Life 2 - 2nded - TB

The following new and updated features of Life, Second Edition
are based on extensive research and consultation with teachers

and learners from around the world:
Updated global content in the unit themes and reading selections
■

■Updated video material featuring additional video support for
vocabulary learning

■New, specially selected National Geographic photography stimulates
learners’ visual literacy skills

■Now in all six levels, an extended critical thinking syllabus actively engages
students in their language learning, encouraging them to develop their own
well-informed and reasoned opinions
ACCESS YOUR FREE LIFE WEB RESOURCES AT:

■A refined grammar syllabus with increased scaffolding and an enhanced
NGL.Cengage.com/life reference section at the back of the Student Books
Username: resources
■New “My Life” speaking activities encourage learners to relate the global
Password: life_teacher content to their own lives

■New “Memory Booster” activities improve students’ ability to retain
new language

■An improved Classroom Presentation Tool now includes the Workbook
pages, extra support, and extension activities
T
■ he Student Web App includes video and audio for the Student Book and
Workbook, and additional interactive activities
ON THE COVER
Shoppers in a shopping mall tunnel featuring 400 QR codes

in Nanjing, Jiangsu, China.
SAMPLE COPY, NOT FOR DISTRIBUTION
2
Life Teacher’s Guide

SECOND EDITION
Mike Sayer
Australia • Brazil • Mexico • Singapore • United Kingdom • United States

Life 2 Teacher’s Guide © 2019 National Geographic Learning, a Cengage Learning Company
2nd Edition ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be
Mike Sayer reproduced or distributed in any form or by any means, except as permitted by U.S.
Gabrielle Lambrick copyright law, without the prior written permission of the copyright owner.
Fiona Mauchline
Sarah Jane Lewis
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ISBN: 978-1-337-90806-1
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National Geographic Learning, a Cengage Learning Company, has a mission to bring the
Content Project Manager: Beth McNally, world to the classroom and the classroom to life. With our English language programs,
Tan Jin Hock students learn about their world by experiencing it. Through our partnerships with National
Geographic and TED Talks, they develop the language and skills they need to be successful
Manufacturing Planner:
global citizens and leaders.
Mary Beth Hennebury
Art Director: Brenda Carmichael
Locate your local office at international.cengage.com/region
Cover Design: Lisa Trager,
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Visit our corporate website at www.cengage.com
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CREDITS
Cover: © VCG/Getty Images.
DVD Videos: Unit 1 National Geographic; Unit 2 Vimeo/Ted Chung; Unit 4 National Geographic; Unit 5 National Geographic; Unit 7 National Geographic; Unit 8 (photos): (1) JIM
RICHARDSON/National Geographic Creative, (2) Robert Alexander/Archive Photos/Getty Images, (3) WINFIELD PARKS/National Geographic Creative, (4) Marji Lang, (5) Mariusz
Smiejek/National Geographic Creative; Unit 9 Adrian Seymour; Unit 10 National Geographic; Unit 11 National Geographic; Unit 12 National Geographic.
DVD Photos: Unit 6 (all) © Kenneth Garrett/National Geographic Creative; Unit 8 © Jim Richardson/National Geographic Creative, © Robert Alexander/Getty.
Printed in China by CTPS

Print Number: 01 Print Year: 2018

Contents
Student Book Contents iv
Introduction and Unit Walkthrough viii
Units 1 to 12: Notes and Answer Key 9
Student Book Communication Activities 153

Grammar Notes and Grammar Summary 158
Answer Key
Teacher Development 182
Workbook: Answer Key 192
SAMPLE COPY, NOT FOR DISTRIBUTION iii

Contents
Unit Grammar Vocabulary Real life (functions) Pronunciation
1
be (am/is/are) personal information meeting people for the contractions
possessive ’s and family first time the same or
possessive adjectives wordbuilding: word roots different sounds
everyday verbs saying numbers
People word focus: in and percentages
spelling
pages 9–20
VIDEO: World party page 18 REVIEW page 20
2
there is/are colors shopping /ɪ/ or /i:/
prepositions of place furniture word stress
plural nouns useful objects contrastive
this, that, these, those countries and nationalities stress
Possessions wordbuilding: suffixes
prices and currencies
pages 21–32 word focus: one/ones
adjectives
VIDEO: A thousand words page 30 REVIEW page 32
3
simple present telling the time giving directions -s endings
(I/you/we/they) describing cities ordinal numbers
simple present places of work
(he/she/it) ordinal and cardinal
Places numbers
wordbuilding: adjective +
pages 33–44 noun collocations
places in a city
VIDEO: Cowley Road page 42 REVIEW page 44
4
like/love + noun or -ing wordbuilding: verb + talking about abilities /ŋ/
form noun collocations and interests can and can’t
adverbs of frequency everyday activities sentence stress
expressions of sports
Free time frequency
can/can’t (+ adverb)
pages 45–56
VIDEO: Urban biking page 54 REVIEW page 56
5
countable and food verbs ordering a meal /tʃ/ or /dʒ/
uncountable nouns food contractions
(a/an, some, and any) quantities and containers
a lot of and much/many word focus: mean
Food how many / how much menus
pages 57–68
VIDEO: The world food quiz page 66 REVIEW page 68
6
was/were periods in time asking what people did -ed endings
simple past regular time expressions intonation
and irregular verbs, word focus: write
negatives, and opinion adjectives
Past lives question forms
pages 69–80
VIDEO: Objects from the past page 78 REVIEW page 80
iv
Listening Reading Critical thinking Speaking Writing
a photographer talking an article about a types of text asking questions text type: a
about a diver family of explorers friends and family personal
an interview with an an article about world facts about countries description
explorer population writing skill: and,
people starting college but
someone talking about a an article about four reading closely a room in your home a description of
family’s plastic possessions apartments in Seoul your possessions a room in your
an interview with Andy an article about a where things are home
Torbet global product from text type: ads
writing skill:
describing objects
with adjectives
someone talking about a an article about car-free main ideas and your life text type: a
famous meeting place in zones supporting exchanging description of
Melbourne an article about information information about a place
an interview with a student languages spoken a photographer writing skill: capital
living in New York around the world your languages letters
three people talking about
their jobs
three people talking about an article about fact or opinion likes and dislikes text type: short
their free-time activities identical twins saying how often emails
an interview with an article about you do things writing skill:
Norbert Rosing extreme sports your abilities reference words
volunteer work
someone talking about an article about food ways of giving advice famous dishes from advice about
street food in Oaxaca markets around the your country healthy eating
people describing famous world planning a special text type:
dishes from their countries an article about labels meal instructions
a conversation at a market on food buying food at a writing skill:
market punctuation
advice about healthy
eating
someone talking about an article about for or against? describing someone’s a description of
photographs showing how famous people from life someone’s life
lives have changed the past talking about what text type: thank
a documentary about a an article about you did over the you messages
woman who lived in a cave lifelogging weekend writing skill: formal
three people describing their a survey about and informal
evening lifelogging expressions
SAMPLE COPY, NOT FOR DISTRIBUTION v

Unit Grammar Vocabulary Real life (functions) Pronunciation
7
comparative adjectives journey adjectives making requests stressed and weak
superlative adjectives ways of traveling syllables
wordbuilding: collocations
word focus: time
Journeys money
pages 81–92
VIDEO: The final journey page 90 REVIEW page 92
8
present continuous adjectives about festivals talking about pictures /s/ and /ʃ/
simple present and clothes and photos sound and spelling
present continuous face and body silent letters
be vs. have word focus: like
Appearance
pages 93–104
VIDEO: Festivals and special events page 102 REVIEW page 104
9
be going to (for plans) places for entertainment inviting and making /tə/
infinitive of purpose movies arrangements showing
see or watch? enthusiasm
talking about TV
Entertainment nature
pages 105–116
VIDEO: Filming wildlife page 114 REVIEW page 116
10
present perfect school subjects checking and clarifying contrastive
present perfect and wordbuilding: synonyms stress
simple past and antonyms
daily habits
Learning word focus: up
email addresses and
pages 117–128 websites
VIDEO: Baby math page 126 REVIEW page 128
11
have to / don’t have to, types of vacation making suggestions /ˈhæftə/
can / can’t in another country /ʌ/, /ʊ/, or /uː/
should/shouldn’t tourism
something, nobody, wordbuilding: word
Tourism anywhere families
word focus: take
pages 129–140
VIDEO: Tiger tourism page 138 REVIEW page 140
12
will/won’t parts of the Earth giving a presentation ’ll
articles measurements pausing at
wordbuilding: word commas
forms
The Earth land and water
word focus: how
pages 141–152
VIDEO: Earth University page 150 REVIEW page 152
COMMUNICATION ACTIVITIES page 153 GRAMMAR SUMMARY page 158 AUDIOSCRIPTS page 183
vi
Listening Reading Critical thinking Speaking Writing
someone talking about the an article about animal writing for the reader your opinion a paragraph about
journey of a ladybug journeys places you know your town
a documentary about a an article about text type: a travel
journey to the deepest Colombia’s cities blog post
place on Earth writing skill: so and
because
someone describing the an article about a is it in the text? festivals in your text type: short
Dinagyang festival fashion business town/city messages
a description of two photos an article about boys’ your life at the writing skill: the
of a festival and girls’ color moment KISS rules
choices people’s appearance
opinion of an article
someone talking about an article about the the writer’s deciding which text type: reviews
a photo Tallgrass Film Festival preferences movies to see writing skill: giving
two people at a film festival an article about nature your future plans your opinion with
the future of TV in art explaining your sense verbs
two people discussing a preferences
Broadway show
someone talking about a an article about what supporting the main experiences with advice about
place for learning scientists have idea learning good habits and
a news report about a learned explaining memory routines
memory champion tips about memory techniques text type: a
someone calling his office techniques talking about telephone
an article about good learning message
learning habits giving advice about writing skill:
good habits and imperatives
routines
a man talking about his a tourist information reasons for and rules a description of a
experience in Jordan brochure against advice for a tourist tourist destination
a podcast from a travel a questionnaire from a a tourist destination text type: a
program travel magazine what’s important in questionnaire
two friends discussing a trip a travel article a hotel writing skill:
to South America closed and open
questions
a documentary about a an article and a map the writer’s opinion predictions about the predictions about
photographer about climate change future the future
a radio show about an article about places on Earth text type: an
unexplored places on Earth finding a new planet life on another announcement
an article about Earth planet writing skill:
Day places you’d like to important words
visit and information
SAMPLE COPY, NOT FOR DISTRIBUTION vii

