student’s thinking copy a few examples onto the board under
skills as they can’t take anything for granted. the title: ‘be (am/is/are): asking for and giving
information (us, our family and our clothes)’.
Family Answers
1 am/am not; 2 is/isn’t; 3 are/aren’t; 4 is/isn’t; 5 isn’t; 6 are,
7 Draw your own family tree to make sure students is/isn’t; 7 am
remember the family words and then ask them
to copy and complete the table into their folders. 12 Proceed in the same way with ‘have got’. Revise
They should also state what words can be both the affirmative and negative forms and questions,
male and female. and have the class copy a short summary into
their folders, the title of which is: ‘have/has got:
Answers possession’. Then have students choose the
male: brother, father, grandad, husband, nephew, son, uncle
correct words. Check orally.
female: aunt, daughter, grandmother, mother, niece, sister, wife
both: cousin Answers
1 have, have; 2 has; 3 have; 4 has; 5 have; 6 Has; 7 have
8 1.03 Play the track for students to listen and
repeat. Point out that ‘cousin’ is both male and

female. Compare with students’ L1. PHASES EXTRA
9 1.04 Play the track for the class to listen to
Give students 15 seconds to say what they have
Sally talking about her family and identify the or haven’t got. The student who makes more
people in the picture. Check their work orally sentences is the winner.
and write the answers on the board, eg ‘Tom:
grandad’. (Sally hasn’t got any brothers.)
11

13 Revise possessive adjectives. Use ‘have/has
got’ to contextualize your presentation, eg ‘I’ve PHASES EXTRA
got a dog. My dog’s name is Fido.’ Write all the Ask students to look at the pictures on page 6,
possessive adjectives on the board and then ask point and make sentences using possessive
students to use them to complete sentences 1–7. adjectives and items of clothing. They can invent
Check orally and write the answers on the board names for the different people on the pictures,
to avoid mistakes. eg picture 1: ‘The blonde girl is Alice and her
Answers jacket is blue. Her trousers are orange. The girl
1 my, Its; 2 her; 3 My; 4 Their; 5 his; 6 your; 7 Our next to Alice is Sarah and her jacket is green.
Her jacket and her bandana match. Sarah’s
TEACHING TIP trousers are brown.’
Pronouns are words that stand for nouns. Personal
pronouns function as subjects. Adjectives modify
nouns and are usually followed by one. This is
why ‘my’, ‘your’, ‘his’, ‘her’, etc are possessive
Closing phase
adjectives, as different from possessive pronouns Have students work in pairs. One student goes
(‘mine’, ‘yours’, etc). It is a good idea to put up a to page 102 and the other to page 107 to do
poster in your classroom reminding students of the Communication Activity 1. The aim is to practise
use of possessive adjectives and possessive case. question making in the present simple tense.
Students can make the posters themselves. Proceed as follows. Invite students to work in pairs
and decide who will be Student A and who will be
Student B. Read the instructions for each student
aloud, eliciting exponents for each of the functions:
PHASES EXTRA
ask how they can introduce themselves, ask about
Read these sentences aloud for the class to put a person’s name and what mobile phone this
the possessive adjectives in brackets in their person has. Invite the class to mention differences
correct place. between a simple mobile phone and a smartphone.
1 He is cousin Alfred. This is school bag. (my, his) Write key words on the board. Give students a few
2 classroom isn’t very big. (our) minutes to read their instructions and decide what
3 English teacher isn’t African. (your) they have to say and how. Model with a strong
4 surname is Peters. (his) student emphasizing the importance of fluency and
5 trousers are pink. (her) intonation. Give the class three minutes to role-play
6 books are open. (their) the dialogue as you circulate monitoring their work
7 Look at new shoes! (my) and taking down mistakes if necessary.
Answers
1 He is my cousin Alfred. This is his school bag. 2 Our
classroom isn’t very big. 3 Your English teacher isn’t
African. 4 His surname is Peters. 5 Her trousers are
pink. 6 Their books are open. 7 Look at my new shoes!
14 Revise classroom language asking students to

check the mistakes in sentences 1–6. Elicit more
examples of each exponent.
Answers
1 Have you got a sharpener, please? 2 Can I borrow your pen,
please? 3 Where are your books?/Where is your book? 4 We
haven’t got maths on Monday. 5 Is Mary’s book on her desk?
6 We cannot/can’t see the whiteboard.
15 Students order the words to make sentences

or questions. If necessary, write on the board
the sentence and question structures so that
students can use them as a guide.
Answers
1 I don’t understand the question. 2 How do you spell ’pencil’?
3 Can you repeat that? 4 Can I borrow your pen? 5 Open you
books at page 10. 6 What does ’chemist’ mean?
Workbook page 4
12

1
Unit
Adventure PHASES EXTRA
1 Have students look at the pictures in exercise 1
and name things they can associate with nature,
Lesson 1 eg: ‘rock’, ‘mountain’, ‘insect’. Then elicit more
collocations for each verb in exercise 1, eg: ‘build’:
Aims ‘a house’, ‘a bridge’, ‘a monument’, etc; ‘camp’:
To learn vocabulary about survival skills. ‘with friends’, ‘near the mountains’, ‘alone’, etc;
‘chop’: ‘wood’, ‘onions’, ‘fruit’, ‘vegetables’, etc;
To read about surviving in the wild. ‘climb’: ‘a mountain’, ‘a wall’, ‘a hill’, ‘quickly’, etc;
To learn and use collocations. ‘cook’: ‘dinner’, ‘well’, ‘Mexican dishes’, ‘a turkey’,
etc; ‘find’: ‘a treasure’, ‘an insect’, ‘a box’, ‘a
letter’, ‘the answer to a question’, etc. Do not
Initial phase suggest making sentences with the collocations
Write the word ‘adventure’ on the board and explain yet because for that they will need the present
its meaning. Give the class three minutes to work in simple or present continuous tense, which they
pairs and make as many English words as possible are about to revise.
using the letters in ‘adventure’, eg: ‘and’, ‘end’,
‘ten’, ‘ad’, ‘enter’, etc. The winner is the student who
makes more words. MIXED ABILITIES
Less able students may work with a dictionary.
Core 5 Play the track for the class to listen to Erik

1.06
Vocabulary 1 and John talking about their survival skills. Ask

Survival skills students to mention the activities John does.
1 Have the class match pictures 1–5 with some Audioscript/Answers

of the words in orange and use the pictures or Erik Do you do any outdoor activities, John?
gestures to teach the unknown vocabulary. Check John Yes, I do. I always camp during the school holidays
their work orally. and I fish in the lake and cook food on a fire.

Answers
1 build; 2 hike; 3 chop; 4 cook; 5 climb / Activities that are not
questions about their partner’s survival skills as in
in the pictures: camp, find, fish, look for, sleep the example. Have a strong pair model first. Invite
them to make three questions with ‘can’ each.
2 Play the track for students to listen and
1.05
repeat. Workbook page 5
3 Students choose the correct words. Check their

work orally.
Reading 1
Wild camping
Answers
7 Pre-reading: draw students’ attention to the article
1 hike; 2 sleep; 3 Cook; 4 fish; 5 climb; 6 chop; 7 build
and ask what they think it is (an article in a website
about going camping). Invite a student to read the
TEACHING TIP title of the article aloud and have the rest predict
Remind students not to confuse ‘look for’ with vocabulary. Write the words they mention on the
‘look at’. When you ‘look for’ something, you want board. Then have the class read the article and
to find it. Teach the expression ‘in the wild’, which underline the survival skills that are mentioned
means in contact with nature, eg: ‘Animals are in it. Check orally.
born in captivity (in a zoo) or in the wild.’
Answers
how to build a shelter; find food; purify water; don’t build
4 Ask students to make phrases with the verbs in fires; don’t chop down trees; take away rubbish
exercise 1 and the words in orange. Have some 8 Play the track for the class to read, listen
1.07
students write their examples on the board for and check if the words that are on the board are
class correction. really used in the text.
Suggested answers
9 Invite students to read the text again silently and
build fires, find animals/look for animals, cook food/find food/
look for food, chop fruit/find fruit/look for fruit, fish in a river,
write true or false for each sentence. Check orally.
sleep in a tent, climb trees, chop wood/look for wood Elicit the correction of the false statements.
13
M17 395 Phases1TB2 013 033 U01 02 R1.indd 13 02/07/18 11:24

Answers
1 false (Camping is popular.); 2 false (The old building is a few
PHASES CULTURE
miles away.); 3 false (She is worried.); 4 false (Everyone can
go wild camping.); 5 false (She usually sleeps in a tent.) There are a lot of green spaces in the UK such
10 Ask students to read the text again and identify as wild areas of mountains, moors and forests.
the things they have to know how to do and the These wild areas include coastal areas such as
things they mustn’t do when going camping. Dorset, Devon and Cornwall in the south west,
and the mountains of Scotland, Wales and north-
Answers west England, called the Peak District. In all these
Dos: build a shelter, find food, purify water, respect the spaces, outdoor activities are popular and you
natural environment, take away the rubbish; Don’ts: build
can go mountaineering, cycling or hiking, among
fires, chop down trees
other things. To camp in the wild, you have to go
to Scotland. Camping where you want without
TEACHING TIP permission is illegal in England, Wales and Ireland
Dos and don’ts: Explain that these are rules but in Scotland it is not. For rules and regulations,
about how people should and should not behave. students may visit: www.thehappycampers.co.uk/
Invite students to brainstorm ideas connected campsites/wildcamping/ or www.nationalparks.
with the things they should and should not do in gov.uk/visiting/camping.htm
the classroom. Then, write on the word a two-
column chart with the tiles ‘Dos’ and ‘Don’ts’, and
invite students to come to the front and fill it with
the things they have been discussing.
Closing phase
Write the word ‘survive’ on the board. Have students
work in groups of four to write as many words
PHASES EXTRA as possible beginning with each of the letters in
• Ask students to think about going wild ‘survive’. After three minutes, check their work
camping and enlarge the list they have written orally, making sure that the words are properly
in exercise 10. Ask them to list the thing they spelt. The winner is the group with more words.
should take and the ones that they shouldn’t.
This might be a good point to discuss the
importance of following rules and advice given
Lesson 2
by professionals.
Possible answers
Dos: a waterproof jacket and trousers, walking socks, a Aims
hat, gloves, a flashlight, a map, a compass, a lightweight
tent, a sleeping bag; Don’ts: board games, tablets, canned To use the present simple for routines and the
food, make-up, laptops, hair dryer present continuous for actions in progress.
• Ask students if they would like to go wild To learn and use the \s\ sound.
camping. Invite them to say why they are for or
against it. Ask them to justify their answers. If To listen to a radio programme about young
they like the idea, ask them to say where they adventurers.
would like to go and who they would take with
him or her, and what items he or she would
take. If they don’t like the idea, tell them to say
Initial phase
what things they would like to change to like Play ‘Hangman’ with the sentence ‘We are learning
the idea of going wild camping. English now.’ Divide the class into two teams. Invite
them to take turns to say letters and award one point
per each correct letter and three points per each
correct word. The winner is the team that guesses the
whole sentence first or the one with more points.
14

1
Answers
Core 1 present continuous; 2 ‘be’; 3 present simple; 4 ‘do’, ‘does’
Grammar 1 2 Ask students to read the title and look at the

Present simple and present continuous picture to say what the sentences are about.
Make sure they know what a catamaran is. Ask
1 Revise the present continuous by asking students them if they have ever seen or travelled in one.
to close their eyes and imagine they are looking at Use L1 if necessary. Then have them complete
Marco and Ollie camping in Scotland. They can see the sentences with the present continuous form
that a group of men are making tools. They are not of the verbs in brackets. Check orally.
studying. As you say this, write the verbs ‘make’
Answers
and ‘study’ on the board and repeat the sentences.
1 are learning; 2 is putting on; 3 is demonstrating; 4 is making;
Elicit more sentences about what they imagine 5 are having
the people are doing, eg: ‘A boy is sleeping
outdoors. His mother is putting up a tent.’ etc.
Write a complete sentence on the board and PHASES CULTURE
point out the verb ‘be’ and the ‘-ing’ ending.
Revise questions. Elicit a few about the text A ‘catamaran’ is a boat with two hulls. The size
Wild camping, eg: ‘What is Marco doing? Is he varies from small ones used for racing to large
relaxing?’ Write an example on the board. Have vessels used as ferries.
the class read the sentences in the table and
complete the rules for the present continuous
(‘a’ and ‘b’). Check their answers. 3 If you consider it appropriate, you may
systematize and ask the class to copy the
present continuous and present simple examples
LANGUAGE TIP
into their folders under the title: ‘Present
Spelling rules: verb + ‘-ing’ continuous for actions in progress/Present
• We add ‘-ing’ to most verbs, eg: ‘building’, simple for routines’. Once this is done, ask them
‘climbing’, etc. to complete the text with the correct form of
• When a verb ends in ‘-e’, we omit the ‘-e’ and add the verbs in brackets using the present simple.
‘-ing’, eg: ‘make – making’, ‘hike – hiking’, etc. Check orally and write the answers on the board
• When a verb ends in ‘-ie’, we change ‘-ie’ to ‘-y’ to avoid mistakes.
and add ‘-ing’, eg: ‘die – dying’, ‘tie – tying’, etc.
Answers
There are not many verbs like these in English.
1 arrives; 2 drives; 3 rides; 4 decide; 5 don’t choose; 6 prefer
• For one-syllable verbs ending in a vowel +
consonant, we double the consonant and add 4 Write on the board: ‘Present continuous (in
‘-ing’, eg: ‘hit – hitting’, ‘put – putting’, etc. progress)’ ‘Present simple (routines)’. Elicit time
• For two-syllable verbs ending in a stressed expressions that we use for each, eg: ‘now’, ‘at
vowel + consonant, we also double the this moment’, ‘every day’, etc. As students say
consonant and add ‘-ing’, eg ‘begin – beginning’, them, write them in the correct column. Then
‘refer – referring’, etc. have students copy the table into their folders
and complete it with the time expressions in
orange. Check their work on the board.
present simple: every weekend, never, once a week, usually;
Ask students to use the present continuous present continuous: at the moment, now, this week, today
to describe what the people are doing in the
pictures on page 6. Then have them ask and 5 Ask the class to choose the correct words. Check
answer about them. orally.
Answers
1 are having; 2 get up; 3 have; 4 drink; 5 drinks; 6 begins;
Revise the present simple for habitual actions
7 am resting; 8 is swimming; 9 are riding; 10 is teaching
talking about what Phoebe Smith does as a wild
camper. Write on the board one sentence in the
third person singular and another one in the MIXED ABILITIES
third person plural for students to remember You may have fast finishers think of questions
the third person singular takes an ‘-s’ or ‘-es’ at about the text which they will then ask their
the end. Revise questions in the same way. Then partners.
invite the class to go back to the table in exercise
1 and read the second part. Have them complete
rules ‘c’ and ‘d’ and check their work orally.
15

Audioscript
PHASES EXTRA Presenter Hello, and on Travelworld today, we’ve got
William Jones in the studio. He’s from Britain.
Make flashcards with these words: ‘house’, He wants to tell us about a skiing holiday he’s
‘flat’, ’tea’, ‘coffee’, ‘car’, ‘7 am’, ‘school’, ‘TV’, planning in Kazakhstan this year. William, when
‘radio’, ‘Internet’, ‘friend’ and ‘piano’. Raise a we think of skiing holidays we usually think of
Switzerland, Italy or France. People from Europe
card and show it to the class for students to
don’t usually think of going to Kazakhstan to ski!
make present simple sentences using the word
William Exactly – people go to the same places every year.
on it. Once they run out of ideas, move on to the Well, I want to go somewhere new and exciting,
second card and so on. Elicit both affirmative so for my winter holiday this year I’m planning a
and negative sentences. skiing trip to Kazakhstan.
Presenter Is the skiing good there?
William Yes, the skiing there is fantastic! Kazakhstan has
6 Ask students to write complete questions and a very long winter and it has really good snow
check their work orally. Then have them answer for skiing, and there are a lot of mountains. It’s
the questions so they are true for them. Check perfect! I love skiing and this is going to be a
orally and compare answers. great holiday.
Presenter Do a lot of people go to Kazakhstan for skiing?
Answers William Not at all. It is still quite unknown as a skiing
1 What are you doing now? 2 Are you feeling happy now? destination. But Kazakhstan wants more visitors,
3 How often do you sleep outdoors? 4 Who are you looking at so it’s developing its tourism industry. The
at the moment? 5 When do you usually do sports? 6 Where government is spending millions of euros building
does your best friend usually study? new hotels and ski-lifts. They want more than one
million people to go skiing there each year.
Workbook pages 6 & 7
Presenter How long does it take to get to Kazakhstan?
William Well, that’s the only problem. It takes about eight
Pronunciation hours by plane from the UK and the flight is quite
expensive. But when you are in Kazakhstan, hotels
\s\ and restaurants are much cheaper than they are
A 1.08 Initial clusters with ‘s’, ‘sk’, ‘st’ and ‘sp’ in Europe. And I think that you can have a much
often present difficulty as students tend to add an better time.
initial vowel sound. To correct this from the very Presenter Sounds great! William, thanks for coming in
start, play the track for students to listen and today. Enjoy your holiday!
repeat. William Thank you. Bye.
B Play the track for students to listen to the

1.09 Answers
sentences and repeat. Have them repeat the Picture a
sentences faster and faster. Check pronunciation 9 1.10Play the track a second time for students
and intonation too. to listen and say whether the statements are
In order to study and monitor their own learning, true, false or not mentioned.
refer students to the Language Database on Answers
pages 118 & 119. 1 false (He’s from Britain.); 2 true; 3 not mentioned; 4 true;
5 false (They are building hotels and ski-lifts.); 6 false (It’s
Listening quite expensive.); 7 not mentioned
Holidays abroad
7 Draw students’ attention to the picture and ask PHASES CULTURE
where they think these adventurers are and why. • Almaty is the largest city in Kazakhstan and
Ask them what they think they do in this place. it usually comes as a shock to travellers. Its
Accept different answers. ski resorts are better appointed than those
8 1.10 Draw students’ attention to the two elsewhere in Central Asia.
destinations and make sure they know where • Almaty should definitely be a stop on any
they are. Then play the track for the class to Silk Road ski tour, not only for the different
gist listen to a radio interview with a teenager vibe to the rest of the region, but also for the
and tick the picture that corresponds to the ski opportunities, which are no less than in
conversation. Kyrgyzstan.
• Ski season in Almaty runs from December to
March. Almaty is a sunny place in winter, not
too cold either, which makes for delightful days
on the slope.
16

1
Core
PHASES EXTRA Vocabulary 2
Elicit what students remember about each of Feelings
the adventurers and write key words on the 1 Ask students to match pictures 1–6 with some
board. Then invite volunteers to act out the of the words in orange and teach the unknown
conversation in exercise 8 or part of it. vocabulary through gestures, facial expressions
and examples.
Answers
UPGRADE 1 excited; 2 bored; 3 tired; 4 angry; 5 pleased; 6 scared
ave students complete the text with only one
H 2 Play the track for students to listen and
1.11
word and then compare the answers with a repeat.

partner’s.
3 Have the class answer the questions so they are
Answers
true for them. Check their work orally.
1 every; 2 and; 3 haven’t; 4 go; 5 don’t; 6 takes; 7 camping;
8 are; 9 having; 10 climb
PHASES EXTRA
Students may work in groups of five or six to ask

PHASES EXTRA
and answer the questions in the exercise above
Invite a student who has done the Upgrade and find out the most frequent feelings for each
exercise to read the text aloud so that the rest situation. Once they have finished, they should
of the class listen and check. Invite students to report their findings to the class. Write the words
draw some of the things the couple are doing. for feelings in cards and divide the class into two
teams. Ask a member of team A out to the front
to pick a card and read it without showing it to
any other student. This student should mime the
Closing phase adjective for the members of his or her team to
guess and make a sentence with it.
Write some times on the board, eg: ‘6.30’, ‘8.30’,
’12.00’, ‘3 pm’, etc. Ask students to imagine they
are camping in Nepal and getting ready to climb Workbook page 8
Mount Everest. Invite them to tell you what they do
at these times. Reading 2
4 Pre-reading: ask students to read the words in
orange and predict what the text is about.
5 Have the class read the text and check if their

Lesson 3 prediction was right, and choose the correct
option.
Aims
Answers
To learn vocabulary about feelings.
a (They are living there for a month.)
To read about the documentary series ‘Life with
a Tribe’.
6 Play the track for the class to read, listen
1.12
To use the present continuous for future and say whether the statements are true, false or
arrangements. not mentioned. Check their work orally and write
the answers on the board to avoid mistakes. Ask
Initial phase students to justify their choices.
Answers
Ask the class to look at the pictures in exercise 1 and
1 true; 2 false; 3 false; 4 true; 5 true; 6 false
check the wrong information in the sentences you
read. Sentences to be read: ‘The boy in picture 1 is
wearing a yellow T-shirt.’ ‘He is playing with a rugby PHASES EXTRA
ball.’ ‘It is snowing in picture 2.’ ‘In picture 3, two men
are running.’ ‘In picture 4, the dog is sitting under the Ask students to write what Charlie’s wife and
table.’ ‘The girl in picture 6 is listening to music.’ children do every day.
17

Grammar 2 getting up early on Sunday?’ ‘What film are you
watching?’ ‘What time are you having lunch?’
Present continuous for future
arrangements
MIXED ABILITIES
7 Use sentences from the text in exercise 5 to
contextualize your presentation of the present One way of helping shyer or weaker learners is
continuous for future arrangements. Then ask to invite them to join the strong pair when they
students to read the sentences in the table and read the dialogue aloud so that they do not do it
say if they refer to actions in progress or future on their own.
arrangements. Systematize on the board making
clear reference to the time expressions used,
eg: ‘tomorrow’, ‘next week’, ‘next month’, ‘on PHASES EXTRA
Wednesday’, etc. Ask the class to copy a short Students imagine they are Charlie’s son and
summary into their folders below the heading: write about their plans for their next weekend in
‘Present continuous for future arrangements’. Africa. To help them, you may brainstorm a few
ideas and write them on the board.
8 Invite the class to look at Charlie’s diary
and write about his plans using the present
continuous and the time expressions in orange In order to study and monitor their own learning,
as in the example. Check their work orally. refer students to the Language Database on
Answers page 119.
This afternoon Charlie is collecting wood. Tomorrow morning
Charlie is cooking pizza. Tomorrow evening he’s participating in
a rain ceremony. On Friday he’s teaching the tribesmen some
English words. On Saturday morning he’s building a house in a
tree. On Saturday evening he’s going on a safari with the family. Closing phase
Students play a guessing game. Divide the class into
PHASES EXTRA two teams and call a student from team A out to the
Elicit examples of your students’ plans for next front. Ask him orher to think of a plan for the weekend.
weekend. Ask the members of the opposite team to make him or
her ‘Yes/No’ questions to guess the action, eg: Student
A chooses ‘play cards’. Student B: ‘Are you doing it in
the living room?’ Student A: ‘Yes, I am.’ Student C: ‘Are
9 As students already know questions in the
you doing it alone?’ Student A: ‘No, I’m not.’ Proceed in
present continuous, there is no need to present it
the same way with the two teams and go on for about
formally. Just have the class look at the pictures
six or seven minutes or until you see students begin to
and answer what the people are doing.
get bored.
Answers
1 They’re watching TV. 2 They’re riding their bicycles.
3 He’s snowboarding. 4 She’s shopping.

Lesson 4
Use the same pictures to practise questions.
Have the class ask and answer about what
the people in the pictures are or are not doing
tomorrow, eg: Picture a – Student A: ‘Is Tom Aims
watching TV alone tomorrow?’ Student B: ‘No, he To develop speaking skills: A school trip.
isn’t.’ Picture b – Student A: ‘Who is little Alice
To write a blog entry.
going for a ride with?’ Student B: ‘She is going
for a ride with her family.’
10 Ask students to listen to the conversation

1.13
Initial phase
Tim and Jon have, and ask them to say if the As the speaking task is about a school trip, invite
statements are true or false. students to play the following game. Organize
them in groups of four. Set a time limit of three
Answers minutes for students to write down a place to visit
1 false (They are camping this weekend.); 2 false (He isn’t going on a school trip for as many letters of the alphabet
camping.); 3 true; 4 false (They are meeting by the bridge.)
as possible, eg: A: ‘art gallery’, B: ‘book fair’, C:
11 Students ask and answer about their own ‘castle’, etc. Check their work orally and invite the
plans for the weekend. Model with a strong pair class to vote for the most interesting option.
first and then monitor their work. They should be
able to make some more questions, eg: ‘Are you
18

1
Core Ask: ‘What is it important to say at the beginning
of a blog?’ Use L1 if necessary. Then say: ‘Blogs
Speaking usually set the readers in time and place at the
A school trip beginning’. Then ask them to put the paragraphs
in the correct order. Check orally.
1 1.14 Play the track for gist listening, if possible
with books closed. Ask students where David Answers

and Lou are going at the weekend (the school 1 B, 2 A, 3 C
camping). Check what they understand by asking,
LOOK!
‘What are their plans?’ ‘What are they buying?’
‘When are they meeting to buy it?’ ‘What time are Draw students’ attention to the text in the Look!
they meeting?’ box and make sure they understand the meaning
and use of the conjunctions in it. Elicit more
2 Play the track a second time for students
1.14
examples.
to check and complete the dialogue.
6 Have the class read the blog again and answer
Answers
1 excited; 2 playing; 3 afternoon; 4 supermarket
the questions.
3 Play the track once again but now two lines at a Answers
time for students to repeat the dialogue. This can 1 He’s in Cornwall. 2 He’s hiking along the coast. 3 He’s with
be done dividing the class into two: group A his PE teacher and his dad. 4 Yes, they are.
takes the role of David and group B the role of
Lou. As they read their parts aloud, join each 7 Have the class rewrite the sentences using ‘and’,
group and read with them to model together ‘because’ or ‘but’.
with the recording. Make sure they understand
the functional language in the dialogue: ‘Where Answers
shall we meet?’ ‘How about …?’ ‘What about …?’ 1 He often fishes in the lake but he doesn’t like eating fish.
Give students a few minutes to practise and then 2 I’m chopping wood and I’m building a fire. 3 I never climb
trees with my friends because I’m scared. 4 We’re camping
invite volunteers to act out the dialogue.
tonight but my mum isn’t coming. 5 They’re looking for food
LANGUAGE TIP because they’re hungry.
‘How about’ and ‘What about’ are synonymous

and can be used with time, places and activities, Writing Task
eg: ‘How about eating a pizza?’ ‘How about Tell students that they will work on their own
meeting at 5 o’clock?’ ‘What about Henry’s Café?’ blog. Tell them to decide where they are going
It is important to explain that ‘How about’ and on their summer or winter holiday. Tell them to
‘What about’ are followed by a nominal phrase follow the three steps given. Explain that they will
or by a verb ending in ‘-ing’. have to create a similar piece of writing as the
one Tommy wrote.
Speaking Task 1 As with any writing, it is essential to start with

4 Ask students to prepare a dialogue similar a plan. Ask them to make notes about the place
to the one in exercise 2 about the poster in Step 1. they are at, what they are doing, who they are
Check that they understand the meaning of with and what their plans are. Remind them
‘waterproof’. Read the useful language and to use present continuous when they make
elicit where they can buy or get these things in reference to future arrangements. Remind
their town. Then give the class a few minutes to them that when they brainstorm ideas, it is not
prepare the dialogue and have them act it out. necessary to write complete sentences. The
purpose of planning is organizing ideas.
Unit 1 Speaking Task
2 Once the plan is finished, tell them that it is time
(see Teacher’s Resource Centre)
to start working on the final version of their blog.
Explain that they will have to organize the email
Writing into three paragraphs. In the first one, they will
A blog have to introduce themselves, say where they
are and what they are doing. In the second one,
5 Ask students what a blog is (a discussion or
they will have to be more specific about their
informational site published on the World Wide
companions. Invite them to say something extra
Web consisting of discrete entries called ‘posts’.
about each person they are with. And finally, in
The word ‘blog’ comes from the combination of
the third one, they will have to say their plans and
web and log). Before students order the blog, ask
how they feel. Refer them to page 10 if they don’t
them to think about the common order of a blog.
remember the vocabulary they learnt connected
19

to feelings. Tell them to include a drawing about summer camps and then have them answer the
this holiday. Students may exchange blogs with questions. Check their work orally.
their classmates for peer correction. Check
two or three samples orally and make a point of Answers
1 More than 10 million young people go to summer camps.
correcting the rest for the following lesson.
2 There are speciality camps, eg: sports camps, rock music
camps, adventure camps. 3 They learn practical survival
3 Tell students to go over their blogs and see skills, such as building shelters and cooking outdoors, and
if they have used the grammar topics and they also learn about the environment, world peace and
vocabulary correctly. global issues. 4 Woodcraft Folk is having a competition to
design a new membership badge.
Workbook page 12
PHASES CULTURE
Closing phase
US summer camps appear in Hollywood films for
Have two or three students read their blog entries young people such as Camp Rock, Parent Trap,
aloud while the rest write down the mistakes they etc. A summer camp is a supervised programme
can spot. Discuss their work orally. for children or teenagers to have fun, learn
some skills, etc. Children and teenagers who
attend summer camps are known as ‘campers’.
Traditionally, summer camps are for adventure
sports such as canoeing but nowadays camps
Lesson 5 offer a wider variety of activities that range from
music, magic, computers, language or maths
Aims learning to weight loss.
To learn factual information about summer camps.
To visit a website to find specific information about
summer camps in Europe. PHASES EXTRA
To integrate what students have learnt so far. Ask students to close their books and write in
their folders five true or false sentences about
Initial phase the summer camps article. Have them work in
pairs to read the sentences for their partners to
Play Summer bingo: brainstorm vocabulary say if they are true or false.
connected with the summer. Write the words on the
board. Then, ask student to make a 2 x 3 grid chart
and complete it with six of the words brainstormed. MIXED ABILITIES
Then, write the words on different slips of paper to
Weaker learners may work with their books open.
play bingo. The first student to have the six words
crossed out is the winner. Then, invite students to
make sentences with those terms. 2 Students read the text again and correct the
Possible summer vocabulary wrong information.
sun, sunscreen, sunglasses, swimsuit, pool, diving, water, water
slide, beach ball, splashing Answers
1 Children are allowed to swim in the sea in some of the camps.
2 In the UK, Woodcraft Folk organizes camps during the school
Core holidays. 3 Teenagers between the ages 13 and 15 attend the

camps. 4 Global issues are mentioned in these camps.
Culture
Summer camps 3 ABOUT YOU Give the class a few minutes
1 1.15 Draw students’ attention to the picture to read the questions and prepare a long answer.
that illustrates the text and ask them what the Make sure you give different students the chance
children are doing and if they think it looks fun to give their opinion.
or adventurous. Explain what a summer camp is
and ask if it is common in their country. Pre-teach Webquest
‘environment’ and ‘global issues’ through definition
Students look for information about summer camps
or L1 if necessary. You may say: ‘“The environment”
in different European places.
is the circumstance or conditions around us and
‘global issues’ are problems that affect the whole Possible answers
planet, eg: food problems, wars, etc.’ Play the track In the UK: Oxford Summer Academy offers a programme for
for students to read and listen to the text about 16-19 year olds. Camp Beaumont is a camp institution in
20

1
the UK. The goal is to give campers a chance to build confidence,
boost self-esteem and learn useful skills. Learn more in
www.campbeaumont.co.uk. Wickedly Wonderful is a camp that
will make your kids fall in love with water. Learn more in
www.wickedlywonderful.com.
Closing phase
Give the class two minutes to go through this unit
in their book and then ask them to mention one
thing they have learnt or they remember from the
unit, eg: ‘The people that go camping are known as
“campers”.’
Progress check
Answers
1 1 wood; 2 fire; 3 hiking; 4 tent; 5 climb
2 Down: bored, nervous,
Across: angry, sad, scared, tired, surprised
3 1 Is your brother spending his holidays in Africa? b; 2 Does he
usually help you with your homework? c; 3 What is your brother
doing at the moment? d; 4 Do you go out with your brother at
weekends? a
4 1 lives; 2 is staying; 3 plays; 4 isn’t playing; 5 are fishing
5 1 ’m eating; 2 ’re having; 3 are hiking; 4 isn’t working
6 1 My friend Susan is not coming home for dinner on Saturday.
2 She’s going to her aunt’s house in the evening. 3 What is she
doing there? 4 Are they watching a film on TV or going to the
cinema?
Integration
1 Are; 2 am; 3 go; 4 ’re camping; 5 ’m not going; 6 ’re fishing;
7 ’re meeting; 8 brings
21

Unit TEACHING TIP
They made history
2 Remind students that ‘arrive’, as different from
most verbs of movement, is not followed by ‘to’
but by ‘at’ or ‘in’, eg: ‘arrive at’: ‘a hotel’, ‘a small
Lesson 1 village’, ‘an airport’, etc; ‘arrive in’: ‘an important
city or country’.
Aims
To learn verbs of discovery and invention.
To learn and use ‘-er’ and ‘-or’ endings for people. PHASES EXTRA
To read about food discoveries. Invite students to use the verbs in exercise 1
to talk about important local people who made
Initial phase history. To have more fun, you may do this as a
game: a student from team A says something
Draw students’ attention to pictures 1–5 on page 16 false about an important person and a student
and divide the class into four teams. Give them three from team B gives the correct option.
minutes to memorize the things they can see in the
pictures. Have each team say a word in a sort of
Ping-Pong game. The members of each team take 4 Students work in pairs. They talk with their
turns to say each word without wasting any time. The
2
partner using the information in orange. Model
team that fails to say a word in two seconds misses with a strong pair first. Then circulate monitoring
its turn. Proceed in the same way until most of the their work.
words have been mentioned. Write relevant words on
the board, eg: ‘ship’, ‘cargo ship’, ‘luggage’, etc.
TEACHING TIP
MIXED ABILITIES If you do not feel confident enough to have
students work in pairs on their own, you may start
Some students may find it difficult to react
practising the exchanges in larger groups and you
instantly. In this case, you may allow them to be
join them for each part of the exchange. In this
helped by another team member. This works if it
way, you would first teach them to do pair work.
is done fairly, evenly with both teams. Otherwise,
students who miss their turn may complain.
Alternatively, you may always allow a second Workbook page 15
student to help a partner in difficulty.
Reading 1
Food discoveries
Core 5 Pre-reading: brainstorm foods and ask students
to look at the pictures that illustrate the article
Vocabulary 1 and identify the food in them (biscuits, pasta, ice
Verbs of discovery and invention cream). Pre-teach ‘colonizer’, ‘explorer’, ‘flour’,
‘honey’ and ‘dessert’. Then ask students where
1 Invite the class to match pictures 1–5 with some they think biscuits, pasta and ice cream come from.
of the words in orange. Use definitions and
gestures to teach the unknown words.
PHASES CULTURE
Answers
1 collect; 2 explore; 3 travel; 4 land; 5 sail • The word ‘cookie’ comes from the Dutch
koekje, which means ‘small cake’. In the USA,
2 1.16 Play the track for students to listen and all biscuits are called ‘cookies’ but in other
repeat. English-speaking countries a ‘cookie’ is only
one type of biscuit.
3 Ask students to read the phrases and complete • The first ice cream recipe appeared in
them with the verbs from exercise 1. London in 1718 and the word first appeared
in the Oxford Dictionary in 1722. The Quaker
Answers colonizers took ice cream to the USA and soon
1 arrive; 2 sail; 3 travel; 4 land; 5 discover; 6 transport the first parlours were opened in New York and
other colonial cities.
22

2
• Pasta used to be only available for Italian • The origins of chocolate, which is derived
nobles. During the 20th century, Americans from the cacao tree, stretch back at least 4000
developed a love affair with pasta. It could years. The plant is believed to have originated
be seen in films, such as Night at the Opera from the Amazon or Orinoco basins in South
(1935), Disney’s Lady and the Tramp (1955), America and was regarded by the Aztecs as
and Goodfellas (1990). Made from the flour being of divine origin, which means ‘food of
of durum wheat, pasta takes its name from the gods’. The Spanish explorers took it to the
the pasty texture of the dough when it is first continent, where people just loved it.
mixed. • The foundations for pizza were originally laid
by the early Greeks who first baked large,
round and flat breads with oil, herbs, spices
6 Have students read the text and check if they
and dates. Eventually the idea of flat bread
have answered the question in exercise 5
found its way to Italy where, in the 18th
correctly. Check orally.
century, the flat breads called ‘pizzas’ were
Answers sold in the streets and in the markets. On 11th
a biscuits: Persia; b pasta: Greece; c ice cream: England June 1889, a man called Raffaele Esposito,
made pizza in Naples for Queen Margherita of
Savoy, and then named the pizza ‘Margherita’,
PHASES EXTRA after her. It contained standard dough, cheese,
basil and tomato.
Give the class three minutes to write as many
false statements about the text in exercise 5 as
possible. Check them orally. Invite students to
work in pairs to provide the corresponding true
statements. This may also be done as a whole Closing phase
class, teacher-fronted activity.
Read aloud these sentences from the text on food
discoveries for students to guess the missing word:
7 1.17 Play the track for students to listen to and
1 Biscuits are a favourite teenagers. (with)
read the text, and then complete the sentences
2 The Persians cooked the first biscuits sugar in
with the words in orange. Check orally.
the 7th century. (with)
Answers 3 Traders transported biscuits from Spain north
1 tomatoes; 2 pasta; 3 biscuits; 4 ice cream Europe. (to)
4 The Greeks cooked pasta the first century. (in)
8 Have students answer the questions. Check
5 The first modern ice cream Italian. (was)
orally.
6 Italians made ice cream with milk cream. (and)
Answers
1 They cooked the first biscuits with sugar. 2 Because they
introduced wheat flour to Sicily, in Italy. 3 He discovered a
technique for making ice desserts in China.
Lesson 2
9 Have students match words 1–6 with definitions
a–f. Check orally. Aims
To use the past simple of ‘be’ and regular verbs to
Answers describe actions and events in the past.
1 d; 2 a; 3 e; 4 c; 5 b; 6 f
To learn and use the \d\, \t\ and \Id\ endings.
To listen to a history quiz.
PHASES EXTRA
Have students investigate and present other food Initial phase

discoveries, eg: potatoes, chocolate, pizza, etc.
Make cards with the names of old films or local
TV programmes and organize the class into teams
of four or five. There should be as many cards as
PHASES CULTURE teams in the class. Invite a member from team A
out to the front to pick a card and do the same with
• Sir Walter Raleigh, born in 1554, was a a member of the other teams. Give the class three
courtier of Elizabeth I, who explored North minutes to write as many sentences as possible
America looking for gold but found only about the film or programme using the past simple
potatoes and tobacco. form of the verbs they know, eg: who the main
23

character was, what the place was, what the story Past simple: regular verbs
was about, etc.
3 Write a list of regular verbs on the board and
elicit their past form insisting on the correct
pronunciation of the ‘-ed’ ending. Explain
Core these are regular verbs because they all follow
the same pattern. Elicit a few affirmative
Grammar 1 sentences and revise the negative form. You
Past simple: be may do so using examples about the text on food
1 Use the sentences in the text in exercise 5 on page discoveries. Write an affirmative sentence and
17 to revise ‘was’ and ‘were’ in the affirmative a negative one on the board.
and negative forms. Write examples on the Answers
board. Revise questions. Ask students to read the a We add ‘-ed’. b did. c No, we don’t.
sentences in the table and complete the rules.
Check their work orally. To systematize, elicit more 4 Students complete the sentences with the past
form of the verbs in brackets. Check their work
examples, have students read the ones on the
orally.
board and ask them to copy that into their folders
below the title: ‘Be: was/were – the past’. Answers
1 watched; 2 arrived, played; 3 travelled; 4 wanted, died
Answers
a was, were; b not (n’t); c was, were
2 Students complete the text with ‘was’ or ‘were’. PHASES EXTRA

Check their work orally and write the answers
Ask students to find out about Phileas Fogg
on the board to avoid mistakes.
and his trip around the world and report their
Answers findings to the class.
1 was; 2 was; 3 was; 4 Were; 5 were; 6 were; 7 was; 8 was;
9 was
Revise questions and ask the class to read the
PHASES CULTURE sentences in the table and answer the questions.
Check orally. To systematize, write a ‘Yes/No’
Jules Verne’s novel Around the World in Eighty question with its answers and a ‘Wh-’ question
Days first appeared in 1873. It is about Phileas with its answer on the board. Have the class read
Fogg, from London, and his French valet the sentences and copy them into their folders
(manservant) Jean Passepartout and their below the title: ‘Past simple: regular verbs – -ed/
journey around the world. On the way, the men Did…?/didn’t’.
meet Aouda in India and she joins them for the
rest of the journey. 5 Have the class correct the historical facts as in
the example. Check orally.
Answers
PHASES EXTRA 1 Sir Edmund Hillary didn’t climb the Andes in 1953. He
climbed Mount Everest in 1953. 2 Roald Amundsen didn’t
Have students draw a personal timeline and explore Italy in the early 20th century. He explored the
include information they consider important, eg: Antarctic in the early 20th century. 3 Neil Armstrong didn’t
walk on Jupiter in 1969. He walked on the moon in 1969.
1945 1972 1995 4 Graham Bell didn’t invent the ringtone. He invented the
telephone and the metal detector.
My My parents My parents LOOK!

grandmother were born. were in Brazil
was born. together. Draw students’ attention to the text in the Look!
box and revise the time expressions we use with
Invite the class to compare their timelines orally. the past simple. Mention important dates for
them to make sentences, eg: ‘1492’: ‘American
explorers arrived in the American continent.’
In order to study and monitor their own learning,

refer students to the Language Database on
page 119.
24

2
Pronunciation
\d\ \t\ \Id\ UPGRADE
A 1.18 Mention a few regular past forms and Students complete the text with the past simple
ask the class if the final sound is the same in form of the verbs in the box. Check their answers
all cases. Then play the track for them to read orally.
and listen to the words. Make sure they become Answers
aware of the differences. 1 was; 2 was; 3 was; 4 died; 5 travelled; 6 was; 7 was; 8 was;
9 Did, love; 10 didn’t love
B 1.18Play the track a second time for the class
to listen and repeat. Check if necessary and have
them add verbs to each of the three lists.
PHASES EXTRA
LANGUAGE TIP Divide the class into two groups. Give group A
Consonantal sounds are classified into voiced and three minutes to write ‘Yes/No’ questions about
voiceless. Voiced sounds are those the production the text in the exercise in the Upgrade box on
of which requires vibration of the vocal chords. page 19, while group B writes ‘Wh-’ questions.
Voiceless sounds do not require vocal cord vibration. Invite students to take turns to ask and answer
All vowels are considered voiced. Those regular the questions orally. You may invite some of the
infinitive forms ending in a voiced sound form their students to write their questions on the board
past with a \d\ sound. Those ending in a voiceless for class check-out.
sound form their past with a \t\ sound, and those
regular verbs ending in ‘-t’ or ‘-d’ form their regular
past with \Id\. Listening
A TV programme
8 Ask students to describe the picture and to
1.19
PHASES EXTRA imagine what the TV programme might be about.

Then play the track and invite them to listen to
Have students practise this tongue twister and it and say if the statements are true, false or not
have fun saying it faster and faster: ‘Carl Cook mentioned. Invite them to correct the false ones.
sailed his ship and cooked onboard. Did Carl
Cook cook aboard? Yes, Carl baked cookies Audioscript
aboard and cooked fish for the crew.’ Interviewer Good evening, and welcome to ‘Travel Special’,
the programme that goes to some of the most
exciting places on Earth. On the programme
tonight, we are very fortunate to have the
6 Ask students to complete the questions. Check explorer and traveller, Jack Kelly.
their work orally. Write the answers on the board Jack Hello!
to avoid mistakes. Interviewer Jack, tell us about your latest adventure. You
returned from South America just last week, is
Answers
that right?
1 What; 2 did; 3 When; 4 Did; 5 did
Jack Yes, that’s right. I came back from a six-week
7 Have the class complete the dialogue with the expedition to the Amazon river in Brazil, with
questions in exercise 6. Check orally. three other explorers. We were looking for
evidence of lost civilizations in the rainforest
Answers near the border with Peru, about 2,000
1 Did Edwin Land invent photography? 2 Where did kilometres north-west of Brasilia.
Archimedes study? 3 What did Leonardo da Vinci invent? Interviewer Wow! What did you find?
4 Where did he live? 5 When did he die? Jack Well, first of all we didn’t find anything. We
travelled by canoe for more than a month along the
river. Then we walked for three weeks deep into
PHASES EXTRA the rainforest. And then suddenly we discovered
the ruins of an old city. We examined the ruins and
Refer the class back to the text on page 17 to took lots of photos for future research.
ask and answer questions using the past form of Interviewer Were there any people there?
regular verbs. Jack No. We didn’t see anyone for hundreds of
kilometres. No one lives there. It’s a long, long
way from civilization.
Workbook pages 16 & 17 Interviewer Jack, what other interesting places do you
know? Can you tell us about some of them?
Jack Hmm. Well, I love Antarctica. I worked on a
refer students to the Language Database on scientific project there for three months with the
pages 119 & 120. Royal Geographic Society. It was really beautiful
25

but freezing cold! Most days it was minus 40
degrees and it was also very windy. Another
Initial phase
favourite place is Alaska. Two years ago, I walked Brainstorm seasons of the year and weather
on foot from the north coast across the mountains conditions in your country for each season. Also,
to the south coast. Last year, I travelled, by canoe, elicit what students wear on each occasion. Draw
1,500 kilometres down the Mississippi river, in a summary chart on the board, eg:
America. That was really exciting.
Interviewer Where are you planning to go next?
Season Weather Clothes
Jack Next month, I’m travelling to Australia. I’m
cycling across the desert from Perth, on the west
coast, to Sydney, on the east coast. T-shirts, shorts,
summer very hot
Interviewer Incredible! How far is that? skirts, etc
Jack 4,000 kilometres.
Interviewer 4,000 kilometres? How long …
warm and raincoat, cardigan,
autumn
rainy T-shirt, etc
Answers
1 true; 2 false (He returned from South America last week.);
3 false (He wanted to find evidence of lost civilizations.); cold and sweater, trousers,
winter
4 true; 5 false (He loves it.); 6 not mentioned; 7 false (Two rainy socks, boots, etc
years ago, he walked across Alaska.)
9 1.19Play the track a second time for students warm and cardigan, blouse,
to complete the sentences. Check their work spring
windy shirt, trousers, etc
orally.
Answers Ask students questions about the weather

1 three weeks; 2 an old city; 3 to Australia conditions in the pictures in exercise 1 and what
they imagine people wear in those circumstances.
MIXED ABILITIES
Activities that involve knowledge about other
content areas of the school curriculum offer a Core
good opportunity for students who may not find
English so interesting or those who find it terribly
Vocabulary 2
difficult to show their strengths. Natural disasters
1 Have the class match pictures 1–6 with some
of the words in orange and use the pictures and
definitions to teach the unknown vocabulary.
Closing phase Check orally.
Give students five minutes to work in groups of Answers
three or four and make up a multiple-choice quiz 1 volcanic eruption; 2 tornado; 3 hailstorm; 4 earthquake;
about the TV programme. Ask them to write two 5 floods; 6 fire
questions and give three options in each one so that 2 1.20 Play the track for the class to listen and
groups can solve them. Have the groups exchange repeat.
their quizzes and solve them. Then one member of
each group comes to the front and says the correct
answers so that everyone can check their work. PHASES EXTRA
Call different students out to the front to draw

clues about the words in orange that are not
in the pictures. Then play a memory game.
Lesson 3 Give the class a few minutes to memorize the
pictures in the order given in exercise 1. Then
spell out the corresponding natural disaster
Aims
word for them to say which picture it is, eg: T:
To learn vocabulary about natural disasters. ‘f-l-o-o-d-s’ Student A: ‘Picture 5 shows a flood
To read about a flood. in a village.’
To use the past simple of irregular verbs to talk
about actions and events in the past.
3 Students complete the quiz. Check their work
orally and write the answers on the board to
avoid mistakes.
26

2
Answers Answers
1 c, landslide; 2 Tsunamis, c; 3 hurricane, b; 4 eruption, a a Yes, we do. b To turn a regular verb in past, we add ‘-ed’.
Irregular verbs have a different form.
PHASES EXTRA 8 Have students order the words to make sentences

and questions. Check their work orally.
Invite students to investigate and make a short
presentation about a natural disaster that has Answers
affected their country recently. 1 The earthquake began in the early morning. 2 I didn’t find
a wallet in the street yesterday. 3 Did you go to the park on
Monday? 4 Marco Polo went to many countries. 5 Did you have
a lovely party last Friday?
Workbook page 18
9 Ask students to complete the text with the past
Reading 2 form of the verbs in brackets. Explain they may
use the list at the end of the Student’s Book, on
An awful experience page 128. Check orally.
4 Pre-reading: have students look at the picture Answers
on page 21 and predict what the text is about 1 was; 2 left; 3 had; 4 told; 5 wasn’t; 6 found; 7 had; 8 didn’t
and the verbs they expect to find in the article. have
Write them on the board. Pre-teach ‘interrupt’,
‘cut off’, ‘advise’, ‘give a hand’, ‘turn up’ using To systematize, ask students to read the
definitions. sentences on the board, check they understand
the formulae and have them copy the examples
5 Ask students to read the text and check if their into their folders below the title: ’Past simple:
predictions about verbs in the text were right. irregular verbs’.
Invite them to discuss their answers to exercise 4.
6 Play the track for students to read, listen

1.21 PHASES EXTRA
and answer the questions. Check orally. Play Past tense bingo: ask students to draw
a bingo card in their folder and complete the
Answers
1 No, he/she wasn’t. 2 The Mayor declared a national
nine slots with verbs in the infinitive, the past of
disaster. 3 Possible answer: he was probably worried and which they know – both regular and irregular.
scared. 4 No, he didn’t. He played with the kids to make them Then tell the class what happened to you last
forget all about the flood. Saturday. Invent a funny story trying to include
as many verbs as possible. One way of making
sure a student actually wins is walking around
PHASES EXTRA and peeping what verbs they have written down
so as to include them in your story, eg: ‘It was
Play ‘Oral sentence making’ about natural not a nice day. It rained a lot. The rain started at
disasters vocabulary in exercise 1. Organize about 11 in the morning and covered the streets
students into three groups and explain that they near my house. I stayed at home but my brother
will take turns to add a word to the initial one left the house for the office early in the morning
given by you to make a logical sentence. The and I found his mobile phone in the living room.
game goes on until students fail to add a new At midday, I went out. I walked and walked in
word. When this happens, another team starts the rain. I discovered I had no money. I walked
building up the sentence. The winning team is quickly and I fell in the street.’ When a student
the one that makes longer sentences. Start the shouts ‘Bingo!’ because he or she has crossed
first sentence with the word ‘The’, the second all the verbs on his or her bingo card, check
one with ‘In’, the third one with ‘On’ and so on. the past forms of the verbs and help the class
reconstruct your story.
Grammar 2
Past simple: irregular verbs In order to study and monitor their own learning,
7 Use the text in exercise 5 to present some of refer students to the Language Database on
the irregular verb forms. As you do so, write pages 119 & 120.
‘infinitive’ and ‘past form’ on the board. Teach the Workbook pages 19 & 20
affirmative form first. Then proceed in the same
way with the negative form and questions. As you
do so, write an example on the board. Invite the
class to look at the sentences in the tables and
answer the questions. Discuss orally.
27

Closing phase Core
Ask students to think about last weekend and write Speaking
five true and false sentences. Have them work in At the library
pairs to read their sentences for their partners to
guess which the false statements are, eg: Student A: 1 1.22 Draw students’ attention to the pictures
’I went to the cinema last Saturday.’ Student B: and ask who Mia is talking to (the librarian).
‘You didn’t go to the cinema. You went to the park.’ Elicit what they think they are talking about.
Student A: ‘That’s not correct.’ Student B: ‘Did you List possible questions, eg: ‘Can I help you?’
go to the cinema last Saturday?’ Student A: ‘No, ‘Have you got the last Harry Potter book?’
I didn’t.’ Student B: ‘You didn’t go to the cinema. ‘Are you a member?’ You can draw a line
Where did you go?’ and divide the board into two: the librarian’s
questions and Mia’s questions. Then play
the track, if possible with books closed, for
TEACHING TIP students to try to remember the questions
Activities of this kind are fun and highly that the librarian asks Mia. Compare with the
productive. Circulate making sure students make ones on the board. Elicit where Mia can get the
the most of their time and do not use their L1. information she needs.
Model with a strong pair first so that everybody
understands what to do. 2 1.22Play the track again for students to
complete the dialogue. Check their answers
Note: Tell students that next class they will work orally.
on a biography. Elicit names of important people in Answers
history that students may be particularly interested 1 explorers; 2 history; 3 use; 4 books
in. Write the names on the board and tell them
to choose one. Encourage them to investigate his 3 Ask students to practise the dialogue. For this,
or her life and make notes of the most relevant play exchange by exchange and elicit group
information. Tell them to have all the information repetition. Then have students act out the
ready for next class. dialogue at the library by heart.
Speaking Task
Lesson 4 4 Ask the class to work in pairs and look at
the homework diary to decide what information
Aims they need from the library. Then give them a few
To develop speaking skills: At the library. minutes to plan what they and the librarian say
using the language in the model text. Finally,
To read about Leonardo da Vinci’s biography.
students work in pairs and take turns to act out
To write a biography. their dialogues.
TEACHING TIP
Initial phase Interpersonal learners are likely to enjoy this type
Give the class three minutes to memorize as many of work, so it’s advisable to profit from this. Insist
past forms from page 128 as possible. Check orally on students’ using gestures, facial expressions and
and elicit sentences with those past verbs. intonation to convey meaning. This will make the
talk more memorable.
Have students work in pairs. One student goes
to page 102 and the other to page 107 to do
Communication Activity 2. The aim is to practise MIXED ABILITIES
the functional language dealt with in the Speaking Shy, intrapersonal learners are likely to refuse to
section in the previuos lesson. Invite students to come out to the front, so be ready to have some
work in pairs and decide who will be Student A acting out at the front and a few conversations
and who will be Student B. Read the instructions from students’ desks.
aloud, eliciting exponents for each of the functions:
greeting the assistant, saying what you want,
etc. Give students a few minutes to read their
instructions and decide what they have to say and Writing
how. Model with a strong student emphasizing the A biography
importance of fluency and intonation. Give the class 5 Ask what students know about Leonardo da Vinci
three minutes to role-play the conversation as you and his work. Invite them to read the text. Ask
monitor their work. them what kind of text it is (a biography). Elicit
the main characteristics of a text like this (verbs
28

2
in the past, time expressions, timeline order of 1 Ask them to use the plan guide on page 23 to
events, detailed information about the person’s organize all the information. Tell them to go over
life such as birth and death dates, etc). Then Leonardo da Vinci’s biography to create their
tell students to go over the text and choose the own one. Ask them to model that text with their
correct words. Check orally. research. Remind them to pay special attention
Answers to the use of past forms and prepositions of time.
1 was; 2 but; 3 in; 4 was; 5 his
2 Once the plan and draft are finished, tell them
that it is time to start working on the final
PHASES CULTURE version. Explain that they will have to organize
the biography into three paragraphs. In the
Leonardo da Vinci was a painter, sculptor,
first one, they will say the name of the person
architect, musician, mathematician, engineer,
they are writing about, his or her occupation
inventor, anatomist, geologist and writer. He was
and when and where he or she was born. In the
born on 15th April 1452 and died in 1519. Among
second one, they will have to be more specific
his most famous paintings we can mention The
about his or her studies and job. And finally, in
Last Supper and The Mona Lisa but he produced
the third one, they will have to describe his or her
many other masterpieces: The Vetruvian Man,
life and achievements. Refer them to page 128 if
The Baptism of Christ, St John the Baptist, etc.
they don’t remember the past form of a verb. Tell
For much of his life, Leonardo was fascinated
them to include a photo of this person. Students
by the phenomenon of flight, producing many
may exchange biographies with their classmates
studies of the flight of birds, as well as plans for
for peer correction. Check two or three samples
several flying machines, including a light hang-
orally and make a point of correcting the rest for
glider and a machine resembling a helicopter.
the following lesson.
LOOK! 3 Tell students to go over their biographies and

see if they have used the grammar topics and
Draw students’ attention to the text in the vocabulary correctly.
Look! box and point out that we use ‘on’ with
specific days and ‘in’ with months and years. Ask Workbook page 22
students to provide other examples of phrases
that collocate with ‘on’ and ‘in’.
Closing phase
6 Students read the biography again and answer Play That’s not true: students, in groups, are going
the questions. Monitor their work and check to think about false statements about Leonardo da
orally. Vinci. Then, they are going to read the sentences to
the nearest group which is going to turn them into
Answers negative. Remind them to make false statements
1 He was a painter, a sculptor and an inventor. 2 He was born
so that when the other group participates the new
in Vinci, near Florence. 3 He painted The Last Supper and the
sentences make sense.
Mona Lisa. 4 He designed a flying machine.
7 Students read the text again and circle examples

of time prepositions in the text.
Answers
on 15th April 1452, in 1482, between 1503–1519
Lesson 5
8 Have the class complete the sentences with ‘on’, Aims
‘at’ or ‘in’. Check orally and write the answers on To learn factual information about the great fire of
the board to avoid mistakes. London.
Answers To visit a website to find specific information about
1 in; 2 on; 3 in; 4 on, at; 5 on cities which were totally or partially destroyed.
To integrate what students have learnt so far.
Writing Task
Tell students that now they will work on a biography. Initial phase
Ask them to take out the information they have been Write the following words on the board: ‘London
asked to search for or investigate. Eye’, ‘black cab’, ‘Tower of London’, ‘Big Ben’,
‘Buckingham Palace’, ‘underground’, ‘double
decker bus’, ‘the queen’, ‘Houses of Parliament’,
29

‘Westminster Abbey’, ‘The Shard’. Divide the class Webquest
in groups and give some time so that each group Students look for information about other cities
writes as many sentences as they can about London which have been totally or partially destroyed by fire
using the vocabulary on the board. or by any natural disaster.
Possible answers
Name of the city: Pompeii. What happened? Mount Vesuvius
Core erupted and destroyed the city of Pompeii. When did it happen?
Culture In 79 AD. Did anybody die? Yes. It was the most catastrophic
volcanic eruption in European history.
The great fire of London
Closing phase
1.23
read the text. Then, ask them to number the

pictures in the correct order. Give the class two minutes to go through this unit in
Answers
their book and then ask them to mention one thing
1 b; 2 a; 3 c they have learnt or they remember from the unit, eg:
‘Leonardo da Vinci designed a flying machine.’
PHASES CULTURE
Progress check
• At least 65,000 people had been made Answers
homeless by the Fire. At first they camped in 1 Across: sail, arrive, explore
the fields outside the walls, but within days Down: land, cross, travel, collect
had dispersed to surrounding villages or other 2 1 lands; 2 cross; 3 introduce; 4 collect; 5 arrive
parts of London. There was virtually no fire 3 1 earthquakes; 2 tornados; 3 hailstorm; 4 hurricanes; 5 tsunami
4 1 was; 2 weren’t; 3 was; 4 wasn’t; 5 were
insurance, so many people were ruined, and
5 1 Were you at home yesterday evening? 2 What time did
some moved away permanently.
you arrive at school last Monday? 3 What TV programme
• Churches made of stone, and especially their did you watch last night? 4 Who were your best friends in
towers, were only partly destroyed and now kindergarten?
stood as gaunt and smoking ruins. 6 Answers may vary. Accept all answers if they are connected
• In many places the ground was too hot to walk to the original sentence.
on for several days afterwards. Integration
1 are you doing; 2 ’m doing; 3 help; 4 found; 5 ’m writing; 6 did;
7 wasn’t; 8 look; 9 do you usually put; 10 left
PHASES EXTRA
Ask students to discuss with their partner what

each picture describes.
2 Students read the text again and find the words

in the text. Then they match them with their
definitions.
Answers
1 a; 2 d; 3 b; 4 c
3 Students read the statements and circle the

correct words.
Answers
1 began; 2 far; 3 couldn’t; 4 a different way; 5 exists
4 ABOUT YOU Give the class a few minutes

to read the questions and prepare a long answer.
Make sure you give different students the chance
to give their opinion.
30

Revision
1
Revision 1 PHASES EXTRA
Ask the class to imagine they went on an Arctic

Adventure camping holiday but did not have a
Initial phase very good time. Elicit a few things that could
have gone wrong, eg: it snowed every day, one
Play this guessing game: tell the class you went
of your friends caught a bad cold and ended in
somewhere yesterday. They should make ‘Yes/No’
hospital, you had an accident in the snow, your
questions to discover where you went. After they
snowmobile didn’t work, etc. Invite students to
discover this, swap roles with a student. Ask him
work in pairs to write negative feedback on the
or her to think of a place where he or she went last
website.
Sunday and have the class make him or her ‘Yes/No’
questions to guess.
Grammar
3 Ask the class to choose the correct words. Check
Core orally and be ready to revise tenses if necessary.
Vocabulary Answers
Students play the vocabulary game in pairs. They have 1 play; 2 is your mother doing; 3 are helping; 4 do
to guess each word in the shortest time possible. When 4 Have students complete the sentences using the
one student fails to guess the word, his or her partner present continuous form of the verbs in orange.
takes the chance. The student who guesses more If they have any doubts, you can write an example
words is the winner. Check all the words orally once of each case of the spelling rules in Lesson 2,
the class has finished and elicit sentences for further Unit 1. Check on the board to avoid spelling
practice. mistakes.
Answers
Answers
Sleep; Hike; Chop; sad; sail; collect; tornado; Volcanic eruptions;
1 ‘re doing; 2 is studying; 3 ‘re swimming; 4 ‘m having;
Hurricanes; earthquake
5 is climbing
Reading 5 Have the class match beginnings 1–5 with

1 Have students read about a survival holiday in endings a–e.
the Arctic and answer what is unusual about the Answers
log cabin (It hasn’t got any electricity.) 1 d; 2 e; 3 b; 4 a; 5 c
6 Ask students to order the words to make

PHASES EXTRA questions. Check them orally and have them
answer the questions.
Make sure you draw students’ attention to the
paratextual information that accompanies the Answers
article. You can ask, ‘Where can you see an 1 Were you at the cinema yesterday evening? 2 Who was in
article like this?’ The feedback suggests it’s on your house last Saturday? 3 Did you go to the cinema with
the Internet’. Discuss if the colour and images your friends last weekend? 4 When did Spanish explorers
are suitable and why. Light-blue represents the come to America?
sky, which stands for outdoor life, and the green
part represents wildlife. PHASES EXTRA
Write anagrams for verbs in the past, eg:

2 Have the class re-read the text and say if the ‘srttdae’ (started); ‘tsiievsd’ (visited); ‘tnew’
statements are true, false or not mentioned. (went), etc. Ask a student to pick one, write
Ask students to correct the false ones. it properly and pick a second student to
Note: The question in the rubric for Activity 2 make a sentence with it. This activity may be
should have been ‘Are the statements true, false transformed into a game by dividing the class
or not mentioned?’ This mistake will be corrected into two groups and having students from each
in the first reprint of the Student’s Book. one take turns to unscramble the verbs and
make sentences.
Answers
1 true; 2 true; 3 not mentioned; 4 true; 5 not mentioned
31

Listening Writing
7 1.24 Pre-listening: tell the class they will listen 9 Pre-writing: invite students to talk about famous
to a description of two famous natural disasters women in history, eg: Mother Teresa, Marie
and elicit the verbs they expect to hear, eg: Curie, Juana Azurduy, etc. Then invite them
‘erupt’, ‘kill’, ‘dissappear’, ‘burn’, ‘destroy’, etc. to read the information in the table about the
Then play the track for gist listening so that the American aviation pioneer, Amelia Earhart,
class can answer the two questions. and play a memory game eliciting why she was
important (with books closed). Then give the
Audioscript class ten minutes to use the information given
Mount Vesuvius is a volcano in Italy. It erupted in the year 79 AD, to write an article for the school magazine about
nearly two thousand years ago. The eruption was catastrophic. Amelia using the past simple.
It buried the town of Pompeii in ash and lava. It killed many
people. Pompeii disappeared for nearly 1,700 years. In 1747 a
Spanish engineer, Joaquin de Alcubierre, discovered Pompeii. PHASES EXTRA
The volcano preserved Roman life exactly as it was in 79 AD.
We know a lot about Roman culture because of the eruption. Discuss a few samples orally paying special
attention to verb forms and time expressions.
On 1st November 1755 there was a terrible earthquake in
Lisbon, Portugal. Immediately after the earthquake, there
was a tsunami and many fires started in the city. Buildings
Collaborative Task – Sailing the seas
burned and disappeared into the sea. The earthquake and Step 1: Ideas
tsunami destroyed most of the city. But what did the people Elicit picture description asking students to make
of Lisbon do? They rebuilt their city. They constructed streets, inferences and imagine what the Spanish explorers
squares and special buildings that could resist earthquakes. had on the ships, the clothes they wore, what they
talked about, etc. Write the names ‘Walter Raleigh’,
Answers
‘Tobias Bridge’ and ‘Edward Teach’ on the board.
1 a volcanic eruption, an earthquake, a tsunami, fires;
Ask the class to investigate these three explorers
2 in Pompeii, Italy and in Lisbon, Portugal
individually.
8 1.24 Play the track a second time for students
to listen and complete the sentences. Step 2: Group work

Read the questions aloud making sure students
Answers understand them. Divide the class into groups or
1 two thousand; 2 Joaquin de Alcubierre; 3 79; 4 tsunami; invite them to organize themselves. Give them ten
5 the sea; 6 resist earthquakes minutes to share the information they have gathered
and choose one of the explorers. Ask the class to
make sure they have the answers to the questions
PHASES EXTRA
on the list.
Divide the class into two groups and ask one of
Step 3: Writing
them to jot down the questions and the second
Students work in groups to write an article about
group to jot down the answers. Play the track
the explorer they have chosen. They edit their work,
again for the class to do the task. Do some group
provide a title for the article and include pictures to
reading: groups of four or five from team A read
illustrate their work.
the questions for students from team B to answer
also in groups. Step 4: Presentation
Students share their work with their classmates and
vote for the best or most complete one.
TEACHING TIP
Group reading gives weaker and shyer learners
confidence. Closing phase
Ask students to work in pairs and give them five
minutes to write questions about the explorers their
classmates have presented. They interact with other
pairs asking and answering those questions.
32

Revision
1
Upgrade for Exams
Initial phase
Elicit actions that characterize students’ life, eg text,
watch TV, eat fast food, heat food in the microwave,
write with a biro, etc. Invite the class to talk about
the 15th century using the verbs they have just
mentioned, eg ’People didn’t text in the 15th
century; they just talked to their friends.’
Core
1 Students read the text and choose the correct
word.
Answers
1 b; 2 b; 3 c; 4 a; 5 a; 6 b; 7 c; 8 c
2 Students tick the questions the answers to which

are in the text in exercise 1.
Answers
1, 3, 5
3 Students complete the text with ‘was’ or ‘wasn’t’,

or ‘were’ or ‘weren’t’.
Answers
1 were; 2 were; 3 weren’t; 4 was; 5 wasn’t; 6 wasn’t; 7 was;
8 were; 9 were; 10 was
4 Students choose the correct answers to complete

the conversations.
Answers
1 c; 2 b; 3 b; 4 a; 5 b; 6 c
Closing phase
Ask students to provide questions to the answers
that they didn’t choose when they solve exercise 4.
33

or uncomfortable with other people’, eg: ‘Shy
Unit students don’t like talking in public.’ ‘stubborn’:
Tales from the past
3 ‘somebody who doesn’t want to change his or
her ideas or listen to other people’, eg: ‘Peter
is stubborn. He never listens to the teacher’s
Lesson 1 advice.’ ‘wise’: ‘clever, making good decisions
and choices’, eg: ‘Merlin was a wise magician
Aims and he helped King Arthur.’
To learn character adjectives.
Answers
To read about British legends. positive: brave, cheerful, friendly, funny, kind, loyal, wise
negative: cruel, lazy, selfish, shy, stubborn
To become aware of cognates and false cognates.
Initial phase repeat. Take the chance to correct pronunciation

if necessary.
Write ‘dlgnee’ (legend) on the board and ask the
class to unscramble the word. If they find it difficult, 3 Draw students’ attention to the pictures and elicit
guide them through clues, eg: ‘It’s a story that is who the characters are and what films or books
not always true.’ They are supposed to have studied they are from. Elicit what they did and what they
legends or read about some, so elicit what they were like. Have students choose the correct
remember and web out the storylines on the board. adjective in each sentence. Check orally.
Elicit recapitulation so that more students have the Answers
chance to talk. 1 cruel; 2 friendly; 3 brave; 4 wise; 5 kind; 6 loyal
MIXED ABILITIES
Students who do not feel confident enough to talk PHASES EXTRA
from the start, may be more willing to do so when Ask students which other adjectives they would
they have a guide on the board and after they use to describe those characters. Then, ask
have heard a partner tell the story. them to think about other characters.
Core PHASES CULTURE
Vocabulary 1 • Ravenna is also called ‘The Evil Queen’ or

simply ‘The Queen’, and she is Snow White
Character adjectives and the Huntsman’s enemy. She is cruel and
1 Ask the class to work in pairs, read the a tyran ruler of the king of Tabor. She is also
adjectives in orange and classify them into Snow White’s stepmother. She wants to kill
positive and negative writing ‘+’ or ‘-’. Use Snow White and get her heart (to keep her
examples or definitions and gestures to teach eternal youth and her evergreen beauty), as
the unknown vocabulary. These definitions may she learns that she is no longer the ‘Fairest of
help you: ‘brave’: ‘having or showing courage’, Them All’ being replaced by her stepdaughter.
eg: ‘Heroes are usually brave.’ ‘cheerful’: In Snow White and the Huntsman (2012),
‘in good spirits’, eg: ‘People who are cheerful, Charlize Theron played the part of Ravenna.
often smile.’ ‘cruel’: ‘bad to others, causing • In 12th century England, Robin and his band
pain’, eg: ‘Some kings were cruel and killed of marauders fight corruption in a local village
a lot of people.’ ‘friendly’: ‘nice, pleasant and and stand against the crown. The traditional
helpful’, eg: ‘Some teachers are friendly. They small and squat Robin is not portrayed in the
are nice and not very formal but they are not film of 2010, as the man that plays his part is
their students’ friends.’ ‘funny’: ‘something or much stronger and muscular. In Robin Hood
somebody that makes you laugh’, eg: ‘The Three (2010), Russel Crowe played the part of this
Stooges was a very funny programme.’ ‘kind’: heroic man.
‘showing that you care about others’, eg: ‘Zorro • Snow White is the princess (later queen)
and Batman are very kind to women.’ ‘lazy’: of Tabor and the main protagonist of Snow
‘somebody who doesn’t like working very much’, White and the Huntsman. Everyone loves her
eg: ‘Garfield is a lazy cat!’ ‘loyal’: ‘willing to courage and innate purity. She is considered
work for a person and show respect’, eg: ‘Dogs to be the ‘Fairest of Them All’. After Ravenna’s
are very loyal friends.’ ‘selfish’: ‘not generous’, death, Snow White is crowned Tabor’s new
eg: ‘Spanish explorers were selfish. They didn’t queen. She is portrayed by Kristen Stewart.
help the Native Americans.’ ‘shy’: ‘nervous
34

3
• Eric, the Huntsman, is a former huntsman UPGRADE
in Queen Freya’s army. He is also an ally to
Princess Snow White. In Snow White and the Students re-read the text if necessary and
Huntsman (2012), Chris Hemsworth played correct the wrong information in the sentences.
the part of Eric. Answers
• John H. Watson, known as Dr Watson, is a 1 Gelert was a loyal/friendly dog. 2The prince killed the dog.
fictional character in the Sherlock Holmes 3 Queen Boudicca was an English invader. 4 The Queen
stories by Sir Arthur Conan Doyle. He is planned to attack the Romans in London. 5 Arthur found
Excalibur in a stone.
Sherlock Holmes’ friend, assistant and
sometime flatmate. He is astute, but he can
never match his friend’s deductive skills. LOOK!
In Sherlock Holmes (2009), Jude Law played
Draw students’ attention to the text in the Look!
the part of Dr Watson.
box and have them underline the cognates they
• Sherlock Holmes is a fictional detective
can find in the text, eg: ‘important’, ‘Roman’,
created by Sir Arthur Conan Doyle in 1897.
‘furious’, ‘attacked’, ‘cruel’, etc. Discuss, if
necessary in L1, why they think these words are
4 1.26 Play the track for the class to gist listen common in different languages so as to make
and say what Lou says about her first friend and students reflect on the origins of languages and
her first teacher. how emigration as well as wars helped to develop
the linguistic ‘borrowing’ process.
Audioscript/Answers
Will Who was your first friend?
Lou My first friend was my neighbour, Helen.
Will What was she like? PHASES EXTRA
Lou She was friendly but she was a little shy.
• Have students look for more cognates in
Will What about your first teacher?
previous texts.
Lou That was Mr Blakestone.
Will What was he like? • Divide the class into groups of four and assign
Lou He was very kind. We all loved him! each group three new words from the text to
look up in the dictionary and make an example
with each. Check orally.
about the people in orange. Model with a strong
pair first and teach or revise the question form
‘What … like?’ to elicit descriptions. Circulate
monitoring students’ work. You can extend this Closing phase
activity to make students talk about their first Ask the class to imagine the following situation: they
boyfriend or girlfriend, idol, etc. are Arthur and they have a new mobile technology
Workbook page 25 system that they share with their friends. Have the
class write a text message to Merlin describing what
happened this morning. Students may use texting
Reading 1 language, eg: ‘2nait’, ‘RU tired?’, etc. Invite students
to share their work and have fun.
Fact or fiction?
6 Pre-reading: draw students’ attention to the
names in the text and ask what they know about
them: who they were, where they lived, if they
were good or not, who they helped, etc. Do not Lesson 2
check their information for the time being. You
may draw a chart on the board with the main Aims
facts students mention. To use ‘there was’/’there were’ to describe
7 Students gist read the text and check if what they existence in the past.
said was right. Check on the board. To focus on and practise the strong and weak form
of ‘was’.
8 1.27 Play the track for students to listen, read
To listen to a text about the Dick Turpin legend.
and answer the questions. Check their work orally.
Answers
1 Gelert killed the wolf to save the prince’s baby. 2 She lived
in the east of England. 3 Because she planned an attack on
them in London. 4 He was brave and wise.
35

Initial phase 3 Have the class match beginnings 1–4 with
endings a–d. Check their work orally. Then ask
Ask the class to imagine the following situation: Robin them to look at the plan in exercise 2 and answer
Hood is now 90 years old and has been invited to a the questions.
TV programme to talk about what he did as a young
man and why. Organize the class into groups of four Answers
1 c; 2 d; 3 a; 4 b
and give them five minutes to plan the interview and
1 There were three houses near the river. 2 No, there weren’t.
distribute the roles: one of them is Robin Hood and
3 No, there wasn’t. 4 There was a church near the river/
the others are reporters. Have students act out their behind the houses.
interviews with the Sherwood hero.
Pronunciation
Core \wÅz\ or \w´z\
Grammar 1 A 1.28 Play the track for students to listen, repeat
there was/there were and say if they hear the strong form \wÅz\ or the
weak form \w´z\.
1 Use the text about legends in exercise 7 on page
31 to present ‘there was’ and ‘there were’ in the Audioscript
affirmative form. Elicit more examples about 1 There was a very important queen.
each of the settings, eg: ‘In Merlin’s times, there 2 Was there another Queen?
were invaders from other countries. In Queen
Answers
Boudicca’s times, there was a very important
1 \w´z\; 2 \wÅz\
queen.’ Write an example of the singular form
and another of the plural form on the board. Ask B 1.29 Play the track for the class to listen, repeat
the class to look at the sentences in the first and identify the weak and strong form.
grammar table and notice which form we use for
Audioscript
the plural and which for the singular. Elicit the
1 Where was there a church?
language function of this grammar form: we use
2 Was there a serious problem in the village?
‘there was’ and ‘there were’ to describe existence 3 Yes, there was.
in the past. Answers
1 \w´z\; 2 \wÅz\; 3 \wÅz\
2 Have the class look at the plan of an old city and
complete the sentences with ‘there was’ or ‘there LANGUAGE TIP
were’. Check orally.
‘Was’ is pronounced \wÅz\ in stressed positions
Answers in the sentence, usually at the beginning of a
1 There was; 2 There wasn’t; 3 There was; 4 There weren’t; ‘Yes/No’ question and in short answers. In other
5 There were, there weren’t; 6 There weren’t cases, it is pronounced in its weak form \w´z\.
Present the negative form and questions using
examples from the legends in exercise 7 on Workbook pages 26 & 27
page 31. Write examples on the board and ask
the class to look at the sentences in the second In order to study and monitor their own learning,
grammar table. Then refer students to exercise 1 refer students to the Language Database on
again for them to answer the questions and pages 120 & 121.
choose the correct options. Check orally.
Answers
a We form the negative adding ‘not’, or ‘n’t’, next to ‘was’ or Listening
‘were’: ‘was not’ or ‘wasn’t’, and ‘were not’ or ‘weren’t’.
b No, we don’t. c describe existence in the past.
The Dick Turpin legend
4 Pre-listening: explain to the class that Dick
Invite the class to copy the summary into their
Turpin was a highwayman. Write the word on the
folders below the heading: ‘There was + a/an …
board. Ask students to look at the picture and
There were + two/some… – existence in the past’.
choose the correct answer (b).
PHASES EXTRA
PHASES EXTRA
Students describe what there was/were in their
house ten years ago. Ask the class to invent a story as if they were the
character in the wagon.
36

3
5 Play the track for the class to listen and
1.30
check their answer to the question in exercise 4. UPGRADE

Check global comprehension eliciting what they
Have students order the words to make
have understood.
sentences. Check them orally. Once this has been
Audioscript done, ask students to check the mistakes in the
At the beginning of the 18th century, there was a famous sentences.
highwayman in England. His name was Richard Turpin but
Answers
people called him Dick Turpin. He also had an alias: John
1 There weren’t any big buildings in my city in the 19th century.
Palmer. 2 There was an important library at that time. 3 There were
Turpin was born in Essex. His father was a butcher. He some highwaymen too. 4 There was a church near the river. /
worked a lot. Young Turpin was cruel and selfish and he There was a river near the church. 5 There was only one school
joined a gang of deer robbers. These young men were really in the city.
bad. They robbed and murdered. The police caught some of
them but not Dick Turpin.
At that time, there were no cars on the roads. People
travelled by cart so Turpin became a highwayman. He
attacked travellers and stole things from them. Turpin had
Closing phase
a wife and a son but he never stayed in one place. He always Write these anagrams on the board: ’ruelc’ (cruel),
moved from city to city. In fact, the legend says that he rode ‘divle’ (lived), ‘dwkroe’ (worked), ‘ltose’ (stole),
330 km from London to York in one night and his horse, Black ‘hgtuac’ (caught) and ‘dero’ (rode). Ask one student
Bess died because they rode very fast. to unscramble one of the words and pick a partner
6 1.30Play the track a second time for students to make a sentence about the Dick Turpin legend.
to listen and complete the sentences. Check their Proceed in the same way with the rest of the
answers orally. anagrams.
Answers
Lesson 3
1 the 18th century; 2 Richard; 3 his alias; 4 cruel; 5 stay in
one place; 6 they rode very fast
Aims
PHASES CULTURE
To learn and use verbs of movement.
Highwaymen first appeared in the late 16th To read about April Fool’s Day.
century and, in general terms, we can say that
To revise past simple forms: ‘be’, regular &
they disappeared in the 19th partly thanks to the
irregular verbs, ‘there was’/’there were’.
creation of the police force and partly because
many roads became toll roads, so it was difficult
for highwaymen to escape without anyone Initial phase
seeing them. Play ‘Past tense memory chain’. Explain to the class
that they have to make long sentences about what
they did last Saturday. Ask student A to provide the
7 Have the class tick the pictures that correspond subject and student B to repeat the subject and
to the story. Ask them to describe what they provide the verb. Then have student C repeat what
show and have them explain why the rest of the has been said and go on with the sentence. Go on
pictures do not correspond to the story. until you see the sentence has come to an end and
Answers start all over again with a different subject, eg: the
b, c, e name of one of the students.
PHASES EXTRA
Ask the class to imagine that they are Dick Core

Turpin and that they stopped a wagon to steal Vocabulary 2
as much as possible but something went wrong.
Have them write an email to their best friend Verbs of movement
explaining what happened. They may do this in 1 Ask students to match pictures 1–6 with some of
pairs. Invite students to share their work with the words in orange and identify the words that
their classmates. are not in the pictures. Make gestures to teach
the unknown vocabulary.
Answers
1 push; 2 pull; 3 lift; 4 carry; 5 sit; 6 drop
Not in the pictures: fall, follow, jump, move, stand
37

2 Play the track for the class to listen and
1.31
repeat. PHASES EXTRA
3 Have students choose the correct words. Check Give the class three minutes to read the text
orally and write the answers on the board to silently and memorize as much as possible.
avoid mistakes. Have them close their books and work in pairs
to write five true or false statements. Ask the
Answers class to exchange sentences with another pair
1 fell; 2 lifted; 3 stood; 4 carried; 5 pushed and check their work orally avoiding unnecessary
repetitions. If you wish, write some of the
LANGUAGE TIP statements on the board for class check-out.
Verbs of movement are usually followed by dynamic
prepositions such as ‘into’, ‘to’, ‘through’, etc. as
different from static verbs that are followed by static
Grammar 2
prepositions such as ‘at’, ‘on’, ‘under’, etc. Past simple revision: be, regular &
irregular verbs, there was/there were
PHASES EXTRA 8 Elicit the verbs in the past that students
remember from the text in exercise 4 on page 34
Play ‘Mime and guess’: ask students to work and write a few examples on the board eliciting
in pairs. One will pantomime one of the verbs the infinitives. Then ask the class to read the
that are listed in orange in exercise 1. His or her sentences and write the missing words. Check
classmate will guess it and make a sentence in orally.
past with that verb. Then, they will swap roles Answers
and repeat the activity until they have used all 1 Were you tired yesterday evening? 2 What did you do last
the verbs. weekend? 3 Did you read the Robin Hood legend in your
history lesson? 4 What did Merlin the wizard do? 5 Was there
a fire in England in 1666?
Workbook page 28
9 Have students work in pairs to ask and

Reading 2 answer the questions in exercise 8. Walk around
April Fool! and monitor.
4 Pre-reading: draw students’ attention to the two 10 Students cross out the unnecessary words.
pictures and ask them what is unusual about
Discuss their answers orally and write the
them. Have the class predict the verbs they are
unnecessary words on the board to avoid
likely to find in the text. List them on the board.
mistakes.
5 Ask the class to gist read the text and check if Answers
their predictions were right. As you check orally, 1 to; 2 saw; 3 was; 4 were; 5 it
cross out the verbs that you wrote on the board
that are also in the text. Discuss if they have a
PHASES EXTRA
similar celebration in their country.
6 Play the track for students to listen,
1.32 Organize the class into groups of four or five.
read and choose a suitable heading for each Ask them to write down the sequence of events
paragraph. Check orally. Invite students to of a funny situation they went through or invent
provide evidence to support their choice. one. Invite the groups to choose a speaker to tell
the anecdote to the class for the rest to decide if
Answers the story is true or imaginary.
1 c; 2 a; 3 b
7 Ask students to read the text once more and 11 Have the class complete the text with the correct
answer the questions. Check their answers
options. Check orally and write the answers on
orally.
the board to avoid mistakes.
Answers
Answers
1 Charles IX introduced the Gregorian calendar. 2 No, they
1 C; 2 A; 3 B; 4 A; 5 A; 6 B; 7 A; 8 C; 9 B
didn’t. 3 They were from Switzerland. 4 Because they saw it
in a TV documentary. 5 They jumped.
38