Introduction
Introduction
National Geographic is often a human dimension and universal themes that keep
the events relevant to students and to our time.
The National Geographic Society is a leading nonprofit
organization that pushes the boundaries of exploration to History—or the retelling of historical events—can also be
further our understanding of our planet and empowers influenced by a culture or nation’s perception of the events.
us all to generate solutions for a healthier and more National Geographic’s non-judgmental and culture-neutral
sustainable future. Since its beginning in 1888, the Society accounts allow students to look behind the superficial
has funded more than 12,500 exploration and research events and gain a deeper understanding of our ancestors.
projects. Life Second Edition uses National Geographic’s For example, Unit 6 of Life 2 has a video about precious
content and principles to inspire people to learn English. objects from the past.
A portion of the proceeds of this book helps to fund the Animals
Society’s work.
The animal kingdom is exceptionally generative in terms of
interesting topics. Life Second Edition provides astonishing
National Geographic topics photos that give a unique insight into the hidden lives of
The topics are paramount and are the starting point for the known and lesser-known animals, offering rare glimpses of
lessons. These topics have been selected for their intrinsic mammals, birds, bugs, and reptiles in their daily struggle
interest and ability to fascinate. The richness of the texts for survival. It also informs and surprises with accounts of
means that students are so engaged in learning about the animals now extinct, species still evolving, and endangered
content, and expressing their own opinions, that language species that are literally fighting for their existence.
learning has to take place in order for students to satisfy For example, Unit 7 of Life 2 looks at the journeys different
their curiosity and then react personally to what they have animals make.
learned. This element of transfer from the topics to students’ Environment
own realities and experiences converts the input into a
vehicle for language practice and production that fits the It isn’t always possible to find clarity in texts on the
recognized frameworks for language learning and can be environment and climate change, or trust that they are true
mapped to the CEFR scales. (Full mapping documents are and not driven by a political agenda. National Geographic’s
available separately.) objective journalism, supported by easy-to-understand
visuals, presents the issues in an accessible way. The articles
People and places are written by experts in their fields. It’s often true that those
Life Second Edition takes students around the globe, who have the deepest understanding of issues are also able
investigating the origins of ancient civilizations, showing to express the ideas in the simplest way. For example, Unit 12
the drama of natural forces at work, and exploring some of Life 2 has a map showing climate change around the
of the world’s most beautiful places. These uplifting tales world.
of adventure and discovery are told through eyewitness
accounts and first-class reportage. For example, Unit 1 National Geographic photography
of Life 2 looks at a family of explorers, and Unit 4 has an
We live in a world where images are used more than
article about three sets of identical twins.
ever to reinforce, and at times replace, the spoken and
Science and technology written word. We use our visual literacy—the ability to
Students learn about significant scientific discoveries and look at and understand images—every day of our lives. In
breakthroughs, both historical and current. These stories particular, photographs tend to prompt emotive memories
are related by journalists or told by the scientists and and help us to recall information. For this reason, the
explorers themselves through interviews or first-person use of photographs and pictures in the classroom is a
accounts. Students see the impact of the discoveries on highly effective learning tool. Not surprisingly then, the
our lifestyles and cultures. Because much of the material Life series makes maximum use of the great photographs
comes from a huge archive that has been developed and that are at the core of National Geographic content. The
designed to appeal to the millions of individuals who photographs in Life Second Edition add impact and serve
make up National Geographic’s audience, it reflects the as an engaging starting point for each unit. Then, in each
broadest possible range of topics. For example, Unit 7 of lesson, photographs form an integral part of the written
Life 2 looks at the discoveries made from traveling to the and recorded content and generate meaningful language
bottom of the Mariana Trench. practice in thoughtful and stimulating ways.
There are photographs that:
History
• tell a story by themselves
History can be a dry topic, especially if it’s overloaded
with facts and dates. However, the National Geographic • draw the viewer in and engage them emotionally
treatment of historical events brings them to life, and there • support understanding of a text and make it memorable
viii Introduction
Introduction
• provoke debate complete many of the exercises on the page in the Student
• stimulate critical thinking by asking learners to Book at home. This can form a useful part of their self-
examine detail or think about what is NOT shown or by study. Students can also watch the videos again after
questioning the photographer’s motives seeing them in class. This is useful for review and enables
students to focus on parts of the video that particularly
• are accompanied by a memorable quotation or caption
interest them.
• help learners to remember a lexical set
For further variation with the videos, here are more ideas
• help to teach functional language you can use and develop:
• lend themselves to the practice of a specific grammar point • Play the video with the sound down. Students predict
As a first exercise when handing out the new book to your what the narrator or people are saying. Then play with
students, you could ask them to flip through the book, select the sound up and compare.
their favorite photograph, and then explain to the class what • Play the sound only with no video. Students predict
it is they like about it. You will find specific suggestions in the where the video takes place and what is happening on the
teacher’s notes for using the photographs featured within each screen. Then play the video as normal and compare.
unit, but two important things to note are:
• Show the first part of the video, pause it, and then ask
• pictures of people or animals can capture a moment, so students what they think happens next.
ask students to speculate on the events that led up to this
• Give students a copy of the video script and ask them
moment and those that followed it
to imagine they are the director. What will they need to
• pictures of places aim to capture their essence, so feed film and show on the screen? Afterward, they present
students the vocabulary they need to describe the details their screenplay ideas to the class, then finally watch the
that together convey this (the light, the colors, the original.
landscape, the buildings)
• Write a short text on the same topic as the one in the
video. However, don’t include the same amount of
National Geographic video information and leave some facts out. Students read the
text and then watch the video. They make notes on any
Students’ visual literacy and fascination with moving new information and rewrite the text to include the new
images mean that, in addition to the use of photographs details.
and pictures, video is also an extremely effective tool in
the classroom. Each unit of Life Second Edition ends with • With monolingual groups, choose a part of the video
a National Geographic video. These videos, which can be in which someone is talking. Ask students to listen and
found on the classroom DVD, the Student App, and on the write down what they say. Then, in groups, ask them to
Life website, are connected to the topic of the unit and are create subtitles in their own language for that part of the
designed to be used in conjunction with the video lesson video. Each group presents their subtitles, and the class
pages. Typically, a video lesson is divided into three parts: compares how similar they are.
Before you watch

This section introduces students to the topic of the video
and engages them in a pre-watching task. It also pre-teaches National Geographic and critical
key vocabulary so that students can immediately engage thinking
with the video without being distracted by unfamiliar Critical thinking is the ability to develop and use an
words and the need to reference a lengthy glossary. analytical and evaluative approach to learning.
While you watch It’s regarded as a key 21st Century skill. Life Second
Edition integrates and develops a learner’s critical
These tasks assist with comprehension of the video itself,
thinking alongside language learning for the following
both in terms of what students see and what they hear. The
reasons:
exercises also exploit the language used in the video.
• critical thinking tasks such as problem-solving and group
After you watch discussion make lessons much more motivating and
There are two parts to this section. The first is an on-screen engaging
exercise called Vocabulary in context, which focuses on • developing critical thinking skills encourages an
useful words and expressions from the video. The second inquiring approach to learning that enables learners to
allows students to respond to the video as a whole and take discover language and become more independent in their
part in a discussion or task that leads on from the context study skills
and theme of the video. • language practice activities that involve critical thinking
The videos are designed to form part of your lessons. require deeper processing of the new language on the
However, if there is insufficient time in class to watch part of the learner
them all, you can ask students to watch the videos and
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction ix