3
remember. Then, ask them where Will went
PHASES EXTRA (Scotland).
Ask the class to underline some of the phrases 2 1.33 Play the track a second time for the class
in the text in exercise 11, eg: ‘Many months to listen and complete the dialogue.
ago’, ‘in Stanton Drew’, etc. Have them write the
Answers
questions to which the underlined phrases are
1 Scotland; 2 have; 3 restaurant
the answers. Check orally, eg: ‘When was there
a wedding party in Stanton Drew?’ ‘Where was 3 Play the dialogue exchange by exchange for
there a party many years ago?’ the class to listen and repeat. Draw students’
attention to the functional language used in the
conversation. Then divide the class into four
groups. Two groups will take Lou’s part and the
UPGRADE other two will take Will’s part. Practise in groups
sk students to complete the text with the verbs
A and as they do, join each of the groups. Finally,
in the box in the correct form. Check their work invite students to act out the dialogue.
orally and write the answers on the board to
Speaking Task
avoid mistakes.
4 Invite students to work in pairs to prepare
Answers
a similar dialogue with a friend. Ask students to
1 had; 2 took; 3 carried; 4 left; 5 escaped; 6 received;
7 thought; 8 found look at the pictures and choose one imagining
what they did last weekend. Then ask them to
think about the questions they can ask and the
Workbook pages 29 & 30 answers they can give. If necessary, allow them
to write down the dialogue. Finally, students take
Closing phase turns to act out the dialogue they have prepared.
This may be done at the front or from their desks
Write these words or phrases on the board: as you circulate monitoring their work.
‘supermarket’, ‘cinema’, ‘party’, ‘giant’, ‘spider’,
‘bats’, ‘neighbour’s Rottweiler dogs’, ‘young girl’,
‘fire brigade’, ‘police’. Organize the class into groups PHASES EXTRA
and give them five minutes to choose a word or Invite students to role-play the conversation
phrase and make up a story about it. Have them again based on what they really did last
share their ideas with their partners and vote for the weekend.
funniest, the most original, etc.
Writing
Lesson 4 A narrative
5 Pre-writing: draw students’ attention to the
Aims
pictures and give the class two minutes to work
To develop speaking skills: At the weekend. in pairs and write as many things as they can
To read about a mystery in the park. about the pictures. Have students compare their
lists and decide what things they expect to be
To write a narrative using time linkers. very important in the story they are going to read.
Finally, have the class read the text and put the
Initial phase paragraphs in order. Check orally.
Discuss what students usually do at weekends, who
Answers
with, where, etc. Ask what they did last weekend, if B, C, A
they enjoyed it or not and why.
LOOK!
Core Draw students’ attention to the time linkers in the

Look! box and elicit others, eg: ‘Suddenly’, ‘After
Speaking that’, ‘Eventually’, ‘Finally’, etc.
At the weekend
1 Play the track for the first time, if possible
1.33
with books closed, and ask the class to try and

remember the questions. Check what they
39

Closing phase
PHASES EXTRA
Students read their narratives and the class vote for
Have students narrate an event – something that the funniest, the most linguistically accurate, the
happened to them or that they saw in a film – most realistic, etc.
using the linkers they have just learnt.
6 Students choose the correct words and put the

verbs in the past simple of the verbs in brackets. Lesson 5
Answers Aims
One day, was, was, Then, jumped up, opened, was, Later,
rang, answered, was, when, In the end, was To learn factual information about Vancouver.
Stanley Park.
Writing Task
Ask students to think for a moment about a joke
they made to somebody or something funny that
they were involved in. Explain they are going to write
Initial phase
the corresponding narrative piece using time linkers Discuss what parks students go to or went once and
and verbs in the past. what they do or did there.
1 Tell students to write down the main actions of TEACHING TIP

their story, joke or event, such as what happened,
when it occurred, what they did, what happened Personalization is a fundamental stage in
after that and in the end, etc. Then ask students the teaching or learning process. It’s the
to read the model text in exercise 5 again and use moment when we address learners’ needs
their notes to write a first draft, paying special and expectations and allow them to use the
attention to the use of verb forms, punctuation language they have to achieve a communication
marks, linkers and paragraph organization. goal. It is clear then that at this point correcting
errors should be kept to a minimum and
2 Once the plan and draft are finished, tell them different responses should be encouraged in the
that it is time to start working on the final form of sentences, gestures or expressions of
version. Explain that they will have to organize agreement, disagreement, anger, etc.
the narrative into three paragraphs. Remind
students of retelling the actions in the order
they happened so that the narrative is clear and
well organized. In the first one, they will say Core
where they were and what happened at the very Culture
beginning, as an introduction. Suggest starting
with the time linker ‘One day, ...’. In the second Vancouver
one, they will have to describe all the events that 1 1.34Draw students’ attention to the pictures
took place that day. Here, in this part, they will and elicit description. Explain that Vancouver is
probably need to include more than one time a Canadian city. Elicit what students know about
linker to have all the events ordered. And finally, Vancouver and Canada. Play the track and ask
in the third one, they will have to explain how the students to read, listen and say what the figures
story, or joke, ended. Refer them to page 128 if refer to. Discuss orally. Then read the text aloud
they don’t remember the past of a verb. Students and explain unknown vocabulary contextually.
may exchange narratives with their classmates
for peer correction. Check two or three samples Note: Option f in exercise 1 should be 1880s,
orally and make a point of correcting the rest for as the text refers to the complete decade. This
the following lesson. mistake will be corrected in the first reprint of
the Student’s Book.
3 Tell students to go over their narratives and
see if they have used the grammar topics and Answers
vocabulary correctly. a 200: the number of parks that are in Vancouver; b 22: the
length of a route called Seawall; c 500.000: the number of
Note: As ‘while’ has not been presented yet, it trees that a forest has; d 19th: the time when immigrants
will be deleted from the checklist in the first came to Vancouver; e 8: the number of totem poles that are
reprint of the Student’s Book. in Stanley Park; f 1880s: the decade when local indigenous
people carved the original totem poles
Workbook page 32
40

3
Progress check
1 1 cruel; 2 lazy; 3 cheerful; 4 shy; 5 funny; 6 wise
Write these questions on the board and ask 2 1 lazy, he loves sleeping; 2 brave, he fights against villains;
students to read them as you write them: ‘What 3 funny, he dances and makes me laugh; 4 kind, he helps the
kind of a city is Vancouver?’ ‘Why?’ ‘What ethnic citizens.
groups live in Vancouver today?’ ‘Who lived 3 1 drop; 2 pull; 3 lift; 4 follow; 5 push; 6 move; 7 stand; 8 jump
in Vancouver 10,000 years ago?’ ‘Why did this 4 1 was; 2 affected; 3 began; 4 had; 5 were; 6 destroyed; 7 took
population change?’ Have the class go over the 5 1 Where was there a terrible earthquake in 1964? 2 What city
text about Vancouver and answer the questions. did the earthquake affect? 3 Did the lights go out? 4 What did
Discuss orally. the earthquake destroy? 5 Was it a great tragedy?
Integration
1 was; 2 had; 3 go; 4 took; 5 did you stay; 6 do; 7 walked; 8 saw;
2 Students read the text again and say whether the 9 Were there
statements are true, false or not mentioned.
Answers
1 false; 2 false (Eight million visit the Seawall.); 3 not
mentioned; 4 true; 5 true; 6 not mentioned
3 ABOUT YOU Ask students to talk about

their country and the aborigines that inhabited
their land.
Webquest
To find out more about Stanley Park, ask students to
visit the website. Have them find out when it opened
and which famous writer has a garden named after
him.
Possible answers
Stanley Park is a 404.9 hectare urban park bordering downtown
Vancouver, in British Columbia, Canada. It was opened in 1888 by
David Oppenheimer in the name of Lord Stanley of Preston, the
Governor-General of Canada.
VanDusen Botanical Garden: Until the mid-1960s, this site, owned
by the Canadian Pacific Railway, was to be transformed into a
housing development but a group of citizens joined forces with
the Vancouver Park Board to set aside 22 hectares of the site for
a botanical garden, and W J VanDusen donated an important sum
of money for this project. The garden has been a public attraction
since its opening on 30th August 1975.
Closing phase
Give the class two minutes to go through this unit in
they have learnt or they remember from the unit,
eg: ‘There was a sword called Excalibur.’
41

Unit TEACHING TIP
Strange but true!
4 If students are not aware of what a preposition is,
you can easily explain that it is a word that usually
comes before a noun or pronoun and expresses
Lesson 1 a relation to another word, eg: ‘the man on the
platform’, ‘the cat under the chair’, ‘they come
Aims in winter’, etc.
To learn and use prepositions of place to describe
location. 3 Have students complete the sentences with the
To read two articles about accidents with animals. prepositions in exercise 1. Check orally and write
To use paratext and context to guess the meaning the answers on the board to avoid mistakes.
of unknown words. Answers
1 out of; 2 into; 3 along; 4 through; 5 under; 6 down
Initial phase
Divide the class into two groups and invite a student
PHASES EXTRA
from group A to the front. Have this student spell out
the past form of any verb – regular or irregular – for Students make sentences using the prepositions
a student from group B to say the verb aloud and in orange to describe the pictures in exercise 1.
make a sentence with it. If the second student says
the verb correctly and makes an accurate sentence,
4 Write the word ’superstition’ on the board
1.36
the group is awarded five points and this student
and ask the class if they are superstitious or not
goes out to the front to proceed in the same way
and why. Also, ask what traditional superstitions
with the opposite group.
they know of: black cats, walking under a
ladder, etc. Then play the track for the class to
MIXED ABILITIES
listen to Dan, Rita and Megan and identify their
Weaker students may be allowed to have a look at superstitions.
the verb list on page 128 of the Student’s Book.
Audioscript/Answers
Dan Hey, Megan, have you got any funny action
superstitions?
Megan What do you mean?
Core Dan Well, for example Rita never walks under ladders.
Vocabulary 1 She thinks it’s bad luck.

Megan Well, I usually jump over lines in the road, I don’t
Prepositions walk on them. What about you?
Dan Me? I don’t have any superstitions, I …
1 Revise ‘on’, ‘in’, ‘under’ and ‘to’ in
1.35
Rita That’s not true! You always walk away from black
reference to students’ routines, eg: ‘Where did cats. And you never dive into a swimming pool first.
you put your backpack this morning?’ ‘How do First, you get in, then you swim across, then you
you usually come to school?’ As students use climb out of the pool and then – only then – you
these prepositions, write them on the board. dive into the pool!
Then ask the class to match pictures 1–6 with Dan Those aren’t superstitions. They’re just my routines!
some of the prepositions in orange. Use gestures
and drawings on the board to teach the unknown 5 Students work in pairs to ask and answer
words. Then play the track for the class to listen the question as in the example.
and repeat. Check pronunciation if necessary
paying special attention to ‘through’. Workbook page 35
Answers
1 out of; 2 along; 3 under; 4 into; 5 across; 6 down
Reading 1
2 Ask students to choose the correct words. Check A surprising discovery/Crocodiles in the pool
orally.
6 Pre-reading: ask students to look at the pictures
Answers and predict what each text might be about.
1 out of; 2 through; 3 down; 4 into; 5 through; 6 away from Then discuss what precious stones are, where
they belong to and, after that, discuss what a
wild animal is and what the characteristics of
domestic animals are. Ask students if they would
like to keep something they discover or give it to
authorities. Ask them to say if they would like to
42

4
have a wild animal as a pet, eg: a baby lion or an
alligator. Then have the class look at the words PHASES EXTRA
in orange and associate them with text A or B, or
both. Discuss why. Have students choose three important
content words from the text such as ‘money’,
7 Ask students to gist read both texts to check ‘unpopular’, ‘swim’, etc and write them down
their answers. on a sheet of paper. Collect all of them and put
them in a bag. Ask a student to pick out a sheet
of paper, read the three words on it and invite
PHASES EXTRA three classmates to make sentences about the
text using those words. Proceed in the same way
• Many minerals form beautiful crystals, but
until most of the words have been used.
the most prized of all are gemstones. Uncut
gems often look fairly ordinary-like rocks. It’s
only when they are cut and polished that they
obtain the brilliance and luster that gives them
their value. Closing phase
• Historically, gems have been divided into
Students ask and answer questions about the two
precious and semiprecious classes. There are
texts using prepositions, eg: Student A: ‘Did Hughes
a number of semiprecious gems, many quite
swim away from the crocodiles?’ Student B: ‘No, he
beautiful, but diamonds, rubies, sapphires and
didn’t. Hughes’ lawyer fell into the pool and swam
emeralds continue to qualify as ‘precious’.
away from the crocodiles.’
• Learn more at https://www.nationalgeographic.
com/science/earth/inside-the-earth/minerals-
gems/
PHASES EXTRA
Lesson 2
Have students think of a general title for the Aims
reading section, eg: ‘You would not believe’, To learn the past continuous and use it to talk
‘Heavens above’, etc. Explain that they can find about actions in progress in the past.
more idiomatic expressions for texts like this. To focus on and practise sentence stress.
‘You would not believe’ and ‘Heavens above’ are
from a thesaurus dictionary. These expressions To listen about a couple who get home safely.
express being surprised.
See more in https://www.macmillandictionary. Initial phase
com/thesaurus-category/british/ways-of- Play ‘Who did what?’ to revise the past simple. Make
saying-that-you-are-surprised-or-shocked. instruction cards with these imperative sentences:
‘Walk away from your desk.’ ‘Run out of the classroom
and come back quickly.’ ‘Jump to the teacher’s
8 Ask students to read the texts again
1.37
desk.’ ‘Get under your desk.’ ‘Walk along the front
and say if the statements are true, false or not of the classroom.’ ‘Put your book into a classmate’s
mentioned. Invite students to correct the false backpack.’ ‘Look through the window.’ Divide the
ones. Correct orally and write the answers on class into two groups. Give the cards to students in
the board to avoid mistakes. group A, one by one. They are to perform the actions
Answers on the cards. Students in group B pay attention and
1 false (It was near the top of the mountain.); 2 false; 3 false; remember the actions performed and the order. Have
4 false (He was unpopular.); 5 false (He wanted to know who students in group B retell what their classmates in
pushed him into the pool.); 6 not mentioned group A did and in which order. Elicit the use of linkers
such as ‘First’, ‘Then’, ‘After that’, etc.
Core
Grammar 1
Past continuous
1 Use the two texts in exercise 7 on page 41 to
contextualize your presentation of the past
continuous tense. Present the affirmative form
43

first and write an example on the board. Ask Pronunciation
a student to read the example aloud. Have the
class look for more examples in the texts on Sentence stress
page 41. Present the negative form in the same A 1.38 Play the track for students to listen, repeat
way and elicit more examples asking the class and underline the stressed words. Discuss orally.
what was not happening when they arrived
at school, eg: ‘When I arrived at school this B Play the track for the class to listen and
1.39
morning, my classmates were not waiting for repeat the sentences.

me at the school door.’ Copy an example onto
Audioscript
the board and ask a student to read it aloud.
Was Brennan alone?
Draw students’ attention to the grammar tables He wasn’t at home.
and have them read the affirmative and negative He was hiding in the trees.
examples. Have them look at the picture in He was running away when the bear attacked.
exercise 3 on page 42
and elicit affirmative and negative sentences.
TEACHING TIP
Then teach the question form and ask the class to
read the table to complete the rules in exercise 1. All words have got some kind of stress and often
Check orally. To finish the systematization, ask more than one: long words tend to have a primary
the class to copy the examples on the board into and secondary stress but these vary in connected
their folders under the heading ‘Past continuous: speech for the sake of rhythm. Rhythm is fairly
was/were + -ing (actions in progress in the past)’. constant in English, so it is very important to
make students aware of sentence stress. One
Answers
way of doing this is clapping hands or snapping
a progress in the past; b verb + ‘-ing’; c ‘Was’/’Were’;
one’s fingers on the stressed syllables as we
d subject + ‘was’/’were’ + ‘not’ + verb + ‘-ing’
listen to a sentence.
2 Invite students to order the words to make
sentences to answer the question. Check orally.
Answers PHASES EXTRA

1 My sister was watching TV in the living room. 2 My baby
brother was sleeping. 3 My parents were listening to the Play a memory game. Give the class three minutes
news. 4 My brother was chatting with his friend. to memorize the pictures in exercise 7 on page 33
in Unit 3. Divide the class into two groups and have
3 Ask the class to complete the questions with the the two groups ask and answer past continuous
words in orange in the correct form and then
questions about the pictures, eg: Student A: ‘What
look at the picture to answer them. Check orally.
was the lady wearing in picture 1?’ Student B:
Answers ‘She was wearing a big hat.’
1 building, Yes, he was. 2 Was, swimming, No, he wasn’t.
3 Were, sleeping, Yes, they were. 4 Was, wearing, No, she
wasn’t. 5 Were, looking, Yes, they were. 5 Have students correct the sentences using the
negative form and the words in brackets. Check
orally.
PHASES EXTRA
Answers
Give the class three minutes to write true and 1 My parents weren’t having pizza at a new Italian restaurant
false sentences about the texts on page 41, eg: at 9 pm yesterday. They were having dinner at a Mexican
‘Everybody was eating when there was a noise.’ restaurant. 2 Our cats weren’t playing in the garden yesterday
(False; Everybody was looking at Hughes when afternoon. They were fighting. 3 I wasn’t cooking all morning.
there was a loud noise.’) Discuss their sentences I was studying. 4 The ship wasn’t sailing too fast at the time of
orally. the accident.

4 Have the class complete the questions with some refer students to the Language Database on
of the words in orange and ask them to look at pages 121 & 122.
the picture in exercise 3 again to match questions Workbook pages 36 & 37
1–4 with answers a–d. Check their work orally
and write the answers on the board to avoid
mistakes.
Answers
1 Who c; 2 Why d; 3 doing b; 4 were, doing a
44

4
Keith is planning to go back to the mountains again next
year but Jennifer doesn’t want to go. She wants to buy a
UPGRADE Christmas tree next year!
A Ask the class to look at the picture and write
what the people on the ship were doing Answers
1 They go up to the mountains to get a tree for Christmas.
yesterday evening using the verbs in the box.
2 The car got stuck in the snow. 3 Their phones weren’t
Check their work orally.
working up on the mountains. 4 They spent two nights in their
Answers car. 5 They phoned the police and Sophie, a friend who was
Tim was singing. The Captain and his wife were dancing. looking after the children. 6 Keith is planning to go back to the
Mr and Mrs Quinn were listening to Tim singing. The baby mountains again next year but Jennifer doesn’t want to go.
was crying. The dog was eating. Mr and Mrs Black were
celebrating. Lee was walking.
PHASES EXTRA
B Have students read and complete the text with Ask the class to write a paragraph about the
only one word. Discuss orally and write the shark attack in the listening exercise. Check
answers on the board to avoid mistakes. some of the paragraphs orally.
Answers
1 was; 2 were; 3 crying; 4 running; 5 looking; 6 doing;
7 standing; 8 were
Closing phase
Play ‘Stop!’: ask the class to choose an action
Listening they can perform from their desks and do it until
Tree couple get home safely you shout ‘Stop!’ When you shout ‘Stop!’, different
students have to describe what their classmates
6 1.40Pre-listening: draw students’ attention to were doing. Possible actions students can perform:
the pictures and elicit the actions shown in them. look through the book, send a text message, look
Invite students to answer the questions about through the window, write in their folders, etc.
the illustrated situations. Then play the track for
students to check their answers.
Answers
Lesson 3
1 They wanted to get a tree for Christmas. 2 A bird wanted to
attack them and then they got stuck in the snow.
7 Play the track again for students to answer

1.40
Aims
the questions.
To learn and use ‘-ed’ and ‘-ing’ adjectives.
Audioscript
To read an anecdote about some friends sailing
Keith and Jennifer live in Oregon, America. Every year they go
up to the mountains and get a tree for Christmas. They don’t
on a boat.
usually have any problems but last year things were different. To contrast the past simple and the past
They were looking for a tree when a big bird appeared and continuous using ‘when’ and ‘while’.
wanted to attack Jennifer. It was frightening! They were
putting the tree on the roof of their car while the bird was
flying around and looking at them. Jennifer was getting
Initial phase
worried. Have students work in pairs. One student goes
Then, they were driving home on a remote mountain road Communication Activity 3. The aim is to practise
when the car got stuck in the snow. For some minutes, Keith the past simple tense, affirmative and negative
was pushing the car while his wife was sitting at the wheel. and questions. Invite the class to work in pairs
While they were trying to move the car, they were thinking
and decide who will be Student A and who will be
about their four children, aged 8 to 18. Unfortunately, their
Student B. Invite them to look at the corresponding
phones weren’t working up on the mountains. It was a
worrying situation. picture and explain that they have two different
pictures. They have to make their partner ‘Yes/No’
A friend, Sophie Smith, was looking after the children. When questions to discover the differences. Give the class
the Lees didn’t return, Sophie became worried. She called the three or four minutes to write the questions. To
police and a search began. make this activity more productive, you may ask
the class to write a paragraph stating what their
Two days later Keith finally moved the car. The couple were partners did or didn’t do this morning.
driving home when they heard about a search for them on
the radio. They were surprised! They phoned the police and
Sophie. Everyone was delighted.
45

Core 6 Play the track and ask students to read the
1.42
Vocabulary 2 text on page 44 again and answer the questions.

Check their work orally.
-ed/-ing adjectives
Note: Question 5 should have been, ‘Why do you
1 Have the class circle the correct option. Use
think Alex knew what to do?’. This mistake will
gestures, definitions and examples to present the
be corrected in the first reprint of the Student’s
unknown words.
Book.
Answers
Answers
1 bored, boring; 2 surprising, worried; 3 annoyed, annoying;
1 Problems began when he was sailing from Grenada to
4 tired, interesting; 5 frightened, frightening
Puerto Rico. 2 He was with two friends. 3 Because there was
2 Play the track for students to listen, check
1.41 no electricity and they were too far from the coast. 4 He was
their work and repeat, paying special attention to shopping in town. 5 Accept all reasonable answers. 6 It took
the final sounds. three hours.
Audioscript
1 John is bored because the film is boring. Grammar 2
2 The results of the experiments are very surprising.
The scientists are worried.
Past simple and past continuous with when
3 I’m annoyed because my friend is late again! It’s very
and while
annoying when people are always late. 7 Use the text in exercise 5 to contextualize the
4 We’re tired because it’s very late but the documentary contrast between the two tenses with ‘when’ and
is interesting. ‘while’. Write an example with each on the board
5 They are frightened of spiders. They think spiders are and explain the differences. Draw a line graph to
frightening. clarify meaning:
3 Have the class complete the sentences so they
are true for them. Accept different answers.
4 Have the class complete the sentences with the (past continuous + ‘when’ for a long action in the
correct adjective. past interrupted by a short action)
Answers
1 interested; 2 bored; 3 worried; 4 sad; 5 tired; 6 worried
(past continuous + ‘while’ + past continuous for
Workbook page 38 two simultaneous actions in the past)
Ask the class to look at the sentences in the table

PHASES EXTRA and answer the questions. Discuss orally:
Provide different nominal phrases for students
Answers
to associate with the adjectives in exercise 1, a past simple; b past continuous; c ‘while’; d ‘when’
eg: T: ‘boring’ Student 1: ‘The Simpsons is a
boring programme.’ Student 2: ‘Tango is boring.’
TEACHING TIP
Student 3: ‘History is a boring subject.’
It is worth pointing out that past continuous
actions are seen as long while past simple
actions are perceived as short. Compare with
Reading 2 students’ L1.
Sailing
5 Pre-reading: draw students’ attention to the 8 Have students complete with the verbs in
picture and invite students to predict what the brackets in the past simple or continuous.
text might be about. Teach the word ‘sink’. Then Check orally.
ask students to gist read the text, find out the
Answers
countries involved in Mark’s rescue and choose
1 was walking, appeared; 2 began, were sailing; 3 was driving,
the best title. (Best title: Mobile phone rescue
had; 4 were you doing, were playing; 5 were you going, met
call) (Three countries involved in the rescue:
Wales: Alex, the friend, was there when he got
the call, England: Alex called the Maritime
Rescue Centre for help and Puerto Rico: it is a
US territory, American rescue planes flew over
the zone).
46

4
a strange noise. I was surprised and my dog was
PHASES EXTRA frightened. I didn’t know what was happening. Was
a thief opening the front door? I got out of bed again
Play ’The alibi game’: explain that something and went to the living room. There was a black cat.
terrible happened at school last Saturday and It was running wildly around when it broke a vase
they are all suspects. The situation is: somebody and a picture. I opened the door and it rushed out.’
jumped into the classroom through one of the Ask students to say what they remember about the
windows and left three rats! Divide the class anecdote. Ask a strong student to reconstruct the
into two and have group A play the role of whole story.
detectives and group B suspects. They have
to ask and answer questions. Students who
answer properly are set free but those who fail
to answer correctly and soon enough may be Core
detained for further questioning. Students may
swap roles and you may go on for as long as you
Speaking
feel students are motivated. An anecdote
1 Discuss the meaning of the word
1.43
‘anecdote’. Then tell students that Connor is

9 Ask students to match beginnings 1–5 with going to tell Sarah one. Play the track and ask
endings a–e. Check their work orally and copy students to answer the question.
the answers onto the board to avoid mistakes.
Answer
Answers It’s good for running or cycling in the dark.
1 b; 2 e; 3 a; 4 d; 5 c
2 1.43 Play the track for students to listen again
10 Students work in pairs to ask and answer and say why it was useful on the camping trip.
the questions in exercise 9. Discuss orally.
In order to study and monitor their own learning, Answer

refer students to the Language Database on Because thanks to it he didn’t eat the spider that was on
page 122. the spaghetti.
Workbook pages 39 & 40 3 Play exchange by exchange for students to listen

and repeat, so they can practise the dialogue.
Then invite them to act it out.
Closing phase
Give the class three minutes to practise reading out PHASES EXTRA
the text in exercise 5 on page 45. Pick three students
Give the class three minutes to write as many
to act as jury members and divide the class into two.
questions as possible about the anecdote in
Invite students from each group to take turns to read
exercise 1. Then have them ask and answer the
each of the paragraphs. Ask the jury to decide who
questions orally. Have students invent another
the winner is and why.
similar anecdote to justify why the torch was
useful to them.
Speaking Task
Lesson 4 4 Invite the class to prepare an anecdote
following the advice in the three steps. First, ask
Aims
students to invent a story using the sequence of
To develop speaking skills: An anecdote. pictures given. Then have the class jot down the
To read about an accident. details of the anecdote and how to tell it to their
classmates. The questions suggested may be of
To write a description of an accident.
great help. Finally, in pairs, students take turns
to tell their partners the anecdote.
Initial phase
Read this story for students to take down notes:
‘Last weekend, I was not feeling well. I was in bed.
I was bored, so I switched on the TV. I was watching
Criminal Minds when I began to feel hot, so I got out
of bed and opened my bedroom window. I went to
bed again. My dog was sleeping near my bed. While
I was watching the end of the programme, I heard
47

Writing Remind them to use ‘when’ and ‘while’ to describe
the exact moment when actions occurred. And
A description of an accident finally, in the third one, they will have to explain
how the situation was solved. Refer them to
LOOK!
page 128 if they don’t remember the past of a
Draw students’ attention to the text in the Look! verb. Students may exchange descriptions with
box and make sure they understand how to use the their classmates for peer correction. Check
time linkers in it. Elicit others and write them on two or three samples orally and make a point of
the board as a reminder, eg: ‘after that’, ‘in a matter correcting the rest for the following lesson.
of seconds’, ‘right at that moment’, etc. Revise or
teach the meaning of the linker ‘meanwhile’, as 3 Tell students to go over their narratives and
they will have to use it in exercise 5. see if they have used the grammar topics and
vocabulary correctly. Invite volunteers to share
their descriptions with the rest of the class.
5 Pre-writing: ask the class if they have ever Discuss organization, use of time linkers and
had or witnessed an accident. Ask what they mistakes.
remember about it and then invite students to
read and complete the text with only one word.
Check orally. Ask a few questions to check Workbook page 42
comprehension.
Answers
1 because; 2 were; 3 suddenly; 4 when; 5 but; 6 didn’t;
7 wasn’t; 8 Meanwhile; 9 took; 10 Then; 11 next
Closing phase
6 Ask the class to complete the sentences with Have students work in pairs. One student goes
‘suddenly’, ‘meanwhile’ or ‘then’. Discuss their
work orally.
Communication Activity 4. The aim is to ask and
Answers answer questions about the past in order to write
1 Then; 2 Suddenly; 3 Meanwhile; 4 Suddenly; 5 Meanwhile a report. Tell the class they have to write a report
about what their partners did when they were
younger. Provide an example with a verb that is not
Writing Task
in either box, eg: ‘go to church on Sunday’. Give
Ask students to think about an accident, imaginary them a few minutes to decide how to make up the
or real. Explain they are going to write a description questions they need to ask. Ask them to ask and
of that event, and as they are going to retell a past write down the answers. Give students ten minutes
event, they will have to use past tenses. to write a report on what their partner did when he/
1 Tell students to write down information about she was younger. Check one or two samples orally
the time and place, that is, where it happened, and remember to correct the rest later.
when it happened, what the weather was like
and how they felt. Ask them to make notes about
the accident. Suggest retelling in order, from the Lesson 5
beginning to the end. Remind them that if actions
are interrupted by others, they will have to use
Aims
past simple for the shortest action, or the one
that interrupts. Also, ask them to describe how To learn factual information about famous writers
the situation, or problem, was solved. Then ask and books.
students to read the model text in exercise 5 To visit a website to find specific information about
again and use their notes to write a first draft, writers in your country.
paying special attention to the use of verb forms, To integrate what students have learnt so far.
punctuation marks, time linkers and paragraph
Initial phase
organization.
2 Once the plan and draft are finished, tell them Write on the board a two-column table with the
that it is time to start working on the final version.
head ‘Books’ and ‘Writers’. Ask students to work in
Explain that they will have to organize the
groups of three or four and list books in English and
narrative into three paragraphs. In the first one,
famous writers they know. Mention Daniel Defoe
they will set the reader in time and place.
and ask if they know him and have read anything by
In the second one, they will have to describe all
him. Tell them that he wrote Robinson Crusoe. Then
the events that took place that day. Here, in this
invite them to read their lists aloud to see if they can
part, they will probably need to include more than
make a top 5 of books to read. Invite some students
one time linker to have all the events ordered.
to the front to describe their favourite book.
48

4
Core 3 ABOUT YOU Ask students to speak about
Culture some famous writers in their country. Depending
on their knowledge of the subject, they may be
Famous writers and books asked to investigate different writers in different
1 1.44 Tell students that now they are going to social contexts and their most important works
learn about Daniel Defoe. Play the track for for homework and deal with the activity some
students to listen and answer the questions. other time.
Check orally.
Webquest
Answers
Students investigate about famous writers in their
1 Daniel Defoe. 2 Because many people consider it to be
the first novel in English. 3 He was an English writer and
country. They have to include details about where
journalist. He’s famous for writing Robinson Crusoe. 4 He they live and what they wrote. Invite them to share
was a Scottish sailor who lived on an island for four years. their information with their classmates.
5 No, he wasn’t.
Possible answers
Famous writers from Argentina
PHASES CULTURE Jorge Luis Borges (1899–1986): He lived in the City of Buenos
Aires, in the city centre, but then he moved to Palermo. He died
In September 1704, Selkirk was travelling
at the age of 86 in Geneva. Some of his works are Inquisiciones,
on board the Cinque Ports when the captain
La muerte y la brújula, El Aleph, El libro de arena, Ficciones,
stopped at the uninhabited archipelago of Juan El informe de Brodie, El idioma de los argentinos, Para las 6
Fernández, 600 km off the coast of Chile, for cuerdas, Prólogos con un prólogo de prólogos and Historia de la
a mid-expedition restocking of fresh water eternidad.
and supplies. Selkirk was seriously concerned Others might be Julio Cortázar (1914–1984) or Ernesto Sábato
about the seaworthiness of the Cinque Ports. (1911–2011).
He would rather be left on Juan Fernández than
continue in a leaky vessel. Therefore, Captain
Stradling decided to leave the sailor with all Closing phase
his personal belongings on an island. Selkirk
was right because the Cinque Ports did indeed Give students two minutes to go through this unit in
later sink off the coast of what is present-day their books and then ask them to mention one thing
Colombia and some of the crew members died. they have learnt or they remember from the unit, eg:
Selkirk was rescued by William Dampier. ‘Robinson Crusoe is a novel by Daniel Defoe.’
PHASES EXTRA
Progress check
Answers
1 1 down; 2 out of; 3 into; 4 across; 5 through
Give the class a few minutes to memorize the
2 1 worried; 2 boring; 3 surprised; 4 interesting; 5 annoying
text in exercise 1 on page 48. Read it adding
3 1 was crossing; 2 was, playing; 3 were playing, was making;
false information (which is in bold in the text): 4 were watching; 5 was running, was crying
Robinson Crusoe is a novel by Ferdinand 4 1 didn’t get up; 2 didn’t do, saw; 3 didn’t go, weren’t; 4 met,
Defoe. It is about a man who spent 59 years on was walking
a remote tropical island. Crusoe’s ship sank 5 1 I was eating when the telephone rang this morning.
and he lived on the island. He ate fruit and 2 My sister was having a shower while my mum was getting
fish. Defoe wrote more than 100,000 books breakfast ready. 3 We were putting up our tents while the
and articles about mobile phones. Apparently, teachers were organizing the afternoon activities. 4 All the
Defoe based his story on an astronaut called tourists were listening to the guide when it began to rain.
Alexander Selkirk. This man lived on an island 6 1 were, doing; 2 Was, sleeping; 3 was, going, met; 4 were,
doing, arrived
near the USA for four years. Invite students to
Integration
raise their right hand when they notice some
1 works; 2 goes; 3 surfing; 4 was surfing; 5 attacked; 6 hit;
wrong information and check it. 7 didn’t release; 8 was getting; 9 called; 10 was; 11 frightened
2 Students read the text again and say if the

statements are true, false or not mentioned.
Ask them to correct the false ones. Monitor their
work and check orally.
Answers
1 false (It’s a novel.); 2 false (He’s rescued.); 3 not mentioned;
4 true; 5 not mentioned; 6 false (Selkirk was on one of
William Dampier’s voyages of exploration.)
49

Revision 2 PHASES EXTRA
Ask students to add one sentence to each

paragraph. One way of doing this is to ask oneself
Initial phase questions about what else we would like to know
Write several verbs on the board, eg: ‘think’, ‘start’, about the text. If we ask ourselves, ‘How did
‘sit’, ‘attack’, ‘swim’, etc. Divide the class into teams some men fight for their country?’, we can add
of four and ask each to choose two of the verbs. They the following sentence: ‘They fought from big war
have to make up one sentence using both verbs and ships.’
the word ‘when’. They write the sentences on the
board. If the sentences are correct, they get a point,
eg: ‘I was thinking about my maths exam when the
Grammar
football match started.’ 3 Have students write sentences using ‘there was’,
‘there wasn’t, ‘there were’ and ‘there weren’t’
about their country in the 17th century. They should
Core use the words in orange. Discuss their work orally.

Answers
Vocabulary There were no cars. There was/wasn’t a king. There were
Students play the vocabulary game in pairs. They important cities. There weren’t bicycles. There was a Viceroy.
have to guess each word in the shortest time possible. There wasn’t a TV studio.
When one student fails to guess the word, his or her 4 Ask the class to choose the correct words. Check
partner takes the chance. The student who guesses on the board.
more words is the winner. Check all the words orally
once the class has finished and elicit sentences for Answers
further practice. 1 was shining; 2 were playing; 3 saw; 4 were hiking
Answers 5 Have students complete the text with the correct

brave; funny; wise; friendly; carry; cross; pushing; through; along; form of the verbs in brackets. Check on the board.
frightening; exciting; worried
Answers
Reading 1 decided; 2 made; 3 got; 4 drove; 5 were; 6 was; 7 weren’t;

8 got; 9 wasn’t; 10 were climbing
1 Pre-reading: write on the board ‘Legend of
Blackbeard’ and these verbs: ‘was’, ‘fought’,
‘met’, ‘captured’ and ‘killed’. Make sure students PHASES EXTRA
understand the meaning of the verbs on the Invite students to work in pairs to change ten
board and have the class predict what the legend words from the text in exercise 5. Discuss their
is about. Then ask them to read for global work orally, eg: ‘Last Wednesday’ instead of
comprehension: invite the class to read the ’Last weekend’, ‘made some biscuits’ instead of
article about the legend of Blackbeard to answer ‘made some sandwiches’, ‘there was a narrow
the questions. Check orally. river’ instead of ‘there was a beautiful lake’ etc.
Answers
1 Blackbeard. 2 Because there was a war in Europe. 3 They
became friends, captured ships, killed many men and stole a Listening
lot of money. 4 He had a long, black beard. He was cruel and
6 1.45Tell the class they will listen to the legend
dangerous.
of a cat in Allington Castle. Elicit what verbs they
2 Have students decide if the sentences are true, expect to hear, eg: ‘climbed’, ‘was’, ‘ate’, etc. Play
false or not mentioned. Discuss their answers the track for the first time for the class to listen
orally and write them on the board to avoid and check if their predictions were right and to
mistakes. tick the correct answers. Check their work orally.
Answers Audioscript
1 false; 2 true; 3 false; 4 false; 5 not mentioned England has got many legends and myths. One of them is
about a cat that saved a man’s life. Legend says that when
Richard III was king of England, he ordered his men to catch
Henry Wyatt and put him in the tower. At that time, the Tower
of London was a prison. The food in the tower was not very
good. In fact, prisoners only received some water and some
bread. They never ate meat, chicken or salad. One night,
when Henry was in his cell, he felt cold and hungry. He was
50

Revision
2
Upgrade for Exams
worried. He was dying! But one day he saw a cat climbing
into the cell through a small window. Henry slept with the
cat that night and he felt warmer but in the morning, the
cat left through the window again. In the evening, the cat
returned with a pigeon in its mouth. The animal gave Henry
Initial phase
the pigeon as a present. A guard cooked the bird in secret, so Have a strong student retell the story on page 45,
Henry ate the pigeon and slept with the cat on his feet. The exercise 5 in the first person as if he or she were
animal did the same every night and Henry was not hungry or Mark using the plural form, eg: ‘I was sailing from …’
weak any more. When Richard III died, Henry II became the Have a second student retell the description of the
new king and Henry Wyatt was set free. The new king gave accident in exercise 5 on page 47 using the third
Henry a castle for his family. Legend says that now, people in
person singular. He or she may invent a name to
Allington Castle can see the ghost of a cat walking in and out
retell the story, eg: ‘Rory was walking into town …’
through the castle windows …
Answers
1 c; 2 a; 3 b
7 1.45 Play the track a second time for the class Core
to listen and tick the correct sentences. Have 1 Have the class choose the correct words.
them correct the false ones. Check on the board.
Answers
Answers
Correct sentences: 1, 2, 3, 6
1 C; 2 B; 3 C; 4 C; 5 A; 6 A; 7 C; 8 C
4 He wasn’t worried about the cat, he was worried because
he was cold and hungry and he was in prison. 5 The cat slept 2 Students read the text again and match
on his feet. 6 He was set free, he didn’t die in prison. questions 1–5 with some of the answers a–i. Give
some time for students to do the match and then
PHASES EXTRA write the answers on board to avoid mistakes.
Answers
Give the class a few minutes to invent an
1 d; 2 e; 3 b; 4 a; 5 c
ending to the legend. You may ask them these
questions: ‘How did the poet react?’ ‘What 3 Ask students to choose the correct answers.
happened after Fionn sucked the juice and got Discuss orally.
the knowledge?’
Answers
1 b; 2 a; 3 c
Collaborative Task – Legends in your country 4 Pre-writing: invite the class to work in pairs to
1 Ideas make up a story about what happened to Anna
Invite students to investigate two different legends Horrocks yesterday evening and to take down
from their country and make notes about their notes of the actions. Then ask them to work
findings based on the questions given. individually to write the anecdote using the past
simple and the past continuous as well as ‘when’
2 Group work and ‘while’ and time linkers.
Organize the class into groups and invite them to
discuss their findings to choose two of the legends,
make notes and get or make pictures to illustrate
them. Closing phase
Play ‘What were you going when ...?’: in groups of
3 Writing
three, students will have to pantomime actions. One
Ask the groups to organize their notes into
member of the team is going to make up a question
paragraphs paying special attention to the use of
like ‘What what were you doing when I was in my
past tenses and trying to use ‘when’ and ‘while’ as
tennis lesson?’. Then, the other classmate is going
well as time linkers. Invite students to provide an
to pantomime the answer. The third member has to
original title too.
guess the action and say it, like ‘She was taking a
4 Presentation shower when you were in your tennis lesson.’ Then
Students check their work and read it to their they swap roles and repeat the sequence.
classmates. Have them vote for the best piece of
writing.
Closing phase
In groups, students discuss other legends presented
by their classmates.
51

Unit 4 Ask the class to complete the questions with
Possessions some of the verbs in exercise 1. Check orally.
5 Answers
Lesson 1
1 buy/borrow; 2 spend; 3 lend; 4 swap
5 2.02 Play the track for students to listen to
Luke and Katie, and find what Katie spends her

Aims
pocket money on (snacks, going to the cinema).
To learn vocabulary about money.
Audioscript/Answers
To read about tips for young people.
Luke What do you spend your money on, Katie?
To learn and use antonyms. Katie I often buy snacks on Saturday or I go to the cinema
with my friends.
Initial phase Luke

Katie
Do you lend your things to your friends?
Yes, of course!
Write the word ‘money’ on the board and invite Luke What type of things do you lend?
students to say how important it is in their lives and Katie I often lend music, clothes … things like that.
when they usually use it. In groups, ask students to 6 Students work in pairs to ask and answer
brainstorm ideas and other terms connected with the questions in exercise 4. Circulate and
this topic, eg: ‘saving’ and ‘buying’. Give them no monitor their work.
more than two minutes. Then invite one member of
Workbook page 45
each group to read them out loud.
Reading 1
Core How to save money
Vocabulary 1 7 Discuss what the students’ families do to avoid
Money over-spending money. Ask, ‘Do they buy in
supermarkets instead of local shops?’ ‘Do they
1 Ask students to match pictures 1–5 with some do the household shopping just once a month?’
of the words in orange. Check orally and use ‘Do they buy special offers?’ Tell students that
gestures and definitions to teach the unknown they will be given some smart tips about saving
vocabulary. Tell students that for picture 1 there money and explain the meaning of ‘smart’
is more than one correct answer. (intelligent, clever) and ‘tips’ (useful suggestions).
Answers Elicit how a person who comes to live in their
1 pay (for)/buy/spend; 2 win; 3 save; 4 swap; 5 sell neighbourhood can save money. Ask students to
gist read the text and match headings 1–4 with
paragraphs A–D. Then discuss where they can
repeat.
read an article like this: in a general interest
3 Have students choose the correct words and magazine, on the Internet, etc. Check orally.
check on the board. Answers
1 D; 2 C; 3 B; 4 A
Answers
1 spends; 2 buying; 3 swaps; 4 earns 8 Play the track and invite the class to read
2.03
the article again, listen and choose the correct

TEACHING TIP answers. Check orally.
Revise or teach the difference between ‘lend’ and Answers
‘borrow’. 1 b (considering online systems as online shops); 2 b; 3 a
9 Have students discuss in pairs the answers to

the questions. Check orally. Tell students that to
PHASES EXTRA answer question 1 they will have to associate the
tips given with other situation.
Ask students when was the last time they lent
Answers
money to a friend, how much they lent him
1 By saving money every day/By swapping your old games
or her, when was the last time they borrowed
for the new one/By buying a second-hand ones, which are
money from somebody, how much it was and usually cheaper. 2 They’re often much cheaper. 3 Walk dogs,
what for, etc. wash cars or look after children. 4 No, it isn’t.
52

5
Finally, check their work orally. The winner is the
PHASES EXTRA pair with more examples. To make this activity more
complex and productive, as you check, you may
Play this memory game: explain you will read invite students to make sentences to illustrate the
word trios. In each trio only one word is taken meaning of the different words.
from the text. Students must take turns to say
which word has been taken from the article TEACHING TIP
about how to save money. Divide the class into Conducting activities of this kind regularly aims
two groups and give the class three minutes at the development of students’ thinking and
to re-read and try to memorize the text. Then organizational skills. It’s a way of reminding, of
model with a strong student. Read these three activating their schemata.
words for him or her to identify the one that
appears in the text: ‘full-time’, ‘model’ and
‘arithmetic’ (model). It is important to get good
timing for the sake of rhythm. If students take
too long to answer, the whole activity loses its Lesson 2
value. Play as many times as you want. You may
read these trios: ‘save’, ‘clever’ and ‘win’ (save); Aims
‘before’, ‘then’ and ‘finally’ (before); ‘somebody’, To learn and use the comparative and superlative
‘something’ and ‘nobody’ (something); form of regular and irregular adjectives.
‘question’, ‘reading’ and ‘answer’ (answer);
‘minutes’, ‘hour’ and ‘seconds’ (hour); ‘system’, To focus on and practise the pronunciation of the
‘electricity’ and ‘water’ (system); ‘products’, comparative ‘-er’.
‘objects’ and ‘activities’ (products) or ‘weekend’, To listen to an informal conversation about
‘months’ and ‘fortnight’ (weekend). pocket money.
LOOK! Initial phase

Draw students’ attention to the text in the Look! Write on the board ‘pchea’, ‘elarg’, ‘hric’, ‘yhealth’
box and explain that antonyms are words that and ‘hhig’. Ask the class what all these words have
mean the opposite of another word. Elicit a few, in common (they are all adjectives whose first
eg: ‘black/white’, ‘big/small’, ‘long/short’, etc. letter is actually the last; the adjectives have been
misspelled). To make this activity more complex, you
may take the last letter of each adjective and place it
10 Have students find in the text in exercise 7 the
anywhere in the words but the end so that students
antonyms for the words given. Check orally.
discover the adjective and make a sentence with it,
Answers eg: ‘fyunn’ (funny).
1 intelligent; 2 early; 3 expensive; 4 borrow; 5 most; 6 new
PHASES EXTRA
Core
Invite the class to work in pairs to thumb Grammar 1
through the first five units to look for adjectives
or adverbs and give their antonyms. Give them Adjectives: comparatives and superlatives
three or four minutes and check their work 1 Use the article in exercise 7 on page 55 to
orally, eg: on page 8: ‘always’ (antonym: ‘never’); contextualize your presentation of the comparative
on page 10: ‘nervous’ (antonym: ‘quiet’), ‘sad’ form of adjectives. Start with short regular
(antonym: ‘happy’). adjectives. Write an example on the board and
elicit more examples. Ask students to compare
‘the Nile’ and ‘the Thames’ (long/short), ‘the
River Plate’ and ‘the Amazon’ (wide/narrow),
Closing phase ‘a skyscraper’ and ‘a house’ (high/low). Then
proceed in the same way with long adjectives.
Ask students to work in pairs to write one word Finally, present the comparative form of ‘bad’ and
related to money beginning with each letter of the ‘good’. Draw students’ attention to the grammar
alphabet. The words may be adjectives, nouns, table and ask them to look at the sentences in it
verbs, etc, eg: ‘account’, ‘borrow’, ‘credit card’, to complete the rules with the words in orange.
‘debt’, ‘exchange’, ‘fee’, ‘grant’, etc. Give the class Check orally.
four minutes. Tell them to avoid getting stuck: if they
come to a letter and they can’t think of an example Answers
with it, they should move on to the next letter. a ‘-er’; b ‘more’; c irregular, ‘good’; d ‘than’
53

To complete the systematization, ask students to Copy two examples onto the board, one with a
copy the examples on the board into their folders short adjective and the other with a long one.
under the heading: ‘Comparing people and Invite the class to read and copy them into their
things: -er than/more … than’. folders under the heading: ‘Superlative: the +
short adj. + -est / the most + long adj.’
2 Ask the class to write sentences comparing A
and B. Elicit the first as an example and check on TEACHING TIP
the board. Invite students to read the sentences
aloud. For practical purposes, we teach the comparative
and superlative forms considering this
Answers classification of adjectives:
1 A is older than B. 2 A is bigger than B. 3 A is more expensive a we form the comparative of short, one-
than B. syllable adjectives by adding ‘-er’ and the
3 Have students complete the sentences with the superlative form adding ‘-est’, eg: ‘older’,
comparative form of the adjectives in brackets. ‘bigger’, ‘strangest’, etc.’
Elicit the first as an example and check orally. b we form the comparative and superlative
of two-syllable adjectives ending in ‘-y’ by
Answers changing the ‘y’ for an ‘i’ and adding ‘-er’ and
1 cheaper; 2 more expensive; 3 bigger; 4 older ‘-est’, eg: ‘funnier – funniest’.
c we form the comparative of two-syllable
PHASES EXTRA adjectives ending in any other letter and
longer adjectives by adding ‘more’ and the
Give the class three minutes to think of five superlative form by adding ‘the most’. However,
sentences in the comparative form that are false, the tendency seems to be that more adjectives
eg: ‘A whale is smaller than a cat.’ Invite students are beginning to be used with ‘more’ by native
to say their sentences aloud for a partner to speakers of English.
correct them.
5 Ask students to complete the quiz questions with

Pronunciation the superlative form of the adjectives in brackets
Comparative -er \´\ and then choose the correct answers. Check on
the board.
A 2.04 Play the track for the class to listen and
repeat. Ask if they can hear the final \r\ sound Answers
or not. 1 richest c; 2 busiest b; 3 most expensive b; 4 cheapest a
B 2.05 Play the track for students to listen and LOOK!

repeat the sentences. Draw students’ attention to the text in the Look!
box on page 57, ask them to read the spelling
LANGUAGE TIP rules and help them add more examples, eg:
The final \r\ is usually pronounced when the next short adjectives ending in a vowel + consonant:
word begins with a vowel. It is not pronounced ‘wet’, ‘sad’, ‘hot’, ‘fat’, etc or short adjectives
when the following word begins with a consonant ending in ‘-y’: ‘pretty’, ‘busy’, ‘happy’, ‘ugly’, etc.
sound as in the examples in exercises A and B.
Of course, this is true of British English but in
American English the final \r\ is always audible. 6 Play the track for students to listen and
2.06
check their work.
Audioscript
4 Use the article in exercise 7 on page 55 as a Lou Who’s the richest resident in London?
context for your presentation of the superlative Will Is it the Queen?
form. Again, start with short adjectives. Give two Lou No, it isn’t. It’s the billionaire Lakshmi Mittal.
or three examples, elicit some more and write Bill Gates lives in the USA, of course.
a sentence on the board. Secondly, proceed in Will My turn. Oxford Street is the busiest shopping
the same way with long adjectives. Finally, ask street. How long is it?
students to look at the sentences in the grammar Lou That’s easy. It’s 1.5 miles, which is a little more
table and answer the questions. Discuss the than 2.4 kilometres. Correct?
answers orally. Will Correct.
Lou How much is the royal suite in the Lanesborough
Answers Hotel?
a Yes, we do. b By adding ‘the most’. c ‘the’
54

5
Audioscript
Will They say it’s the most expensive hotel in London.
Lou My friends get more pocket money than me. I get
Is it £2,000 a night?
£5 a week. I don’t buy clothes with the money.
Lou No, it’s £4,500 a night. That’s a lot of money! What’s
I go shopping for clothes with my mum about once
the cheapest means of transport for under 16s?
a month. Lots of my friends earn extra money by
Will Hey, it’s my turn! The bus because it’s free for
looking after their younger brothers, sisters or
under 16s.
cousins. One of my friends helps in her uncle’s shop
on Saturdays and she earns £15. I would like to have
PHASES EXTRA a part-time job but my mum says I’m too young.
Will I suppose I’m lucky. I get more pocket money
Make the following questions in order to get as than most people. My parents put £40 in my
many complete answers as possible and have the bank account every month. I use this money for
class vote for the example that would deserve the magazines, games, cinema tickets, but I don’t buy
clothes with it. My cousins are older than me, so
superlative form, eg: T: ‘What is more expensive
they often give me their old clothes. At the moment,
than a modern watch?’ Student A: ‘A house is
I’m trying to save £5 a month but it isn’t easy.
more expensive than a modern watch.’ Student My best friend has got the best job in the world.
B: ‘An Audi is more expensive than a modern He takes his grandma’s dog for a walk after school
watch.’ Student C: ‘A house in Dubai is more every day. He gets £10 a month for it! I haven’t got
expensive than a modern watch.’ Students agree a job. Perhaps when I’m older ...
that: ‘A house in Dubai is the most expensive Izzie Pocket money? Yes, I get £20 a week or £80 a month.
thing of all.’ ‘What is more interesting than an That’s a lot, I know, but I also buy all my clothes
opera?’ Provide the key words and have students with this money, and if I want to go to the cinema or
make the questions for their classmates to a concert, I use my own money. I sometimes look
answer them, eg: ‘exciting – football match’, after my neighbour’s little boy and she gives me £3
an hour, so yes, I’ve got a part-time job. It isn’t very
‘boring – Latin lesson’, ‘annoying – a barking
regular, maybe once a month when she goes out with
dog’, etc.
her friends.
Answers
Lou: 1 Lou gets £5 a week. 2 No, he doesn’t. Her mum pays
7 Ask students to write five questions about where for that. 3 No, she hasn’t. Will: 1 Will gets £40 a month.
they live using the superlative form and the 2 No, he doesn’t. As his cousins are older, they give him their
words in orange. Elicit one as an example first clothes. 3 No, he hasn’t. Izzie: 1 Izzie gets £20 a week. 2 Yes,
and give them a few minutes to do their work. she usually does. 3 Yes, she has.
Then check orally. 10 Play the track again for the class to
2.07
Answers
complete the sentences with the numbers in
What is the best football team? What is the highest orange. Check on the board.
mountain? What is the longest river? Who is the richest
Answers
person? What is the tallest building?
1 15; 2 5; 3 10; 4 3
8 Have students work in pairs to ask and
11 Have students answer the questions about the
answer the questions in exercise 7. Model with
pocket money listening activity. Check orally.
a strong pair first.
Answers
1 About once a month. 2 Her mum says she’s too young.
refer students to the Language Database on 3 His cousins give him their old clothes. 4 He takes his
pages 122 & 123. grandma’s dog for a walk after school every day. 5 Clothes,
  Workbook pages 46 & 47 cinema and concert tickets. 6 About once a month.
Listening
PHASES EXTRA
Pocket money
9 2.07 Pre-listening: discuss how much pocket Ask different students to imitate Lou, Will and
money students need per week and what for. Izzie and talk about their pocket money for one
Then play the track for them to listen to Lou, Will minute.
and Izzie. Ask what their conversation is about.
Then play the track a second time for the class to
MIXED ABILITIES
listen and answer the questions. Discuss orally.
Shier or weaker students can do this only if they
are given time to prepare their talk.
55

Initial phase
UPGRADE Write the phrase ‘computer technology’ on the
A Students write sentences using the board. Give the class three minutes to write down
comparative and superlative form of the as many words as possible using the letters in those
adjectives in brackets. Check orally and write two words, eg: ‘home’, ‘moon’, ‘come’, ‘the’, ‘then’,
the answers on the board to avoid mistakes, ‘one’, ‘put’, ‘young’, etc. Check orally. To get more
eg: ‘A car is faster than a bicycle, but the production mileage, invite a student to say a word
plane is the fastest’. Make a point that we and a partner to make an example with it.
use ‘the’ and not ‘a’ in ‘plane’ because we are
describing all planes in general, and not just
a plane. Another possible way could be using
the plural form, eg: ‘Planes are the fastest.’
Core
B Have students order the words to make Vocabulary 2
questions and answer them. Correct them Computer technology
orally and invite them to answer them.
1 Ask the class to match pictures 1–8 with some of
Answers the words in orange. Use definitions or context to
1 Who is the best singer in the world? 2 What is the most
interesting local TV programme? 3 What is the worst band
teach the unknown vocabulary. Check orally.
at the moment? 4 Who is the funniest actor on TV at the
Answers
moment?
1 laptop; 2 printer; 3 webcam; 4 memory card; 5 desktop;
6 speakers; 7 scanner; 8 flash drive
Closing phase PHASES CULTURE

Draw four columns on the board under the headings Teach the difference between a pen drive and a
‘Animals’, ‘Celebrities’, ‘Objects’ and ‘Adjectives’. flash drive. Tell students that they both have the
Elicit as many words for each column as possible and same function, but a flash drive can be used for
write them on the board, eg: ‘Animals’: ‘crocodiles’, more things than just data storage. All pen drives
‘elephants’, ‘mice’, etc; ‘Celebrities’: ‘Harry Styles’, are flash drives, but not the other way round.
‘Millie Bobby’, ‘Winona Rider’, ‘Miley Cyrus’, etc. Do A flash drive may be accessible by a direct USB
the same with the other two columns. Have students connection, a corded USB connection or even
pick words to make true comparative and superlative stored internally inside a cell phone or mobile
sentences, eg: ‘Mice are not more intelligent than media device.
dogs. Dogs are the most intelligent animals of all.’
2 2.08 Play the track for the class to listen and
repeat. Pay special attention to initial clusters

\sp\ and \sk\.
Lesson 3 3 Invite students to complete the definitions with
Aims words from exercise 1. Check orally and write
the answers on the board to avoid mistakes.
To learn vocabulary about computer technology.
Answers
To read about favourite possessions.
1 laptop; 2 mouse; 3 webcam; 4 printer; 5 keyboard
To use ‘some’, ‘any’, ‘much’, ‘many’ and ‘a lot of’
4 Ask the class to write the words in bold in the
to express quantity.
correct place. Check orally and write the answers
on the board to avoid mistakes.
Answers
1 desktops; 2 scanner; 3 screen; 4 memory cards; 5 flash drive
56

5
Answers
1 false (It is a jersey, not a photo.); 2 false (He has Harry
PHASES EXTRA Potter books.); 3 not mentioned; 4 true; 5 not mentioned;
6 false (It’s her oldest possession.)
Copy the words in orange in exercise 1 onto the
board and ask students to copy them into their
folders. Ask students to listen to your story and PHASES EXTRA
number the words in the order they hear them.
Read the story and check the order on the board: • Give students three minutes to write questions
‘Last Saturday was my brother’s birthday, so about the article in exercise 5 beginning with
I went to a shop to buy him a printer. They these words and invite students to ask and
showed me one that was too expensive and answer them: ‘What …?’ ‘How old …?’ ‘How
had no scanner, so I didn’t buy it. My brother many …?’ ‘Can …?’ ‘Are there …?’
has a new laptop, so I had an idea. I thought, • Alternatively, or after the questions and answers,
‘I can buy him new speakers.’ He always ask the class to imagine they are setting up
drops the speakers to the floor and breaks an online swap shop. It’s called ‘A lot to swap’.
them! The shop assistant said, “I’m sorry. We Organize the class into groups and give them a
haven’t got any speakers. We can offer you a few minutes to make a poster to advertise the
webcam.” I got angry because a webcam is not virtual shop at school. Once this has been done,
the same as a speaker! Then I saw a beautiful invite the different groups to share their posters
keyboard matching a mouse. They both had the with their classmates.
Manchester United crest and Manchester United
is my brother’s favourite football club! That was
it. I bought them both and when my brother saw
Grammar 2
them he was really happy. It was a good present, Expressions of quantity: some, any, much,
especially because his friends gave him a many, a lot of
memory card! It was a technological birthday …’ 8 Present these quantifiers one by one using
examples either from the text or from students’
Answers reality. Start with those that are used with
printer 1; scanner 2; laptop 3; speakers 4; webcam 5;
countable nouns. As you mention them, write
keyboard 6; mouse 7; memory card 8
an example with each on the board. Once you
Use the answers on the board to elicit the have given examples with ‘some’, ‘any’, ‘how
reconstruction of your story. To get more many’, ‘many’ and ‘a lot of’, ask the class what
production mileage, invite students to work in the sentences on the board have in common
pairs to add two new words to the story. (they all have expressions of quantity followed by
plural nouns). Proceed in the same way with the
Workbook page 48 quantifiers that are used with uncountable nouns.
Once this has been done, draw students’ attention
Reading 2 to the grammar tables and have them look at the
sentences to complete the rules. Check orally and
Favourite possessions write the answers on the board.
5 Pre-reading: ask the class if they have any Answers
favourite possession. Invite them to share what a ‘some’/‘a lot of’, ‘any’; b ‘many’, ‘much’; c ‘some’; d negative
it is and why. You can encourage students to
talk about their favourite possessions by saying Ask the class to copy the examples on the board
when they usually use it. Together with the whole into their folders under the heading: ‘Expressions
class make a list of the favourite possessions. of time: some/any/how many/a lot of/many +
See if there are any coincidences. Then, ask the countable noun in the plural; some/any/how much/
class to tick the words that they think will be much/a lot of + uncountable noun’.
mentioned in the text. Check orally. 9 Ask students to complete the sentences with
6 Students read the text and check if their predictions the correct quantifier. Check orally and write
were right. the answers on the board to avoid mistakes.
Answers
Answers
1 some; 2 much; 3 many; 4 any; 5 much; 6 any, some
Words that appear in the text: photo, toys
7 2.09Ask students to read the text again and LOOK!

listen. Tell them to say whether the statements are
Draw students’ attention to the text in the
true, false or not mentioned. Ask them to correct
Look! box and elicit examples of nouns that are
the false ones.
countable in their L1 and uncountable in English
or vice versa.
57

Initial phase
PHASES EXTRA
Ask the class to think about being at any shop they
Draw a circle on the board and outside it write the like. Give them three minutes to write down as many
expressions of quantity in the grammar tables of the things they can imagine as possible. Invite
on page 59. Inside the circle write: ‘live’, ‘play’, students to exchange lists and organize the items
‘study’, ‘go’, ‘like’, ‘eat’ and ‘drink’. Invite students into categories, eg: ‘clothes’, ‘decoration’, ‘furniture’,
to work in pairs to talk about these topics giving ‘accessories’, etc. Check their work orally and ask if
their opinion and using quantifiers, eg: Student A: that shop is near their house or school.
‘I think that a lot of people in this town live in
terraced houses.’ Student B: ‘Well, in fact I think
that more people live in semi-detached houses
than in terraced ones.’ Student A: ‘Do you think
Core
that many people in this town study at college?’ Speaking
Student B: ‘I believe that only some people in this At the shop
town study at college.’
1 2.10 Play the track, if possible with books
closed, and ask what Izzie buys (the necklace).

10 Invite the class to complete the text with only one 2 Ask students to read and complete the
2.10
word. Check orally.
conversation. Then play the track a second time,
Answers with books open now, for them to check their work.
1 some/many; 2 any; 3 some/many; 4 much; 5 a lot of;
Answers
6 many
1 6; 2 5; 3 6.99
refer students to the Language Database on TEACHING TIP
pages 123 & 124.
We use the future form in ‘I’ll have the necklace.’
Workbook pages 49 & 50 or ‘I’ll take the necklace.’ because it’s a
spontaneous decision.
Closing phase
Read these sets of words for students to put them
3 Play the track exchange by exchange and elicit
in the correct order:
repetition. Then invite students, preferably
1 students / some / got / lot / games / a / have / volunteers, to act out the dialogue at the front.
computer / of . Alternatively, students may be put in pairs to act
2 any / end / month / I / got / haven’t / money / the / out the conversation from their desks.
at / of / the .
3 don’t / bread / eat / home / at / we / much . Speaking Task
4 pay / you / did / how much / for / laptop / new / 4 Draw students’ attention to the functional
your ? language used in the dialogue in exercise 1: how
5 exercises / how many / yesterday / do / you / did ? we ask the price of something, how we ask if
we can try something on, what we say when we
Answers give something to somebody, how we say what
1 Some students have got a lot of computer games.
we are finally buying, etc. Then invite students
2 I haven’t got any money at the end of the month. 3 We don’t eat
to prepare a dialogue between them and a shop
much bread at home. 4 How much did you pay for your new laptop?
5 How many exercises did you do yesterday? assistant following the three steps suggested.
Invite the class to look at the price list and decide
what they are going to buy. Then have them work
in pairs to think about what they and the shop
Lesson 4
assistant say to offer, to ask, to thank, etc. Finally,
ask students to work in pairs and take turns to
act out their dialogues.
Aims
To develop speaking skills: At the shop. MIXED ABILITIES
To read about a favourite item. In every class you are likely to have students who
To write a description of one’s favourite item. enjoy acting out and are good at it. Discover them
and make the most of their attitude. It is not an
easy task to get students to express emotions
when role-playing, so remember it is very useful
to have a strong pair perform at the front so
that they can model intonation, gestures, facial
58 expressions, etc.

5
Writing that object against other things to make their
description pretty clear and vivid. Ask them to
A description think about when they first got it. Ask them to
5 Discuss what students think might be included ask themselves, ‘Was it a gift?’ ‘Did I save to buy
in the description of a favourite possession. it?’ After that, ask them to take notes about what
Accept all answers. Ask students to read it is useful for and, finally, encourage them to
Austin’s description and choose the correct write an opinion of it. Then have students use
options. Check orally. Then, explain that when their notes and the model text in exercise 5
we describe our favourite things, we usually say to write a first draft including more than one
what they are like, why we love them, when we adjective in their description of each object.
use them or got them, among other things.
Answers that it is time to start working on the final
1 on; 2 on; 3 on; 4 in; 5 of version. Explain that they will have to organize
the description into three paragraphs. In the
LOOK! first one, they will only write about what it is
Draw students’ attention to the text in the Look! like. Ask them to include all the adjectives they
box and invite them to read the information in it. brainstormed in step 1, in the correct order.
Elicit how we can describe the jersey using more Remind the that the more specific the adjective
than one adjective, eg: ‘a lovely, red and white Nike is, the closer it should be to the noun. In the
jersey’, ‘a fantastic, one-year-old Arsenal jersey’, second one, they will describe how they got it.
etc. Have students use the information in the Therefore, they would use past verbs to retell
Look! box to describe their favourite item orally. that moment. And finally, in the third one, they
will say how they use it for and their personal
6 Students read the Austin’s description again and opinion. Students may exchange descriptions
answer the two questions. (It’s his red and white with their classmates for peer correction. Check
Arsenal FC shirt. Because he paid for it with his two or three samples orally and make a point of
own money. It represents his love for his club and correcting the rest for the following lesson.
everybody says it’s beautiful.)
3 Tell students to go over their descriptions and
7 Students complete the table with the words in see if they have used the grammar topics and
orange. Then, invite them to read them in order vocabulary correctly.
from the table from left to right in a sentence. Workbook page 52
Answers
opinion: useful; size: small; age: new; colour: silver;
noun: smartphone; It’s a useful small new silver smartphone. Closing phase
Students read their descriptions to their classmates.
PHASES EXTRA
Read these sentences and the adjective in
Lesson 5
brackets aloud. Ask the class to repeat each
sentence and to put the adjective in brackets in
its correct place: ‘I’ve got a black mp3 player.’
(brilliant); ‘I bought a new T-shirt three days Aims
ago.’ (purple); ‘The black bag was the cheapest To learn factual information about charity shops.
in the shop.’ (old); ‘I love my cousin’s blue
To visit a website to investigate charity
earrings.’ (small); ‘I don’t really like plastic
organizations in their city or town.
necklaces.’ (long); ‘What’s that lovely handbag
made of?’ (new). To integrate what students have learnt so far.
Writing Task Initial phase

Write on the board the word ‘charity’ and invite
Ask students to think about their favourite object.
students to work in pairs and write as many words
Explain they are going to write a description of that
as they can that begin with each of the letters in
thing, as the one they read about the Arsenal FC jersey.
this word. Then, discuss the meaning of the word
1 Tell students to brainstorm adjectives that they ‘charity’ and encourage students to say when they
would use to describe the object. Invite them to usually hear this word. (Possible answers: when
look at the table in exercise 7 to think about as their parents give old clothes away, when there’s a
many as they can. Explain that they can compare school solidarity campaign, when there’s a weather
59

catastrophe, when they help the ones in need, etc.) Webquest
Accept L1 if necessary.
Students investigate about charity organizations in
their city or town.
Core Possible answer
Culture In Argentina, there are many NGOs that live to help the ones in
need. Some of them are The International Committee of the Red
Charity shops Cross, Caritas, Fundación Sí, among others.
1 Pre-reading: tell students to look at the pictures

and describe what they see. Then, invite them to PHASES CULTURE
predict what the text will be about by choosing
one of the options. (It may be b or c.) The International Committee of the Red Cross
is an impartial, neutral and independent
2 Play the track for students to read and
2.11
organization whose exclusively humanitarian
listen. Check if their predictions were right and mission is to protect the lives and dignity of
ask what they remember about the text. Then, victims of armed conflict and other situations
tell them to read the statements and decide of violence and to provide them with assistance.
whether they are true, false or not mentioned. Learn more at www.icrc.org/en/who-we-are.
Encourage them to correct the false ones.
Answers
1 false; 2 not mentioned; 3 false (It prevents the cruelty of
animals.); 4 false (They do charity work.); 5 false (They’re
Closing phase
usually cheaper.); 6 true Give students two minutes to go through this unit in
their books and then ask them to mention one thing
they have learnt or they remember from the unit,
PHASES CULTURE eg: ‘Charity organizations have often got their own
There are a lot of charity organizations in the second-hand shops.’
UK. To learn more about them, students may
be referred to: www.charityshops.org.uk, Progress check
www.bhf. org.uk or www.oxfam.org.uk/shop. Answers
1 1 save; 2 spend; 3 earn; 4 sell; 5 lend
2 1 mouse; 2 flash drive; 3 memory card; 4 keyboard; 5 printer
PHASES EXTRA 3 A desktop is heavier than a laptop. A desktop is more expensive
than a laptop. A laptop is cheaper than a desktop. A desktop is
Write these definitions on the board for students faster than a laptop. A laptop is slower than a desktop.
to look for words in the text with these meanings: 4 1 Ben Nevis is the highest mountain in the UK. 2 Neptune is
‘give away to somebody else’ (donate); ‘traditional’ the furthest planet from Earth. 3 Russia is the biggest country
(something that many people like); ‘not new’ in the world. 4 Waterloo is the busiest tube station in London.
5 Caviar is the most expensive food in the world.
(second-hand); ‘investigation’ (research);
5 1 much; 2 any; 3 many; 4 any; 5 many; 6 some
‘different’ (various). Check on the board.
Integration
1 much; 2 bought; 3 more; 4 than; 5 the; 6 any; 7 was; 8 forgot
3 Students read the three words and definitions

and match 1–3 with a–e. Tell students that there
are two extra definitions.
Answers
1 c; 2 e; 3 d
4 ABOUT YOU Discuss if people buy and

sell second-hand items in students’ town/country;
why this is a good idea; what charity organizations
there are in their town/country and how they help
those in need. Depending on the social context of
your teaching reality, students may be completely
unaware of charity organizations. In this case, they
may be able to learn about them in the following
Webquest activity.
60

6
Unit
Make a difference
6
PHASES EXTRA
Students work in pairs to write definitions for

the words in exercise 1 not used in exercise 3.
Lesson 1 Walk around and monitor. Provide help only
when necessary. Discuss orally.
Aims
To learn vocabulary about jobs.
4 Have the class match the jobs from exercise 1
To learn and use the prefix ‘un-’ + adjective. with the places in orange. Check orally and write
To read about the global water crisis. the answers on the board.
Answers
Initial phase a hospital: nurse, surgeon; a theatre: actor; a police station:
police officer; a swimming pool: lifeguard; an office: architect,
Have students draw a mind map. Ask them to
engineer; a house: electrician, plumber, technician
write the title of the unit in the middle of a sheet of
paper. Give students four minutes to work in pairs
and write as many ideas as they can about ways of PHASES EXTRA
making a difference, eg: volunteering, taking care
of the environment, not using so much water, eating Play a memory game with definitions and once
healthy food, etc. Discuss the different mind maps. students get used to giving definitions, you may
Draw students’ attention to the pictures on page 64 want to include other jobs such as ‘secretary’,
and ask which they can associate with the ideas they ‘doctor’, ‘lawyer’, ‘shop assistant’, etc. If you wish,
have discussed. write some words on the board for students to
use in their definitions.
MIXED ABILITIES
Weaker students may be asked to write words
instead of ideas, and when they read their words, 5 2.13 Play the track for gist listening and ask the
you may ask a second student to explain how that class what jobs Charlotte and Rob mention and
word connects with the title of the unit. what job Rob wants to do. Then play the track a
second time for the class to listen and repeat the
exchanges.
Audioscript/Answers
Core Charlotte Do you want to be an actor?
Rob
Vocabulary 1 No, I want to be a nurse.
Charlotte Why?
Jobs Rob Because you can help people.
1 Ask students to match some of the pictures 1–5 6 Invite the class to work in pairs to ask and
with the words in orange. Check orally and use answer questions about the jobs in exercise 1.
definitions to teach the unknown words.
Workbook page 55
Answers
1 scientist; 2 lifeguard; 3 architect; 4 vet; 5 police officer Reading 1
2 2.12Play the track for students to listen and Global water crisis
repeat, paying special attention to final clusters 7 Pre-reading: ask, ‘Are there any problems with
in ‘electrician’, ‘technician’ and ‘surgeon’ as well water in your country?’ ‘Is water expensive?’ ‘Are
as in ‘scientist’. there any programmes to teach people to take care
3 Have students complete the definitions with of the water they have?’ ‘Why is water an essential
words from exercise 1. Check orally and write the element in every society?’ Invite students to read the
answers on the board to avoid mistakes. title and look at the pictures. Ask them to describe
the pictures and say how they can connect the
Answers word ‘crisis’ with the pictures. Based on the class
1 architect; 2 mechanic; 3 surgeon; 4 plumber; 5 vet; awareness on water crisis, start an open discussion.
6 scientist; 7 electrician; 8 engineer Accept L1 if necessary. Teach the meaning of ‘fresh
water’. Compare it with ‘salt water.’ Then ask
students to gist read and find out what the numbers
refer to. Check their answers on the board.
61

Answers
a the percentage of water in Earth. b the percentage of fresh Closing phase
water in Earth. c the number of years when people consumed
Divide the class into two and ask group A to write
three times less fresh water. d the number of litres needed to
produce one T-shirt.
five questions they would like to ask Matt and group
B five questions they would like to ask Matt’s sister.
Have the two groups take turns to ask and answer
PHASES CULTURE their questions imagining they are Jamie and Amy,
eg: Student A: ‘Why is it important to look after fresh
For more information on World Water Day, visit water?’ Student B: ‘Because there’s just a little in
https://water.org/our-impact/water-crisis/ Earth for all of us.’
8 2.14 Ask students to read the article again and
listen. Invite them to read the statements and

decide whether they are true or false. Ask them
Lesson 2
to correct the false ones. Check orally. Aims
Answers To use ‘be going to’ in all its forms to talk about
1 false (2.5% of Earth’s water is fresh.) 2 false (We use more the future.
water now.) 3 false (It’s better to cool it in the fridge instead of
To focus on and practise sentence stress when
waiting until it is cold from the tap.) 4 true; 5 false (It is more
expensive because it wastes electricity.)
using ‘be going go’.
9 Students read the text one more time and answer To listen to three people talking about their heroes.
the questions.
Initial phase
Answers
Read the following sentences from the article on
1 Only 2.5% of Earth’s water is fresh. 2 Because it is ice, snow
or deep underground. 3 She’s going to start washing her car
page 65 from back to front. Ask students to say
at a carwash that recycles water. each sentence properly, eg: Teacher: ‘fresh is
water Earth’s the of 2.5% only.’ Student A: ‘Only
2.5% of the Earth’s water is fresh.’ Other sentences
PHASES EXTRA
to be used for this activity: ‘clothes unwanted
Invite students to work in pairs to outline a simple your recycle’, ‘event global a is Day Water World’,
project with ideas on how they can help others ‘growing is population world’s the’.
become aware of the global water crisis, eg: they
can visit the younger children in their school to
inform them about how to avoid wasting water. Core
Give them a few minutes and invite them to make
their presentations. Discuss the ideas and try to Grammar 1
put at least one into practice. be going to: affirmative and negative
1 Use the article in exercise 7 on page 65 to
LOOK! contextualize your presentation of the affirmative
form of ‘be going to’. Write an example on the
Draw students’ attention to the text in the Look! board. Present the negative form using the same
box and ask them to go through the article and context and write an example. Draw students’
underline the adjective with ‘un-’ (‘unwanted’). attention to the grammar table and have them look
at the sentences in it to complete the rules orally.
10 Have the class write sentences with the Answers
antonyms of the adjectives given. Check their a ‘be going to’; b the infinitive; c ‘not’
sentences orally.
Ask students to copy the examples into their
folders below the heading: ‘be going to + verb:
PHASES EXTRA immediate future plans’.
Elicit other adjectives that may be transformed
using ‘un-’ and elicit oral sentences with them,
eg: ‘unimportant’, ‘unreal’, ‘unpredictable’,
‘untidy’, ‘unfriendly’, ‘unpopular’, ‘unfair’, etc.
Write some of the examples on the board for
class checking.
62

6
PHASES CULTURE PHASES EXTRA
‘To donate your Facebook status’ means that Write each of these words and phrases in a
Facebook users change their status (how they small slip of paper: ‘tennis racquet’, ‘towel’,
are feeling at that time) with information that ‘calculator’, ‘English book’, ‘camera’, ‘mobile
raises awareness of global issues. phone’, ‘food in my backpack’, ‘toothbrush’,
‘swimming costume’, ‘mp3 player’, ‘passport’,
‘airline ticket’, ‘a DVD’ and ‘credit card’. Hand
2 Ask students to complete the sentences with the them out to different students and ask them to
affirmative form of ‘be going to’ and the verbs in use these ideas to talk about their immediate
brackets. Check orally and write the answers on plans using both the affirmative and negative
the board so as to make sure that mistakes are forms, eg: (towel) ‘I’m going to meet my friends
avoided. at the local swimming pool this afternoon. I’m
Answers not going to go back home with my hair all wet.’
1 ’m going to be; 2 ’re going to live; 3 ’s going to visit;
4 ’re going to watch
5 Ask students to correct the sentences given
3 Have the class complete the sentences with the orally using the information in brackets.
negative form of ‘be going to’ and the verbs in
brackets. Check orally. Answers
1 He isn’t going to play for Chelsea. He’s going to play for
Answers Arsenal. 2 His mum isn’t going to buy him a car. She’s going
1 isn’t going to be; 2 ’m not going to study; 3 aren’t going to to buy him a bike. 3 We aren’t going to borrow his computer
watch; 4 aren’t going to work; 5 aren’t going to meet games. We’re going to borrow his DVDs. 4 I’m not going to
phone him every day. I’m going to phone him once a week.
5 You aren’t going to read about him in the newspaper. You’re
PHASES EXTRA going to read about him on the Internet.
Write some verbs or verb phrases on the board
and cross them out. In pairs, students generate Pronunciation
negative sentences using ‘be going to’ and the Sentence stress: be going to
verbs on the board, eg: ‘study’, ‘play games’,
‘watch TV’, ‘listen to music’, etc. Student A: ‘I’m A 2.15 Explain that most words have got some
not going to play games with my friends today.’ sort of stress but very often these stress patterns
Student B: ‘They are not going to listen to music vary in context. Play the track for students
this afternoon.’ to listen, read and answer why the words in
the example have been underlined (they are
stressed). Elicit repetition.
4 Ask students to read the advertisement and to
speak about Mike’s plans using ‘be going to’. B 2.16 Play the track for students to read, listen
They then write sentences using the information and repeat. Elicit what kind of words usually carry
given. Check orally. sentence stress: content words – nouns, verbs,
Answers etc. If you wish, write some other examples on the
1 He isn’t going to be at home. 2 Mike and two friends are board for students to read, paying special attention
going to work as volunteers in Costa Rica. 3 They aren’t going to stress, eg: ‘Susan and her brother Joseph are
to stay in a hotel. 4 They’re going to live with a local family for going to buy a present for their mother.’
two weeks. 5 Mike and his friends are going to paint the local
Answers
school. 6 They’re going to have an incredible experience.
The underlined words in both sentences are the words that
take the sentence stress.

page 124.
63

Listening
PHASES EXTRA
Heroes
6 Pre-listening: tell the class they are about to Brainstorm students’ local heroes. When you
listen to Will, Lou and Izzie talking about their have written down five or six names on the
heroes. Draw students’ attention to the pictures board, have students vote for their favourite.
and ask what jobs they can see and why these Elicit their reasons for choosing them.
people can be considered heroes.
7 Play the track for students to listen, check
2.17
their predictions and match the person with their UPGRADE

hero. A Students order the words to make sentences
Audioscript/Answers adding the correct form of ‘be’. Check orally.
Will Who’s my hero? Can it be a sportsperson? I think, Answers
yes, Tom Daley, the diver. Do you know him? You 1 We are going to spend our next holidays in Switzerland.
know, he was the youngest British competitor in the 2 My best friend is not going to visit me next Sunday.
Olympics in 2008 in Beijing – he was only 14 years 3 I am not going to buy a car tomorrow. 4 My sister is
old. He didn’t win a medal but he became world going to study law at Oxford University.
champion in 2009. I’m sure he’s going to win medals B Invite the class to imagine what they are
in the next Olympics. Why’s he special? Well, when going to do in the places in the pictures. You
he isn’t training in the swimming pool or studying
may ask them to write down sentences using
at school, he helps a national charity for children.
both the affirmative and negative forms, or
Amazing!
Lou My hero is my aunt Chantal. She’s a nurse for the
you may conduct this as a game, as a kind of
Red Cross. Next month, she’s going to work in race. To do it game-like, you should divide the
a camp for more than 100,000 people in Sudan, class into two and invite each group to choose
Africa. Chantal says every week more than 700 a picture and take turns to make ‘be going
children in this camp suffer because they haven’t to’ sentences. They should not take more
got anything to eat, so she’s going to help to give than three seconds to say each sentence;
food to young children. She’s special because she’s otherwise, they miss their chance.
got a comfortable life in Britain, but she’s going to
go to a country where her life isn’t going to be easy
and she’s going to help others.
Izzie Don’t laugh! I’m going to say Mr Benson, our maths Closing phase
teacher. He’s about 60 years old but he’s going to
Play ‘Incredible but true’: write cards with the
stop working next year. I’m not very good at maths
and I usually feel very nervous before exams. Mr
names of people who do not really deserve to be
Benson often stays with me after class to explain called heroes. They may be local or international
things again and he gives us ideas about how to actors, politicians, singers, etc. Invite a student out
study and how to relax before an exam. He’s also to the front to pick a card and answer his or her
very special because he’s our basketball coach too classmates’ questions but always telling incorrect
and we’re going to be the champions this year! information. The rest of the class make questions
Answers in any tense to guess who the person is, eg: Card
1 c; 2 a; 3 b name: ‘Lady Gaga’ Student A: ‘Is your hero a man?’
8 Play the track again for the class to listen and Student at the front: ‘Yes, he is.’ (Remember they all
choose the correct words. Check orally. include false information.) Student B: ‘Is your hero
old or young?’ Student at the front: ‘He’s very old.’
Answers
1 2009; 2 a charity; 3 100,000; 4 children; 5 is
PHASES CULTURE
Lesson 3
The BBC gives awards to sports people every year.
Tom Daley is the first person to win the Young Aims
Sports Personality of the Year Award more than To learn and use phrasal verbs.
once. Tom Daley won that award in 2007, 2009 and
2010. In 2010, at the age of 16, he defeated the To read about interesting professions.
Olympic champion Matt Mitcham, when he was To ask and answer questions using ‘be going to’.
awarded excellent scores by all the judges.
64

6
Initial phase
PHASES EXTRA
Play ‘Tippy Tippy’: explain the rules: the class is
divided into two. A student from group A thinks of Provide phrases for the class to guess what
an action he or she is going to do on Sunday but phrasal verb collocates with them. Continue
keep it to himself or herself. The members of the giving as many collocates as possible until they
opposite team will make this student present simple guess the phrasal verb. If you wish, have them
questions to guess the action. In the questions, provide sentences using the phrasal verb and
they replace the verb with ‘tippy tippy’. Once they some of its collocations, eg: ‘food’, ‘shelter’,
know it, they should say what student A is going to ‘a good camping site’, ‘treasure’, ‘a missing
do on Sunday, eg: Student A thinks of eating pasta. person’ (look for); ‘your sweater’, ‘the hat’, ‘your
Student B: ‘Do you always “tippy tippy” on Sunday?’ jeans’, ‘shoes’, ‘the uniform’ (take off); ‘an old
Student A: ‘Yes, I do.’ Student C: ‘Do you “tippy tippy” person’, ‘nature’, ‘our planet’, ‘an ill person’,
in the morning?’ Student A: ‘No, I don’t.’ Divide the ‘your little brother’, ‘a pet’ (look after); ‘a tent’,
class into two and start playing. ‘an umbrella’, ‘a parasol on the beach’ (put
up); ‘with friends’, ‘near the school’, ‘in town’,
‘doing nothing’ (hang around); ‘at a hotel’, ‘in
Core a hospital’, ‘at the airport’, ‘at a conference’
(check in); ‘in London’, ‘on a farm’, ‘in a big city’,
Vocabulary 2 ‘in a small village’, ‘with boys’ (grow up).
Phrasal verbs
1 Ask students to match pictures 1–4 with some of Workbook page 58
the verbs in orange. Use definitions and gestures Reading 2
to explain the meaning of the phrasal verbs that
have no illustration. These definitions may help Interesting professions
you: ‘climb up’: ‘get on to a higher place’; ‘go 4 Pre-reading: tell the class that they are going
back’: ‘return’; ‘grow up’: ‘become older’; ‘look to read about what a man did and study after
for’: ‘try to find’; ‘take off’: ‘remove’. school. Write the words ‘psychologist’ and
Answers ‘vet’ on the board, and invite your students to
1 hang around; 2 put up; 3 check in; 4 look after comment what these two professions are about.
Then, ask them to read and say whether they are
things psychologists or vets do. Check orally.
2.18
repeat. Answers
1 V; 2 P; 3 V; 4 V; 5 P
3 Have the class complete the sentences with the
correct form of the phrasal verbs in exercise 1. TEACHING TIP
Check their work orally and write the answers Revise the expression ‘with flying colours.’ Tell
on the board. students that if they passed an exam with flying
Answers
colours, it means that they did it very successfully.
1 looking after; 2 take off; 3 put up; 4 check in; 5 going back; Present this as an idiomatic expression. Then
6 hang around; 7 grow up repeat the process with the verb ‘wag.’ Say, ‘Wag
is to move a finger or tail, from side to side or up
LOOK! and down, especially quickly and repeatedly.’ If you
consider it appropriate, you can present the
Draw students’ attention to the text in the Look! following idiomatic expressions:
box and have them read what a phrasal verb is. • have something in your pocket: to be certain
Ask if they have phrasal verbs in their L1. to win or succeed at something. (Last year’s
winners again have the championship firmly
in their pocket.)
• have the world at your feet: to be extremely
successful and admired by a large number
of people. (Five years after her debut, the
diminutive star of the Royal Ballet has the
world at her feet.)
65