Introduction
In Life Second Edition you will see that there is a graded own well-informed and reasoned opinions. The overall
critical thinking syllabus that starts at Level 1 and runs combination of text analysis (in the C lessons), a guided
through all later levels. The sections entitled “Critical discovery approach to language, and the way in which
Thinking” always appear in the C lessons in each unit the book makes use of images in the classroom effectively
and are associated with reading the longer texts. These support this aim.
lessons begin with reading comprehension activities that
test students’ understanding and then may ask them to
apply their understanding in a controlled practice activity.
Once learners have understood the text at a basic level,
Life Second Edition methodology
the critical thinking section requires them to read the text Memorization
again more deeply to find out what the author is trying to An important role for teachers is to help learners commit
achieve and to analyze the writing approach. For example, new language to longer-term memory, not just their short-
students may have to read between the lines, differentiate term or working memory. According to Gairns and Redman
between fact and opinion, evaluate the reliability of (Working with Words, Cambridge University Press, 1986),
the information, assess the relevance of information, or 80% of what we forget is forgotten within the first twenty-
identify the techniques used by the author to persuade four hours of initial learning.
the reader or consider evidence. Activities such as these
So, what makes learning memorable? The impact of
work particularly well with the C lesson texts in Life
the first encounter with new language is known to be a
Second Edition because the texts used in these lessons are
key factor. Life Second Edition scores strongly in this area
authentic. These authentic texts, which have been adapted
because it fulfills what are called the “SUCCESS factors” in
to the level where necessary, tend to retain the author’s
memorization (Simplicity, Unexpectedness, Concreteness,
voice or perspective, so students can work to understand
Credibility, Emotion, and Stories) by engaging learners
the real argument behind a text. Naturally, these kinds of
with interesting, real-life stories, and powerful images.
reading skills are invaluable for students who are learning
Life Second Edition also aims, through motivating speaking
English for academic purposes or who would like to take
activities that resonate with students’ own experiences, to
examinations such as IELTS. In addition, life in the twenty-
make new language relatable. What is known is that these
first century requires people to develop the ability to assess
encounters with language need to be built on thorough
the validity of a text and the information they receive,
consolidation, recycling, repetition, and testing. It is said
so this critical thinking strand in Life Second Edition is
that a new language item needs to be encountered or
important for all students.
manipulated between five and fifteen times before it’s
As well as applying critical thinking to the reading texts, successfully committed to longer-term memory. With this in
Life Second Edition encourages students to apply critical mind, we have incorporated the following elements in Life
thinking skills in other ways. When new vocabulary or Second Edition:
grammar is presented, students are often expected to use
a) more recycling of new vocabulary and grammar through
the target language in controlled practice activities. Then
each unit and level of the series
they use the language in productive speaking and writing
tasks where they are given opportunities to analyze and b) activities in the Classroom Presentation Tool (CPT) that
evaluate a situation and make use of the new language both start some new lessons with review and recycling of
critically and creatively. In this way, students move from previous lessons
using lower-order thinking to higher-order thinking; many c) progress tests and online end-of-year tests
of the lessons in Life Second Edition naturally follow this flow d) activities in the Review lessons at the end of each unit,
from exercises that involve basic checking and controlled marked “Memory Booster”
practice to those that are productive, creative, and more
These Memory Booster activities are based on the following
intellectually engaging. This learning philosophy can also
methodologically proven principles:
be seen at work in the way in which photos and videos are
used in the book. Students are encouraged to speculate and • Relatability: learning is most effective when learners
express their opinions on many of the photographs or in apply new language to their own experience.
the After You Watch sections of the video pages. Finally, on • A multi-sensory approach: learning is enhanced when
the writing pages of the units, students are asked to think more than one sense (hearing, seeing, etc.) is involved in
critically about how they organize their writing and the perception and retention. (Language is not an isolated
language they choose to use. They are also guided to think system in memory; it’s linked to the other senses.)
critically to establish criteria by which their writing can then • Repetition and variation: learners need to frequently
be judged. retrieve items from memory and apply them to different
Central to the approach to critical thinking in Life Second situations or contexts.
Edition is the premise that students should be actively • Guessing/Cognitive depth: making guesses at things you
engaged in their language learning. Students are are trying to retrieve aids deeper learning.
frequently invited to ask questions and to develop their
x Introduction
Introduction
• Utility: language with a strong utility value, e.g., of the learner. They are also presented as video tutorials for
a function such as stating preferences, is easier to extra support in the Online Workbooks.
remember. The grammar summary box is followed by grammar practice
• No stress: it’s important that the learner does not feel tasks. Depending on the level, the grammar practice exercises
anxious or pressured by the act of remembering. have a differing emphasis on form and use. In all levels,
• Peer teaching: this is an effective tool in memory however, the practice exercises in the unit favor exercises that
consolidation (as in the adage, “I hear and I forget. I see and require students to think more deeply over those involving
I remember. I do and I understand. I teach and I master.”) mechanical production. Where appropriate, contrastive and
comparative formats are used. The first practice exercise
• Individuality: we all differ in what we find easy to
is usually linked to the topic of the lesson and is content
remember, so cooperation with others helps the process.
rich. Subsequent exercises move into real-life contexts and
You probably already use review and recycling in your particularly to those that the learner can personalize. This
teaching. Our hope is that these exercises will stimulate gives learners an invaluable opportunity to incorporate
ideas for other fun and varied ways you can do this, which the structures in the context of their own experiences. The
in turn may lead students to reflect on what learning and practice exercises are carefully designed to move from
memorization strategies work best for them as individuals. supported tasks through to more challenging activities.
This anchors the new language in existing frameworks and
Treatment of grammar leads to a clearer understanding of the usage of this new
Target grammar is presented in the first two lessons of each or reviewed language. Frequently, the tasks provide a real
unit in the context of reading or listening texts. These texts and engaging reason to use the target structure, whether by
are adapted for level as necessary from authentic sources devices such as quizzes, games, and so on, or by genuine
that use the target language in natural and appropriate exchanges of information between students.
linguistic contexts. Such texts not only aid comprehension, Each lesson ends with a “My Life” speaking task. This
but present good models for the learner’s own language personalized and carefully scaffolded activity enables
production through a variety of voices and genres. In students to create their own output using the target
general, reading texts have been used in the first lesson grammar as well as other target language in a meaningful
and listening texts in the second. Where a presentation context. Typical formats for this final task include exchanges
is via a listening text, written examples of the grammar of information or ideas, pairwork, personal narratives,
structures are given on the page, for example in content discussion, and task-based activities (ranking, etc.). The
comprehension tasks, so that the student gets the visual emphasis from the learner’s perspective is on fluency within
support of following the target structures on the page. In the grammatical framework of the task.
both types of presentations, the primary focus is on the
topic content before the learner’s attention is drawn to the Treatment of vocabulary
target grammar structures. Learners are then directed to Life Second Edition pays particular attention to both receptive
notice target structures by various means, such as using and productive vocabulary. All of the authentic input
highlighting within the text, extracting sample sentences, texts have been revised to reduce above-level lexis while
or asking learners to locate examples themselves. Tasks retaining the original flavor and richness of the text and
that review any related known structures are given in the providing an achievable level of challenge.
Student Book, Teacher’s Guide, and the CPT package. Lexis is effectively learned via carefully devised recycling
At the start of each grammar section is a grammar summary and memorization activities. Target vocabulary is recycled
box with examples of form and use from the presentation continually throughout each level—for example, the
text, or paradigms where this is clearer (for example, in writing and video lessons provide the ideal opportunity
lower levels). This supports the learners and is a checkpoint to incorporate and review lexis in meaningful contexts.
for both teacher and learner alike. The grammar box Memorization (see page x) is a key feature of exercises
summarizes the information learners arrive at through within the unit and in the Review lessons.
completing discovery tasks and it also acts as a focus for Life Second Edition teaches vocabulary in a range of different
tasks that then analyze the form, meaning, and use of the ways. This eclectic approach takes account of recent research
grammar structures, as appropriate. A variety of task formats and builds on tried and tested methods. There is additional
have been used to do this, usually beginning with accessible practice of the vocabulary input (apart from words
check questions. This approach is highly motivational occurring in glossaries) in the Workbook. There is also
because it actively engages learners in the lesson and allows frequent practice of useful expressions, collocations, idioms,
them to share and discuss their interpretation of the new and phrasal verbs as well as everyday lexis.
language. Each grammar box gives a cross-reference to two
pages of detailed explanations and additional exercises per
unit at the back of the Student Book. These are suitable for
use both in class and for self-study, according to the needs
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction xi

Introduction
The specific sections dealing with new lexical input are: family, and word family collocates. These are available on
the Student App and on the Life website as PDFs.
1 Lexical sets
Some of the benefits associated with teaching words in Learning skills
lexical sets are: There is a comprehensive learning skills syllabus in the
• learning words in a set requires less effort Workbook. This covers traditional learning skills, such as
recording new vocabulary, using a dictionary, remembering
• retrieving related words from memory is easier
new vocabulary, planning study time, and assessing your
• seeing how knowledge can be organized can be helpful own progress.
to learners
Assessment
• it mirrors how such information is thought to be stored in
the brain Students and teachers can assess progress in the following
ways:
• the meaning of words can be made clearer by comparing
and contrasting them to similar words in the set • Each unit in the Student Book finishes with a Review
lesson where students do the exercises and complete a
Each unit usually has two or more lexical sets. The lexical
number of “can-do” statements linked to the objectives of
sets also cover commonly confused words. There is
the unit.
evidence to suggest that once students have learned one
or more of the words that belong to a group of commonly • There are end-of-year tests that follow the format of
confused words (e.g., job and work), it’s useful to compare international exams on the Life website.
and contrast these words directly to clarify the differences • There is a Check! section at the end of each unit in the
(or similarities) in meaning. Life Second Edition focuses on Workbook for students to check what they have learned
these groups of words as and when they come up. (general knowledge as well as language).
2 Wordbuilding
There are at least eight of these sections in each level. The
Lessons in a Student Book unit
independent wordbuilding syllabus offers students another Opener: a one-page introduction to the unit that gets
opportunity to expand their vocabulary. The wordbuilding students interested in the topic
boxes in the units focus on areas such as prefixes, suffixes, A and B: double-page lessons that teach grammar and
parts of speech, compound nouns, and phrasal verbs, and vocabulary through reading and listening texts
they highlight contextualized examples in the reading or C: a double-page lesson that focuses on reading
listening texts. The box gives a brief explanation and some comprehension and critical thinking
examples. It’s followed by one or two practice activities.
D: a one-page lesson that teaches functional/situational
Each wordbuilding focus is followed up and extended in the
language
Workbook and CPT—giving more practice and introducing
more words that belong to the same morphological area. E: a one-page lesson that teaches a writing skill and the
features of a text type
3 Word focus
F: a double-page video lesson
The word focus sections take high-frequency words and
Review: a one-page lesson of practice activities, memory
give examples of the different meanings they can have
booster activities, and “can-do” check statements
according to the contexts in which they appear and the
different words with which they collocate. At higher levels,
there is increased exposure to idioms and colloquial usage. Components
The Workbook and CPT expand the range of phrases and • Student Book
expressions generated by these key words and provide more • Workbook + downloadable audio
practice.
• Teacher’s Guide
4 Glossaries • Classroom DVD
Occasionally, words are important to the meaning of a text • Classroom Audio MP3 CD
but are above the level of the student. In such cases, they
• Student Web App
are glossed. Students aren’t expected to learn these words,
but the short and simple definitions provided on the page • Student eBook
prevent them from being a barrier to understanding. • Online Workbook
5 Word lists • Website: NGL.cengage.com/life
Each level has a comprehensive word list that covers all • Classroom Presentation Tool
of the vocabulary either at the level or above the level of
the student. The rich headword entries include phonetics,
definition, part of speech, examples, collocations, word
xii Introduction
Lesson type
Unit opener
This single page introduces the unit topic and lists the unit contents.
Unit 7 Journeys
An impactful photograph serves as
an engaging starting point for the
unit and provokes class discussion.
The unit lesson headers let students