5 Students gist read the text and choose the best intonation contour. Walk around and monitor.
title for the text. Check orally. (c: A successful pet Help only when necessary.
therapist)
TEACHING TIP
6 Play the track for students to read again
2.19
Intonation is quite fixed in English: we use a
and listen. Ask them to put the events in the falling tone for ‘Wh-’ questions and a rising tone
correct order. Check orally. If necessary, write for ‘Yes/No’ ones.
the correct order on the board to avoid mistakes.
Answers
b, e, f, g, c, d, a PHASES EXTRA
Ask students to imagine they are celebrity

PHASES EXTRA managers and they represent Ariana Grande.
Have students discuss in pairs what they want Have them write her schedule for next week, eg:
to be after school. Invite them to share their ‘Monday: Paris (morning)’, ‘Afternoon: plane to
passion and what they dream about. Rome’, ‘Tuesday: Rome all day’, ‘7 pm: Flight to
Heathrow’, ‘10 pm: dinner with Prince Harry and
Megan’. Have the class work in pairs to ask and
7 Students read again and answer the questions. answer questions to guess the schedule. As they
Answers do so, students write down their guesses. After
1 He continued studying and got a degree in veterinary about four or five minutes, which is not enough
science. 2 Because he realized that all his pet patients got ill time to guess all the schedule, ask students to
when they were stressed. compare their notes to check what they have not
guessed.
Grammar 2
be going to: interrogative Workbook pages 59 & 60
8 Use the story about Robert to contextualize your In order to study and monitor their own learning,
presentation of ‘Yes/No’ and ‘Wh-’ questions with
‘be going to’. Copy a ‘Yes/No’ question and a ‘Wh-’
page 125.
one on the board. Ask students to look at the
sentences in the table and remind them that we
use this form to talk about the future. Have the
class copy the summary into their folders. Closing phase
Then ask them to order the words in exercise 8 Explain to the class that you will read a list of things
to make questions. Check orally. that you have put on your bed because you are going
Answers to use them this afternoon. They have to write down
1 Are you going to watch the match after school? 2 Are you questions about what they think you are going to do
going to be a police officer? 3 Is your cousin going to study with those things, eg: ‘I’ve got a pair of binoculars
with you? 4 Are you and your cousin going to live in London? on my bed.’ Students write: ‘Are you going to watch
5 Are you going to visit us tomorrow? a horse race?’ Read the following sentences
9 2.20 Explain to the class that they will listen to and then check their work orally and invent your
Izzie and her friend Nick to check the questions answers to their questions: ‘I’ve got my passport
in exercise 8. Play the track. ready.’ ‘I’m going to meet Elaine at 7 pm.’ ‘I booked
a table at Mario’s for tonight.’ ‘I saved enough money
Audioscript already.’
Izzie Are you going to watch the match after school?
Nick No, I’m not. I’m going to the Police Cadets.
Izzie So, are you going to be a police officer?
Nick Yes, I am ... well, I hope so. With my cousin, Pete.
Izzie
Nick
Is your cousin going to study with you?
Yes, he is. We’re going to train at a police college in
Lesson 4
London.
Izzie Are you and your cousin going to live in London?
Aims
Nick Yes, we are. To develop speaking skills: Jobs.
Izzie Lucky you! Are you going to visit us tomorrow?
To read about a description of a person.
Nick Of course I am!
To write a description of a hero.
10 Invite students to work in pairs to ask and
answer the questions in exercise 8. Model the
example first and draw their attention to the
66

6
Initial phase Speaking Task
Write the words ‘fireman’ and ‘firefighter’ on the 4 Have students prepare a dialogue between
board. Ask what students imagine these people do them and Will following the steps given. First,
as part of their job, eg: ‘receive emergency calls’, students look at the three jobs and choose the
‘wear a uniform’, ‘wear a protection helmet’, ‘wash one they prefer. Then ask them to think about the
the fire truck’, ‘drive fast’, ‘sleep a little’, ‘climb tall language they will need to take the two roles in
buildings’, ‘rescue people’, ‘use special ladders’, the conversation. Finally, invite them to work in
etc. Use this moment to pre-teach vocabulary and pairs to act out the dialogue they have prepared.
functional language to give opinions. Ask what Unit 6 Speaking task
they think being a firefighter is like. Elicit complete (see Teacher’s Resource Centre)
sentences such as ‘I think this job is really exciting.’
‘In my opinion, this job is very dangerous.’ ‘I imagine
being a firefighter is not for me.’ etc. Writing
A description of a person
TEACHING TIP 5 Write ‘Local heroes’ on the board and invite
‘Fireman’, ‘policeman’, ‘bell boy’ and many other students to mention at least two local heroes.
words and expressions in English are not gender Discuss the reasons for their choices. Ask them
neutral. They show sexism. The tendency is to to read and find out who Hayley’s hero is and why.
gradually replace these for gender neutral words Then, invite them to choose the correct words.
such as ‘firefighter’, ‘police officer’, ‘bellhop’, etc. Answers
Compare with your students’ L1. GNL (Gender 1 in; 2 her; 3 to; 4 collect
Neutral Language) is a global phenomenon.
PHASES EXTRA
Core Make students oral questions about the

description: ‘Why was her grandmother
Speaking in hospital?’ ‘Which habits did she have to
Jobs change?’ ‘Where is she going to volunteer?’
‘What is she going to do next month?’ ‘Does
1 2.21 Invite the class to listen to Will and Izzie
she admire her grandma?’
and say what job Will wants to do. Play the track.
(He wants to be a fireman.)
LOOK!
2 Ask the class to complete the dialogue
2.21
from memory and then play the track again for Draw students’ attention to the Look! box and ask
them to check their work. them to think about sentences with ‘also’ and
‘too’. If the class doesn’t remember or know how
Answers to use them, explain that they are adverbs and
1 fantastic; 2 dangerous; 3 brave; 4 boring; 5 busy; 6 exciting they are used to introduce new information. Say,
‘“Too” is used after mentioning and additional
3 Play the track part by part and elicit repetition. person, thing or fact to show that they are also
Give the class a few minutes to practise and included, eg: ‘You must study for tests, and you
invite them to act out the conversation in pairs. must wear a uniform too.’ Remind them that we
put ‘too’ at the end of a sentence. ‘“Also” is used
LOOK! to express the same idea that “too”, but we don’t
use it at the end of the sentence. Depending
Draw students’ attention to the text in the Look!
on the sentence structure, “also” goes before
box and invite them to read how we can give our
the main verb or between the modal and the
opinion in English. To practise this, you may ask
main verb.’ Write on the board: ‘Also’ and ‘too’
them to give their opinion on different issues:
to express new information’ with the following
‘wearing a uniform’, ‘coming to school in the
sentences: ‘Sarah volunteers in a hospital. She
morning’, ‘working in an office’, etc. If you wish,
also helps her neighbours.’ ‘Tom speaks French,
write some exponents on the board for students
and he is also studying Italian.’ ‘You can come to
to copy into their folders.
the party. You can tell your friends about it too.’
Invite students to write this on their folders.
67

6 Students read the description again and answer
the questions. (Her grandmother because she
Closing phase
changed her lifestyle and began to volunteer in Have volunteers read their descriptions aloud and
the local hospital.) invite their classmates to give their opinion about
their hero and his or her actions.
7 Students rewrite the sentences using the words
in brackets.
Answers
Lesson 5
1 We’re going to run a marathon. We’re also going to climb
Teide. 2 He cleaned the kitchen. He washed the floors too.
Aims
3 They’re going to look after children and animals too. To learn factual information about the police.
4 My uncle is friendly. He is also kind.
the police in another country.
Writing Task To integrate what students have learnt so far.
Ask students to think about a local hero. Remind
them that a hero can be any person they admire,
and it doesn’t have to be famous, it just has to be
Initial phase
important for them, as it was her grandmother for Write on the board the word ‘police’ and invite
Hayley. students, in groups, to think about what a police
officer does on a regular basis. Ask the basic
1 Tell students to take notes about who their hero questions to set them in topic, eg: ‘Why is the police
is and why. Tell them to say what that person did service important?’ ‘Which number can you dial
to become their hero. Then, ask them to describe to call it?’ ‘In which cases would you call it?’ Give
their hero’s plans. Remind them that plans are students some minutes to brainstorm ideas. Check
events that haven’t occurred yet, so they will orally. The group with the most complete ideas
write them using ‘be going to’. And finally, ask would be the winner.
them to give an opinion about their hero. Ask
them to use the following two questions as a
guide: ‘What do you feel about this person?’
‘What do you think about this person?’ Then have Core
students use their notes and the model text in
exercise 5 to write a first draft including as much
Culture
information about their hero as possible. The police
1 2.22 Pre-reading: ask the class if there is only
one police force in their country and what their
that it is time to start working on the final
duty is, what uniform they wear, if they consider
version. Explain that they will have to organize
them efficient or not and why. Then play the
the description into three paragraphs. In the
track, if possible with books closed, for students
first one, they will only introduce their hero
to listen and say where the Metropolitan Police
and explain why he or she is special for them.
work (in London), what a Bobby is (a British
Remind them that when they explain what that
police officer). Then play the track a second
person did to become special they will have to
time, for students to read, listen and answer the
use past simple as they will use verbs in past. In
questions about the police in the UK. Check their
the second one, they will describe their hero’s
work orally.
plans, that is to say, all the things that person
is planning to do. And finally, in the third one, Answers
they will give their personal opinion about him 1 No, it isn’t. It’s the largest one. 2 Because of Sir Robert
or her. Students may exchange descriptions Peel, who founded the institution. 3 184 years (in 2013);
with their classmates for peer correction. Check 4 When they are working in the street, either on foot or
on a bicycle. 5 With the Dog Support Unit.
two or three samples orally and make a point of
correcting the rest for the following lesson.
PHASES EXTRA
3 Tell students to go over their descriptions and
see if they have used the grammar topics and Give the class three minutes to write five true or
vocabulary correctly. false sentences. Have them exchange sentences
Workbook page 62 with their classmates and write the answers.
Ask students to check their classmates’ work
orally.
68

6
2 Discuss the questions with the whole class. Progress check
Possible answers could be: ‘Wearing the helmet Answers
when they are in the patrol car could be rather 1 1 plumber; 2 lifeguard; 3 architect; 4 actor; 5 surgeon;
uncomfortable because Bobbies wear big, hard 6 electrician
2 1 architect; 2 vet; 3 technician; 4 surgeon
helmets. They would probably bang their helmets
3 1 climbs up; 2 hanging around; 3 take off; 4 look after; 5 grow up
each time they get into and out of the car.’ ‘Every
4 1 is going to leave; 2 ‘s going to study; 3 ‘s going to live;
dog breed has its characteristics. Some dogs 4 ‘m going to visit; 5 ‘re going to have
enjoy being with children, others don’t. Some 5 1 Thomas isn’t going to visit his granny tomorrow. He’s going to
are obedient, others aren’t. Some dogs make visit his granny next week. 2 We aren’t going to travel to Mexico
good guards, others don’t. Police dogs must be in August. We’re going to travel to New York in August. 3 I am
obedient, easily trained, intelligent and strong, not going to play rugby with my friends this evening. I’m going
they should have a well-developed sense of to play football with my friends this evening.
smell, etc. This is why some breeds are better 6 1 Are they going to swim; 2 Are we/you going to have; 3 Are you
than others for the job.’ going to buy; Am I/Are we going to sleep
Integration
3 Students match the words 1–4 with definitions 1 feel; 2 happened; 3 were walking; 4 jumped; 5 heard; 6 aren’t
a–d. Check orally. going; 7 are going to be; 8 are, going to do; 9 are going to take
Answers
1 a; 2 b ;3 c; 4 d
4 ABOUT YOU Invite the class to talk freely

about what they know about the police in their
country or town. Alternatively, you may invite
them to visit the official website of their local
police force to investigate for homework.
PHASES EXTRA
Students work in pairs or groups to write a

list of questions they would like to ask a police
officer. As homework, they phone a local police
station and interview an officer. Of course,
they will do this in their L1. Students report
the questions and answer back to the class in
English.
Webquest
Students investigate about the police in another
country. Ask students to work and carry out an
investigation in groups. Then, invite them to make
a poster and share their findings with the class.’
Closing phase
Give students two minutes to go through this unit in
their books and then ask them to mention one thing
they have learnt or they remember from the unit, eg:
‘Only 2.5% of the Earth’s water is fresh.’
69

2 Have the class re-read the blog to answer the
Revision 3 questions. Check orally.
Answers
Initial phase 1 She’s going to work in Shanghai. 2 She’s going to go with

her friend Melanie. 3 They’re going to stay in a small flat with
Copy this pyramid on the board: two other volunteers. 4 The Jade Buddha Temple and the
Yuyuan Garden. 5 They are going to work for four weeks.
__
__ __ PHASES EXTRA
Invite students to write five questions they would

__ __ __
like to ask Dee. Ask them to imagine what the
__ __ __ __ answers can be. Invite some of the students to
write the questions and the possible answers on
__ __ __ __ __ the board for class checking.
__ __ __ __ __ __
Grammar
__ __ __ __ __ __ __ 3 Ask students to complete the text with the
__ __ __ __ __ __ __ __ comparative form of the adjectives in brackets.
Check orally.
__ __ __ __ __ __ __ __ __ Answers
1 younger; 2 taller; 3 better; 4 worse; 5 older; 6 more curious
__ __ __ __ __ __ __ __ __ __
Invite students to work in pairs to thumb through superlative form of the adjectives in orange.
the book and complete the pyramid with words, Check on the board.
ranging from a one-letter word to a ten-letter word. Answers
Check orally. This may be transformed into a game. 1 the most expensive; 2 The oldest; 3 the tallest; 4 The fastest;
The winner is the pair that finishes first with more 5 the best
correctly spelt words. To make the game more
productive, the winning pair may be asked to make
PHASES EXTRA
a sentence with each of the words. Alternatively,
and to keep the rest of the class attentive, you may Invite students to work in pairs. Assign each pair
ask the wining pair to choose different partners to a set: cars, clothes, pop music, sports, school
illustrate the meanings of their words in sentences. subjects, technological devices, household
chores, free time activities, etc. Give them three
minutes to write as many comparative and
Core superlative sentences as possible. Check their
work orally.
Vocabulary
Students play the vocabulary game in pairs. They
5 Ask the class to tick the correct options.
have to guess each word in the shortest time
possible. When one student fails to guess the word, Answers
his or her partner takes the chance. The student 1 a; 2 b; 3 a; 4 b
who guesses more words is the winner. Check all 6 Ask students to look at the schedule and write
the words orally once the class has finished and what the tourists are and aren’t going to do.
elicit sentences for further practice. Check orally and write the verb forms on the
Answers board.
borrow; saving; mouse; speakers; desktop; electrician; engineer;
Answers
plumber; looking for; put up
They’re going to meet at 8.30 am at the Ashmolean Museum.
Reading They’re going to listen to the guide’s general instructions.

They are going to visit Christ Church at 8.45 am. They’re going
1 Students read Dee’s blog about her trip to China to learn about the history of the colleges at 9.00 am. They
and answer where she is going to go after she aren’t going to visit the Oxford Canal. They’re going to buy
leaves Shanghai (Hong Kong). If you wish, help souvenirs at 10 am. They aren’t going to enter the colleges.
students with unknown vocabulary. They aren’t going to walk to Blenheim Palace. They’re going
to have lunch in a new Italian restaurant.
70

Revision
3
UPGRADE PHASES CULTURE
Students order the words to make sentences and A ‘gap year’ is a time out to travel between life
cross out the unnecessary words. stages. A gap year refers to a period of time
(not necessarily 12 months) in which people
Answers
1 We are not going to spend our holidays in Spain this year. disengage from curricular education and/or
her; 2 What time are you going to go shopping this afternoon? work and undertake activities such as travelling,
in; 3 Students are not going to do their exam on writing in volunteering or working abroad. Taking a gap year
October. the; 4 How are we going to travel? to; 5 Somebody is is very common in European countries.
going to give you a surprise for your birthday. in
8 2.23 Play the track a second time for the class

Listening to listen and answer the questions. Discuss the
7 2.23Pre-listening: write these words on the answers orally.
board and ask the class to predict what the
interview will be about: ‘dream’, ‘job’, ‘university’ Answers
and ‘gap year’. Then play the track for the class 1 Tour guide. 2 French, Italian and Spanish. 3 Sociable,
friendly, very organized, and interested in other cultures
to listen to a radio programme and tick the true
and countries. 4 She’s going to work in Chile. 5 She’s going to
sentences. Elicit correcting the false statements
travel around Chile for three weeks.
too.
Audioscript PHASES EXTRA
Interviewer Good afternoon, and welcome to The Holiday
Programme. Thanks for coming on the show Students ask and answer questions about the
today. I know you love travelling, Rachael. So, email from memory. Have some students write
tell us about your dream job. the questions and answers on the board for
Rachel Well, my dream job must involve travel, so
class checking.
I’m going to be a tour guide. I’m going to study
modern languages at university; French, Italian
and Spanish, and then I’m going to work for
a travel company.
Collaborative Task – Dream holidays
Interviewer That sounds great. What kind of person makes 1 Ideas
a good tour guide? Invite the class to investigate a place that they
Rachel Well, I think you must be very sociable and dream of visiting to find its exact location, main
friendly. It’s important that you like people. I think characteristics, what people can and can’t do there,
you should be very organized, and you must be main attractions, facilities, etc. Set this step as
interested in other cultures and other countries.
homework. Remind students to get or make good
Interviewer Yes, I agree. That’s very important. And what kind
pictures of this place.
of travel company would you like to work for?
Rachel I’d really like to work for a company based
2 Group work
in South America. I think South America is
the most interesting continent in the world,
Students work in groups in class and share their
and I want to travel around all the different findings to vote for the best place to spend their
countries. summer holidays together.
Interviewer Do you speak any Spanish at the moment?
3 Writing
Rachel Yes, I do. And in fact, I’m going to work in Chile
in my gap year – that’s the year after school,
Once the groups have chosen the place for their
and before I start university. holidays, ask them to organize their ideas into
Interviewer What are you going to do? three paragraphs: introduction, development and
Rachel I’m going to work as a teaching assistant in a conclusion.
school in a small village. I’m going to live with
4 Presentation
one of the teachers and I’m going to help the
children with their English. I’m going to work
Ask students to re-read their work carefully paying
there for three months and then, after that, special attention to punctuation marks, capital letters,
I’m going to travel around Chile for three linkers and verb forms. Remind them to include
weeks. It’s going to be really exciting. interesting pictures and have them share their work
Interviewer Fantastic. Well, good luck with your trip and with the rest of the class. Finally, students may vote
your future career as a tour guide! again for the ideal place for their promotion trip.
Rachel Thank you very much.
Answers
1, 3 Closing phase
Have the class vote for the most complete and
attractive presentation.
71

Upgrade for Exams
Initial phase
Revise ‘be going to’. Ask students in what way their
weekdays are different from their weekends. Ask
different students what they usually do on weekdays
and what their plans for the coming weekend are.
Core
1 Have the class read the article and answer the
questions.
Answers
1 Because there were hundreds of bees in town. 2 They told
residents to keep quiet and wait. 3 Possible answers: They
wore white clothes to easily identify if they got a bee on them.
They wore white clothes so that bees don’t confuse them with
flowers. 4 The problem finished in the evening.
2 Students read the text again and say whether

the statements are true, false or not mentioned.
Ask students to correct the false ones. Give some
time for students to do the activity and check
orally.
Answers
1 false (They were everywhere: on windows, cars, flowers
and food.); 2 false (People called the local authorities.);
3 not mentioned; 4 true; 5 false (The problem was solved in
the evening.)
3 Ask students to complete the email with some of

the verbs in orange in the correct form.
Check orally.
Answers
1 ‘m having; 2 like; 3 has; 4 went; 5 visited; 6 walked; 7 stopped;
8 are travelling; 9 is coming; 10 are going to spend; 11 go
Closing phase
Write ‘gap year’ on the board. Ask students to work
in pairs and make a list of all the things they would
like to do if they took a gap year. Then, invite pairs
to come to the front and pantomime these wishes
to the rest of the class. The pair that guesses more
actions is the winner.
72

7
Unit Health problems
7 and first aid • ‘the most’ + long adjective
Explain that students have to compare each of
the animals they have on the three pictures with
Lesson 1 others – not in the pictures – for their partners to
guess. Model with a strong pair. Give the class five
Aims minutes to guess the animals in their partner’s
To learn vocabulary about health problems. pictures. Remind them of saying ‘it’ and not the
name of the animal!
To make inferences when reading.
To read about the history of medicine.
4 Ask students to answer the questions using
the words in orange. Check orally.
Initial phase
Answers
Pair up students and invite them to ask questions
1 I have a sweet. 2 I drink hot milk and go to the doctor’s.
about their last weekend so as to revise the past 3 I put on a plaster. 4 I take an aspirin and lie down.
simple tense. Walk around and monitor. Provide help
only when necessary. 5 Have the class work in pairs to ask and
answer the questions in exercise 4. Model the
example first.
Core PHASES EXTRA

Vocabulary 1
Personalize asking students when was the last
Health problems time they were ill, what the matter was and
1 Ask students to match pictures 1–6 with some of what they did to recover.
the words in orange. Use gestures and definitions
to teach the unknown vocabulary. Workbook page 65
Answers
1 a toothache; 2 a cold; 3 a sore throat; 4 a broken arm;
Reading 1
5 a temperature; 6 a headache History of medicine
2.24 6 Pre-reading: draw students’ attention to the
repeat. title of the article and ask where they can read
an article like that: on the Internet, in a general
3 Have students choose the correct words. Check interest magazine, as a prologue or introduction
orally and write the answers on the board to to a book, etc. Then ask students to read the
avoid mistakes. words in orange and circle the ones they expect
to find in the article (doctor, diagnosis, herbs,
Answers
1 a bad headache; 2 a bad cold; 3 a sore throat; 4 a stomach chemist, examine). Have the class read the text
ache; 5 a cough to check if their predictions were right. Check
global comprehension through these questions:
‘What is the article about?’ ‘Did the ancient
PHASES EXTRA Egyptians have illnesses and doctors?’ ‘What did
people use in the past when they were ill?’
Have students work in pairs. One student
goes to page 102 and the other to page 107
TEACHING TIP
to do Communication Activity 5. The aim is to
practise the comparative and superlative forms In order to develop students’ critical thinking
of adjectives in a relatively autonomous way. skills and also for the sake of communication, it’s
As an icebreaker, ask students to compare first always advisable to avoid making straightforward
a cockroach and a Chihuahua. Then, they can comments such as ‘Excellent!’ by asking
continue with the photos they have. You may elicit students, ‘Do you agree?’ ‘Which of the two
sentences by providing different adjectives such options do you think is better?’ ‘Can we think of
as ‘intelligent’, ‘obedient’, etc. If necessary, write another possibility?’ These are simple ways of
the following grammar reminder on the board: keeping students focused and challenging them.
• short adjective + ‘-er’ + ‘than’
• ‘the’ + short adjective + ‘-est’ 7 2.25 Play the track for the class to listen, read
• ‘more’ + long adjective + ‘than’ and answer the questions. Check their work
orally.
73
Answers
1 Today, we can go to the doctor and get a prescription PHASES CULTURE
for some kind of medicine. But in ancient times people
couldn’t go to the chemist and they couldn’t take an aspirin.
Hippocrates was an ancient Greek physician
They used herbal medicine. 2 They took it from herbs. of the Age of Pericles (Classical Greece) and is
3 Archaeologists discovered the remains of a Stone Age man considered one of the most outstanding figures
with marshmallow root around him. 4 Nowadays, about 25% in the history of medicine. He is referred to as
of the medicines we consume contain one active ingredient the father of Western medicine and founder
from plant material. of the Hippocratic School of Medicine. This
8 Ask students to read the statements and say intellectual school revolutionized medicine in
whether they are true, false or not mentioned. ancient Greece, establishing it as a profession.
Ask students to correct the false ones. Check The ancient Egyptians used knives, hooks,
orally. drills, forceps, pincers, scales, spoons, saws
and a vase with burning incense in surgeries.
Answers Prosthetics, such as artificial toes and eyeballs,
1 not mentioned; 2 true; 3 true; 4 true; 5 false (Primitive were also used; typically, they served little more
people used plants for health problems, therefore they had than decorative purposes. The extensive use of
diseases.); 6 not mentioned; 7 true surgery, mummification practices and autopsy
as a religious exercise gave Egyptians a vast
LOOK! knowledge of the body’s morphology. In fact, the
Draw students’ attention to the text in the Look! Egyptian Imhotep (2667–2648 BC) is the first
box and read the information in it. physician in history known by name and the
Kahun Gynaecological Papyrus treats women’s
complaints, including problems with conception.
PHASES EXTRA
Closing phase
Make students the following inferential questions
and explain that the answers are not in the text but
that they should remember the text and associate Give students three minutes to re-read the article in
it with their own experience: ‘How do you think exercise 6 while you copy these incomplete words onto
primitive men took the herbs?’ (Possible answer: the board: ‘eeaue’ (temperature), ‘eiio’ (prescription),
probably, they ate them raw, cooked them or ‘eiie’ (medicine), ‘eae’ (treatment), ‘oo’ (root), ‘ieie’
rubbed them on the injury.) ‘In your opinion, did (ingredient). Ask students to close their books and work
the doctors who performed the first surgery use in pairs to add the missing consonants to the words on
technology?’ (Possible answer: No, as far as we the board. Check on the board.
know. But if students believe in the theory that
the ancient civilizations could have come from
another galaxy, then they might believe that they
had access to some kind of technology.) ‘Why do
you think we are using herbal medicine again?’
(Possible answer: Because it’s more natural and
Lesson 2
has no secondary effects. Besides, it is not so Aims
expensive.) ‘Why is it that some medical doctors
To use ‘could’/‘couldn’t’ to talk about ability in
are against alternative medicine?’ (Possible
the past.
answer: Because they think there isn’t enough
scientific research on the benefits of using herbs.) To focus on and practise the pronunciation of
‘could’/‘couldn’t’.
To listen to an interview with a street dancer.
UPGRADE
Give students a few minutes to read the text in Initial phase
exercise 6 on page 79 again and make inferences to Elicit things the ancient Egyptians did, eg: ‘What did
answer the questions. Discuss orally. they wear?’ ‘Did the ladies wear make-up?’ ‘How did
doctors cure the people who were ill?’ ‘How did the
Pharaoh live?’ Write the actions on the board and
leave them there for later use.
74
7
Core 4 Ask the class to complete the text with ‘can’,
‘can’t’, ‘could’ or ‘couldn’t’ and the verbs in
Grammar 1 orange. Check their work orally and write the
answers on the board for double-checking.
could/couldn’t
Answers
1 Use the text in exercise 6 on page 79 to 1 could treat; 2 couldn’t find; 3 couldn’t learn; 4 could travel;
contextualize your presentation of ‘could’ and 5 can consider; 6 can’t say; 7 can describe
‘couldn’t’ for ability and possibility in the past.
Copy a few examples onto the board and draw
students’ attention to the first table. Have them PHASES EXTRA
read the sentences to answer questions a–d. We use ‘could’ for possibility or ability in the past
Answers but when we refer to one particular instance
a ‘Could’ expresses ability in the past. b Yes, it does. c subject we use ‘succeed in’, ‘be able to’ or ‘manage to’,
+ ‘could’ + ‘not’ + verb; d ‘could’ + subject + verb? leaving could for repeated actions, eg: ‘I could
Elicit a few personal examples about what swim when I was five.’ means that whenever
students could or couldn’t do when they were I wanted to, I had this possibility because I
little children. developed the ability. But ‘I was able to swim
in the rough sea.’ means that I did it on one
LOOK! particular occasion.
Draw students’ attention to the text in the Look! box
and read the examples. Ask about their abilities 5 Invite students to order the words to make
and about the possibilities doctors have nowadays questions. Check their work orally.
thanks to modern technology.
Answers
1 Could you run fast when you were seven? 2 What could
2 Have the class choose the correct words. Check you do when you were a baby? 3 Could you write at the age
orally and write the answers on the board to of five? 4 Could your parents dance well when they were
avoid mistakes. younger?
Answers 6 Ask students to work in pairs to ask

1 could; 2 can; 3 couldn’t; 4 can’t; 5 could and answer the questions in exercise 5. Model
3 Teach questions and copy two examples on the first. Walk around and monitor. Help only when
board. Have the class read the second grammar necessary.
table on page 80 and answer question d (‘could’
+ subject + verb). Copy two examples onto the Pronunciation
board: a ‘Wh-’ question and a ‘Yes/No’ one with could/couldn’t
their corresponding answers. Write the heading:
A Play the track for the class to listen and
2.26
‘Could + bare infinitive: ability and possibility in
repeat. Ask them if they hear the \l\ sound.
the past’. Invite the class to copy the summary
into their folders and once they have finished, ask B Play the track for the class to listen and
2.27
them to complete the sentences with ‘can’, ‘can’t’, complete the sentences with ‘could’ or ‘couldn’t’.
‘could’ or ‘couldn’t’. Check their work orally. Check orally.
Answers
Audioscript
1 can; 2 couldn’t; 3 could; 4 Could; 5 can’t; 6 couldn’t; 7 can;
1 He could treat different illnesses.
8 couldn’t
2 She could speak two languages.
3 We couldn’t go to the party yesterday.
4 My sister couldn’t study for the exam.
PHASES EXTRA
Write on the board: ‘19th century/20th century’.
Read the following invention dates and elicit what In order to study and monitor their own learning,
people could and couldn’t do in these centuries: refer students to the Language Database on
the car in 1886; the plane in 1903; the telephone page 125.
in 1876; the piano in 1709; vaccination in 1798;
electric light in 1809; braille in 1834; anaesthesia
in 1842; washing machine in 1858; the train in
1822, eg: ‘In the 19th century, people couldn’t
travel by plane.’
75
9 Have students read the sentences and correct
Listening the wrong information.
Dance and win!
Answers
7 Pre-listening: elicit description of the
2.28
1 Jason’s mother could dance ‘Swan Lake’ when she was only
pictures and play the track for students to listen five. 2 Jason started dancing near his house and then he went
to an interview with a street dancer and tick the to other cities. 3 A TV producer saw him a month ago. 4 Jason
pictures that correspond to it. Check orally. had a problem in his back.
Audioscript
Malcolm Good evening, friends. Our guest today is Jason
Turner, a street dancer. Jason is now a star because UPGRADE
he is a finalist in the TV show ‘Dance and Win’.
A Students complete the text with only one
Hello, Jason.
Jason Hello, Malcolm. Thank you for inviting me to your
word. Check orally and write the answers on
programme. the board.
Malcolm I think everybody wants to know when you started Answers
dancing. 1 most; 2 born; 3 a; 4 could; 5 when; 6 more; 7 visited; 8 in
Jason I don’t know exactly but I remember I could dance
B Invite the class to write five questions about
very well when I was only two and I could play my
brother’s drums.
Mozart and a memory game with a partner.
Malcolm That’s unusual, really. Check the questions and give them a few
Jason Well, not in my family. My dad could also play minutes to ask and answer the questions
different instruments when he was a little child. And from memory.
my mother could dance ‘Swan Lake’ in public when
she was only five. Perhaps the secret is in my genes.
Malcolm When did you decide to earn a living dancing in the
street?
Jason When I left school. It wasn’t a difficult decision. I
Closing phase
wanted to study at university but had no money. I Ask students to work in pairs and check the
couldn’t get a job easily because I was too young. mistakes in the biography in exercise 7 on page 109.
I could only dance, so I started near my house and Discuss them orally.
then went to other cities. Then, a month ago, a TV
producer saw me and invited me to ‘Dance and
Lesson 3
Win’.
Malcolm We were worried about you yesterday because
you did not participate in the programme. What
happened? Newspapers said you were ill. Is it
true? Aims
Jason Yes, it’s true. I fell when I was practising and had a To learn vocabulary about health products.
problem in my back. I couldn’t move! The pain was
terrible. I was scared and the doctor prescribed
To read about first aid.
me some painkillers. I’m better now. I’m going to To use ‘should’/‘shouldn’t’ to ask and give advice.
dance in the grand finale next Saturday.
To use ‘must’/‘mustn’t’ to express obligation or
Answers
prohibition.
a, c, d
8 2.28Play the track a second time for the class

Initial phase
to listen and complete the sentences. Discuss Give the class two minutes to draw a pin figure and label
their work orally. as many parts of the body as possible. Ask students to
exchange their pin figures with a partner so as to finish
Answers labelling it and then check on the board.
1 the TV show Dance and Win; 2 dance very well, play his
brother’s drums; 3 play different instruments; 4 he couldn’t get
a job easily because he was too young; 5 move; 6 painkillers;
7 Saturday
Core
Vocabulary 2
PHASES EXTRA
Health products
Play the track part by part for students to listen, 1 Ask students to match pictures 1–6 with some of
repeat and try to memorize as much as possible. the words in orange. Use definitions and context
Invite volunteers to role-play the interview. to teach the unknown vocabulary.
Answers
1 a plaster; 2 cream; 3 cough syrup; 4 a bandage; 5 pills;
6 a plaster cast
76
7
2.29
repeat. PHASES EXTRA
3 Have the class write the words in bold in the Invite the class to close their books and write
correct place. Check orally and write the answers five ‘Yes/No’ questions about the interview from
on the board to avoid mistakes. memory. Have the class work in pairs to ask
and answer the questions they have written
Answers down. Check students’ inference through these
1 a plaster cast; 2 an aspirin; 3 antibiotics; 4 an antiseptic; questions: ‘What can Jessie do?’ ‘What do
5 cough syrup volunteers do to keep a climber warm in an
emergency?’ ‘Does Jessie find her job boring?’
PHASES EXTRA
Write on the board: ‘a headache’, ‘a sore throat’,

PHASES CULTURE
‘a stomach ache’, ‘a cough’ and ‘a bad cold’. Invite
students to work in pairs to ask and answer what • The Lake District, also commonly known as
they do when they have these symptoms. Model The Lakes or Lakeland, is a mountainous
with a strong pair and then circulate monitoring region in northwest England. It is a popular
students’ work, eg: Student A: ‘What do you do holiday destination.
when you have a stomach ache?’ Student B: • The mountain and cave rescue service in
‘I drink lemon tea and go to bed.’ England and Wales operates 24 hours a day,
365 days a year. Each team consists of highly-
Workbook page 68 trained volunteers. The teams are called out
by the police when they need to find and help
Reading 2 injured or lost people in mountains or caves.
First Aid
4 Pre-reading: ask students to look at the picture Grammar 2
that illustrates the interview and tell them that should/shouldn’t, must/mustn’t
the woman is Jessie Morris, a volunteer for
the rescue service. Discuss what interesting 7 Use the interview in exercise 4 to contextualize your
questions they would like to ask her. Then ask presentation of ‘should’/‘shouldn’t’. Start with the
the class to gist read the text and answer what affirmative form. Write an example on the board.
Jessie does. (She’s an electrician, but in her free Ask what students should do when they have a low
time she’s a volunteer for the rescue service.) mark, a broken arm, etc. Then teach the negative
form. Ask what they shouldn’t do when they have
5 Play the track for students to read again
2.30 a temperature or when they are sick. Copy an
and listen. Then ask students to answer the example onto the board. Next, teach the question
questions. form. Proceed in the same way and finally, draw
students’ attention to the grammar tables. Have the
Answers
class read the sentences and answer the questions.
1 Jessie Morris’s job as a volunteer for the rescue service and
Check orally. Write this title on the board: ‘should/
the most common problems there. 2 Exhaustion and broken
arms or legs. 3 All climbers should carry their mobile phone
shouldn’t + bare infinitive: strong advice’ and ask
and use it immediately in case of an accident. students to copy the summary into their folders.
6 Students read the text one more time and correct Answers
the wrong information. Check orally. a No, it doesn’t. b the bare infinitive; c subject + ‘should’ +
‘not’ + verb; d ‘should’ + subject + verb + ?
Answers
8 Ask students to complete the sentences with
1 Jessie is a volunteer for the rescue service in her free time.
2 High energy food like chocolate is ideal for climbers.
‘should’ or ‘shouldn’t’. Check orally.
3 In case of accident, climbers should phone the police at
Answers
once. 4 Sometimes the weather conditions don’t help.
1 should; 2 should; 3 shouldn’t; 4 shouldn’t; 5 should
77
PHASES EXTRA PHASES EXTRA
Write cards with these sentences: ‘I have a Invite students to discuss what they must or
broken tooth.’ ‘I feel claustrophobic when I get on mustn’t do in these places: at a disco, at the
a bus or underground.’ ‘I get sick when I travel by computer lab and in the English class. If you
boat.’ ‘It’s my best friend’s birthday next week.’ consider it necessary, you may systematize writing
‘I got a very low mark in my last history test.’ two examples on the board and asking students
‘I want to get my driving licence.’ ‘I would like to what ‘must’/‘mustn’t’ is followed by (bare infinitive)
be a doctor.’ ‘I would like to celebrate my birthday and what it expresses: obligation (‘must’)/
in an original way.’ Invite different students out prohibition (‘mustn’t’). Write a title and have the
to the front to pick a card and read the sentence class copy the summary into their folders.
aloud so that the rest of the class give advice
using ‘should’/‘shouldn’t’. Elicit two examples Workbook pages 69 & 70
first, eg: card ‘I would like to be a doctor when
I finish school.’ Student A: ‘You should study In order to study and monitor their own learning,
biology really hard.’ Student B: ‘You should read refer students to the Language Database on
articles about medicine-related topics.’ pages 125 & 126.
9 Have students write questions using ‘should’ and

the words given. Check orally.
Closing phase
Write on the board: ‘low marks in physics’,
Answers ‘difficult maths test’, ‘broke up with my boyfriend
1 Should I sit at the front or should I sit at the back? 2 Should or girlfriend’, ‘no money’, ‘party – no new clothes’,
he stay at home and study or should he go out with his friends? ‘toothache’, ‘mp3 player broke down’, ‘not like
3 Should I buy her a present or should I make her dinner? sister’s new boyfriend’, ‘dog’s ill’. Divide the class
4 Should they study Chinese or should they study German?
into two groups and invite students from group A
10 Have the class ask and answer the to pick a problem from the board and word it into a
questions in exercise 9. Model first. sentence for students from group B to give advice.
Swap roles so that students from group B state
11 Invite students to look at the sentences in the their problems for group A to give advice. Elicit
tables and choose the correct words. Check different pieces of advice for each problem also with
orally. ‘shouldn’t’.
Answers
a obligation; b prohibition TEACHING TIP
To challenge students do not just accept their
12 Invite students to read the swimming pool rules pieces of advice but discuss what they think the
and complete them with ‘must’ or ‘mustn’t’. most practical or effective is and why.
Answers
must, must, must, mustn’t, mustn’t
TEACHING TIP Lesson 4