see what they will be studying and
stimulate their interest.
The long journey
F E AT U R E S 1 Work in pairs. Look at the photo of a ladybug. Why do you

think the photo is called “The long journey”?
82 Animal journeys
2 66 Listen to a description of the photo. Circle the seven
Some animals travel long adjectives you hear.
distances every year Warm-up exercises get students
clean red cold dangerous talking about the topic and
84 The deepest place on difficult dirty green easy
Earth fast hot huge long introduce them to key vocabulary.
safe short slow tiny
Filmmaker James
Cameron’s journey down
the Mariana Trench 3 Work in pairs. Find seven pairs of opposite adjectives in
Exercise 2.
86 Visit Colombia! clean / dirty
Discovering different
4 Work in pairs. Which adjectives in Exercise 2 can you use to
cities in a South American
describe: Each unit opener lesson contains a
country
1 your commute to work or school? listening exercise that develops the
90 The final journey 2 transportation where you live (e.g., cars, trains)? topic.
A video about the 3 your city or town?
dangerous final journey of 4 the weather today?
salmon in Alaska
81
905633_U07_081-092_HiRes_doubleink_032118.indd 81 22/03/18 4:19 PM
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction xiii

Lessons A and B
Grammar and vocabulary
These double-page lessons focus on grammar and vocabulary, presented through listening and reading texts.
7a Animal journeys
Reading 3 Read the article again and complete the chart.
1 You are going to read an article about the journeys Saiga Tree Frogs Loggerhead
three animals make. Look at the photos and Antelopes Turtles
quickly skim the article. Match the animals (1–3) When do spring spring all their life
with the distances (a–c). they travel?
1 saiga antelope a 30 meters every year Where do higher down the
2 tree frog b 35 kilometers a day they travel places tree
3 loggerhead turtle c 14,000 kilometers in to?
fifteen years Which dangerous difficult long
adjectives
2 Read the article and check your answers to describe
Exercise 1. the
journey?
The primary focus is on the

topic content before the 67 Animal journeys Every year, animals around the world go on
long and difficult journeys called migrations.
learner’s attention is drawn to

the target grammar structures. Saiga antelopes live in Tree frogs have shorter
Central Asia. In the spring, journeys than other
they walk to higher places animals. But for a small
for food. A male saiga can 15 frog, the journey isn’t
5 walk thirty-five kilometers easy. In the spring, it
a day—it’s faster than a climbs thirty meters
female. The journey is down a tree, lays its
more dangerous for a eggs in water, and then
female saiga because she 20 climbs back up the tree.
10 has her calf—her baby—in For a tree frog, it’s a
the spring. very difficult journey.
Target grammar is presented

through texts in the first two
spreads of each unit. These
texts are authentic reading and
listening texts, adapted for
level as necessary, which use Many turtles have a very long journey—longer
the target language in natural than other sea animals. They travel all their life. For
25 example, the loggerhead turtle leaves the beach
and appropriate linguistic
contexts. Such texts not only
as a baby and swims around fourteen thousand
kilometers. Fifteen years later, the female turtle 7b
?? Section
The deepest
Headplace on Earth
returns to the same beach and lays eggs.
aid comprehension, but present
good models for the learner’s
own language production 82
through a variety of voices

and genres. The main input
alternates between reading 905633_U07_081-092_HiRes_doubleink_032118.indd 82 22/03/18 4:19 PM
and listening on these first

two spreads.
Filmmaker James Cameron with his

submarine Deepsea Challenger.
The independent wordbuilding syllabus offers

students another opportunity to expand their Vocabulary ways of traveling 2 Work in pairs. Ask and answer these questions using
the words in Exercise 1.
vocabulary. The wordbuilding boxes in the WORDBUILDING collocations
1 How do you normally travel to work (or school)?
units focus on areas such as prefixes, suffixes, We can talk about different ways of traveling with
the verbs walk, ride, drive, fly, etc. We can also use
2 How do you normally travel when you go on
vacation?
collocations, parts of speech, compound collocations with verbs + transportation nouns.
go by + bicycle/train/car
3 What’s your favorite way to travel? Why?
travel by + train/bus/plane/boat
nouns, and phrasal verbs, and they highlight take + a taxi / a bus / the train Listening
examples from the reading or listening texts. For more practice, see Workbook page 59. 3 69 Look at the photo above. Listen to a
documentary about James Cameron’s journey to the
The box gives a brief explanation and some 1 Look at the wordbuilding box. Circle the correct
option to complete these sentences.
deepest place on Earth and complete the information.
1 The place: The Mariana Trench
examples. There is an activity for further 1 I always take / drive a taxi when I go out with
2
3
Distance to the bottom:
Length of journey:
11 kilometers
over two hours
practice and a reference to an activity in the friends in the evening.
2 When my family goes on vacation, we always
4
5
Type of transportation:
Number of new species:
submarine
68
Workbook which introduces more words that drive / go by car.
3 How did you fly / travel to Moscow? By train documentary (n) /ˌdɒkjʊˈment(ə)ri/ a movie about real life
belong to the same morphological area. or by plane?

4 When it’s raining I normally travel to / by
species (n) /ˈspiːsiːz/ type or group of animal
work on the train. 4 69 Work in pairs. Compare your notes from

5 Let’s travel by / take the bus downtown. Exercise 3. Then listen again, check your notes, and
complete any missing information.
84
xiv Introduction
Clear examples of form and use are given
on the page in a simple summary box. This
supports the learners and is a check point for
both teacher and learner alike as it summarizes
the information learners will have arrived at
through completing the discovery tasks. A
cross-reference is provided to more detailed
information and additional exercises at the back
of the book. These are suitable both for use in
Grammar comparative adjectives 7 Work in pairs. Make sentences comparing these class and self-study, according to the needs of
things. Use a comparative adjective + than.
COMPARATIVE ADJECTIVES
the learners.
Australia is hotter than Antarctica.
We use a comparative adjective to compare two things or
groups of things. 1 Australia / Antarctica
2 a car / a bicycle
Turtles have long journeys. ➙ Turtles have longer journeys
than tree frogs. 3 rock climbing / surfing The grammar practice tasks within the unit are
Tree frogs have short journeys. ➙ Tree frogs have shorter 4 travel by air / travel by sea linked to the presentation text and topic and
journeys than saiga antelopes or turtles. 5 an elephant / a lion
The female saiga’s journey is dangerous. ➙ The female 6 visiting a city / camping in the country are thus content-rich in the same way. They
saiga’s journey is more dangerous than the male’s. 7 Paris / New York move from more supported exercises to more
Spelling changes: big ➙ bigger, safe ➙ safer, easy ➙ easier 8 train journeys / plane journeys
Irregular adjectives: good ➙ better, bad ➙ worse challenging tasks.
For more information and practice, see page 170.
8 Pronunciation stressed and weak syllables
68 Listen to the stressed and weak syllables in
4 Work in pairs. Look at the grammar box. Answer these sentences. Then listen again and repeat.
these questions about comparative forms. /ə/ /ə/
1 What two letters do you add to short adjectives 1 Africa is hotter than Europe.
to make the comparative? /ə/ /ə/
2 What word comes before long adjectives? 2 Australia isn’t colder than Antarctica. The pronunciation syllabus covers sounds
3 Which adjectives have an irregular comparative? and spelling, connected speech, stress, and
4 What word often comes after a comparative Speaking my
intonation.
adjective to compare two things?
9 Compare these sentences from Exercise 7. Which
5 Write the comparative form of these adjectives. sentence is a fact and which is an opinion?
1 big bigger
Antarctica is colder than Australia.
2 small smaller
Rock climbing is more fun than surfing.
3 cheap cheaper
4 expensive more expensive 10 Work in pairs. Which of your sentences in
5 cold colder Exercise 7 are opinions? Say the sentences with
6 hot hotter these phrases.
7 dangerous more dangerous
8 safe safer I think … In my opinion …
9 difficult more difficult
10 easy easier I think rock climbing is more dangerous than surfing.
11 fast faster
12 slow slower 11 Write sentences with your opinion. Compare two
better of these things.
13 good
14 bad worse • places or cities
• sports or free-time activities
6 Complete the sentences with the comparative form • types of travel
of these adjectives. • types of vacations A variety of task formats are used to lead
• places in the city
big cheap fast good hot slow
• types of transportation learners to analyze the form, meaning, and use
1 The summer in Mexico is hotter than in
• famous people of the grammar structures, as appropriate.
Canada. 12 Work in pairs. Take turns reading your opinions
2 My journey was slower than normal aloud. Do you agree with your partner?
because the train was late.
3 Their new house has three bedrooms. It’s A: I think Tokyo is more expensive than Dubai.
bigger than their old house. B: I agree! / I don’t agree!
4 Call a taxi. We’re late, and it’s faster
than walking.
5 The bus ticket is $10 and the train ticket is $12, Grammar superlative adjectives 8 70 Work in pairs. Complete the conversation
about Ireland with the superlative or comparative
so the bus is cheaper . SUPERLATIVE ADJECTIVES form of these adjectives. Then listen and check.
6 I go to work by bus. It’s better than We use a superlative adjective to compare one thing with
beautiful cheap famous good
going by car because I can read a book. all the other things in a group.
good hot popular small
The Mariana Trench is the deepest place in the ocean.
This fish has the biggest teeth of any fish for its size.
Titanic is the most popular movie by James Cameron. A: I want to visit Ireland in July, but I only have
Unit 7 Journeys 83
Avatar was the most expensive movie. ten days. What are the best places to visit?
B: Well, Dublin is 1 the most famous city in
Spelling changes: big ➙ biggest, easy ➙ easiest
Irregular adjectives: good ➙ best, bad ➙ worst
Ireland, and of course it’s also
2 the most popular
with tourists.
For more information and practice, see page 170. A: But I don’t want to see lots of other tourists.
What’s 3 the most beautiful city?
905633_U07_081-092_HiRes_doubleink_032118.indd 83 22/03/18 4:19 PM B: In my opinion, Galway is the prettiest. In terms
5 Work in pairs. Look at the grammar box. Answer of size, the city is 4 smaller than
these questions about superlative forms.
Dublin, but it’s next to the water, so there are
1 What three letters do you add to short great views.
adjectives? A: How cold is it?
2 What word comes before longer adjectives? B: July is 5 the hottest month, so it’s OK.
3 What word usually comes before a superlative A: What about transportation? What’s
adjective? 6 the best way to travel around?
B: Buses are 7 cheaper , but I think
6 Complete the chart with superlative adjectives. a car is 8 better than public
transportation when you are a tourist. With a
Adjective Comparative Superlative car you can stop and see lots of different places
adjective adjective on the way.
long longer the longest
Speaking my
fast faster the fastest
9 Write notes about your country or a country you
know well. Use the ideas below or your own ideas.
expensive more expensive the most expensive
• the most famous city
good better the best • the oldest city
• the most beautiful place
• the most popular place for tourists
7 Complete the text with the superlative form of the • the best place to visit
adjectives. • the hottest month
• the coldest month
• the cheapest way to travel
New Year is the 1 most important (important)
holiday in China. Millions of people leave the 10 Work in pairs. Imagine you are going to the
2 biggest (big) cities in China and travel country your partner wrote about in Exercise 9.
A final task on each spread allows the learners to create home to their families, so it’s the
3 busiest (busy) time of year for travel. Student A: Ask questions using the ideas in
their own output and is structured so that learners have Many college students go by train, and it’s also the
4 worst (bad) time of year for driving
Exercise 9.
the opportunity to use the target grammar as well as other on the roads. Some people go by plane because it’s
the 5 fastest (fast) way to get home,
Student B: Answer Student A’s questions using
your notes from Exercise 9.
target language, for example vocabulary, in a meaningful but it’s also the 6 most expensive (expensive)
because lots of tourists fly into China during the
Change roles and have another conversation.
and personalized context. This final task has a variety of New Year’s holiday. They visit the
7 most popular (popular) places in China,
A: What’s the most famous city in Peru?
B: I think it’s probably Lima, but I think Arequipa is
formats such as discussions, personal narratives, and task- such as the Great Wall. With so many people
traveling in China at this time, it’s the
the most beautiful city.
based activities (ranking, etc.), and the emphasis from the 8 largest
the world.
(large) human migration in
learner’s perspective is on content and fluency rather than