Compare ‘must’ and ‘should’. Elicit a few examples: Aims
‘What mustn’t you do in a library?’ ‘What must
To develop speaking skills: At the doctor’s.
you do at a bank?’ Compare with students’ L1.
We use ‘must’ and ‘mustn’t’ for strong obligation To write an email.
and ‘should’ for advice. While ‘mustn’t’ means you
are not allowed to, ‘shouldn’t’ means you’d better Initial phase
not. Write some other exponents on the board for
Play ‘The definitions game’: divide the class into two
students to copy them into their folders.
groups and ask a student from group A out to the
front. Have him or her stand back to the board as
you write a health problem or health product word.
Invite a member of his or her group to work out a
definition of the word for the student at the front to
guess it. Proceed in the same way with the second
group and so on.
78
7
Core who Sarah might be. (It’s an informal email.
Sarah might be a relative, a friend, an email
Speaking penfriend or a neighbour.)
At the doctor’s
1 2.31 Pre-listening: invite students to share
PHASES CULTURE
when they usually see a doctor and if they
like going there. Then play the track and ask A penfriend is a person with whom one becomes
students to listen to Meg talking to the doctor. friendly by exchanging letters, especially
Ask students to say what is the matter with someone in a foreign country whom one has
her. (She’s not feeling well and she has a bad never met. Nowadays, letter are seldom sent
headache, a sore throat and an earache.) or received, so these term changed to many
new ones such as, e-pal, e-penpal, e-mail pal,
2 Have students complete the dialogue from
2.31
e-friend, netpal, keypal, among others.
memory and play the track a second time for
them to check their work.
TEACHING TIP
Answers
1 seems to be; 2 a sore throat; 3 Two days; 4 examine; Writing informal emails
5 an antibiotic • Openings and closings are very important. Don’t
forget the comma after the opening phrase, eg:
3 Play the questions for one group of students to
‘Hi Zoe,’ ‘Hello Zoe,’ ‘Hi/Hello, Zoe,’
listen and repeat while another student tries to
Don’t forget the comma after the closing
give the answer from memory. Give the class
phrase, eg: ‘Cheers,’ ‘Bye for now,’ ‘Best,’
a few minutes to practise the dialogue with a
• In informal emails, we can use contractions.
partner and invite them to act it out.
• Group the same ideas into paragraphs to make
Speaking Task it clear and well-organized.
• Here are some question frames to consider
4 Students work in pairs to prepare a when writing this kind of emails, eg: ‘Thanks
dialogue with their doctor. First, students choose for ...’ ‘Sorry for ...’ ‘Can you ... ?’ ‘I’m going to ...’
one of the problems in the pictures. Then ask ‘Do you know ... ?’ ‘I can’t ...’ ‘I don’t want to ...’
them to think about what they should say and
the advice the doctor can give them using the
functional language in the dialogue in exercise 2. 7 Students write sentences in present or future.
Finally, invite students to work in pairs taking Suggest them looking for time markers to
turns to act out the dialogue they have prepared. identify in which tense they have to write
Speaking Task Unit 7 each sentence.
Answers
Writing 1 I always wear shorts. 2 I’m writing to you and eating an ice
cream now. 3 Tonight we’re having a part to celebrate. 4 Next
An email week we’re going to visit a modern art museum in town.
5 I hope you write back soon.
5 Have the class complete the email with the words
in orange. Revise the meaning of these words to
make sure everyone knows where they should be Writing Task
placed in the email. Monitor their work. Check Ask students to write an email to a friend imagining
orally. they are on holiday but explaining that they were ill
Answers the first three days. Advise the class to follow the
1 Actually; 2 Fortunately; 3 First; 4 Then three steps.
1 Tell students to take notes about the place
PHASES EXTRA for their holidays, if possible tell them to go
online and find a photo of it to later attach it
Check comprehension from memory: ‘Where is to the final version. Also ask them to think on
Robin spending his holidays?’ ‘When did Robin a health problem, that is, how it started, what
arrive in Buenos Aires?’ ‘Why couldn’t he go out they decided to do and how they got over it.
on the first two days of his holidays?’ ‘What did Explain that everything connected with the
the doctor prescribe him?’ ‘What are his plans health problem will have to be written in past, as
for the afternoon?’ it was over by the time they began to write the
email. Then, they will have to describe what they
are doing during their holidays, and here they
6 Students read the email again and say if it is will use the present tense and, finally, they will
formal or informal. Then, they have to predict have to share what their plans for the week are,
79
therefore they will write their future plans with
‘be going to’. Then have students use their notes
Core
and the model text in exercise 5 to write a first Culture
draft including as much information about their Health during the Industrial Revolution
holidays.
1 Write the title on the board. Invite students to say
2 Once the plan and draft are finished, tell them what they think they might read about. Accept
that it is time to start working on the final L1. Ask students to read the verbs and say which
version. Explain that they will have to organize ones they think won’t appear in the text.
the description into three paragraphs. In the first
one, they will say where they are and how they PHASES CULTURE
felt and feel. In the second one, they will describe
what they are doing now they’re fully recovered. After 1750, it was a time of change and
And finally, in the third one, they will share achievement. There were big changes in
what their plans are. Students may exchange agriculture, thanks to Charles ‘Turnip’ Townshend.
descriptions with their classmates for peer He introduced the Norfolk four-course rotation
correction. Check two or three samples orally of wheat-turnips-barley-clover to his farm. Then
and make a point of correcting the rest for the Robert Bakewell worked on the New Leicester
following lesson. sheep. The industry boosted, the production
of iron and coal increased 30-fold and 20-fold
3 Tell students to go over their emails and see respectively. Newcomen and Watt contributed
if they have used the grammar topics and to the development of steam power. As regards
vocabulary correctly. transport and communications, Thomas Telford
Workbook page 72 built roads and canals in the 1700s and George
Stephenson and Isambard Kingdom Brunel
engineered the railway system.
Closing phase The 1800s was a time of ‘Industrial Revolution’.
By 1914, England became a great trading nation.
Ask a few volunteers to read their emails to the The main changes were:
class. Discuss mistakes or ways in which the emails • a 260% growth in population;
can be improved. Write key sentences on the board • a change from agriculture to industry;
and elicit alternatives. • a move from domestic industry to factory work:
• a move from water and wind power to steam
TEACHING TIP engines; and
Remember that many students are visual. Thus, the • a revolution in transport and communications,
board plays a crucial role in their learning. What you from canals and pack horses, to railways and the
write there will easily be remembered by them, so telegraph.
make the most of this tool whenever possible. The growth of towns:
• In 1750, only about 15% of the population
lived in towns. By 1900 it was 85%. There was
employment offer but this caused problems as
Lesson 5 there weren’t enough food and homes for all.
Poverty increased.
• By 1900, London had 4.5 million inhabitants,
Aims
Glasgow 760,000 and Liverpool 685,000.
To learn factual information about health during Manchester and Birmingham had more than
the Industrial Revolution. half a million people each. Many moved from the
To investigate about the sort of medical care South-East to the industrialized coalfield areas
and medicines available during the Industrial in the North and the Midlands.
Revolution in England. To learn more, visit www.bbc.co.uk/education/
guides/zvmv4wx/revision.
To read about the history of vaccination.
2 2.32 Ask the class to read the text again and
listen. Then, invite students to see if they ticked

Initial phase the correct verbs. Write them on the board to
Invite students to bring their vaccination cards and avoid mistakes (died, caught, invented, moved,
compare them in class to see if they all have the enjoyed). Then ask them to choose the correct
same vaccines and when they got them. Discuss answers. Check their work orally.
if they know what each vaccine is for and if they Answers
remember the moments when they were vaccinated. 1 a; 2 a; 3 a
80
7
Regulation of medical practice had begun with the establishment
of the British Medical Association in 1856 and the General
PHASES EXTRA
Medical Council in 1858.
Give the class three minutes to write five true or The 1875 Public Health Act comprehensively encompassed
housing, sewage and drainage, water supply and contagious
false sentences. Have them exchange sentences
diseases and provided Britain with the most extensive public
with their classmates and write the answers.
health system in the world. Prevention of disease had come a
Ask students to check their classmates’ work long way.
orally. Louis Pasteur’s work from the late 1850s proved that the souring
of milk was caused by living organisms and, by verifying the
‘germ theory’, changed pathology and surgery forever.
3 Students read the text again and answer the Visit this website to learn more: www.bbc.co.uk/history/british/
questions. Check orally. victorians/victorian_medicine_01.shtml.
Answers
1 UNESCO works hard to improve the living conditions of
those who don’t have access to medical care, clean water and Closing phase
healthy food. 2 Because it was a period of dramatic social,
economic and technological change. 3 Because factories and
employment offers were in the cities. 4 Factories threw their
waste into streams and rivers, and people used that water to they have learnt or they remember from the unit,
drink and cook. eg: ‘The Industrial Revolution offered jobs to many
people but it also caused many problems.’
PHASES CULTURE
UNESCO (United Nations Educational, Scientific

Progress check
Answers
and Cultural Organization) is responsible 1 1 headache d; 2 cough c; 3 stomach ache b; 4 sore throat a
for coordinating international cooperation in 2 1 bandage; 2 Plasters; 3 aspirin; 4 cream; 5 antiseptic;
education, science, culture and communication. 6 plaster cast
It strengthens the ties between nations and 3 1 can’t, could; 2 could; 3 can; 4 could
societies, and mobilizes the wider public so that 4 1 must; 2 should; 3 must; 4 shouldn’t; 5 must
each child and citizen: Integration
• has access to quality education; a basic human 1 take; 2 was; 3 was sleeping; 4 woke up; 5 didn’t know; 6 could do;
right and an indispensable prerequisite for 7 should take; 8 happened; 9 looked
sustainable development;
• may grow and live in a cultural environment rich
in diversity and dialogue, where heritage serves
as a bridge between generations and peoples;
• can fully benefit from scientific advances; and
• can enjoy full freedom of expression – the basis
of democracy, development and human dignity.
To learn more about UNESCO, visit:
en.unesco.org.
4 ABOUT YOU Invite the class to talk freely

about what they know and what they read about
the Industrial Revolution. Alternatively, you
may invite them to visit the official website to
investigate for homework.
Webquest
Students investigate in pairs or groups the types of
medical care and medicines available during the
Industrial Revolution in England. Then they share
their findings with the class. You can invite them
later to make a poster with the information they
looked up.
Possible answer
The Public Health Act of 1848 set up local health boards,
investigated sanitary conditions nationwide and established a
General Board of Health.
81
Answers
Unit 1 was born; 2 getting engaged; 3 applied for a job; 4 start a
Our future
8 degree; 5 graduating
Lesson 1 PHASES EXTRA
Play a memory game: give students a few

Aims
minutes to remember information about some of
To learn vocabulary about life events. their family members’ life events: when they were
To engage in speaking activities about our plans born, when they started a degree, etc. Divide the
and ambitions. class into two groups and invite a volunteer from
group A to give as much information as possible
To read about our future.
in one minute. Time his or her words and write
down how many sentences he or she has given.
Initial phase Proceed in the same way with group B and go on
Write the word ‘Plans’ from top to bottom down until six students have given information about a
on the board. Ask the class to think of a noun, a family member. The winner is the team that has
verb and an adjective beginning with each letter more correct sentences.
of the word. Discuss the answers orally, eg: ‘p’:
nouns: ‘perfume’, ‘period’, etc; adjectives: ‘perfect’,
‘personal’, etc; verbs: ‘paint’, ‘play’, etc; ‘l’: nouns: 4 Play the track for students to listen to Alice
2.34
and Matt and find out their future ambitions.

‘lab’, ‘lamp’, etc; adjectives: ‘loyal’, ‘lazy’, etc;
verbs: ‘love’, ‘like’, etc; ‘a’: nouns: ‘actor’, ‘age’, etc; Audioscript/Answers
adjectives: ‘abstract’, ‘absent-minded’, etc; verbs: Matt What do you want to do in the future?
‘act’, ‘advise’, etc; ‘n’: nouns: ‘night’, ‘nationality’, Alice I want to learn to drive when I’m 17. When I’m 18,
etc; adjectives: ‘nasty’, ‘national’, etc; verbs: ‘need’, I want to go to university. Then, I’d like to get a job
‘name’, etc; ‘s’: nouns: ‘sofa’, ‘sister’, etc; adjectives: and buy a house. What about you?
‘silly’, ‘sad’, etc; verbs: ‘stand’, ‘sing’, etc. Matt I want to train to be a nurse and then I want to work
in a hospital.
5 Remind students of ways to talk about

Core one’s ambitions: ‘going to’, ‘would like to’ and
‘want to’. Write this functional language on the
Vocabulary 1 board as a reminder and invite students to work
Life events in pairs to ask and answer questions about their
plans and ambitions as in the example. Model
1 Ask students to match pictures 1–5 with some
with a strong pair first. If you wish, write some
of the words and phrases in orange and use
other exponents on the board.
examples to teach the unknown vocabulary.
Use L1 to check. Workbook page 75
Answers
1 leave home; 2 get married; 3 get engaged; 4 become old;
Reading 1
5 graduate Demographics
6 Pre-reading: ask students to read the sentences
LANGUAGE TIP and guess which ones they think are true. Invite
‘Do a career’ is often confused with ‘start a students to raise their hands if they think they
degree’ or ‘train to be’. ‘Career’ is a false cognate are true. Count the votes and write the number
meaning a profession that you spend most of your on the board (1 true; 2 true; 3 false; 4 true).
working life in. 7 2.35 Play the track for the class to read, listen
and check if their predictions were right. Check

with the number of votes on the board. Discuss.
repeat. Pay attention to the pronunciation of 8 Ask students to read the text again and answer
some vowel sounds. the questions. Give them time to answer in their
folders and check orally.
3 Invite students to complete the sentences with
the correct form of some of the words and Answers
phrases in exercise 1. Check orally and write the 1 They’re about 23. 2 in Germany; 3 The average family has got
answers on the board to avoid mistakes. two children. 4 Bolivia; 5 Yes, it is, because people will probably
live to around 81.
82
8
PHASES CULTURE
Lesson 2
‘Demographics’ are the quantifiable statistics of
a given population. This data is used widely in Aims
public opinion polling and marketing. Commonly To talk about predictions using ‘will’ and ‘won’t’.
examined demographics include gender, age,
ethnicity, knowledge of languages, disabilities, To focus on and practise the pronunciation of the
mobility, home ownership, employment status auxiliary for the future, ‘will’/‘’ll’.
and even location. Demographic trends describe To listen to two people talking about ambitions.
the historical changes in demographics in a
Initial phase
population over time.
Tell the class you will say different words for them
to make associations. The idea is to brainstorm
PHASES EXTRA vocabulary they can associate with the word given.
Ask students to state the lines in the text that Ideally, invite students to explain why they associate
provide the answers to each of the questions, eg: their word with the one provided, eg: Teacher:
the first sentence of the first section gives the ‘ambition’; Student A: ‘job’; Student B: ‘degree’.
answer to the first question. Discuss which of the To get more production mileage, you may invite
countries mentioned in the text students would a student to make an association and a second
like to live in and why. student to make a sentence with the words provided
by his or her classmate.
UPGRADE
Core
Students order the lines to make a paragraph. Grammar 1
Check orally and write the answers on the board
to avoid mistakes. will/won’t
Answers 1 Use the article in exercise 6 on page 89 to
1 h; 2 f; 3 i; 4 g; 5 c; 6 j; 7 d; 8 k; 9 a; 10 l; 11 e; 12 m; 13 b contextualize your presentation of the future
tense. Teach the affirmative form first and write
an example on the board. Write the contracted
form as well. Elicit a few personal examples
PHASES EXTRA asking students when they will start a degree,
what university they will go to, etc. Secondly,
Ask students to use the present continuous teach the negative form and write an example on
to describe what the people are doing in the the board. Write the contracted form as well. Ask
pictures on pages 6 and 7 (Unit 1). Then have students what they won’t do next year and why.
them ask and answer about them. Ask the class to look at the sentences in the first
two grammar tables and complete rules a and b.
Check orally.
Closing phase Answers
Ask students at what age they would like to get a bare infinitive; b ’ll, won’t
married, how many children they would like to have, 2 Have the class complete the sentences with ‘will’
what kind of job they would like to get, what degree or ‘won’t’. Check orally.
they would like to start, etc. Elicit different opinions
and try to aim at discussion. Avoid correcting Answers
mistakes at this stage. Just keep the conversation 1 won’t, will; 2 will; 3 won’t; 4 will; 5 will; 6 won’t
going! Jot down some important mistakes and 3 Ask students to complete the text with ‘will’ and
comment on them later on. ‘won’t’ and the verbs in orange. Check their work
orally.
Answers
1 ’ll leave; 2 ’ll go; 3 ’ll study; 4 won’t get; 5 ’ll travel; 6 ’ll train;
7 ’ll be
83
PHASES EXTRA PHASES EXTRA
Have students reword the paragraph in exercise 3 Give the class a few minutes to think of
so that it’s true for them. questions they would like to ask their
classmates about their predictions for the
LOOK! future, for example, about the place where they
will live or the number of children they will have.
Draw students’ attention to the text in the Look! Have students work in pairs to ask and answer
box and invite them to read it aloud. Elicit a few their questions.
personal examples. Compare with students’ L1.
Write some examples on the board for students to
copy them into their folders. Workbook pages 76 & 77
4 Invite the class to complete the sentences so Listening

they are true for them. Discuss orally. Future world
6 Pre-listening: write on the board the name of
PHASES EXTRA the programme and invite the class to look at
the picture. Encourage them to brainstorm ideas
Students compare their answers with their
about this programme. Accept all the answers.
closest classmates and try to find someone with
Try to guide them to see that the picture is about
similar answers.
technology. Give them some minutes to discuss
with their classmate and then ask some of them
5 Teach the question form through examples and to share their point of view.
refer students to the third part of the grammar 7 2.38Explain to students that they are going
table. Teach both ‘Yes/No’ questions and ‘Wh-’ to listen to a TV critic talking about a television
ones. Have the class complete the third rule programme. Play the track for students to say if
and check orally. their predictions were right. Then, ask them to
Answers choose the correct answer. Check orally.
c ‘will’ + subject + bare infinite
Audioscript/Answers
Have the class write questions using ‘will’. Interviewer Hello, and welcome to ‘Weekend TV Review’.
Check their work orally. Today, Janet Porter is going to review last night’s
programme, ‘Future World’. What did you think
Answers of the programme, Janet?
1 Will your family always live in the same house? 2 Will you Janet Thank you, Richard. I thought it was very
train to be a vet at university? 3 Will you leave school at 16? interesting. The programme was all about
4 Will you have a good job one day? 5 Will your best friend computer technology and robot technology.
play basketball tomorrow? It demonstrated that these technologies will
become more important in the future. Robot
technology is already very advanced in Japan,
PHASES EXTRA particularly in medicine. I think the same will
happen in Europe soon.
Give the class a few minutes to practise reading Interviewer Do you think we will use robots in the home in
the questions in exercise 5. Invite them to work future?
in pairs to ask and answer those questions. Janet No. I don’t think we’ll have robots in our houses,
cooking and cleaning for us, but I think we’ll
have more technology in the home, for example,
Pronunciation we’ll have ‘smart’ fridges and ‘smart’ cars, that
will talk to us. They’ll tell us when we need to
will (’ll) buy more food or take the car to the garage.
A 2.36 Play the track for students to listen and ‘Smart’ technology already exists, and they
repeat. talked about it on ‘Future World’.
Interviewer Will scientists be able to create robots that can
B Play the track again for students to tick
2.37 think and feel happy or sad, like humans?
what they hear. Janet Yes. Scientists are working on that technology
now, but there’s a lot of work today before they
Audioscript/Answers can create robots like those in the film ‘i-Robot’,
1 I’ll go to university. with Will Smith.
2 I have two children.

pages 126 & 127.
84
8
PHASES EXTRA Initial phase
Students are likely to know the names of some
Play the track and pause every now and then for musical instruments, so ask them what their
the class to guess the word that follows. favourite bands are and the instruments their
members play. Ask if they can play any instrument
and if so, when they started and how long it took
8 2.38Play the track a second time for the class them to learn. Discuss what instruments distinguish
to say whether the statements are true, false or heavy metal from a classical orchestra.
not mentioned. Ask students to correct the false
ones. Discuss their answers orally.
Answers
1 false (She thought it was very interesting.); 2 false
Core
(According to the audio, robot technology is advanced in Vocabulary 2
Japan.); 3 not mentioned; 4 false (He’s an actor.)
Musical instruments
1 Ask the class to match pictures 1–5 with the
UPGRADE words in orange. Check orally.
Students choose the correct answers. Check
Answers
their work orally and write the answers on
1 drums; 2 bass; 3 cymbals; 4 flute; 5 double bass
the board.
Answers repeat.
1 c; 2 b; 3 c; 4 b; 5 a
3 Invite the class to look at the list and complete
the text with words from exercise 1. Check orally.
PHASES EXTRA
Note: Item 3 should have been ‘Woodwind
Invite the class to work in pairs. Ask them to instruments’. This mistake will be corrected the
think about future technology innovations. in the first reprint of the Student’s Book.
Encourage them to list which things they would
Answers
like to be invented. Monitor their work. Make a
1 saxophone; 2 bass, double bass, violin; 4 cymbals,
list of the future inventions.
tambourine, triangle; 5 piano
4 Have students order the letters to make musical

instruments. Do this activity orally. Challenge the
Closing phase class giving each student no more than twenty
seconds to guess the word.
Recycle the list of future inventions done as a
Phases extra activity and write each invention on Answers
a separate slip of paper. In pairs, ask students to 1 cymbals; 2 acoustic guitars, keyboards; 3 drums;
pick one slip of paper up. They will have to draw 4 tambourine; 5 saxophone
that robot on a poster and describe what it is like
together with the things it will be able to do. Then, PHASES EXTRA
invite pairs to present the poster and give a name to
it. Use them to decorate the classroom. Give students a few minutes to work in pairs
and classify the instruments in exercise 1 any
way they like, for example wind, string, etc;
big and small, etc. Discuss their categories
orally. Teach basic parts of instruments such
Lesson 3 as strings, head, tuning keys, etc and invite the
pairs to write definitions for three instruments.
Aims Have them exchange definitions with other
To learn vocabulary about musical instruments. pairs for them to guess the instrument.
To read about a music competition.
To use the first conditional to talk about Workbook page 78
possibilities in the future. Reading 2
Music competition!
5 Pre-reading: invite students to read the title and
write five words they expect to find in the article.
Check orally. Then ask them to gist read the text
answer the question.
85
6 Ask students to read the questions aloud
2.40 Note: In option a, only ‘present simple / past
and play the track, if possible with books closed, simple’ should have been in bold. This mistake
for them to identify some of the answers. Then will be corrected the in the first reprint of the
play the track a second time for them to read, Student’s Book.
listen and answer the questions. Conduct this
Answers
activity orally.
1 present simple; 2 future
Answers
8 Ask students to write complete sentences.
1 There isn’t a minimum number; bands can have any
number of members. 2 If people don’t like the band’s look,
Check orally.
they won’t pay much attention to it. 3 a jury; 4 because the
Answers
jury will be present there; 5 No, the winner will record a CD
1 He’ll borrow a minibus if he wants to travel round Europe.
with one of the most prestigious rock bands.
2 If you practise regularly, you’ll play really well. 3 You won’t
need an instrument if you are a good singer. 4 If a band has a
PHASES EXTRA strong image, some of their fans will probably copy it.
5 If you share it with friends, you’ll enjoy the music more.
Ask the class if they would like to be
professional musicians and discuss the
advantages and disadvantages of the job. The PHASES EXTRA
following guideline may help: Play ‘Conditional chains’: provide the ‘if’ clause
for a student to repeat the first clause and finish
Advantages Disadvantages the sentence with a suitable consequence, eg:
T: ‘If you study hard …’ Student A: ‘If you study
Music is good for the The beginning is hard, you will pass the final exam.’ Have a second
soul. always hard. student use the consequence as the conditional
Job and hobby can Only some become clause of the next sentence for another student
become one thing. really famous. to complete, eg: Student B: ‘If you pass the final
If you are famous, you If you don’t become exam ...’ Student C: ‘If you pass the final exam,
earn a lot of money. famous, you don’t your mum will buy you a present.’ Go on in the
You meet important earn enough money. same way until you find that the sentences
people. Travelling may be become awkward. Then provide another
You visit interesting very tiring. beginning.
places.

correct form of the verbs in brackets. Check
Grammar 2 orally and write the verbs on the board.
First conditional Answers
7 Use the article in exercise 5 to contextualize your 1 If you come to my house later, my dad will cook us pasta.
presentation of first conditional for possibilities. 2 If I don’t tidy my room, my mum won’t buy me that new
Say, ‘Some students at Santa Monica School want computer game. 3 He won’t be able to play basketball if
to be famous, so they will enter the competition. he arrives late. 4 My parents will take us to the beach this
summer if we don’t fail any exams.
If they want to be famous, they will enter the
competition. If they want to win the competition, 10 Invite students to write questions using the
they will make a band. If they want to have a good words given. Check orally.
band, they will choose a good vocalist.’ Write the
last example on the board and underline ‘if’. Ask Answers
students to paraphrase this sentence with ‘so’. 1 What will you buy if you go shopping tomorrow? 2 What will
you do if it rains this weekend? 3 What will you study if you go
Have them identify the condition and the possible
to university? 4 Where will you study if you decide to start a
consequence. Invite them to complete these
degree?
sentences orally: ‘If you study hard …’ ‘If you are
absent every day …’ ‘If you don’t pay attention in
PHASES EXTRA
class …’ Draw students’ attention to the grammar
tables and ask them to look at the sentences to Have students work in pairs to ask and answer
choose the correct words to complete the rules. the questions in exercise 10.
Check orally. Ask students to compare with their
L1. Then copy a first conditional question onto
the board and invite the class to copy a summary Workbook pages 79 & 80
into their folders below the heading: ‘If + present
simple + future simple / future simple + if +
present simple: possibility’.
86
8
Answers
1 guitar; 2 new; 3 expensive; 4 kind; 5 Rock; 6 electric
page 127. 3 Ask students to read the sentences and
questions and decide whether they would use
them to ask for or give advice. Discuss orally.
Closing phase Answers

Write the following phrases on the board: ‘join ask for advice: 1, 4; give advice: 2, 3
a band’, ‘go on a concert tour’, ‘buy a drum set’,
‘receive a music award’, ‘win a million dollars prize’. TEACHING TIP
Ask a student to choose a verb phrase and make a
There are other sentences that have other
conditional clause for a second student to finish the
functions, eg: ‘What do you think of these two?’
sentence. Have other students proceed in the same
We use this expression to ask for opinion.
way. To make this activity more complex, especially
to challenge more able students, once a student has
provided the whole conditional sentence, you may 4 Play the track pausing after each exchange for
invite a third one to make a question about what has students to listen and repeat. Have them practise
just been said, eg: Student A: ‘If your friend joins a so that they can then act out the dialogue.
band …’ Student B: ‘If your friend joins a band, he
will play the bass.’ Student C: ‘How will you feel Speaking Task
if your friend joins a band?’ Student D: ‘I will feel 5 Students work in pairs to prepare a
proud of him if my friend joins a band.’ dialogue between them and a friend at the music
shop following the three steps proposed. First,
invite students to look at the three musical
Lesson 4 instruments and decide which one they want
to buy. Then students think of the functional
language they will need and what their friend will
Aims
answer. Finally, students take turns to act out the
To develop speaking skills: At the music shop. dialogue they have prepared with their partner.
To read about music bands in schools.
To write a class survey.
Writing
Initial phase A class survey
Organize the class into groups of four or five students
6 Write the word ‘survey’ on the board and explain
and write on the board pairs of musical instruments.
that it is a gathering of samples or data that
There should be as many pairs as there are groups,
represents a group. Discuss what surveys are
eg: ‘electric guitar – triangle’; ‘keyboards – flute’;
useful for: marketing strategies, opinion polls,
‘saxophone – tambourine’; ‘cymbals – bass’; ‘violin
political issues, etc. Draw the following bar
– double bass’; ‘drums – triangle’; ‘trumpet – double
chart on the board and discuss what it means.
bass’. Invite each group to pick a pair. Give the class
Introduce phrases to talk about amount:
three minutes to write down as many differences
‘everyone’, ‘most’, ‘50%’, ‘some’, ‘a few’, etc.
between the two instruments in the pair as possible.
Write them on the board as reminders.
When time is up, check their work orally.
Core
Speaking
At the music shop
1 2.41 Play the track with books closed for the
class to listen and elicit what they understood.

Then ask them what Dylan decides to buy.
Answer
a second-hand electric guitar
Ask students to read the survey and ask if they
2 2.41Play the track a second time for the class
think their class’s answers would be similar.
to read, listen and choose the correct words to
complete the dialogue. Check orally.
87
LOOK! TEACHING TIP
Draw students’ attention to the text in the Look! Although each student has his or her own
box and invite them to read the examples. Elicit timing, setting time limits is always good
some more about their own predictions for the because it teaches them to follow instructions,
year 2025. not to waste time, to work independently, to
distinguish what is relevant from what is not,
etc, so it’s very important that each of the steps
7 Students go over the text on exercise 6 and find above is covered in a certain amount of time, eg:
which graph contains the survey answers. step 1 should not take more than seven minutes;
(graph b) step 2 should be done in no more than ten and
8 Students complete the sentences with the final stage should be covered in ten minutes.
expressions from the Look! box. Fast finishers may be given another task or may
help a partner but they should never be left idle.
Answers
1 A few students; 2 50 per cent of students; 3 Most students;
Workbook page 82
4 Everyone
Writing Task
In groups of three or four, students are going to
Closing phase
write a survey about teenage ambitions. Advise the Have volunteers read their survey results.
groups to follow the three steps.
1 Tell groups to write down the questions they are

going to ask. As the questions in the text sample
can be used, tell students they should think
about at least two new ones. Remind them they
Lesson 5
should take down notes of the answers they get Aims
so as to be able to summarize the results of the
To learn factual information about Celtic music.
survey.
To visit a website to find information about
2 2.41Once the survey has already been carried regional types of music in Europe.
out, students will have to work individually and To integrate what students have learnt so far.
use the results and the model text in exercise 6
Initial phase
to write a first draft. Remind them to include a
heading and expressions of amount. They can
have the Look! box handy when they start writing Music survey: in groups, students ask questions
down their results in complete sentences. Say: ‘If about music likes. Then, they draw a graph and
all students in the survey answer the same thing, share their finding with the class. Possible questions
it means that everyone, or 100 per cent of the for the survey: ‘Do you like rock music?’, ‘Do you
students, have the same point of view. We choose download music?’, ‘Do you listen to online music?’,
to say “most” when there is just a few students Have you ever written a song?’, etc.
who think differently. You will use “50 per cent”
when half of the people you interviewed gave
the same answer. “A few” is used when just a
small number of students give the same answer. Core
And, finally, we use “no one” when not even one Culture
person gives a positive answer.’ Students may
exchange their work for peer correction. Check
Celtic music
two or three samples orally and make a point of 1 2.42Write the title on the board. Invite students
correcting the rest for the following lesson. to say what they think they might read about.
Accept L1. Ask students to listen and read the
3 Tell students to go over their class surveys and text and correct the wrong information.
see if they have used the grammar topics and
vocabulary correctly. Answers
1 Celtic music is more popular in Newfoundland than in
Britain. 2 With the Roman invasion, they moved to Ireland.
3 The Celts were warriors. 4 They introduced iron plough
into England. 5 Women were technically equal to men.
6 The Celts passed orally all their poems for other
generations to learn them.
88
8
PHASES CULTURE
Closing phase
• The Celtic harp has roots in Irish tradition back their books and then ask them to mention one thing
to the 10th century. they have learnt or they remember from the unit, eg:
• The Celts lived in many parts of Europe during ‘Irish blessings are used almost for everything.’
the Iron Age. Nowadays, they live in Wales,
Ireland, Scotland, the Isle of Man, Cornwall
and in Brittany, France. Their culture lives on Progress check
in language, music, song and literature. Answers
1 1 be born; 2 get married; 3 applying for; 4 graduate; 5 training;
6 getting engaged
2 Ask the class to read the blessing and order 2 1 saxophone; 2 tambourine; 3 triangle; 4 keyboards; 5 guitar;
the words in bold. Check orally and also write 6 trumpet
answers on the board to avoid mistakes. 3 1 won’t train; 2 ’ll leave; 3 ’ll learn; 4 will be; 5 won’t get
4 1 Where will you go for your holidays next summer? 2 How
Answers much money will you spend on your friend’s birthday present?
1 at your back; 2 the sun shine; 3 on your shield; 4 until we 3 Who will you invite to your next birthday party? 4 What time
meet again will your family get up next Sunday?
5 1 will be; 2 go; 3 will learn; 4 don’t practise; 5 Will, stay;
6 invites; 7 will, do
PHASES CULTURE
Integration
Irish blessings: There are many blessings in 1 be born; 2 are changing; 3 the most; 4 grows up; 5 best
education; 6 apply for; 7 too old; 8 will take
English and Irish (Gaelic). Celtic people are
connected to Ireland. The Irish have a blessing
for almost everything! You can find blessings for
weddings, funerals, St Patrick’s day, Workers,
Peace, Happiness, etc. They are a nice way to
show how much you care about others. There
are usually used in emails, texts, status updates,
wedding and birthday cards.
PHASES EXTRA
Ask students to write down the words that they

don’t know. Encourage them to read the context
to see if it helps to find its meaning. Then, invite
them to look those words up in the dictionary to
verify their prediction.
3 ABOUT YOU Invite the class to talk about

the typical music where they live. Invite them to
talk about bands and, finally, encourage them to
share if they play any instrument. If so, ask them
which one.
Webquest
Students investigate about other regional types of
music from Europe. Then they share their findings
with the class. You can invite them later to make a
poster with the information they looked up.
Possible answers
Gaelic music, which is a type of Celtic music.
Folk music: Catalan folk music (‘bolero’, ‘contrapàs’) Croatian folk
dance (‘kolo’, which is a round dance), Czech folk dance (‘polka’),
French folk dance (‘quadrille’), etc.
89
Revision 4 PHASES CULTURE
Professor Brian Edward Cox is a British

Initial phase particle physicist who was born on 3rd March
1968. Cox has given several talks on particle
Have students work in pairs. One student goes physics and has authored different articles as
to page 102 and the other to page 107 to do well as books. In 2009, he appeared in People
Communication Activity 6. The aim is to revise all magazine’s ‘Sexiest Men Alive’. People all over
the grammar and vocabulary content seen so far the world know him because of his appearances
as we develop students’ editing skills. Read the in different BBC programmes, not for his
instructions aloud and invite the class to work in discography.
pairs. Invite them to decide who will be Student A and
who will be Student B. Make sure they understand
they have to make all types of questions to check
every piece of information in the email. To do this, PHASES EXTRA
elicit the questions that would check the information, Read these definitions for students to guess
eg ‘Where are you spending your holidays?’ ‘What’s the words from the article in exercise 1 from
the weather like?’ ‘What do you do every day?’ ‘What memory: ‘the word for a very famous rock
did you do yesterday?’ ‘What are you going to do?’ singer’ (star); ‘a specialist in physics’ (physicist);
Give students five minutes to write the questions ‘a group of musicians’ (band); ‘a set of musical
they would like to ask. Have them work in pairs to recordings on a CD’ (album); ‘the place where
ask and answer the questions and take down what scientists do experiments’ (laboratory/lab); ‘the
they consider different from the information in their place where the different planets are’ (space).
email. Once they have finished the task, check the
differences orally.
Grammar
Core 3 Invite students to complete the sentences with
‘can’ or ‘could’ and some of the verbs in orange.
Vocabulary Check orally and write the answers on the board
to avoid mistakes.
Students play the vocabulary game in pairs.
They have to guess each word in the shortest time Answers
possible. When one student fails to guess the word, 1 can play; 2 could, swim; 3 can learn; 4 could, travel;
his or her partner takes the chance. The student 5 can, buy
who guesses more words is the winner. Check all 4 Ask the class to write questions to complete
the words orally once the class has finished and the dialogue. Discuss their questions orally.
elicit sentences for further practice.
5 Have students answer the questions in complete
Answers
cold; stomach ache; plaster cast; antiseptic; pills; fell, love;
sentences. Check orally.
applying; degree, graduate; acoustic guitar; drums
Possible answers
1 You should go to the dentist. 2 You should give her an
Reading aspirin. 3 She shouldn’t eat chocolate. 4 She must study and
graduate. 5 You mustn’t copy your classmate’s answers.
1 Pre-reading: write these anagrams on the board 6 You must take antibiotics when you have an infection.
for the class to guess the words and try to make 7 Doctors, or GPs, must write out prescriptions.
up a story with them: ‘ntlape’ (planet); ‘tiscinet’ 6 Have students complete the sentences with the
(scientist); ‘dbna’ (band). Once they’ve done this, correct form of the verbs in brackets. Check their
ask the class to read the article about Professor work orally.
Brian Cox and answer the questions. Check
orally. Answers
1 won’t be; 2 will visit; 3 won’t have; 4 will buy; 5 won’t go
Answers
1 He was a rock star. 2 In 2009. 3 At the CERN laboratory in 7 Invite the class to look at the pictures and write
Geneva, Switzerland. about Anne’s ambitions using ‘will’ and ‘won’t’.
2 Have the class complete the sentences about the Discuss their work orally.
article on Professor Brian Cox. Check their work Answers
orally. 1 She will go to university/start a degree. 2 She will apply for
Answers a job. 3 She will graduate. 4 She will get married.
1 one of the most famous British; 2 1986; 3 radio presenter
90
Revision
4
Listening 3 Writing
8 Play the track for students to listen to the
2.43 Have students use their notes to make a poster
dialogue and answer the two questions. using first conditional sentences and ‘should’ for
their advice. Remind them to illustrate their work
Audioscript/Answers effectively to make their point and make readers
Interviewer Hello, and welcome to ‘Weekend TV Review’. aware of the possible bad effects of irresponsible
Today, Janet Porter is going to review last behaviour. Circulate monitoring students’ work and
night’s programme, ‘Future World’. What did helping them to edit their writing.
you think of the programme, Janet?
Janet Thank you, Richard. I thought it was very 4 Presentation
interesting. The programme was all about Invite students to show their poster to the class and
computer technology and robot technology. give their advice. Then have them vote for the best
It demonstrated that these technologies will piece of work.
become more important in the future. Robot
technology is already very advanced in Japan,
particularly in medicine.
I think the same will happen in Europe soon.
Interviewer Do you think we will use robots in the home in
Closing phase
future? In groups, students talk about the posters other
Janet No. I don’t think we’ll have robots in our houses, groups presented.
cooking and cleaning for us, but I think we’ll
have more technology in the home, for example,
we’ll have ‘smart’ fridges and ‘smart’ cars, that
will talk to us. They’ll tell us when we need to
buy more food or take the car to the garage.
‘Smart’ technology already exists, and they
Upgrade for Exams
talked about it on ‘Future World’.
Interviewer Will scientists be able to create robots that can Initial phase
think and feel happy or sad, like humans?
Write these words on the board: ‘communication’,
Janet Yes. Scientists are working on that technology
now, but there’s a lot of work today before they
‘medicine’, ‘education’ and ‘work’. Invite students to
can create robots like those in the film ‘i-Robot’, make predictions about the future. Discuss what the
with Will Smith. best ideas are.
Interviewer Well, thank you very much for coming on the
show, Janet, and talking to us …
9 2.43Play the track a second time for the class Core

to listen and complete the sentences. Check 1 Have the class read the article and choose the
orally. correct words.
Answers
Note: Item 4c should have been ‘is’. This mistake
1 Future World; 2 computer and robot technologies; 3 Japan;
4 we’ll have more technology in the home, like ‘smart’ fridges
will be corrected the in the first reprint of the
or ‘smart’ cars; 5 ‘smart’ fridges will tell us when to buy it; Student’s Book.
6 robots that can think and feel happy or sad
Answers
1 b; 2 b; 3 b; 4 c; 5 a; 6 b; 7 c; 8 b
Collaborative Task – A better future 2 Students complete dialogue with some of the
1 Ideas questions and answers a–g.
Invite students to make a list of ideas for a better Answers
future. Brainstorm a few and write key words on 1 e; 2 g; 3 a; 4 c
the board. Ask them to consider issues such as
technology, food, education, health, entertainment, 3 2.44 Students listen to the dialogue and say
etc. Invite students to organize their ideas in a chart whether the statements are true, false or not
as in the example. mentioned. Ask the class to correct the false ones.
Audioscript
2 Group work
Dad What are you thinking about?
Organize the class into groups and have them Sarah I’m thinking about my future and I‘m not sure what
discuss the ideas they have written down in the subjects to choose.
chart. Ask them to organize these ideas into topics Dad Oh! What are the options?
choosing the most relevant and original ones. Sarah I am looking at the options at the moment. All my
friends are planning to study biology and chemistry.
Dad What kind of job do you want to do?
91
Sarah Two years ago, I wanted to work with animals.
Now I want to work with people.
Dad If you write a list of your favourite subjects, it will
help you decide.
Sarah Thanks, that’s a good idea.
Answers
1 false (She’s thinking about her future.); 2 false (Her friends
are planning to study biology and chemistry.); 3 false (She
wanted to work with animals two years ago.); 4 false (He says
that writing a list will help her decide.); 5 not mentioned;
6 false (He suggests her writing a list of her favourite
subjects.); 7 not mentioned
Closing phase
Write ‘Be healthy’ on the board and ask students to
work in groups. They should make a list of their bad
and good habits. Then they will write four sentences
about the things they should change as a wish list
for next year.
92
English cities
CLIL and Projects (to be done after Unit 2)
Step 1
Ask the class to compare Liverpool and their town –
Social studies: Liverpool, similarities and differences. The idea is to elicit
a city of innovation the fact that all cities have got icons, monuments,
traditions, etc. Then ask what other important
Draw students’ attention to the pictures and ask cities they know, apart from Liverpool and London,
what they can see. Ask if they think the pictures eg ‘Manchester’, ‘York’, ‘Portsmouth’, ‘Brighton’,
are modern or not and why. Use the pictures to ‘Oxford’, ‘Cambridge’, etc. Then refer students to
teach ‘railway lines’ and ‘iron’. Also, pre-teach page 103. Organize the class into groups and have
‘glass’, ‘skyscraper’ and ‘passenger-carrying train’. them choose one city. Ask them to investigate it. They
Have the class read the text silently and check should look for information about: the location of the
understanding through these questions: ‘Where city, the most important monuments and buildings, its
is Liverpool?’ ‘Why is it an important access to historic places, traditions and what the city is famous
the Atlantic Ocean?’ ‘What can you see today in for. Ask them to make notes about their findings and
the historic port of Liverpool?’ ‘Why is this a city then discuss these notes in class.
of innovation?’ Read the text aloud for students to
follow the reading and check pronunciation. Step 2
Have students get interesting pictures of the city
they have chosen to illustrate their work and then
PHASES CULTURE ask them to work in groups again to organize their
• Peter Ellis (1808–1888) was a Liverpudlian notes into sentences and paragraphs with suitable
architect. He designed Oriel Chambers in 1864, headings.
considered by many architectural historians
Step 3
to be one of the most influential buildings of
Have students make a poster presentation of their
its age, but it is possible that Ellis’s career
work. Once the groups share their work with their
as an architect was adversely affected by
classmates, invite the different groups to give
the negative criticism that Oriel Chambers
feedback on the presentations – if the work was
received from specialists at that time.
clear, complete, original, appealing, interesting,
• Oriel Chambers was the fi st building with
original, etc.
iron framed glass windows. People did not
like it very much because it had too many
glass windows, so they said it looked ‘like an
agglomeration of great glass bubbles’. Oriel History: The origins of the
Chambers is still located near the town hall
and is now a set of barristers’ chambers.
marathon
Draw students’ attention to the old map in the
picture and ask what they can see: the sea, where
PHASES EXTRA the Persian ships were, rivers, etc. Explain that
this is a map showing the location of Marathon, an
Have students copy and complete these ancient city. Invite students to read the text and find
sentences about Liverpool: ‘In the 18th century, out about the origins of the marathon and list the
Liverpool was a very …’ (important port) ‘Oriel main fi e events, eg ‘The Greek army won the battle
Chambers was …’ (a very modern building for against the Persian army.’ ‘Pheidippides ran about
the time/made of glass and iron, etc) ‘Britannia 40 km to Athens without stopping.’ ‘He shouted,
was …’ (the fi st transatlantic ship) ‘Liverpool “We won.”’ ‘He died.’ ‘The fi st modern Olympics
was the fi st city to have …’ (a passenger train to included a running race between Marathon and
Manchester). Athens: the fi st marathon.’
TEACHING TIP
‘Pheidippides’ is pronounced \faI"dIpIÆdi…z\.
93
M17 395 Phases1TB2 093 100 CLIL and Projects.indd 93 02/07/18 12:03
PHASES EXTRA PHASES CULTURE
Read these sentences for the class to raise their A ‘regional dialect’ is the distinct form of a
right hand if they are true or shout, ‘No!’ if they language spoken in a certain geographical
are false. area. It may differ from the language itself
1 Pheidippides was a sailor. (F: He was a in its vocabulary, grammar, pronunciation or
soldier.) intonation.
2 The Greek army was not very strong. (T)
3 The Greek resisted well. (T)
4 The Greek won the battle in Marathon in 480 PHASES EXTRA
BC. (F: In 490 BC.)
5 Pheidippides ran to Athens because he was Invite students to investigate the dialects
not feeling well. (F: Because he wanted to mentioned in the text and find how we can write
inform the good news of the victory.) and say simple words such as ‘hello’, ‘goodbye’
6 When he arrived in Athens, he stayed in a or ‘yes’ in those dialects.
Greek ship for two days. (F: He shouted and
died.)
7 The present London Marathon finishes at Dialects in my country
Buckingham Palace. (T) (to be done after Unit 6)
Step 1
Marathons Refer students to page 105. Organize the class into
groups and ask them to investigate some dialects
(to be done after Unit 4) from their country. Have each student in the group
Step 1 investigate one dialect to find the answers to the
Refer students to page 104. Ask them to work questions given as well as examples. This may be
individually to investigate local marathons and take set as homework.
down notes. Then invite them to work in groups of
four and discuss the information they have got to Step 2
choose a marathon and select the most relevant The groups get together and share the information
information answering the questions provided.’ they have gathered about the different regional
dialects in their country. They organize the ideas,
Step 2 draw a map of their country and locate the regional
Students work in groups to organize the information dialects on it. They also write a short paragraph
they have into paragraphs and get or make pictures about the dialect and a few examples.
to illustrate their presentation.
Step
Step 3 Together, each group checks their work making sure
Ask students to edit their work carefully and divide it is mistake-free and looks attractive. They decide
it into parts so that each of them can memorize one on a good title and finally, they present their work to
part to make the oral presentation of their chosen their classmates.
marathon. Invite the different groups to make their
presentations to the class.
Science: History of vaccination

Language: Regional dialects Pre-reading: ask students what they know about
who discovered the vaccines they got as babies.
Read the text aloud for the class to listen and Check if there is a street, school or important place
follow your reading. Have them ask and answer with the name of Louis Pasteur or Edward Jenner
comprehension questions. Ask the class if they have in their town. Pre-teach ‘smallpox’ using L1. Read
regional dialects in their country. Discuss how we the text for the class to listen and follow the reading.
can identify a regional dialect. Discuss if these two scientists deserve a monument,
a street or a school with their names. Then check
comprehension with these questions: ‘Why did
people die of smallpox in the 18th century?’ ‘Why
was cowpox common at that time?’ ‘What important
discovery did Dr Edward Jenner make?’ ‘Why did
Jenner inject cowpox into James’ arm?’ ‘Was the
eradication of the disease immediate?’
94
PHASES EXTRA
Write the word ‘pasteurization’ on the board

and discuss its meaning. Ask for examples of
things that are pasteurized: ‘milk’, ‘food’, etc.
Help students establish the connection between
Louis Pasteur and the word.
PHASES CULTURE
Louis Pasteur was a French chemist and

microbiologist born on 27th December 1822
in Dole, France. He discovered the process of
pasteurization. In 1854, Pasteur was appointed
professor of chemistry at the University of Lille.
Here, he worked on finding solutions to the
problems with the manufacture of alcoholic
drinks and was able to demonstrate that
bacteria were responsible for souring wine,
beer and even milk. He then invented a process
where bacteria could be removed by boiling
and then cooling liquid. This scientist also
investigated rabies and anthrax.
Vaccines
(to be done after Unit 8)
Refer students to page 106 and elicit the description
of the two pictures. Pre-teach vocabulary: ‘syringe’,
‘needle’, ‘symptoms’, ‘treatment’, etc. Go through the
three steps to explain what students will do.
Step 1
Invite the class to investigate the vaccines that
are compulsory in their country for homework.
They should find out the diseases they fight, the
causes that produce each disease, the symptoms
and treatment. Have the class make notes of their
findings and get pictures to illustrate their work.
Step 2
Organize the class into groups of three or four
students and have them compare the information
they have collected to select relevant material and
organize the notes to make a chart.
Step 3
Students complete their work, check for mistakes
and glue the pictures that illustrate the information
they have. Finally, they make a presentation to their
classmates and vote for the best presentation.
95
Editing your Work
We all know how important writing is and how difficult If you want to make the work more productive, you
it is to make students aware of the importance of may invite students to write their own compositions
writing conventions. The aim of this editing section is to following the instructions given after they have edited
help you teach your students how to correct their own the samples given. Of course, if they do, you will need
mistakes before they hand in a piece of writing. The to give them appropriate feedback following the same
composition samples included in this section increase correction code as the one suggested on page 108
in complexity following the writing programme in the of the Student’s Book. Once students are taught to
Student’s Book and may be used at any time in the write properly and they learn the basics of paragraph
course. development, cohesion and coherence, they are likely
to develop their writing skills without much difficulty.
1 Correct punctuation marks and capitalization.
Dear Jane: (1) 1 P (,) 17 P (.)

2 P (?) 18 P (.)
How are you (2) (3) and hows (4) your brother. (5) 3 C (And) 19 C (My)
4 P (how’s) 20 P (.)
We are very busy at school (6) (7) we are reading for our half- 5 P (?) 21 C (Shes)
term exams. (8) i always play tennis on (9) mondays (10) (11) 6 P (.) 22 P (She’s)
wednesdays and (12) fridays but this week I am not doing any 7 C (We) 23 P (.)
sports (13) (14) Im studying till late at night so (15) i (16) cant 8 C (I) 24 P (.)
watch TV (17) 9 C (Mondays) 25 P (.)
10 P (,) 26 P (?)
My problem is algebra (18) (19) my sister tries to help me (20) (21) 11 C 27 P (New
(22) shes very good at maths but she shouts at me and gets angry (Wednesdays) paragraph)
(23) I prefer a private teacher (25) 12 C (Fridays) 28 C (Write)
13 P (.) 29 P (.)
How is school life in Paris (26) (27) (28) write to me soon (29) 14 P (I’m) 30 C (Love)
15 C (I) 31 P (,)
(30) love (31) 16 P (can’t)
Pat
Correct version:
Dear Jane,
How are you? And how’s your brother?
We are very busy at school. We are reading for our half-term exams. I always play tennis on Mondays, Wednesdays and Fridays but
this week I am not doing any sports. I am studying till late so I can’t watch TV.
My problem is algebra. My sister tries to help me. She’s very good at maths but she shouts at me and gets angry. I prefer a private
teacher.
How is school life in Paris?

Write to me soon.
Love,
Pat
96
2 Correct the mistakes in the story.
(1) They are many stories about the origin of Panettone. It (2) a typical 1 WW (There)
(3) Italia fruitcake. Some Italians say Panettone means Pan de Toni. But 2 ^W (is)
who (4) were Toni? 3 WW (Italian)
4 WV (was)
Toni was the chef’s assistance in the court of Duke Ludovico Il Moro. 5 WP (On)
(5) In Christmas Eve the chef (6) was burn the Christmas cake. (7) Was a 6 WV (burnt)
desperate situation because that night the Duke (8) celebrate Christmas 7 ^S (It)
with (9) her friends. 8 WV (celebrated)
9 WW (his)
Toni added nuts, (10) raising and fruit to the bread dough and the result 10 WW (raisins)
was (11) an (12) delicius fruitcake. 11 WP (a)
12 WSP (delicious)
The Duke (13) very happy and (14) hi called this cake ‘Panettone’, that is 13 ^W (was)
Toni’s bread. 14 WSP (he)
Correct version:
There are many stories about the origin of Panettone. It is a typical Italian fruitcake. Some Italians say Panettone means Pan de Toni.
Who was Toni?
Toni was the chef’s assistance in the court of Duke Ludovico Il Moro. On Christmas Eve the chef burnt the Christmas cake. It was
a desperate situation because that night the Duke was celebrating Christmas with his friends.
Toni added nuts, raisins and fruit to the bread dough, and the result was a delicious fruitcake.
The Duke was very happy and he called this cake ‘Panettone’, that is Toni’s bread.
3 Find ten mistakes and correct them.
Hi, Tom! 1 WV (are)

How’s (1) you and your family? I enjoyed your story about the 2 ^S (It)
discovery of penicillin. (2) Was new to me. 3 P (.)
4 ^S (It)
Today the teacher talked about the discovery of the Lascaux Cave in 5 WV (walking)
the south of France (4) Is really a fascinating story. A group of four 6 WV (were)
teenagers were (5) walk their dog in the woods near Montignac. 7 WP (to)
8 WW (their)
They (6) was exploring the place because there was a local legend 9 P (,)
about hidden treasure in a tunnel. They entered (7) to the tunnel 10 WO (can we)
and found big paintings on the walls. 11 ^S (is)
12 P (,)
At first, the cave was (8) there secret but then they informed the
schoolteacher. Tom (9) where (10) we can find hidden treasure like
the one in France?
Well, I must stop now. It (11) very late and tomorrow I have to get up
early. I have a maths test.
Write soon (12)

Ed
Correct version:
Hi, Tom!
How are you and your family? I enjoyed your story about the discovery of penicillin. It was new to me.
Today the teacher talked about the discovery of the Lascaux Cave in the south of France. It is really a fascinating story. A group of
four teenagers were walking their dog in the woods near Montignac.
They were exploring the place because there was a local legend about hidden treasure in a tunnel. They entered the tunnel and
found big paintings on the walls.
97
At first, the cave was their secret but then they informed the schoolteacher. Tom, where can we find hidden treasure like the one in
France?
Well, I must stop now. It is very late and tomorrow I have to get up early. I have a maths test.
Write soon,
Ed
4 Correct the mistakes in this text about favourite possessions.
My silver pen is me (1) favourite possession. My parents gave it 1 WSP/WW (my) 11 WSP (exams)
to me when I leave (2) secondary school. My brother he (3) say (4) 2 WV (left) 12 WO (always
(5) is not a ‘silver’ pen. It is a ‘silvery’ pen. In fact, it is a stainless 3 (delete ‘he’) get)
steel pen but I don’t mind. To me, (6) is a ‘silver’ pen. I love it. The 4 WV (says) 13 ^W (am)
cap (7) have got my name on it. My mum said when she gave it 5 ^S (it) 14 WSP/WW
to me: ‘This pen it is going to be your (8) most luck pen!’ and she 6 ^S (it) (sign)
was (9) wright. I (10) write always my (11) exsams with my lucky 7 WV (has) 15 WSP/WW (my)
pen and I (12) get always good notes. 8 WW (luckiest)
9 WSP (right)
In the future, I (13) going to be a lucky lawyer. I am going to (14) 10 WO (always
sing my papers with (15) me silver pen! write)
Correct version:
My silver pen is my favourite possession. My parents gave it to me when I left secondary school. My brother says it is not a ‘silver’
pen. It is a ‘silvery’ pen. In fact, it is a stainless steel pen but I don’t mind. To me, it is a ‘silver’ pen. I love it. The cap has got my name
on it. My mum said when she gave it to me: ‘This pen it is going to be your luckiest pen!’ and she was right. I always write my exams
with my lucky pen and I always get good notes.
In the future, I am going to be a lucky lawyer. I am going to sign my papers with my silver pen!
5 Jose describes his unfortunate holidays in Orlando. In his description, Jose made many mistakes with
verbs. Correct them.
People always (1) enjoys their holidays in Disneyworld because 1 WV (enjoy) 13 (New
life there is fun. Our holidays in Disneyworld last year (2) was 2 WV (were) paragrap’)
different. 3 WO (were not) 14 P (,)
4 WV (arrived) 15 WV (had)
We (3) not were a lucky group. When we (4) arrive at the hotel 5 P (,) 16 WV (was)
(5) I was (6) cough badly and my sister (7) has a temperature. 6 WV (coughing) 17 WV (ended up)
We could (8) go not to Disney for two days so we (9) were stay at 7 WV (had) 18 WV (didn’t)
the hotel watching TV. (10) On the third day (11) my little brother 8 WO (not go) 19 WV (was)
ran across the hotel lounge, missed a step and broke his leg. My 9 WV (delete
dad drove him to the nearest hospital and he (12) comes back ‘were’; replace
with his leg in plaster. (13) But then (14) mum (15) have an awful ‘stay’ with
headache and dad (16) did not feeling well. When the doctor ‘stayed’)
came, he said it was a bacteria and prescribed antibiotics. We 10 (New
all (17) end in bed eating vegetables, drinking mineral water and paragraph)
taking the medicine. 11 P (,)
12 WV (came)
We (18) don’t see Mickey Mouse or Goofy. Everybody (19) were
depressed.
Correct version:
People always enjoy their holidays in Disneyworld because life there is fun. Our holidays in Disneyworld last year were different.
We were not a lucky group. When we arrived at the hotel, I was coughing badly and my sister had a temperature. We could not go
to Disney for two days so we stayed at the hotel watching TV. On the third day, my little brother ran across the hotel lounge, missed
a step and broke his leg. My dad drove him to the nearest hospital and he came back with his leg in plaster. But then, mum had an
awful headache and dad was not feeling well. When the doctor came, he said it was a bacteria and prescribed antibiotics. We all
ended up in bed eating vegetables, drinking mineral water and taking the medicine.
We didn’t see Mickey Mouse or Goofy. Everybody was depressed.
98
6 Correct the mistakes.
During the summer holidays, after dinner (1) my twin brother and 1 P (,) 12 WW (because)
I sat with my eldest brother, John, in the open and watch (2) the 2 WV (watched) 13 ^S (it)
stars. John told us the Greek stories of the stars in the sky and we 3 WV (listened) 14 WV (stayed)
listen (3) with greet (4) interesting (5). 4 WSP (great) 15 WO (dark
5 WW (interest) blue)
One day (6) John was tell (7) us the myth of Orion when a bright 6 P (,) 16 P (,)
light appear (8) in the sky. What was (9)? It couldn’t be a star but 7 WV (telling) 17 WV (were
(10) (11) was too big. It couldn’t be a plane but (12) (13) was static. 8 WV (appeared) silent)
It stay (14) there in the (15) blue dark sky, flashing on and off and 9 ^S (it) 18 WV (saw)
then (16) suddenly, it was gone. We was silence (17). There was no 10 WW (because) 19 VW (know)
logical explanation. 11 ^S (it)
The following day we went out for a ride and we seed (18) an
enormous circle of dried grass in our neighbour’s field.
Aliens? We will never knowed (19)
Correct version:
During the summer holidays, after dinner, my twin brother and I sat with my eldest brother, John, in the open and watched the stars.
John told us the Greek stories of the stars in the sky and we listened with great interest.
One day, John was telling us the myth of Orion when a bright light appeared in the sky. What was it? It couldn’t be a star because it
was too big. It couldn’t be a plane because it was static. It stayed there in the dark blue sky, flashing on and off and then, suddenly,
it was gone. We were silent. There was no logical explanation.
The following day we went out for a ride and we saw an enormous circle of dried grass in our neighbour’s field.
Aliens? We will never know!
7 Correct the mistakes in this biography.
Thanks to Louis Braille the blind can read and write easy (1) now. 1 WW (easily) 10 WV (received)
2 ^W (was) 11 WW (There)
He (2) born in 1809 in a small village (3) on France. When (4) was 3 WP (in) 12 P (,)
three years old, he injured his eye with a sharp tool in his father 4 ^S (he) 13 (delete either
(5) shop. Unfortunately, both eyes became infected and at the age 5 WW (father’s) ‘Braille’ or ‘he’)
of five he be (6) completely blind. 6 WV (became) 14 WW (a)
7 ^W (boy) 15 WW (fell)
He was a very smart (7) (8) so at school he learn (9) by listening 8 P (,) 16 WW (death)
and at the age of ten he receive (10) a scholarship to the National 9 WV (learned/
Institute for Blind Youths in Paris. learnt)
Their (11) (12) Braille he (13) developed a simple system for the
blind with only six raised dots. He was (14) too teacher till he (15)
felt seriously ill and finally died of tuberculosis at the age of 42.
His method become famous after his (16) die. We know it as the
Braille system.
Correct version:
Thanks to Louis Braille the blind can read and write easily now.
He was born in 1809 in a small village in France. When he was three years old, he injured his eye with a sharp tool in his father’s
shop. Unfortunately, both eyes became infected and at the age of five he became completely blind.
He was a very smart boy, so at school he learned by listening and at the age of ten he received a scholarship to the National Institute
for Blind Youths in Paris.
There, Braille/he developed a simple system for the blind with only six raised dots. He was a teacher till he fell seriously ill and
finally died of tuberculosis at the age of 42.
His method became famous after his death. We know it as the Braille system.
99
Young people that make
Extra Reading a difference
1 Suggested answers: help, change the world, Foundation,
This section aims at the development of students’ people in need, philanthropy, donated, the needy, fight hunger,
reading comprehension skills as well as their altruistic, raise funds, collaborate
autonomy and it can become an effective assessment 2 1; 3
tool too. The activities in this section may be done 3 1 He collected money to build wells and bring clean and
safe water in Africa. 2 She donated her cabbage crop. 3 She
at any time of the course bearing in mind that they
organized a lemonade stand competition with her class to raise
follow the grading in the Student’s Book. It offers
funds for the earthquake victims. 4 They built it in the Angolo
four different text types and interesting topics in Primary School in Uganda. 5 The Cabbage Programme at
a student-friendly layout. The activities in this school when she was in third grade inspired her.
section can be used in different ways: they may be 4 & 5 Students’ own answers
set for homework or done in class. Students may
work individually, in pairs or small groups and they
may be allowed to use a monolingual dictionary, a
bilingual one or none. For students who cannot use
Ghosts
a dictionary, enough visual aids have been included 1 1 The signalman worked in a signal box. 2 The ghost shouted to
as well as a Glossary to support their reading and the signalman ‘Below there! Look out!’ 3 The signalman didn’t
see the oncoming train. 4 Gertrude is Hamlet’s mother.
understanding of the material.
5 Hamlet’s father is dead. 6 Claudius is guilty – he killed
As with any piece of work, correction and feedback Hamlet’s father.
are essential. Again, you may choose to check 2 1 He thinks they are the signalman’s hallucinations. 2 No, he
students’ answers and mark or to discuss the didn’t. 3 He thinks his uncle killed father. 4 The ghost in The
answers orally in class. To make their work Signalman tells what will happen, while the ghost in Hamlet
even more productive, we have included a final tells what has happened/the truth.
3 1 c; 2 e; 3 d; 4 a; 5 b
investigation task in the ‘Your turn’ section in most of
Note: Definition b should have been ‘injures’. This mistake will
the texts. Its aim is to develop students’ autonomous
be corrected in the first reprint of the Student’s Book.
learning and presentation skills. Of course, students 4 Students’ own answers
may be invited to write their work and this may
become their personal portfolio, showing their
strengths and weaknesses; in other words, this
section may be a fantastic assessment tool.
Adventures by the camp fire

1 1 a; 2 c
2 1 false; 2 not mentioned; 3 false; 4 false; 5 not mentioned;
6 false; 7 false
3 1 c; 2 b; 3 a; 4 e; 5 d
4 Students’ own answers
Aegeus and Theseus

1 1 d; 2 a; 3 b; 4 c
3 1 They were sad. 2 They paid tribute every seven years.
3 He killed the Minotaur. 4 He didn’t hoist the white sails
on his ship. 5 He thought his son was dead.
4 1 saw; 2 spoke; 3 was; 4 gave; 5 killed, came
100
Exercise 19
1 John is the tallest boy in my class. 2 We are the best students in
Answer Keys our school. 3 The elephant is the largest land animal. 4 Bugatti is
the most expensive car in the world. 5 My aunt is the worst singer
in our family. 6 Kate is the most intelligent person I know.
Language Database Exercise 20

1 any; 2 How many; 3 some; 4 any; 5 How much
Exercise 1
Exercise 21
1 often camp; 2 are feeling; 3 am staying; 4 has; 5 are winning;
1 not many; 2 a lot of; 3 not much; 4 not many; 5 a lot of; 6 not much
6 goes
Exercise 22
Exercise 2
1 am going to help; 2 is going to live; 3 are going to be; 4 are going
1 Paul is having a party on Sunday evening. 2 We’re studying for
to have; 5 are going to finish
the history exam this evening. 3 I’m not playing rugby next week.
Exercise 23
4 Are you hunting at the weekend? 5 My mum isn’t making dinner
1 We aren’t going to meet outside the cinema. 2 Lizzie isn’t going
tonight. 6 They are camping in the new tent tonight.
to phone me later. 3 My friends aren’t going to study Chinese. 4 You
Exercise 3
aren’t going to be late. 5 I’m not going to visit my grandparents at
1 was; 2 weren’t; 3 was; 4 wasn’t
the weekend.
Exercise 4
Exercise 24
1 Was it hot yesterday? 2 Where was Cervantes from? 3 Was she
1 Is your brother going to play the piano in the concert? 2 Are you
at school last week? 4 Were you happy last night? 5 Why were
going to miss school tomorrow? 3 Is Maria going to have a birthday
your friends tired?
party? 4 Are your parents going to buy a bigger TV? 5 Are we going
Exercise 5
to fly to Rome? 6 Am I going to camp in the forest?
1 in; 2 three months ago; 3 on; 4 last; 5 yesterday
Exercise 25
Exercise 6
1 could speak; 2 couldn’t swim; 3 could ride; 4 couldn’t make;
1 When did your sister arrive home? 2 Who did you see at the
5 couldn’t land
concert? 3 What did you eat for dinner yesterday? 4 How often
Exercise 26
did they play football last year?
1 shouldn’t; 2 should; 3 should; 4 shouldn’t; 5 shouldn’t; 6 should
Exercise 7
Exercise 27
1 rode; 2 had; 3 found; 4 arrived; 5 grew
1 Should my brother study Russian? 2 Should I buy new speakers?
Exercise 8
3 Should we fly to France? 4 Should they borrow money? 5 Should
1 My classmates didn’t climb Everest last week. 2 My teacher
Rachel be a surgeon? 6 Should we drink this water?
didn’t invent a new computer. 3 We didn’t eat pizza for breakfast.
Exercise 28
4 She didn’t sell cakes outside the cinema.
1 mustn’t; 2 must; 3 must; 4 mustn’t; 5 must; 6 must
Exercise 9
Exercise 29
1 There was; 2 There were; 3 There was; 4 There was
1 will leave; 2 ’ll get; 3 ’ll feel; 4 will play; 5 ’ll eat
Exercise 10
Exercise 30
1 Was, wasn’t; 2 Were, were; 3 Was, was; 4 Were, weren’t
1 won’t work; 2 won’t go; 3 won’t travel; 4 won’t fail; 5 won’t like
Exercise 11
Exercise 31
1 were swimming; 2 was watching; 3 was driving; 4 were
1 b; 2 a; 3 b; 4 a; 5 b
listening; 5 were having
Exercise 32
Exercise 12
1 Will Tom work as a police officer? Yes, he will. 2 Will Jess
1 We weren’t winning the match. 2 I wasn’t feeling brave. 3 The
train to be an engineer? Yes, she will. 3 Will Fred and Julia ride
children weren’t fighting in the playground. 4 You weren’t walking
a bicycle? Yes, they will. 4 Will Jess live in Hollywood? No, she
very fast. 5 My teacher wasn’t smiling. 6 Andy wasn’t sitting on
won’t. 5 Will Fred and Julia live in Paris? No, they won’t.
his usual seat.
Exercise 33
Exercise 13
1 Mum will be happy if we tidy our desks. 2 If the sun shines, we
1 Was Sophie playing cards at 5 pm? 2 Were you studying yesterday
will go to the lake. 3 If Dad doesn’t come home soon, I will cook
morning? 3 Was she sleeping at 6 am? 4 Were John and Andrew
dinner. 4 We will cross the Atlantic if we sail to New York.
playing tennis at 4 o’clock yesterday?
Exercise 14
Workbook
1 dropped; 2 was sleeping; 3 had; 4 were doing; 5 met
Exercise 15
1 while; 2 While; 3 When; 4 when; 5 while
Exercise 16 Starter unit
1 Liam was studying in his bedroom. 2 We didn’t feel tired. 3 What
Exercise 1
were you doing yesterday at 9 pm? 4 Were you reading a book
1 How old are you? 2 Where are you from? 3 What are your hobbies?
when I phoned you? 5 You weren’t dancing in the disco at 2 am.
4 Have you got a pet? / 1 e; 2 a; 3 b; 4 c
Exercise 17
Exercise 2
1 heavier, the heaviest; 2 richer, the richest; 3 busier, the busiest;
Students’ own answers
4 bigger, the biggest; 5 more expensive, the most expensive;
Exercise 3
6 more intelligent, the most intelligent; 7 more difficult, the most
1 sandals; 2 shoes; 3 skirt; 4 jacket; 5 jeans; 6 trainers; 7 dress;
difficult; 8 better, the best; 9 worse, the worst; 10 farther, the
8 T-shirt
farthest
Exercise 4
Exercise 18
1 coat; 2 shirt; 3 jersey; 4 T-shirt, shorts; 5 dress; 6 boots
1 busier; 2 more intelligent; 3 faster; 4 worse; 5 bigger; 6 heavier
Exercise 5
1 brother; 2 niece; 3 cousins; 4 grandmother; 5 aunt
101
M17 397 Phases1TB2 101 120 Answer Keys.indd 101 02/07/18 12:07
Exercise 6
1 am; 2 are; 3 is; 4 are; 5 are; 6 isn’t; 7 is; 8 are; 9 aren’t; 10 are; 11
Vocabulary 2
Exercise 1
is
Across: 1 sad; 3 pleased; 5 scared; 6 excited
Exercise 7
Down: 2 tired; 4 angry
1 is; 2 are; 3 Are; 4 is; 5 is
Exercise 2
1 d; 2 c; 3 a; 4 e; 5 b
Exercise 8
Note: The example is wrong. This will be corrected in the first
1 b; 2 b; 3 a; 4 b; 5 b
reprint of the Workbook.
Exercise 9
Exercise 3
2 e; 3 a; 4 d; 5 b
1 embarrassed; 2 pleased; 3 bored; 4 jealous; 5 sad; 6 surprised
Exercise 4
Exercise 10
1 she; 2 Their; 3 It; 4 Our; 5 Her
Exercise 11
1 Deborah has got a small house near the river. 2 Henry has got
Grammar 2
Exercise 1
30 computer games. 3 Daniel and his sister have got a big black
1 Jessie is doing a history exam this morning. 2 Jessie isn’t going
dog. 4 I haven’t got my keys. Can you see them?
to the cinema on Saturday evening. 3 Dad is playing tennis with
Jack this afternoon. 4 Mum and Sam are going to the cinema
Unit 1 tomorrow. 5 Rick isn’t having a party this evening. 6 Jessie and
Vocabulary 1 Dad aren’t going swimming on Saturday. 7 Sam isn’t studying for
the maths exam on Saturday afternoon.
Exercise 1
Exercise 2
1 hike, 2 look for, 3 find; 4 sleep; 5 cook; 6 camp; 7 climb; 8 fish;
1 We’re having pizza tonight. 2 Sophie is studying later. 3 Mark’s
9 chop
ill. He isn’t coming. 4 I’m watching a film tomorrow. Do you want
Exercise 2
to come? 5 Her friends are seeing her later at school.
1 climb; 2 chop; 3 fish; 4 camp; 5 find
Exercise 3
Exercise 3
1 is, doing; She’s studying for a history exam. 2 Is, studying, on;
1 build; 2 cook; 3 hike; 4 look for; 5 fish; 6 sleep
No, he isn’t. 3 Who; Mum is eating pizza with Sue and Nick on
Exercise 4
Friday. 4 Who; He’s playing tennis with Dad. 5 are; They’re eating
1 hike; 2 sleep; 3 find; 4 fish; 5 climb
pizza at 8 pm.
Exercise 4
Grammar 1 1 When is Jessie going to Rick’s party? 2 What time are Mum
Exercise 1
and Sam going to the cinema? 3 Is Dad swimming with (Jack)
1 are/’re staying; 2 am/’m not sharing; 3 are/’re trying; 4 are/’re
on Sunday? 4 What is Sam doing at 11.30 on Saturday? 5 Who is
learning; 5 are/’re building; 6 are/’re fishing; 7 aren’t having;
studying for a maths exam with Alex?/Who’s going to the cinema
8 isn’t shining
with Mum?
Exercise 2
Exercise 5
1 Is Kevin having a good time now? No, he isn’t. 2 Are your
1 c; 2 b; 3 a; 4 b; 5 a
friends making dinner? Yes, they are. 3 Are you and your friends
camping? No, we aren’t. 4 Are you hunting snakes now? Yes, I am.
5 Is the sun shining? Yes, it is. Listening
Exercise 3 Exercise 6
1 is speaking; 2 fish; 3 are climbing; 4 are studying; 5 have 03
Exercise 4
1
1 camp; 2 are sleeping; 3 is building; 4 cook; 5 rains; 6 isn’t
Ollie Hi.
raining
Ben Hi, Ollie. It’s me, Ben.
Exercise 5
Ollie Where are you?
1 Do you like dogs? 2 Is your best friend studying English today?
Ben At home.
3 How often do you eat in front of the TV? 4 Do your parents go to
Ollie What are you doing?
work every day? 5 Are you having a good time at the moment?
Ben Nothing. I’m so bored! My friends are fishing in the lake.
My brother is studying for his exams and there isn’t
Exercise 6
anything on TV.
1 lives; 2 studies; 3 is staying; 4 starts; 5 goes; 6 are eating;
Ollie Do you want to go to the cinema?
7 doesn’t speak; 8 meet; 9 is
Ben Oh! Good idea! What’s on?
2
Upgrade Speaker Good morning, Lola.
1 B; 2 B; 3 A; 4 B; 5 A; 6 B; 7 B; 8 C; 9 A; 10 B
Lola Oh, good morning.
Speaker Oh, what’s the matter?
Dictation Lola I’m really tired. My grandmother is staying with us and
Exercise 7
she’s sleeping in my bedroom and I can’t sleep. She
02 snores all night!
Thousands of Australians are standing outside in Sydney Harbour. Speaker Oh!
What are they waiting for? The answer is Jessica Watson. She is 3
sailing around the world alone in her boat and today is the last Mum Oh, dear!
day of her long journey. She is coming home! Son What’s the matter, Mum? Are you OK?
Mum No, I’m not. I’m worried! Your sister’s camping with
102
her friends. Is she eating well? Is she sleeping? Is it Exercise 5
raining? Is she hiking too much? 1 What are your classmates doing now? 2 Is your teacher writing
4 on the board? 3 What does your English teacher usually wear?
Speaker What’s wrong, Jack? You don’t look very happy. 4 What is she wearing today? 5 Where do you go in your free
Jack Yeah, I’m feeling really angry! time? / Students’ own answers
Speaker Why’s that? Exercise 6
Jack My brother often uses my camera and now he says 1 is he doing; He’s having breakfast with producers. 2 is he having;
he can’t find it! It’s an expensive camera and I’ve got He’s having lunch with Johnny. 3 is he going to a taekwondo
hundreds of photos on the memory card! Oh, I don’t class/is he having lunch with Steven Spielberg; He’s going to a
know what to do! taekwondo class at 11 am. He’s having lunch with Steven Spielberg
Speaker Oh, dear! at 12.30 am. 4 is he arriving; He’s arriving in Nepal on Wednesday.
Ben: bored; Lola: tired; Mum: worried; Jack: angry 5 he having breakfast at the hotel; Yes, he is.
Exercise 7
1 Ben’s brother is studying for his exams. 2 Ben’s friends are
fishing in the lake. 3 Lola’s grandma is sleeping in Lola’s room.
Digital Competence
Exercise 1
4 His sister is camping with friends. 5 Jack is feeling really angry
1 It is similar to a blog or to an online newspaper. 2 You can read
at the moment. 6 Jack’s brother lost Jack’s camera.
it on your e-reader, computer or mobile phone.
Exercise 2
Upgrade 1 The article is about new holiday styles. 2 No, it isn’t, as it
Nick Palmer is a teacher at an important school in the south of
is suitable only for adventurous holiday makers. 3 You can
London. He gets up very early every day and walks to Regent
experience the life of the early nomads.
Street at about 8.30 in the morning. There he takes a bus to
school. He is very happy today because he has got special plans
for next Friday. He is not getting up so early. He isn’t going to Unit 2
school either. He is staying at home because an exchange student
is coming to his house. This student is travelling from Italy! Nick
Vocabulary 1
Exercise 1
is worried because his Italian is not very good and his wife and
1 discover; 2 travel; 3 sail; 4 introduce; 5 transport; 6 land;
his brother-in-law are working all day on Friday!
7 collect; 8 cross; 9 invent; 10 explore
Secret message: Have a good trip!
Reading Exercise 2
Exercise 1
1 travel; 2 land; 3 collect; 4 collects
1 It’s a charity which gives awards to young people who finish a
Exercise 3
programme of different activities. 2 Students’ own answers
1 sails, discovers; 2 travels; 3 arrive; 4 lands
Exercise 2
Exercise 4
2 b; 3 e; 4 f; 5 a; 6 c
1 travel; 2 arrive; 3 discover; 4 sail; 5 landing; 6 collecting;
Exercise 3
7 discover
1 Does the charity give awards to people of all ages? 2 How
many levels of awards are there? 3 Can you design your own
programme? 4 How often does Molly go to jazz dance classes?
Grammar 1
Exercise 1
5 Where is Molly going for the Expedition section of the award?
1 were; 2 was; 3 was; 4 was; 5 were; 6 were; 7 were; 8 was
6 Why is Molly planning a camping trip to Wales?
Exercise 2
Writing 1 It wasn’t a hot day. It was a cold day. 2 Alex wasn’t with four
friends. He was with two friends. 3 Naomi and her sister weren’t
Exercise 1
outside the restaurant. They were outside the cinema. 4 There
1 because; 2 and; 3 but; 4 because; 5 but; 6 and
weren’t six people inside the restaurant. There were four people.
Exercise 2
5 A cat wasn’t inside the restaurant. It was outside the restaurant.
1 and; 2 because; 3 and; 4 but; 5 but; 6 and
Exercise 3
Exercise 3
1 were; 2 was; 3 was; 4 were; 5 were
2 f; 3 a; 4 e; 5 b
Exercise 4
Unit check 1 were; 2 was; 3 were; 4 Was
Exercise 1
1 build; 2 camp; 3 look for; 4 chop; 5 fish; 6 cook; 7 hike; 8 sleep;
Exercise 5
9 find; 10 climb
1 travelled; 2 loved; 3 walked; 4 cried; 5 invented; 6 rained, stayed
Exercise 2
Exercise 6
1 sleeping; 2 cook; 3 chop; 4 find; 5 camp
1 A young sailor arrived home after 300 days at the sea.
Exercise 3
2 A 90-year-old woman walked 20 km to find her dog.
1 nervous/worried; 2 pleased; 3 scared; 4 excited; 5 surprised
3 700 million people watched Manchester United’s last match.
Exercise 4
4 A new cruiser sailed into Barcelona carrying 1,269 passengers.
My sister is not watching TV at the moment. She’s playing
Exercise 7
video games with a friend. She loves playing video or computer
1 was; 2 wasn’t; 3 didn’t shout; 4 studied; 5 didn’t watch;
games. She usually spends about three hours a day sitting at
6 arrived; 7 wanted; 8 rained; 9 stayed; 10 cooked
the computer. All her friends like that. They always chat or play
Exercise 8
online. My parents usually get angry with her because she never
1 Did Marco Polo sail to America? No, he didn’t. 2 What TV
does her homework.
programme did you watch yesterday? Students’ own answers
103
3 What time did you arrive at school this morning? Students’ own Exercise 7
answers 4 Did explorers sail on fast ships in the 15th century? Report 1: a tornado; 1091; London Bridge, 600 houses and
No, they didn’t. several churches; two
Report 2: a flood; 1607; many houses; 2,000
Upgrade Report 3: an earthquake and fires; 1906; 25,000 buildings;
1 When and where were you born? 2 When was your first between 450 and 700
expedition? 3 Where did you and your team travel to? 4 What did
you want to find? 5 Was the expedition successful? Upgrade
2 B; 3 A; 4 B; 5 B; 6 C; 7 B; 8 A; 9 B; 10 B; 11 A
Vocabulary 2
Exercise 1 Dictation
Top–bottom: earthquake, hailstorm, fire Exercise 8
Bottom–top: volcanic eruption 05
Right–left: tornado, hurricane
The English archaeologist Howard Carter travelled to Egypt.
Diagonally: floods
Lord Carnarvon was also interested in ancient Egypt and in 1907,
Exercise 2
Carter began to work for him. On 4th November 1922, Carter’s
1 a; 2 a; 3 c; 4 a; 5 b
team discovered a door. They were all excited. What did they find
Exercise 3
when they opened the door? Tutankhamen’s tomb.
1 earthquake; 2 tsunami; 3 hurricane; 4 floods; 5 hailstorm; 6 fire
Grammar 2 Reading
Exercise 1
Exercise 1
a Antarctica, South Pole, Artic, North Pole; b 16th July 1872,
1 ate; 2 left; 3 did; 4 saw; 5 came, found; 6 went; 7 had; 8 made;
18th June 1928, December 1911/January 1911; c The Belgica,
9 took
Fram, Norge
Exercise 2
Exercise 2
1 The Spanish explorers didn’t find Mayan synagogues. They
1 He was a Norwegian explorer. 2 Because they didn’t take
found Mayan temples. 2 The ancient Greeks didn’t eat a lot of
enough food and drinks. 3 He took good equipment, warm clothes
pizza. They ate a lot of fish. 3 The Vikings didn’t drink fizzy drinks.
and enough food and drinks. 4 Yes, because they used them for
They drank special beer. 4 Marco Polo didn’t take books to the
transportation. 5 Students’ own answers
old continent. He took spices. 5 Ed Sheeran didn’t grow up in
Exercise 3
Switzerland. He grew up in England.
1 He was born in Norway. 2 The Antarctic expedition was
Exercise 3
Amundsen’s first experience in the white continent/Antarctica.
1 left; 2 took; 3 heard; 4 began; 5 got; 6 found; 7 had; 8 went
3 He travelled with men and dogs. 4 There is no concrete evidence
Exercise 4
of previous arrivals at the North Pole. 5 He died when his airship
1 Where did explorers find the old buildings? 2 What did the
crashed.
ancient Romans eat and drink? 3 Did Spanish explorers make
their ships with wood? 4 Did Columbus and his men have an
exciting trip to America?
Writing
Exercise 1
Exercise 5
on: Monday, 17th January 1848, 3rd June; at: six o’clock, 3.30 pm;
2 g; 3 a; 4 f; 5 e; 6 b; 7 h; 8 c
in: 2001, August, May 1997
Exercise 2
Listening 1 on; 2 In; 3 In; 4 At; 5 on
Exercise 6
Exercise 3
Report 1
In October 1091, there was a tornado in London. Scientists today Unit check
think the wind travelled at over 320 kph. Buildings in 1091 were Exercise 1
all wood, so when the tornado hit London Bridge, the bridge fell. a sail; b discover; c transport; d introduce; e cross; f explore;
The tornado also destroyed 600 houses and several churches. But g arrive; h travel / 1 discover; 2 cross; 3 arrive; 4 explore;
the tornado only killed two people. 5 transport; 6 travel; 7 sail; 8 introduce
Report 2 Exercise 2
400 years ago, disaster hit Bristol in the UK. On 30th January, the 1 flood; 2 hurricane; 3 hailstorm; 4 tornado; 5 fire; 6 tsunami
Great Flood of 1607 covered about 500 km² of land and destroyed Exercise 3
many houses. In some parts, the flood was about 8 m high and it 1 wasn’t; 2 wasn’t; 3 weren’t; 4 were
travelled at 50 kph. People don’t know why this flood happened Exercise 4
but some experts believe it was a tsunami. It killed 2,000 people. 1 Where were you on Saturday evening? 2 What continent did
Report 3 Spanish explorers discover? 3 When did your best friend visit you?
At 5.12 am on Wednesday, 18th April 1906, there was an 4 Where did Robin Hood live?
earthquake in San Francisco. The earthquake was only one Exercise 5
minute but it started many fires. These fires spread through the 1 b; 2 e; 3 a; 4 c; 5 d
city for three days. They destroyed 25,000 buildings and killed Exercise 6
between 450 and 700 people. More than 250,000 people lost their 1 b; 2 a; 3 b; 4 a
homes.
tornado, flood, earthquake
104
Digital Competence Vocabulary 2
1 They can modify content and structure from a web browser. Across: 3 carry; 4 pull; 6 fall
2 No, there isn’t. Down: 1 stand; 2 drop; 5 lift
1 It is about fashion in the 1960s. 2 Because there was a political and 1 move; 2 jump; 3 sit; 4 pull; 5 follow
social change which affected fashion. 3 Many young people wanted Exercise 3
to look like The Beatles. 4 Long hair became popular with men. 1 push; 2 pull; 3 jump; 4 carry; 5 drop
Note: The numbering of the items in the activity will be corrected
Unit 3 in the first reprint of the Workbook.
Vocabulary 1 Grammar 2
1 cruel; 2 wise; 3 stubborn; 4 loyal; 5 lazy; 6 cheerful; 7 shy; 1 was, got; 2 weren’t; 3 did you get; 4 left, was, was
8 funny; 9 kind; 10 selfish; 11 friendly Exercise 2
positive: brave, wise, loyal, cheerful, funny, kind, friendly 1 went; 2 left; 3 travelled; 4 arrived; 5 walked; 6 explained; 7 gave;
negative: cruel, stubborn, lazy, shy, selfish 8 went; 9 saw; 10 was
1 cruel; 2 kind; 3 stubborn; 4 loyal; 5 lazy 1 What time did you leave for Brighton? We left at 8 in the morning.
Exercise 3 2 Did you arrive there in the morning or in the afternoon? We
1 funny; 2 selfish; 3 lazy; 4 loyal; 5 wise; 6 shy; 7 friendly; 8 cruel arrived in the morning. 3 What did the guide give you? The guide
Exercise 4 gave us some brochures. 4 What did the busker do? He played his
Students’ own answers saxophone. 5 Did you enjoy the excursion? Yes, we did.
Exercise 4
Grammar 1 1 explained; 2 understood; 3 wasn’t; 4 arrive, didn’t see; 5 lifted
1 was; 2 were; 3 were; 4 weren’t; 5 wasn’t; 6 weren’t; 7 were 1 went; 2 arrived; 3 was; 4 received; 5 didn’t sound; 6 drove;
Exercise 2 7 began; 8 found
2 f; 3 a; 4 e; 5 d; 6 c Exercise 6
Exercise 3 2 B; 3 C; 4 B; 5 B; 6 A; 7 A; 8 A
1 There was a horrible statue in the city centre. 2 There was some
terrible news yesterday. 3 In the 15th century there weren’t any Listening
tsunamis in Spain. 4 There was an old Viking city under Coppergate Exercise 7
Street in York. 5 There were fireworks in the celebration of the 06
American Independence Day.
Presenter Hello, and welcome to ‘Mysterious Britain’, the show
Exercise 4
that explores the strange myths and legends of Britain.
1 Was there a church in your city in 1911? 2 Were there any
There are many myths about the ghosts in the Tower
flowers in the classroom this morning? 3 What was there on your
of London, and today we have the famous historian
bed yesterday? 4 How many hospitals were there in your city
Sam Sherman talking to us about some of them. Hello,
when you were born? 5 Was there a shop next to your house in
Sam. Tell us about one of your favourite ghosts.
2001? Students’ own answers
Sam Hello, John. Well, one of my favourite ghosts is the
Exercise 5
ghost of Anne Boleyn. As you know, she was the
1 Were there any statues and monuments? 2 How many statues
second wife of King Henry VIII.
and monuments were there? 3 Was there a church in the centre
Presenter What happened to her?
of Rome? 4 How many palaces were there? 5 What was there in
Sam King Henry locked her in the Tower of London in
a typical Roman village? 6 Were there any holiday houses?
1536, and executed her that year. One night in 1862,
Exercise 6
a guard was standing outside the rooms in the tower
Suggested answers: 1 There was a church in Lewton in 1705.
where Anne stayed before her death. He saw a white
2 There weren’t high buildings in Lewton in 1705. 3 There were
figure walking along the corridor. He thought it was
small houses in Lewton in 1705. 4 There wasn’t a bridge in
Anne Boleyn. He stabbed the figure with his knife
Lewton in 1705. 5 There were trees in Lewton in 1705.
but the figure walked away, and the guard collapsed.
6 There weren’t cars in Lewton in 1705. 7 There were horses
This account is important because two people were
in Lewton in 1705.
watching him from another part of the tower. They
Upgrade Presenter
saw the ghost and the guard.
Are there many other ghosts?
Exercise A
Sam Yes, there are. A lot of people died in the Tower when
1 was; 2 were; 3 travelled; 4 visited; 5 didn’t go; 6 weren’t;
it was a prison, and so there are a lot of ghosts. But
7 went; 8 wore; 9 didn’t like
before it was a prison, in medieval times, it was a
Exercise B
royal zoo. The King kept lots of animals, including
The people didn’t travel to work by train or underground and they
leopards, bears, monkeys and an elephant! One
didn’t visit the shopping centre or the aquarium. On Saturday,
night in January 1815, a guard saw the ghost of
young people didn’t go to the local disco to listen and dance to
a bear walking through the door. He stabbed it
reggaeton. Girls didn’t wear mini-skirts or shorts. Men didn’t
with his knife but the bear disappeared and he too
wear jeans and trainers. People didn’t go to discos or cinemas.
collapsed. He died two months later.
Presenter Thanks for telling us these interesting stories, Sam.
105
1 It is about the strange myths and legends of Britain.
2 Because a lot of people died in the Tower when it was a prison.
Unit 4
Exercise 8 Vocabulary 1
1 She was the second wife of King Henry VIII. 2 He executed her Exercise 1
in 1536. 3 She was walking along the corridor. 4 He stabbed the a down; b under; c through; d across; e into; f out of
figure with his knife. 5 It was a royal zoo. Exercise 2
1 out of; 2 under; 3 down; 4 into; 5 over
Dictation Exercise 3
Exercise 9 a A clown is walking under a ladder. b A young man is walking
07
through a ring of fire. c A young woman is walking along a rope.
d A dog is jumping over a fence.
One of my favourite ghosts is the ghost of Anne Boleyn. She was
Exercise 4
the second wife of King Henry VIII. King Henry locked her in the
1 to; 2 out of; 3 out of; 4 down; 5 along; 6 across; 7 under; 8 away
Tower of London in 1536 and executed her that year. One night in
from
1862, a guard saw a white figure walking along the corridor. He
thought it was Anne Boleyn. He stabbed the figure with his knife
but the figure walked away and the guard collapsed.
Grammar 1
Exercise 1
Upgrade 1 was explaining; 2 was having; 3 were walking; 4 were talking;