grammatical accuracy. Unit 7 Journeys 85
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction xv

Lesson C
Reading
This is a double-page reading lesson. The reading text is always on the right-hand page, and the activities on the left.
7c Visit Colombia!
Reading 6 Work in pairs and answer these questions.
1 Do you spend most of your time doing your Critical thinking activities require students
1 Work in pairs. Look at the photos on page 87.
What topics (e.g., food and restaurants in a city)
homework? to engage with the reading texts at a
2 Do you have time for sports and other hobbies?
do you think are in the article?
3 Did you have a good time over the weekend? deeper level and require them to show
2 Now read the article. Can you find the topics you 4 We spend time and save time. What’s another real understanding—not just reading
thought of in Exercise 1? noun we often use with spend and save?
comprehension. This training—in
3 Work in pairs. Read the article again. Match these 7 Imagine you can visit the cities in the article.
sentences to the cities (A–D), according to the Which would you like to visit most? Rank the four evaluating texts, assessing the validity and
information in the text. cities from 1 to 4 (1 = your first choice, 4 = your strength of arguments, and developing
last choice). Then compare your answers in groups
1 In this city you can take dance lessons from and give your reasons. an awareness of authorial techniques—is
experts. C
2 There’s a cable car that goes over the city. B clearly a valuable skill for those students
3 No one lives in this city anymore. D Critical thinking writing for learning English for academic purposes
4 There are two important events every year. C the reader (EAP), where reflective learning is
5 People in this city like to stop and talk to
anyone. A 8 Overall, what type of reader do you think the essential. However, it is also very much
6 This city is famous because of an artist. B article on page 87 is for? Who would be interested
7 It’s difficult to get to this city. D in this article? Tell the class. part of the National Geographic spirit,
4 Find words in the article to match these 9 Now read a different text about the city of Cali. which encourages people to question
definitions. Compare it with the paragraph about Cali in the assumptions, and develop their own
article. In each paragraph, what choices does the
1 a type of city or place with ships and
boats port writer make about: well-informed and reasoned opinions.
2 an informal and friendly 1 the type of reader? (Is it for a tourist, a business
conversation chat person, a student, or someone who likes art?)
3 a type of artist who makes large objects, often 2 the type of topics? (Is it about art, history,
from stone or metal sculptor business, sports, or music and dance?)
4 the objects made by the artist in 3 sculptures
5 a type of transportation that moves over your Cali is a city where people work hard. There are
head (e.g., in the mountains) cable car
a lot of businesses there. It has a good airport for
6 places with music and dancing nightclubs visitors, with comfortable hotels. There is good
7 a special public event or celebration, usually public transportation, but taxis are the fastest way
every year festival
to get around the city. In the evening, Cali has
8 very old ancient
restaurants with traditional and international food.
Word focus time

Writing my
5 Find these phrases with time in the article. Then
use the phrases to complete the sentences. 10 Plan a paragraph about your town or city. First
make choices about:
have a good time have time for
• the type of reader.
save time spend time
• the type of topic.
1 On the weekend, we always spend time
with family and friends.
Then write your paragraph in 50 words.
A journey to
2 I woke up late, so I didn’t
breakfast.
3 Don’t wait for the bus.
taking a taxi.
have time for
Save time by
11 Exchange your paragraph with a partner. What
type of reader did your partner write for, and what
is the topic?
Colombia’s cities
71
4 Did you have a good time on your trip?
Many visitors to Colombia spend time
in Bogotá, the country’s capital city, but
86 Colombia also has some other great cities.
A Cartagena is a port on Colombia’s coast. Because the
5city is by the Caribbean Sea, the food here is a fantastic
mix of seafood and tropical fruit. Also, Cartagena is one
of the friendliest places in the world—everyone has time
905633_U07_081-092_HiRes_doubleink_032118.indd 86 22/03/18 for a chat, including waiters in restaurants, store clerks,
4:19 PM
taxi drivers, or people walking in the streets.
The word focus sections 10 Medellín is best known for the sculptor Fernando B
take high-frequency words Botero. He was born here, and you can see
his huge sculptures of people and animals
and give examples of the everywhere in the city. The Botero Plaza is in the
center and has a lot of sculptures by him. You
different meanings they 15 can also walk to other squares to see more. If you
can have according to the want to save time between places, take the cable
car over the city. And in the afternoon, when
contexts in which they the sun gets very hot, go inside the Museo de
Antioquia to see Botero’s paintings.
appear and the different C 20 Cali is a city where people work hard, but also know
words with which they how to have a good time. The city is famous for its music
collocate. and dance, and there are lots of concerts and nightclubs.
It’s also the home of Colombian salsa: you can take
classes with some of the best dancers in the world. The
25 annual Festival of Pacific Music and the World Festival of
Salsa are in August and September, so these are good
months to visit.
For a very different kind of Colombian city, take a D

four-day trek1 to Ciudad Perdida, which means
30 the “Lost City.” You walk through rivers and jungle,
and after three days, you finally climb up 1,241
steps. At the top, you find the stone walls of an
ancient city over a thousand years old with an
incredible view over the mountains.
trek (n) /trek/ a long and difficult journey on foot
1
Unit 7 Journeys 87
905633_U07_087_HiRes.indd 87 30/03/18 9:09 PM
xvi Introduction
Lesson D
Real life
This is a one-page functional lesson focusing on real-life skills.
7d Travel money
Vocabulary money
1 Complete the sentences with these pairs of words.
borrow / cash buy / ticket
change / dollars lend / money The D lessons have clear “Real life”
pay / credit card spend / money
functional aims.
1 I need to change some dollars into
yen.
2 Did you spend a lot of money on
that dress?
3 You can pay by credit card or by
cash.
4 I forgot my wallet. Can you lend me
some money to buy a drink?
5 Can I borrow some cash and pay
you back later?
6 They want to buy a train ticket .
2 72 Listen to three conversations about money.