5 was sitting; 6 was listening
1 but; 2 was; 3 were; 4 had; 5 fell; 6 was
Because it was raining.
Exercise 2
Reading 1 Grandpa was reading the newspaper. 2 Georgia was listening to
Exercise 1
the conversation. 3 Tom and Harry were playing cards. 4 Mum and
hairy, huge, wild
Grandma were making sandwiches. 5 Dad was taking a photo.
Exercise 2
6 The dog was chasing a cat.
1 Suggested answer: The fact that nobody really saw him. 2 He
Exercise 3
asked a friend to go and look for the big footprints. 3 He made it
1 Grandpa wasn’t reading the newspaper. He was sleeping.
to prove that the monster existed. 4 No. People in different parts
2 Georgia wasn’t listening to the conversation. She was listening to
of the world also found them.
music. 3 Tom and Harry weren’t playing cards. They were playing
Exercise 3
football. 5 Dad wasn’t taking a photo. He was eating a sandwich.
1 a; 2 b; 3 c; 4 b; 5 a
6 The dog wasn’t chasing a cat. It was eating a sandwich.
Exercise 4
Writing 2 Was; 3 Were; 4 Was; 5 Was / 2 c; 3 b; 4 d; 5 a
Exercise 1
Exercise 5
1 One day; 2 Then; 3 Later; 4 In the end
1 Were you having breakfast at 7 o’clock this morning? 2 What did
Exercise 2
you buy at the shops? 3 What were you watching on TV last night?
4 What were you doing when the teacher arrived? 5 Where did
Unit check your parents meet? / 1 f; 2 d; 3 a; 4 c; 5 e

Exercise 6
Exercise 1
1 Were the students reading books? No, they weren’t. 2 What were
1 brave; 2 cheerful; 3 loyal; 4 friendly; 5 selfish; 6 stubborn
the students doing? They were listening to their teacher. 3 Was the
Exercise 2
teacher writing on the board? No, he wasn’t. 4 Was the teacher
1 carried; 2 fell, lifted; 3 jumped, stood/sat; 4 followed
sitting? No, she wasn’t. 5 Was the teacher reading a text? No, she
Exercise 3
wasn’t. 6 Were the students sitting for an exam? Yes, they were.
1 There weren’t; 2 There were; 3 There was; 4 There was;
5 There wasn’t
Exercise 4 Upgrade
1 took; 2 didn’t show; 3 gave; 4 were; 5 didn’t say; 6 was born 2 C; 3 C; 4 B; 5 C; 6 A; 7 B; 8 C; 9 C; 10 A
Exercise 5
1 Was Peter at home on Monday morning? No, he wasn’t. Dictation
2 Where did Peter go on Monday morning? He went to Cardiff. Exercise 7
3 How did he travel there? He travelled by plane. 4 What time did 08
Peter play football on Tuesday? He played football at 7.30 pm.
Tanya and her boyfriend were having a picnic in Yellowstone
5 Did Peter have a gym class on Friday? Yes, he did. 6 What did
National Park when a dangerous bear came up to them. They
Peter do on Friday afternoon? He practised with the band. 7 Did
didn’t run away. Tanya had a bright idea. They stood up and looked
he give a concert on Sunday? No, he didn’t.
into the eyes of the bear. It suddenly fell asleep. Then Tanya and
Digital Competence Carl got into their car and drove away.
Exercise 1
1 It is a blog with voice recording. 2 In the audioblog, you can
Vocabulary 2
Exercise 1
include images and photos.
1 boring; 2 bored; 3 excited; 4 exciting; 5 frightened;
Exercise 2
6 frightening; 7 worrying; 8 worried; 9 surprising;10 surprised;
1 It is about a girl who is a myth-lover. 2 Students’ own answer
11 annoyed; 12 annoying; 13 tiring; 14 tired;
3 Students’ own answer
15 interesting; 16 interested
Exercise 2
1 interesting; 2 excited; 3 worried; 4 surprised; 5 frightening
106
Exercise 3 roll of money, and there was a rifle bullet in my
1 tiring; 2 annoyed; 3 frightening; 4 tired; 5 exciting; 6 frightened mobile phone. We didn’t realize that we were so
Exercise 4 close to the soldiers.
Students’ own answers Presenter What happened? Did a soldier shoot you? Adam Yes,
but I didn’t know it at the time. The rifle bullet didn’t
Grammar 2 hit me; it hit my mobile phone!
Exercise 1 Presenter That’s incredible. Your mobile phone saved your life.
1 while; 2 when; 3 when; 4 While; 5 when That was a very lucky escape. Thank you for telling
Exercise 2 us about it…
1 was running; 2 were you talking; 3 was climbing; 4 was she 1 b; 2 a; 3 c; 4 c; 5 b; 6 a
playing; 5 were you doing, was making
Exercise 3 Upgrade
1 A bird flew into the kitchen while I was having my breakfast. 1 were; 2 didn’t; 3 chasing; 4 threw; 5 didn’t; 6 went; 7 was;
2 She was standing at the bus stop when a man stole her bag. 8 is studying; 9 said; 10 did; 11 die
3 The engine trouble started when the plane was flying over the
sea. 4 We were swimming to the island when we saw the shark. Reading
5 I saw a snake while I was getting into my tent. Exercise 1
Exercise 4 1 b; 2 a; 3 d; 4 e; 5 c
1 was surfing; 2 sit down; 3 shouted; 4 didn’t hear; 5 was Exercise 2
swimming; 6 was looking; 7 were swimming; 8 were making; 1 true; 2 false; 3 true; 4 true; 5 false; 6 true
9 was getting; 10 called for Exercise 3
Exercise 5 1 d; 2 g; 3 a; 4 f; 5 c; 6 b; 7 e 
1 What was Andrew doing when the shark attacked him? He
was sitting on his surfboard. 2 Why was Andrew sitting down on Writing
his surfboard? Because he was tired. 3 What was Andrew doing Exercise 1
when he saw the dolphins? He was looking at his leg. 4 Why were 1 Then; 2 Then; 3 suddenly; 4 Suddenly; 5 Suddenly
the dolphins swimming around Andrew? Because they were Exercise 2
protecting him. 5 When did the guard finally see Andrew? He saw 1 Suddenly; 2 Then; 3 suddenly; 4 Then
Andrew when he was getting to the coast. Exercise 3
Listening
Exercise 6 Unit check
09
Exercise 1
1 under; 2 over; 3 out of; 4 across; 5 into
Presenter Hello, and welcome to our weekly feature on
Exercise 2
Southern Radio called ‘Great Escapes’. This evening,
1 excited; 2 frightening; 3 interested; 4 tired; 5 surprising
I’m talking to freelance TV cameraman, Adam
Exercise 3
Smith, who had a very lucky escape while he was
1 No, he wasn’t. He was surfing. 2 Sally was. 3 Martha was
filming in Kosovo in 1992 during the Bosnian War.
reading a book. 4 Yes, he was. 5 They were playing on the beach.
Welcome to the show, Adam.
Exercise 4
Adam Thank you very much.
1 Manchester United scored a goal when I was having a sandwich
Presenter Who were you working for when you were filming in
in the kitchen. 2 Sheila was reading Price and Prejudice while
Kosovo?
her cat was sleeping on the sofa./Sheila was reading Price and
Adam I was working for an Irish channel.
Prejudice on the sofa while her cat was sleeping. 3 My aunt was
Presenter Were you frightened?
decorating the cake while my uncle was writing a letter. 4 We were
Adam Filming wars is always frightening and sometimes
sailing to the coast when we saw the dolphins. 5 I was cooking
it’s exciting, but at the time you don’t think about it.
sausages on a fire when I saw a big lizard. 6 I was writing an email
Presenter Were you working on your own?
when the doorbell rang.
Adam No, there were two of us. I was working with another
Exercise 5
cameraman.
1 attacked; 2 was resting; 3 saw; 4 shouted; 5 was listening;
Presenter So tell us about your lucky escape.
6 appeared; 7 was
Adam We were near a small village in the mountains.
There was a lot of fighting and we wanted to film
the village from the top of the hill. When we finished
Digital Competence
Exercise 1
filming, we knew we couldn’t go into the village.
1 It is a tool that allows you to collect information in a collaborative
There was a lot of fighting, so we decided to leave.
way. 2 They may drag and drop videos, texts and images.
We climbed under a bridge and found a small
Exercise 2
road. While we were running along the road, I felt
1 It is about the longest lift fall. 2 They collaborate by providing
something hit me.
information.
Presenter What was it?
Adam I didn’t know. I wasn’t in any pain, so I thought I was
OK. Unit 5
Presenter
Adam
What happened then?
We were very tired so we stopped for a rest. In my
Vocabulary 1
Exercise 1
pocket I had a roll of money, a memory stick and my
1 save; 2 lend; 3 win; 4 borrow; 5 buy; 6 sell; 7 spend; 8 earn;
mobile phone. When I took out my mobile phone, I
9 swap; 10 pay
saw an amazing thing. There was a big hole in my
107
1 spend; 2 buy; 3 save; 4 pay / a 4; b 2; c 1; d 3 1 My mum’s mobile phone hasn’t got much memory. 2 Is there any
Exercise 3 ink in the printer? 3 I want a new memory card for my mobile phone.
1 buy; 2 borrow; 3 lend; 4 won; 5 pay; 6 spent 4 My camera has got a lot of memory. 5 How many western DVDs
Exercise 4 have you got?
Listening
Grammar 1 Exercise 7
Exercise 1 10
2 old, the oldest; 3 heavier, the heaviest; 4 worse, the worst;
Interviewer Hello, and we Teen Time. On today’s show, Nina,
5 good, better; 6 more expensive, the most expensive; 7 more
Khaled and Liam are talking about money. So, Liam.
intelligent, the most intelligent
Are you good with money?
Exercise 2
Liam Well … I get £10 pocket money a week, and I spend
1 smaller; 2 cheaper; 3 more difficult; 4 faster; 5 bigger; 6 better
it all. I don’t save any money.
Exercise 3
Interviewer Do you pay for your own clothes?
1 smaller; 2 bigger; 3 younger; 4 more intelligent; 5 better;
Liam No, my parents buy my clothes. I spend my pocket
6 richer; 7 more expensive
money on the cinema, sweets, downloading songs …
Exercise 4
that kind of thing.
1 the tallest; 2 the best; 4 the most expensive; 5 the highest
Interviewer What about you, Khaled?
Exercise 5
Khaled I get £10 a week, too, but I do jobs around the house
1 taller; 2 taller; 3 better; 4 youngest; 5 big; 6 most beautiful
in exchange for my pocket money.
Exercise 6
Interviewer What kind of jobs?
1 The LGJ 7 is the lightest. 2 The LGJ 7 battery capacity is the
Khaled Well, I load the dishwasher in the evening and I take
worst. 3 The Samside 9 battery capacity is the best. 4 The
out the rubbish, and tidy my room.
Samside 9 is the biggest. 5 The Samside 9 is the heaviest.
Interviewer Do you save any money?
Khaled
Upgrade No, but I can earn extra money if I want to. I can
work for my uncle. He has a shop, and sometimes
Exercise A
I help in the shop. He pays me £5 an hour.
1 Michael Keaton is one of the best middle-aged actors in the
Interviewer That’s great. And what about you Nina?
world. 2 The oldest house in my town is more than one hundred
Nina I get £7 a week pocket money but that isn’t much,
years old. 3 Mother Teresa was one of the most generous persons
so I have a part-time job.
of her time. 4 Mobile phones are sometimes more expensive than
Interviewer What do you do?
tablets. 5 In some palaces, the biggest room was often the music
Nina I work in a pet shop on Saturday mornings. I earn
room or the dining room.
£6 an hour and I work for four hours. It really helps.
Exercise B
So, I save my pocket money and I spend the money
1 How old is it? 2 How fast can it go? 3 How big is it? 4 How
I earn from my job. I started saving three months
expensive is it? 5 How many (cars) did he have?
ago, and it feels great.
Interviewer Thank you very much, everyone, for coming on the
Vocabulary 2 show …
Exercise 1
1 b; 2 a; 3 b; 4 a; 5 c; 6 d
1 webcam; 2 speakers; 3 screen; 4 printer; 5 laptop; 6 desktop;
7 keyboard; 8 scanner; 9 memory card; 10 flash drive; 11 mouse
1 c; 2 i; 3 b; 4 j; 5 a; 6 f; 7 d; 8 k; 9 e; 10 h; 11 g
Dictation
Exercise 8
Exercise 2
2 laptop; 3 scanner; 4 flash drive/memory card; 5 desktop computer; 11
6 speakers I get £7 a week pocket money but that isn’t much, so I have a
Exercise 3 part-time job. I work in a pet shop on Saturday morning. I earn
1 You need a memory card/flash drive to put pictures into your £6 an hour and I work for four hours. It really helps. So I save my
computer. 2 Use your webcam to see your friends when you pocket money and I spend the money I earn from my job. I started
are on your computer. 3 You use the keyboard to type on your saving three months ago and it feels great.
computer. 4 You use a printer to put text onto paper.
Exercise 4 Upgrade
Students’ own answers 2 B; 3 B; 4 B; 5 C; 6 C; 7 C; 8 A
Grammar 2 Reading
1 any; 2 some; 3 any; 4 a; 5 any; 6 Some 1b
1 How many; 2 How much; 3 How much; 4 How many; 5 How many 2; 3; 7
1 an; 2 any; 3 some; 4 any; 5 some 1 It’s quiet. 2 Because he spent all the money. 3 Students’ own
Exercise 4 answers
1 much; 2 many; 3 much; 4 A lot of; 5 much
Exercise 5
1 an; 2 much; 3 a lot of; 4 many; 5 some; 6 a; 7 any; 8 some
Writing
Exercise 1
1 It’s an unusual green box. 2 My sister has got a new pink mobile
108
phone. 3 His grandfather drives a big blue car. 4 What a beautiful going to sleep in a tent. 8 They are going to play golf. 9 They are
old house! 5 Where is my little yellow notebook? going to eat in a restaurant. 10 They are going to drink champagne.
Exercise 2 11 They aren’t going to cook. 12 They aren’t going to play the guitar.
1 beautiful old jacket; 2 fantastic yellow flowers; 3 small green
dragon; 4 strange little shop; 5 wonderful old things Upgrade
Exercise 3 2 C; 3 A; 4 A; 5 A; 6 C; 7 C
Vocabulary 2
Unit check Exercise 1
Exercise 1 2 a; 3 i; 4 g; 5 c; 6 b; 7 d; 8 e; 9 h
1 saving; 2 spend; 3 lend; 4 sell; 5 borrowed; 6 win Exercise 2
Exercise 2 1 Why are you in my bedroom? What are you looking for? 2 Your
1 flash drive; 2 printer; 3 speakers; 4 memory card, flash drive sister and her husband are going to a party tonight. Are you going
Exercise 3 to look after their baby? 3 I’m going to check in online. I don’t want
1 bigger; 2 smaller; 3 the smallest; 4 cheaper; 5 more expensive to stand in a queue at the airport. 4 Are you going to take off your
than; 6 the most expensive; 7 the youngest jacket on the plane? 5 What do you want to be when you grow up?
Exercise 4 6 Mary’s mother is worried. She doesn’t want her daughter to hang
2 B; 3 C; 4 A; 5 A; 6 A; 7 A around with friends for too long.
1 A lot of; 2 don’t often; 3 some; 4 more expensive; 5 much; 1 You take off your sweater. 2 He/She doesn’t grow up. 3 You put it
6 cheaper; 7 a; 8 are; 9 started; 10 many up. 4 They look after children. 5 We use it to look for information.
6 We hang around.
Digital Competence
Exercise 1 Grammar 2
1 Because they are easy to make. 2 You may include a title, Exercise 1
special effects and music. 1 e; 2 g; 3 a; 4 b; 5 d; 6 c
1 Because it will show your own personality and style. 2–4 Students’ 1 Are the questions going to be easy? Yes, they are. 2 Is the film
own answers going to start now? Yes, it is. 3 Is Marcus going to come home
with you? No, he isn’t. 4 Are you going to do anything good this
Unit 6 weekend? Yes, I am. 5 Are we going to arrive soon? No, we aren’t.
6 Is she going to be a doctor? No, she isn’t.
Vocabulary 1 Exercise 3
Exercise 1 1 Are you going to go; 2 am; 3 isn’t going to be; 4 are you going to
Across: 1 engineer; 4 technician; 6 architect; 7 plumber do; 5 ’m not going to visit; 6 are going to go; 7 are going to learn;
Down: 2 scientist; 3 actor; 5 lifeguard 8 going to stay; 9 we are; 10 are going to be; 11 Are you going to
Exercise 2 send; 12 ’m not; 13 ’m not going to have
1 g; 2 h; 3 d; 4 e; 5 c; 6 f; 7 b; 8 a Exercise 4
Note: The answer given as an example is wrong. This will be 1 What are you going to do? 2 How many firefighters are going to
corrected in the first reprint of the Workbook. go? 3 How long is it going to take to get to the fire? 4 How long
Exercise 3 are you going to work there? 5 Are you all going to get into the
1 architect; 2 actor; 3 scientists; 4 technician; 5 nurse building? 6 Are you going to phone your family when the fire is out?
Grammar 1 Listening
1 He isn’t going to speak to the police officer. 2 They aren’t going 12
to have lunch. 3 I’m not going to borrow three books. 4 She isn’t
Interviewer Good afternoon, and welcome to ‘The Holiday
going to be a lifeguard. 5 We aren’t going to take him to the vet.
Programme’. Thanks for coming on the show today.
6 It isn’t going to rain tomorrow.
I know you love travelling, Rachael.
Exercise 2
So, tell us about your dream job.
1 is going to be; 2 is going to speak; 3 am going to buy; 4 are going
Rachel Well, my dream job must involve travel, so I’m
to write; 5 are going to do; 6 is going to visit; 7 am going to buy
going to be a tour guide. I’m going to study modern
Exercise 3
languages at university; French, Italian and Spanish,
2 My sisters aren’t going to come to the party. 3 James isn’t going
and then I’m going to work for a travel company.
to find a nicer dog. 4 Berta isn’t going to eat dinner.
Interviewer That sounds great. What kind of person makes a
Exercise 4
good tour guide?
1 Maryanne is not going to eat sandwiches. She is going to eat
Rachel Well, I think you must be very sociable and friendly.
sausages. 2 Stephen is not going to travel by plane. He is going
It’s important that you like people.
to travel by train. 3 Maggie and her son are not going to go to the
I think you should be very organized, and you must
cinema. They are going to go to the theatre. 4 Stella is not going
be interested in other cultures and other countries.
to buy/wear a dress. She is going to buy/wear a pair of shoes.
Interviewer Yes, I agree. That’s very important. And what kind of
Exercise 5
travel company would you like to work for?
Suggested answers: 1 They are going to sleep in a tent. 2 They
Rachel I’d really like to work for a company based in
aren’t going to travel by plane. 3 They are going to hike in the
South America. I think South America is the most
mountains. 4 They aren’t going to go shopping. 5 They are going to
interesting continent in the world, and I want to
play the guitar. 6 They aren’t going to go to the theatre. 7 They aren’t
travel around all the different countries.
109
Interviewer Do you speak any Spanish at the moment? 3 What are you going to do next weekend? 4 When is your teacher
Rachel Yes, I do. And in fact, I’m going to work in Chile in going to give you the term exam? 5 Are you going to invite him to
my gap year – that’s the year after school, and your next birthday party?
before I start university. Exercise 5
Interviewer What are you going to do? 1 helps; 2 want; 3 after; 4 family’s; 5 became; 6 some; 7 biggest;
Rachel I’m going to work as a teaching assistant in a school 8 is going
in a small village. I’m going to live with one of the
teachers and I’m going to help the children with Digital Competence
their English. I’m going to work there for three Exercise 1
months and then, after that, I’m going to travel 1 Students’ own answers. 2 It came from traditional comic books.
around Chile for three weeks. Exercise 2
It’s going to be really exciting. 1 It is about a boy who wants to buy a pair of trainers. 2 A boy, his
Interviewer Fantastic. Well, good luck with your trip and your father and his baby brother. 3 He offers to do the washing up.
future career as a tour guide! 4 How to achieve one’s dream.
Rachel Thank you very much.
1 Rachel’s dream job is to be a tour guide. 2 She is going to study
French, Italian and Spanish. 3 You should be very sociable and
Unit 7
friendly. 4 You must be interested in other cultures and other Vocabulary 1
countries. 5 She is going to work in Chile. Exercise 1
2 temperature; 3 cut; 4 cough
Dictation Exercise 2
Exercise 6 1 earache; 2 headache; 3 sore throat; 4 stomach ache; 5 bad chest
13
Exercise 3
1 stomach ache; 2 cut; 3 sore throat; 4 headache; 5 broken arm
When your Labrador doesn’t wag its tail, you can call a pet
2 d; 3 a; 4 e; 5 b
psychologist. They are going to observe the animal and they are
surely going to solve your problem but this is going to cost you more
than you think because pet psychologists are really expensive!
Grammar 1
Exercise 1
Upgrade 1 could; 2 couldn’t; 3 could; 4 couldn’t

Exercise 2
2 B; 3 C; 4 A; 5 A
1 couldn’t speak; 2 could play; 3 could draw; 4 couldn’t sit;
Reading 5 could play

Exercise 3
Exercise 1
1 could; 2 could; 3 couldn’t; 4 could; 5 couldn’t; 6 could; 7 couldn’t
b 3; c 4; d 1; e 2
Exercise 4
Exercise 2
2 d; 3 a; 4 f; 5 e; 6 c
Exercise 5
Exercise 3
1 Could the Mayas cure illnesses? 2 What health problems could
1 Germany; 2 for anyone; 3 Only some kinds; 4 don’t get paid;
they cure? 3 Could the priests prescribe medicines? 4 Could the
5 People; 6 help pay for
Mayas perform surgeries? 5 How could they operate?
Writing Upgrade
Exercise 1
Exercise A
1 also; 2 also; 3 too; 4 too; 5 too; 6 also
Suggested answers: 1 Before this invention, people couldn’t
Exercise 2
cool their houses. Then, thanks to William Carrier, they could
1 also; 2 too; 3 also; 4 too
cool their houses. 2 Before this invention, blind people couldn’t
Exercise 3
read. Then, thanks to Louis Braille, they could read. 3 Before
this invention, sailors couldn’t find their way easily. Then, thanks
Unit check to the magnetic compass, they could find their way in the seas
easily. 4 Before this invention, the police couldn’t identify and
Exercise 1
capture criminals easily. Then, thanks to this discovery, the police
1 engineer; 2 Architects; 3 surgeons; 4 plumber; 5 electrician;
could identify and capture criminals easily.
6 lifeguard; 7 Scientists
Exercise B
Exercise 2
1 there were; 2 could help; 3 scientist discovered; 4 couldn’t
1 taking off; 2 growing up; 3 looking for; 4 climb up; 5 look after;
show; 5 only announced; 6 he could use; 7 took place;
6 put up
8 became the first
Exercise 3
1 Don and Paul aren’t going to work at the fire brigade. They are
going to help elderly people. 2 Cheryl isn’t going to build a house.
Vocabulary 2
Exercise 1
She is going to have a plastic surgery. 3 Jake isn’t going to work
1 antibiotics; 2 a plaster; 3 a plaster cast; 4 aspirins; 5 a bandage;
in the theatre. He is going to take a driving test.
6 cream
Exercise 4
1 b; 2 d; 3 a; 4 e; 5 c; 6 f
1 Are you going to hang around with friends next Saturday?
Note: In the example in sentence 1, ‘d’ should have been ‘b’.
2 What time is your friend going to chat with you this evening?
This mistake will be corrected in the first reprint of the Workbook.
110
Exercise 2 Operator The fire brigade is on its way. Stay calm. If you’re
1 antiseptic; 2 cream; 3 pills; 4 bandage; 5 plasters; 6 antibiotics with your brother, play a game or sing. You should
Exercise 3 try to relax.
1 aspirins; 2 cough syrup; 3 plaster cast; 4 plaster; 5 antibiotics; Caller 2 OK, OK, but please hurry.
6 antiseptic Conversation 3
Exercise 4 Operator Emergency. Which service, please?
1 a plaster, a plaster cast; 2 antibiotics, cough syrup, aspirins; Caller 3 Fire.
3 cream, antiseptic soap; 4 a bandage; 5 antibiotics, pills Operator Fire. Could you tell me where the fire is, please?
Exercise 5 Are there any people in the building?
1 antibiotics; 2 syrup; 3 cream; 4 plaster Caller 3 Um, no, there isn’t a fire. It’s my cat. It’s in a tree.
A very tall tree.
Grammar 2 Operator Ah. Fine. What’s your address?
Exercise 1 Caller 3 17, Apple Lane. Should I climb the tree?
1 should; 2 shouldn’t; 3 should; 4 should; 5 shouldn’t Operator No, no. Please. You shouldn’t do anything
Exercise 2 dangerous. Please, just wait for help.
1 You mustn’t smoke in class. 2 They mustn’t touch the projector. Caller 3 OK. Thank you.
3 We must listen to the teacher. 4 He must do the homework Caller 1: ambulance; Caller 2: fire; Caller 3: fire
again. 5 I mustn’t wear these trainers to school. Exercise 7
Exercise 3 Caller 1: Someone has broken a leg; In the park; Stay calm and
1 She shouldn’t drink fizzy drinks. 2 She shouldn’t go to school tell the person not to move; Caller 2: They are stuck in the lift;
by car. 3 She should run every morning. 4 She should wear good Tower Street, number 14; Sit down and try to relax (by playing
trainers. 5 She shouldn’t run near cars. a game or singing); Caller 3: A cat is stuck in a tree; 17, Apple
Exercise 4 Lane; Not climb the tree or do anything dangerous, wait for help
1 Should you have a good breakfast before going to school? 2 How
much water a day should you drink? 3 What should young people Dictation
have for lunch? 4 Where should students borrow books? 5 Should Exercise 8
your best friend listen to your problems? 15
My brother is going to take his exams in June. He must pass
Exercise 5
science because he’s going to study medicine at university.
1 should I do; 2 you should relax; 3 You shouldn’t get; 4 you
He’s going to be a doctor one day. Mum says he should enjoy the
should drink; 5 Should I study; 6 you shouldn’t; 7 You should
summer holidays. So, he’s going to go surfing in Fuerteventura
sleep; 8 you shouldn’t study
with his friends. They’re going to buy surfboards on the island.
Listening They must take a lot of money with them because surfboards
are expensive. They should take some health products too, like
Exercise 6
plasters and something for insect bites. But they shouldn’t
14 worry – they’re going to have a great time!
Conversation 1
Operator Emergency. Which service do you require? Upgrade
Caller 1 Ambulance, please. Exercise A
Operator Ambulance. How can I help you? b, c, a, a
Caller 1 It’s my friend. He fell off his bike. I think he’s got a Exercise B
broken leg. What should I do? 1 Yesterday was an unusual day for Emma. 2 She couldn’t go
Operator Is he in the road? to school because she felt sick. 3 She had a bad stomach ache
Caller 1 No. We’re in the park. and her mum took her to the doctor’s. 4 After examining her, the
Operator Good. He shouldn’t move, OK? He shouldn’t move doctor prescribed her some pills and a special diet. 5 Now Emma
his leg. should eat boiled chicken and carrots. 6 She shouldn’t eat any
Caller 1 When’s the ambulance going to arrive? potatoes or red meat.
Operator You said you were in the park. Where exactly?
Caller 1 Near the clock. Reading
Operator OK. Thank you. You should stay calm. The Exercise 1
ambulance is going to be with you in about five b
minutes. Exercise 2
Caller 1 OK. Bye. 1 a; 2 b; 3 a; 4 c
Conversation 2 Exercise 3
Operator Emergency. Which service do you require? 2 c; 3 e; 4 b; 5 d
Caller 2 We’re in the lift.
Operator What? Writing
Caller 2 We’re in the lift! It stopped 10 minutes ago and... Exercise 1
I’m scared! I want to get out! I’m going to be sick! 1 Fortunately; 2 Then; 3 Actually; 4 First; 5 Actually
Operator Stay calm, please. Are you alone? Exercise 2
Caller 2 No. I’m with my brother. 1 actually; 2 unfortunately; 3 fortunately; 4 first
Operator What’s the address, please? Exercise 3
Caller 2 Tower Street, number 14. What should we do? Students’ own answers
Are they going to come?
111
Unit check Vocabulary 2
a chest; b temperature; c stomach ache; d cold; e headache drums j; flute b; trumpet c; double bass f; saxophone d;
Exercise 2 tambourine e; keyboards g; triangle h; acoustic guitar a
1 a plaster; 2 aspirin; 3 cream; 4 pills Exercise 2
Exercise 3 1 drums; 2 flute; 3 keyboard; 4 bass; 5 double bass; 6 triangle;
1 Could Americans freeze food in 1819? 2 Could Napoleon phone his 7 saxophone
wife? 3 What could people do at the beginning of the 20th century? 4 Exercise 3
How could doctors help their patients at the end of the 20th century? Students’ own answers
Exercise 4
Students’ own answers Grammar 2
1 b; 2 a; 3 d; 4 c 1 has; 2 ’ll buy; 3 buy; 4 doesn’t; 5 ’s; 6 don’t
1 likes history; 2 about the most; 3 and looked for; 4 when my sister 1 won’t be; 2 will visit; 3 won’t have; 4 see; 5 doesn’t study
gave; 5 couldn’t do; 6 checking his work; 7 you should; 8 is going to Exercise 3
1 If Jason goes to town, he will visit the museum. 2 If he visits the
Digital Competence museum, he will see the dinosaurs. 3 If he sees the dinosaurs, he
Exercise 1 will be scared. 4 If he’s scared, he won’t have fun. 5 If he doesn’t
1 Companies, agencies or individuals. 2 Students’ own answer have fun, he won’t visit the museum again. 6 If he doesn’t visit the
Exercise 2 museum again, he won’t see the mummies. 7 If he doesn’t see
1 It is about a painkiller. 2 Students’ own answer. 3 The image and the mummies, he won’t complete his history project.
the text. Exercise 4
2 e; 3 b; 4 a; 5 c
Unit 8 Exercise 5
1 Will, send, have; 2 tell, will, tell; 3 Will, learn, helps; 4 visit, will,
Vocabulary 1 bring
Exercise 1
1 be; 2 leave; 3 start; 4 train to be; 5 graduate; 6 apply; 7 fall; Listening
8 get; 9 become Exercise 6
Exercise 2 16
b graduate from Harvard University; c get engaged; d apply for
Aisha Who do you think will win, Callum?
a job; e fall in love; f become old
Callum Win what?
Exercise 3
Aisha This programme. I love it!
1 getting engaged; 2 was born; 3 train to be a vet; 4 start a degree;
Callum What is it? What are you watching?
5 graduated; 6 become old
Aisha ‘You’ve got talent’. There are singers and people who
Exercise 4
can play the guitar, the flute or other instruments.
Last year a man with a saxophone won.
Callum Oh, OK. Yeah. Everyone is talking about it at school.
Grammar 1 Aisha I like that girl best. Her name’s Jodie, Jodie West. She’s
Exercise 1
the prettiest, and she’s got the best clothes – she really
2 won’t get; 3 won’t learn; 4 will become; 5 will travel; 6 won’t buy
wants to be a pop star.
Exercise 2
Callum But can she sing well?
1 will die; 2 ’ll get; 3 will give; 4 ’ll go; 5 will get married;
Aisha Well, she’s not the best singer, but she’s OK. She’s going
6 ’ll have; 7 will be; 8 won’t work; 9 ’ll train
to sing next.
Exercise 3
Callum What about the one who’s singing now? She’s brilliant!
2 Will you phone me later? 3 Will I know the answer? 4 Will the
Aisha That’s Mary. Yes, she’s a better singer than Jodie, but
exam be difficult? 5 Will they get married next year? 6 Will there
she’s a bit old.
be homework today?
Callum She isn’t old!
a 4; b 1; c 6; d 2; e 5; f 3
Aisha Well, she’s older than the others. And she’s married,
Exercise 4
she’s got a job, she works as a nurse, and she’s got five
2 f; 3 e; 4 b; 5 d; 6 a
children.
Exercise 5
Callum Five? Wow! Well, I think she’s a really good singer.
1 No, he won’t. 2 No, she won’t. 3 No, it won’t. 4 Yes, she will.
Aisha Yes, she is, and she plays the piano well too. But she
Exercise 6
isn’t a typical pop star, you know? She won’t win.
1 Where will you go next? 2 When will you be there? 3 Will you go
Callum I want her to win! If she wins, she’ll have money for her
with your girlfriend? 4 How long will you stay in the USA? 5 Will
children. She can buy a nice house, and help her family.
your girlfriend be happy?
But what about Jodie? She just wants to be famous!
Aisha So? That’s a good ambition! If Mary wins, her children
Upgrade won’t see her because she won’t be at home. She’ll be
1 I’ll go; 2 It’ll be; 3 won’t have; 4 won’t take; 5 ’ll ask; 6 Will you
too busy. No! I want Jodie to win!
lend
Callum And I want Mary to win!
Aisha Ssh. Jodie’s going to sing. Let’s listen...
1 They sing and play instruments. 2 She likes Jodie West.
3 He likes Mary.
112
1 at school; 2 best; 3 younger; 4 nurse; 5 piano; 6 a house; 1 The most popular plan is to get a good job instead of going to
7 won’t see their mum university. 2 The least popular plan is to leave school at 18.
Dictation Worksheet 1
Exercise 8
17
Exercise 1
1 to make; 2 got many; 3 appeared in; 4 because people; 5 in the;
I’ve got a lot of dreams for my future. I love music and drama
6 didn’t stop; 7 everybody at
and I think I’ll be an actor or a singer one day. Dad says I won’t
Exercise 2
have any money – he doesn’t think I’ll be famous. But I think I’ll
1 b; 2 b; 3 b; 4 a
be famous if I work hard. And, if I’m famous, I’ll be rich! I’ll leave
Exercise 3
school when I’m 18 and I’ll go to a lot of drama school auditions.
1 The Dagwood sandwich is an American meal. 2 The sandwich is
If I’m good, I’ll train to be an actor at drama school. If I don’t pass
an old invention. 3 Many people eat sandwiches. 4 John Montagu
the auditions, I’ll go to university and study drama and English.
lived in the south of England. 5 In the 6th century, people didn’t
Perhaps I’ll be a writer if I’m not an actor!
use forks and knives.
Exercise 4
Upgrade 1 The sandwich is an easy and simple meal. 2 The sandwich has
1 think; 2 will; 3 happen; 4 in; 5 will; 6 can; 7 lot; 8 for
got a long and interesting history. 3 People used bread as plates in
Reading the 6th century. 4 John Montagu played cards and ate sandwiches
all day. 5 Montagu became fond of sandwiches very soon.
Exercise 1
Note: The word ‘bread’ is missing in sentence 3. This mistake will
1 Because Josie passed her last exam. 2 All her friends and
be corrected in the first reprint of the Workbook.
family. 3 Because she made up her mind to tell him a lie.
4 Her cousin Mark came with his band.
Exercise 2 Worksheet 2
Exercise 1
Exercise 3
1 Because they considered it to bring long life and immortality.
1 a; 2 b; 3 b; 4 b
2 Some hunters did. 3 It was sweet and delicious. 4 No, we don’t.
Writing 5 Students’ own answers

Exercise 2
Exercise 1
1 was; 2 had; 3 discovered; 4 drink
1 Everyone; 2 No one; 3 50 per cent of students; 4 A few students;
Exercise 3
5 Most students
some (line 2); this (line 6); for (line 10); every (line 15); one (line 18)
Exercise 2
1 Most students; 2 a few students; 3 Everyone; 4 50 per cent of
students; 5 Most students; 6 No one Worksheet 3
Exercise 3
Exercise 1
1 Will you live in the city? 2 Do you want to earn a lot of money?
1 women; 2 relax; 3 special; 4 gave; 5 chair; 6 head; 7 habit
3 Will you live in the country? 4 Do you want to work in an office?
Exercise 2
5 Will you travel to another country?
1 A physician invented a special shampoo formula. 2 The reclining
shampoo chair was her invention. 3 Many people could use her
Unit check method. 4 Women could take their children to the Harper Hair
Parlour.
Exercise 1
Exercise 3
2 e; 3 b; 4 d; 5 a
1 c; 2 e; 3 d; 4 b; 5 a
Exercise 2
Exercise 4
1 tambourine; 2 keyboards; 3 triangle; 4 double bass; 5 saxophone
1 Because she opened a hair salon and then extended her business
Exercise 3
to 500 franchises. 2 She was a domestic servant. 3 Because they
1 My cousin will travel to Mexico next month. 2 Sue and her
offered natural beauty products, head massage and child care.
husband won’t buy a car. 3 Ted’s father will apply for a new job
next year. 4 I won’t study art when I go to university.
Exercise 4 Worksheet 4
1 Will you go on holidays? 2 Where will you go? 3 How will you
Exercise 1
travel? 4 When will you go? 5 How much money will you spend?
1 B; 2 A; 3 B; 4 B; 5 C; 6 B; 7 B; 8 A
Exercise 5
Exercise 2
1 b; 2 d; 3 a; 4 c
1 b; 2 c; 3 e; 4 f; 5 a; 6 d
Exercise 6
Exercise 3
1 ’ll enjoy; 2 was; 3 went; 4 go; 5 a lot of; 6 wrote; 7 best; 8 most
1 Billy wanted to be a professional ballet dancer. 2 At the
important; 9 are; 10 be; 11 should
beginning, his father didn’t know he was taking dancing lessons.
Digital Competence 3 Ms Wilkinson didn’t pay for the ticket to London. 4 The coal
miners and the neighbours helped Billy.
Exercise 1
Exercise 4
1 It is a survey that gives public opinion about a specific topic.
1 become a ballet dancer; 2 was dead; 3 a/Billy’s ballet teacher;
2 Students’ own answer. 3 Students’ own answer
4 in London; 5 help Billy
113

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Unit

CONTENTS Strange but true! 42

Digital components 5 Revision 3 70

Starter unit 10 Revision 4 90

M17 395 Phases1TB2 001 005 overview.indd 1 02/07/18 11:03

through pictures and actor • architect • electrician • engineer • lifeguard • mechanic •

recorded on the Audio

The Word check box includes words

CDs so that students can

students may not know for them

to guess the meaning through

context or by using a monolingual

dictionary, thus fostering students’

There is usually a listening

thinking in the target language.

activity with the new

Look! boxes are included throughout

the unit to help students by providing

pair-work speaking task.

language and learning tips.

Grammar is presented 6 Each unit includes an

A. Order the words to make sentences

students practise the form

and meaning of the new

2 Complete the sentences with the

for students to practise what

they have learnt so far and can

The Pronunciation box

be used with fast finishers.

in every unit focuses

on sounds, stress and

The Speaking section Speaking Writing

situations. The texts are highlighted in each unit to help

recorded on the Audio CDs. students improve their writing.

The steps included

The carefully structured

in the Speaking Task

Writing Task provides students

help students prepare

with enough scaffolding for

and practise their own

their written production.

The Culture section 6

Progress check revise

life in different English-

the language presented

The texts are recorded on

the Audio CDs.

M17 395 Phases1TB2 001 005 overview.indd 2 02/07/18 11:03

consist of a vocabulary START B S

sections provide additional

units through reading D

and listening exercises.

equipment. electrical Tom is an

The Collaborative Task gives

students the chance to work

in groups and produce a text L

FINISH some attractive pictures.

that integrates the language

learnt so far, using various

tools and formats.

The Communication Activities

section, divided into Student A History of vaccination

and B, provides six motivating

Phases 2 Teacher's Book

Phases 2 Teacher's Book