Match the conversations with the places.
a Conversation 1 in a store
b Conversation 2 in a parking lot Conversation 3
c Conversation 3 at a bank A: Oh, no! It’s two dollars for parking. I only have
a ten-dollar bill.
Real life making requests B: So what’s the problem?
A: The machine takes coins. 7 C ould I
3 72 Complete the conversations from Exercise 2. borrow some money?
Use the expressions for making requests to help B: I’m a fraid
8
I don’t have any change.
you. Then listen and check. But look! It takes credit cards.
A: I don’t have a credit card with me.
Conversation 1
B: It’s OK. I do.
A: Hello, can I change one hundred dollars into
A: Great. I can pay you back later.
euros?
B: Don’t worry! It’s on me!
B: Yes, of 1 course . One moment. One
hundred dollars is eighty-nine euros. MAKING REQUESTS
A: OK, 2 can you give me the euros in
tens? Requests Responding no
Can I change …? I’m sorry, but …
B: 3 Sure . Ten, twenty, thirty, forty, fifty,
Can you give me …? I’m afraid I don’t …
sixty, seventy, eighty …
Could I have …?
Conversation 2 Responding yes
A: Would you like to buy this? Yes, of course.
B: Yes, please. And 4 could I have it in a Sure!
bag, please? Certainly.
A: 5 Certainly . That’s twelve euros.
The key expressions
B: Here’s my credit card. 4 Work in pairs. Take turns asking for different are made memorable
A: Oh, I’m 6 sorry , but I can only take things with these pairs of words. Respond yes through an activation
cash. or no.
B: Oh, no! I don’t have any.
activity.
lend / ten dollars give / a drink
A: Don’t worry, there’s a bank with an ATM
borrow / your phone pay / credit card
around the corner.
use / your pen have / some dinner
B: Oh, thanks.
buy / a ticket
88
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction xvii

Lesson E
Writing
This is a one-page writing lesson. All the text types that appear in international exams are covered here.
7e The end of the road

Every E lesson focuses Writing a travel blog post 2 Writing skill so and because A different writing
on and explores a 1 Work in pairs. Read a travel blog post about a a Look at these sentences and answer the questions. skill is presented and
specific text type. bus journey and answer the questions. a I felt sorry for the bus driver because he looked practiced in every E
1 Where was the writer? sad. lesson.
2 How many days was the journey? b I wanted a good hotel and a hot meal, so I left the
3 What could the passengers see? bus, too, and walked to Kodari.
4 What happened to the bus? 1 Which sentence gives the reason, then the action?
5 Who tried to fix the engine? 2 Which sentence gives the action, then the reason?
6 How did some passengers feel? 3 When do you use so and because?
7 Why did the writer feel sorry for the bus
driver? b Complete the sentences with so or because.
8 Why did the writer walk to the border?
1 We called a taxi because we were late for the
Every writing lesson meeting.
2 The train was late, so we waited on the
includes a model. Yesterday was the final day of my bus journey
platform.
from Lhasa to Kodari, on the Nepal border. It’s
the highest road in the world and it’s also a 3 We had a drink of water because it was a very
very long journey. We traveled for three days hot day.
through the Himalayas and you could see the 4 It started raining, so they ran home.
north side of the highest mountain in the world. 5 We rented a car because there were no trains
or buses.
In the afternoon, we were only five kilometers
6 My friend lent me ten dollars because I didn’t
from Kodari when suddenly the bus stopped.
have any cash.
The driver got out and looked at the engine. For
the next three hours, he tried to fix the engine. 3 Circle the correct options to complete this travel blog
Some of the other passengers got angry, but he post.
couldn’t start the bus.
Finally, all the passengers got out and started to It was the end of our family vacation 1 and /
walk to the border. I felt sorry for the bus driver because we were very tired. We had a long car trip
because he looked sad and lonely. But I also from San Francisco to Arizona via Los Angeles, 2 so /
wanted a good hotel and a hot meal, so I left but we left early in the morning. The drive was
the bus, too, and walked to Kodari. Later that easy at first 3 so / because there wasn’t much traffic
night, the bus arrived in the town. at that time of day, 4 but / and at noon we needed
to stop at a garage near Los Angeles 5 but /
because there was a problem with the engine. The
garage couldn’t fix the car for 24 hours,
6
so / because we needed a hotel for the night.
The nearest hotel was at Disneyland. We went
there 7 and / but it was the best part of the trip! Students always finish
with a productive
4 Write a short travel blog post about a trip or a place
you visited on vacation. Think about these questions. task.
• Where were you? • Who was there?
• When was it? • What happened?
5 Work in pairs. Exchange your travel blog posts. Use

these questions to check your partner’s blog post. Students are
• Did your partner answer the questions in encouraged to take
Exercise 4?
• Did the description use different conjunctions (and,
part in peer review
because, but, and so)? and correction.
Unit 7 Journeys 89
xviii Introduction
Lesson F
Video lesson
This is a double-page video lesson. A large, engaging introductory photograph is always on the left-hand page,
and the activities on the right.
7f The final journey
This section introduces

students to the topic of
the video and engages
them in a pre-watching
Before you watch 5 7.1 Work in pairs. Watch the video again and task.
answer the questions.
1 Look at the photo and read the caption. Why do
1 Which US state are the rivers in?
you think it is a difficult journey for the sockeye
Alaska
salmon?
2 Are the sockeye salmon born in the river or in
2 Key vocabulary the ocean?
in the river
Read the sentences. The words in bold are used 3 How many salmon finish the long journey?
in the video. Match the words with the definitions one in a thousand
(a–f). 4 How does the male salmon’s skin change?
It turns red and becomes smooth.
1 When I sit in the sun too long, my skin burns.
2 The water in this river is very shallow. 5 Do scientists know why this happens?
3 A baby’s skin is very smooth. No.
4 When an animal dies, its body decays. 6 Where were the salmon born?
5 The chicken lays eggs. In Alaska, the sockeye salmon swimswater
in shallow up
theturn
6 In fall, the leaves on many trees river. It’s a dangerous
red. 7 journey.
What do the males do in the shallow river?
They fight.
a breaks up and goes back into
decays 8 What do the females do? There are two parts to
nature
b when a female bird pushes an egg from
They lay eggs.
9 Why is it important for the parents’ bodies
this section. The first is
lays
90
her body
c nice to touch, not rough smooth to die and decay? an on-screen exercise
They become food for the young salmon.
d not deep shallow
called Vocabulary in
e the outside part of a human’s or
an animal’s body skin After you watch context that focuses
f change (color) turn
6 Vocabulary in context on useful words and
905633_U07_081-092_HiRes_doubleink_032118.indd 90
While you watch
22/03/18 4:20 PM
7.2 Watch the clips from the video. Choose expressions from the
These exercises assist the correct meaning of the words and phrases. video. The second allows
3 You are going to watch a video about the final
with comprehension journey of the sockeye salmon. In what order do 7 7.1 Work in pairs. Watch the video again with students to respond to
of the video itself, you think the events (a–g) happen? Number them
from 1 to 7.
the sound OFF.
the video as a whole and
both in terms of a The fish try to jump past the brown bears. 2
Student A: As you watch, describe the life of the
sockeye salmon. Try to use all these expressions in take part in a discussion
what students see b The sockeye salmon start their journey up the
river. 1
your description.
or task that leads on
and what they c The salmon arrive in the shallow water. 4 full of a type of fish bodies start to change
from the context and
d The male salmon changes its shape and
hear. The tasks also color. 3
it can take weeks
one in every thousand
turn green/red
start to fight theme of the video.
exploit the language e The female salmon lays her eggs. 6 the biggest danger lay their eggs
f The male salmon fight. 5 get past the bears die and decay
used in the video. g The salmon die and decay. 7
Student B: Listen to Student A and circle the
4 7.1 Watch the video and check your answers expressions you hear.
to Exercise 3. Change roles and do the activity again.
Unit 7 Journeys 91
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction xix

Review lesson
This one-page review lesson is found at the end of every unit.
UNIT 7 REVIEW AND MEMORY BOOSTER

Grammar Vocabulary
1 Look at the picture below. Complete the sentences 5 ❯❯ MB Work in pairs and say the opposite of
with the name of a planet in the picture. these adjectives.
1 Mercury is the closest planet to the Sun.
cheap clean cold easy
2 Saturn is a big planet, but Jupiter is the fast long safe tiny
Grammar and vocabulary from the unit biggest.
3 Venus is a hot planet, but Mercury is the
are clearly signposted and systematically hottest.
6 ❯❯ MB Write five sentences with adjectives
from Exercise 5. Then work in pairs. Take
reviewed to reinforce students’ learning. 4 The journey from Earth to Neptune is longer
turns reading your sentences, but don’t say
than Earth to Uranus.
Earth the adjective. Guess your partner’s missing
5 is the best planet for humans.
adjective.
6 Mars is smaller than Earth, but Mercury is the
smallest planet. A: It’s very in the winter. B: cold
7 Complete these sentences with words related
ry
us
th
rs
iter
urn
e
nu
tun
Ma
rcu
Ven
Ear
to travel.
Jup
Sat
Ura
Me
Nep
1 I often go by bus to work.
2 I don’t like to travel by boat because
I get seasick.
3 Sometimes I drive to the store and
Memory Booster activities are specifically sometimes I take/ride the bus.
designed to enable students to recall and 2 ❯❯ MB Work in pairs. Underline nine adjectives in 4 Did you travel to Beijing by
plane?
activate new words more easily. sentences 1–6 in Exercise 1. Which are comparative
adjectives? Which are superlative adjectives? 8 Circle the correct verbs to complete these
3 Read the information. Then write two comparative sentences.
sentences using the adjectives. 1 Can I pay / buy by credit card?
1 The summer temperature in Qatar is 40°C. It’s 20°C 2 Can you lend / borrow me ten dollars?
in Berlin. (hot / cold) 3 Could I change / pay one hundred euros into
Qatar is hotter than Berlin. Berlin is colder than Qatar. dollars?
2 A Porsche can travel at 300 km/h. A Mini can 4 Spend / Take out some money from that ATM.
travel at 225 km/h. (fast / slow) I CAN
3 The Burj Khalifa cost $1.5 billion to build. Taipei 101
use everyday adjectives
cost about $2 billion. (cheap / expensive)
Every review lesson concludes with a 4 The Nile River is 6,650 km long. The Amazon River talk about ways of traveling
“Real life” activity that allows students to is 6,712 km long. (long / short) talk about money
consolidate the functional language from 4 Now read these sentences and compare them with the
the unit. information in Exercise 3. Then complete them with Real life
suitable superlative adjectives.
9 Match the two halves of the sentences.
1 The summer temperature in London is 18°C. 1 Can you lend a a dollar?
London is the coldest city. 2 Could I borrow b cash?
2 A Bugatti Veyron can travel at 430 km/h. It’s 3 Could you pay by c me a dollar?
the fastest car. 4 Could I have it d pen?
3 This castle costs $10 million. It’s the most 5 Could I use your e in a bag?
expensive home.
4 The Mississippi River is 3,733 km. It’s the shortest 10 ❯❯ MB Write a short conversation between
river. two people. Use two of the requests from
“Can-do” statements give students the Exercise 9 in your conversation.
opportunity to assess their own learning. I CAN
I CAN
use comparative and superlative adjectives
make requests
92
xx Introduction
UNIT 1 UNIT 2 UNIT 3
PEOPLE POSSESSIONS PLACES

FREE TIME FOOD PAST LIVES

JOURNEYS APPEARANCE ENTERTAINMENT

LEARNING TOURISM THE EARTH
SAMPLE COPY, NOT FOR DISTRIBUTION Introduction xxi

Unit 1 People
Opener 3
• Organize pairs to ask and answer the questions.
1
• Ask students to look at the photo and caption. Ask them • Model the activity with a few students first. Elicit and
to work in pairs to describe the photo and answer the correct answers. Then select students to model the
questions. Elicit a few ideas from the class in feedback. activity in open pairs across the class. Using open pairs
gives you the chance to correct errors with form and
• Optional step Use the visual on the page to elicit pronunciation. Once students are asking and answering
and teach key words here: dive, diver, ocean, fish, swim, questions accurately, put them in pairs to practice.
photograph, photographer.
4
ANSWERS • Organize pairs to sit together. Get students to ask and
Dinah is in Milne Bay, Papua New Guinea. She’s a diver. answer the questions. Again, model this first, pointing to
male and female students to establish he/she and his/her.
2 1 • Optional step Think of how best to bring variety to the
activities. For example, students could ask and answer
• Ask students to read the questions and answers.
in groups of four. Students could also mingle, walking
• Play the recording. Students listen and match the around the class and asking a number of people.
questions with the answers. Let students compare
their answers in pairs before checking as a class. Extra activity
• Optional step To practice pronunciation before doing Students interview each other to find out names and
Exercise 3, play the recording again and ask students nationalities, then do a task or play a game, e.g., tell the
to listen and repeat. Pay attention to strong and weak class to sit in seats depending on the alphabetical order of
stress in the questions, particularly the OoO (strong— their first names or last names (so Andrew would sit in the
weak—strong) rhythm of What’s your name? What’s her first seat to the left of the class, and Zoe would sit in a seat
name?, and Where’s she from? to the far right). Or play a memory game in groups—find
out which person in each group can remember the most
Background information names and nationalities of people in the class.
Life 2, Second Edition, introduces students to people who Please refer to page 182 for Teacher Development notes
work for National Geographic. David Doubilet is a well- on teaching Elementary students.
known underwater photographer. Dinah Halstead was the
first Papua New Guinean to become a full dive instructor
and is a noted underwater photographer.
Milne Bay is a large bay in the far south-east of Papua
New Guinea. Papua New Guinea is an Oceanian country
in the Pacific to the north of Australia.
9a
Unit 1 People
Dinah Halstead is in Milne Bay,
Papua New Guinea. She’s a diver.
F E AT U R E S 1 Look at the photo and the caption. Where is Dinah? What’s her
job?
10 Explorers
2 1 Match the answers with the questions. Then listen to an
Husband and wife interview with the photographer. Check your answers.
explorers
1 What’s your name? a The US.
12 A family in Kenya 2 Where are you from? b Her name’s Dinah
Halstead.
The story of a famous 3 What’s her name? c She’s from Papua New
family Guinea.
4 Where’s she from? d David Doubilet.
14 The face of seven
billion people 3 Work in pairs. Ask and answer these questions.
Facts and figures about the A: Hello. What’s your name?
world’s population B: My name’s …
A: Where are you from?
18 World party B: I’m from …
A video about a party for 4 Work with another pair. Ask and answer these questions.
seven billion people
A: What’s his/her name?
B: His/Her name’s …
C: Where’s he/she from?
D: He/She’s from …
SAMPLE COPY, NOT FOR DISTRIBUTION 9

1a Explorers
Dereck and Beverley Joubert

in Botswana
Listening Vocabulary personal information

1 Work in pairs. What can you 3 Complete this chart with information from Exercise 2 about Beverley
see in the photo? and Dereck.
2 2 Listen to an interview First name Beverley Dereck You

with Beverley Joubert. Circle Last name 1 Joubert 2 Joubert
the correct option. Job/Occupation 3 photographer
explorer and
1 Beverley Joubert is a filmmaker
photographer / doctor, explorer, Place of birth 4 South Africa 5 South Africa
and filmmaker. Married or 6 married married
2 Dereck Joubert is her brother / single?
husband. Relationship wife 7 husband
3 They are from Africa /
Australia.
4 Add information about you to the chart in Exercise 3.
10
Background information
1a Explorers
Dereck and Beverley Joubert are award-winning
filmmakers, National Geographic Explorers-in-Residence,
Lesson at a glance and wildlife conservationists who have been filming,
researching, and exploring in Africa for over 30 years.
• listening: interview with an explorer
Their mission is the conservation and understanding
• vocabulary: personal information of the large predators and other key wildlife species
• grammar: be (am/is/are) that determine the course of all conservation in Africa.
• pronunciation: contractions They’re the founders of the Big Cats Initiative with
• speaking: asking questions National Geographic, which currently funds 39 grants in
17 countries for the conservation of big cats. The Jouberts
have made 25 films for National Geographic, published
Listening 11 books, half a dozen scientific papers, and have written
1 many articles for National Geographic magazine. Beverley
Joubert is also an acclaimed photographer, and her
• Ask pairs to describe the photo.
international exhibitions have further helped to raise
• Use the photo to establish what an explorer is. awareness for the plight of big cats across the world.
The Republic of Botswana /bɑtˈswɑnə/ is a landlocked
ANSWERS country located in Southern Africa.
A man and a woman in Africa, and an elephant. Other
possibilities: trees, hat, binoculars. 4
• Ask students to add their own information to the last
2 2 column in the chart.
• Ask students to read the sentences. • Select students to answer your questions, such as
• Play the recording. Students listen and circle the correct What’s your first name? How old are you? Where are you
options. from? Are you married?
• Let students compare answers in pairs before checking
as a class. Extra activity
Ask pairs to ask and answer questions about their name,
Vocabulary personal information job, and relationship.
3
• Ask pairs to complete the chart. Elicit the first answer
from the class as an example.
• Display the chart and check answers as a class.
SAMPLE COPY, NOT FOR DISTRIBUTION 1a Explorers 10a

Grammar be (am/is/are) 8 5
5 • Ask pairs to complete the conversation.
• Ask students to look at the information in the grammar • Play the recording. Students listen and check their
box and write the correct forms of be. Elicit the first answers.
form (am) to get students started. Let students compare
their answers in pairs before checking as a class. Background information
• In feedback, elicit answers and establish that there are Auckland /ˈɔːklənd/ is on the North Island of New Zealand
three affirmative forms (am, is, and are). Point out how and has a population of over 1.3 million, making it the
is not and are not normally reduce to isn’t and aren’t, but country’s largest city.
am not normally reduces to ’m not.
Please refer to page 158 for Grammar Notes on am, is, Extra activity
and are.
Write the airport official’s questions on the board, then
Refer students to page 158 of the Student Book for further ask students to close their books. Get students to take
information and practice. turns asking and answering the questions, remembering
or improvising the answers.
6 3
• Ask students to read the conversation and circle the
correct options. Speaking my
• Play the recording. Students listen and check their 9

answers. Let students compare their answers in pairs • Ask pairs to write questions using the given words.
before checking as a class. Use the first question as an example.
• Check answers as a class.
Extra activity
10
Ask students to practice reading out the conversation in
pairs. • Ask students to take turns interviewing each other and
to take notes on their partner’s answers.
Pronunciation contractions 11
7a 4 • Ask students to introduce their partners to the class.
• Ask students to read through the contracted forms and
Extra activity
think about how they are pronounced.
• Play the recording. Students listen and circle the forms Use this extended speaking activity to listen and note
down errors made with form and pronunciation. At the
they hear.
end, write a few sentences with errors for pairs to correct.
• Check answers as a class. Play the recording again,
pausing after each item. Please refer to page 182 for Teacher Development notes on
correcting after fluency.
7b
• Play the recording again. Students listen and repeat.
• Optional step Students can turn to the audioscript on
page 183 as they listen and repeat.
Pronunciation note
The pronunciation of the contracted forms can be
difficult for students at this level. Point out the
diphthong in I’m /aɪm/, the /z/ sound in he’s /hiːz/ and
she’s /ʃiːz/, and the /r/ sound in are /ɑr/ and aren’t
/ɑrnt/. Both we’re /wɪr/ and they’re /ðɛr/ have the /r/ sound
at the end.
11a Unit 1 People SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar be (am/is/are) 4
5
’s
aren’t
is
are not
BE (AM/IS/ARE) 6 ’re are
7 isn’t is not
Affirmative
8 ’s is
I’m a photographer. (’m = am)
You/We/They’re married. (’re = are)
b 4 Listen again and repeat the sentences.
He/She/It’s from South Africa. (’s = is)
Negative 8 5 Complete the conversation at an airport with
I’m not a journalist. (’m not = am not) the correct form of be. Use contractions where
You/We/They aren’t single. (aren’t = are not) possible. Then listen and check.
He/She/It isn’t from South America. (isn’t = is not)
A: Good afternoon. 1 Are you in New Zealand
Questions and short answers
What’s your name? for work or a vacation?
My name’s Chiho. B: For work. I 2 ’m a photographer.
Where are they from? A: I see. What 3 ’s your address in Auckland?
They’re from Argentina. B: We 4 ’re at 106a Eglinton Road.
How old is he? A: We?
He’s 23. B: Yes, I’m with my wife and two children.
Are you from Botswana? They 5 ’re also here.
Yes, I am. / No, I’m not. A: 6 Is your wife also a photographer?
Is she single? B: Yes, she is, but she 7 isn’t in Auckland for
Yes, she is. / No, she isn’t.
work. She 8 ’s here for a vacation.
Speaking my
5 Look at the grammar box. Complete the 9 Write questions with these words.
information with the correct forms of the verb be.
1 what / first name?
a affirmative: I am , you are , he is
What’s your first name?
b negative: I ’m not , we aren’t , she isn’t
c questions: Are you ...? Is he ...? 2 what / last name?
What’s your last name?
d short answers: Yes, I am . Yes, it is . No,
you aren’t . No, he isn’t . 3 are / student?
Are you a student?
6 3 Circle the correct options to complete the 4 what / job?
conversation. Then listen and check. What’s your job?
5 where / from?
A: Hello. What 1 are / ’s your name? Where are you from?
B: My name’s Mike Burney.
6 how old / you?
A: 2
Are / Is you married?
How old are you?
B: Yes, 3 I’m / I am. My wife’s name is Sally. She
7 are / married?
4
aren’t / isn’t here today.
Are you married?
A: What’s her job?
B: 5
She’re / She’s a teacher. 6 I’m / I’s also a teacher. 10 Work in pairs. Ask and answer your questions
A: Are you both from the United States? from Exercise 9.
B: No, we 7 isn’t / aren’t. I’m from the US, but Sally
is from Canada. A: Are you a student?
A: And how old 8 are / ’s you? B: No, I’m not.
B: I’m thirty-six. A: What’s your job?
A: Is Sally also thirty-six? B: I’m a teacher.
B: No, she 9 ’m not / isn’t. She’s thirty-five. 11 Introduce your partner to the class.
7 Pronunciation contractions Rosana’s from Chile. She’s a photographer.
a 4 Listen to eight sentences. Circle the form you

hear.
1 ’m am
2 ’re are
3 ’m not am not
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 1 People 11

1b A family in Kenya
Reading
A family in
KENYA
1 Work in pairs. Is your family big or
small? Where are all the people in
your family? 6
2 Read about the Leakey family. Work The Leakey family lives in Kenya. Louise Leakey is an explorer,
in pairs. Answer the questions. but for her family that’s normal! Louise’s mother, Meave, is
also an explorer. Louise’s father is Richard Leakey. Richard is a
1 Where does the Leakey family
live? conservationist.1 Richard’s half-brother2 is Colin Leakey. Colin
2 Are Louise and Meave explorers? isn’t in Africa. He’s retired3 and he lives in England. Louise’s
3 What is Richard’s job? grandparents (Louis and Mary) were also famous explorers.
4 What is Colin’s job? Louise’s sister is Samira. Their uncle and aunt are Phillip
5 Is Philip married? Leakey and his wife Katy. They have an international company.
6 Is Katy an explorer?
3 Read the article again and complete 1

conservationist (n) /ˌkɒnsərˈveɪʃ(ə)nɪst/
the family tree. someone who looks after nature
Louis Leakey 1 Mary Leakey 2
half-brother (n) /ˌhɑːf ˈbrʌðər/ brother
(1903–1972) with one different parent
(1913–1996) 3
retired (adj) /rɪˈtaɪərd/ no longer working
2 Colin Leakey 3 Richard Leakey Meave Leakey Phillip Leakey 4 Katy Leakey
(1933–) (1944–) (1942–) (1949–)
Louise Leakey 5 Samira Leakey

(1972–) (1974–)
Meave Leakey and

her daughter Louise
12
3
1b A family in Kenya • Ask students to read the text again and complete the
family tree. Let them compare their answers in pairs
before checking as a class.
Lesson at a glance
• reading: a family of explorers Background information
• vocabulary: family
• wordbuilding: word roots Meave and Richard Leakey are renowned paleontologists
• grammar: possessives who have studied fossils in East Africa for many years.
They have both led research teams who have discovered
• pronunciation: the same or different sounds
ancient human skulls that have shed light on the
• speaking: friends and family
development of early man in Kenya. Richard Leakey has
held a number of official positions in Kenya, mostly in
institutions of archaeology and wildlife conservation. He
Reading has been Director of the National Museum of Kenya and
1 head of the Kenyan Wildlife Service.
• Ask pairs to discuss the questions. Elicit any
interesting answers.
Extra activity
• Optional step Briefly describe your family. This
provides a motivating and interesting live listening Tell students to close their books or cover the text and
family tree. Then ask questions, e.g., Who’s Phillip?
for your class. Note: A live listening is when you talk
Is Colin in Africa? Find out how much students can
naturally about a topic and students listen to you with remember.
a task to do. It’s both fun and motivating for students to
listen to and follow a native or proficient speaker, and
is a welcome and real change from listening to recorded
material.
ANSWERS
Students’ own answers
2 6
• Ask students to read the questions. Focus students
on the questions by asking them how many names of
people in the Leakey family they can find (six).
• Ask students to read the text. Allow them to listen and
read along to the recording. Ask pairs to answer the
questions before checking answers as a class. Check
understanding of the words in the glossary.
ANSWERS
1 Kenya (and England)
2 Yes, they are.
3 He’s a conservationist.
4 He’s retired.
5 Yes, his wife is Katy.
6 No, she and Phillip have an international company.
Please refer to page 182 for Teacher Development notes

on reading a text while listening to a recording.
SAMPLE COPY, NOT FOR DISTRIBUTION1b A family in Kenya 12a

Vocabulary family 8 7
4 • Ask students to circle the correct words.
• Ask students to categorize the words. Elicit the first • Play the recording. Students listen and check their
answer to get students started (aunt = W). answers.
• Optional step In feedback, you could draw your Pronunciation the same or different sounds
own family tree on the board in order to point out the
9 8
different family relationships.
• Ask students to look at the pairs of words and think
5 about how they are pronounced.
• Ask students to read the definitions and write the • Play the recording. Students listen and decide whether
correct words. Let them compare their answers in pairs the pronunciation is the same or different.
before checking as a class. • Check answers as a class.
6 • Optional step Play the recording again, pausing after
• Read the information in the wordbuilding box with each item for students to listen and repeat.
the class.
Pronunciation note
• Ask students to make six more words. You could elicit
words from the class first. Both their and there are pronounced: /ðɛr/.
• Let students compare answers in pairs before checking Note the long sound in he’s /hiːz/ and the short vowel
as a class. sound in his /hɪz/.
ANSWERS 10 9
stepsister, half-sister, sister-in-law, father-in-law, stepfather, • Ask students to read the description and write in the
grandfather missing pronouns. Let students compare their answers
in pairs.
Refer students to Workbook page 11 for further practice. • Play the recording. Students listen and check their
answers.
Vocabulary note
Note that English nouns do not have masculine or Speaking my
feminine endings, so words like cousin or parent do not 11
differentiate according to gender. This may confuse some
students who speak languages in which an article or
• Explain the task to the class using the example given
possessive adjective or ending would show the gender of and organize students into pairs.
a person. • Ask students to write the names of five friends or
Note that a half-brother is a relative with whom you family members and think of what they can say about
share one parent (e.g., your father’s son from a previous these people. Students then take turns introducing them
relationship), but a stepbrother is a relative with whom to their partner.
you don’t share a blood connection (e.g., your father’s
• In feedback, ask individuals to tell the class about one
previous wife’s son). A stepson or stepdaughter is a child
person their partner introduced.
you have adopted and/or brought up as your own.
Grammar possessive ’s and possessive

adjectives
7
• Read the information in the grammar box with the
class.
• Ask students to find examples in the article. Let them
compare their answers in pairs before checking as a
class.
Please refer to page 158 for Grammar Notes on
possessive ’s and possessive adjectives.
Refer students to page 158 of the Student Book for further
information and practice.

Vocabulary family 7 Look at the grammar box. Then underline five
examples of the possessive ’s and three possessive
4 Look at these family words. Which are men (M)? adjectives in the article on page 12.
Which are women (W)? Which are both (B)?
8 7 Circle the correct word to complete the
aunt W cousin B grandparent B sentences. Then listen and check.
father M mother W half-brother M
1 I / My parents are Spanish.
uncle M niece W mother-in-law W
2 I / My am the only boy in my family.
parent B nephew M stepbrother M
3 What’s you / your name?
4 Where are you / your from?
5 Write the correct words from Exercise 4. 5 She / Her is a photographer.
1 your father’s brother and sister: uncle , 6 He / His uncle is in the US.
aunt 7 We / Our family is from Asia.
2 your brother’s daughter and son: niece , 8 They / Their cousins are both girls.
nephew
3 your uncle and aunt’s son or daughter: 9 Pronunciation the same or different sounds
cousin
8 Listen to these pairs of words. Is the
4 a brother, but from one different parent:
pronunciation the same (S) or different (D)?
half-brother
5 your husband’s or wife’s mother: mother-in-law 1 they’re / their S D
6 your mother or father: parent 2 he’s / his S D
7 your parent’s mother or father: grandparent 3 its / it’s S D
4 are / our S D
WORDBUILDING word roots 5 you’re / your S D
You can make more words from a root word.
For example: mother grandmother, stepmother, 10 9 Complete the description of a person’s
mother-in-law family and friends with these words. Then listen
and check.
For more practice, see Workbook page 11.
her her his my their
6 Look at the wordbuilding box and the words in

Exercise 5. Make six more words with the root My family lives in Australia. 1 My
words sister and father. mother is from Ireland and 2 her
three sisters (my aunts) live there. My father
Grammar possessive ’s and is from Australia and he’s a businessman.
My sister’s name is Orla, and she’s a teacher.
possessive adjectives She’s married, and 3 her husband
is Tim. He’s also a teacher. 4 Their
POSSESSIVE ’S AND POSSESSIVE ADJECTIVES children are Rory and Jack. My best friend
Possessive ’s is Peter. 5 His father and my father
Mike’s wife is a teacher. Mike and Sally’s home is in have a company together.
Canada.
Note: ’s is also the contracted form of is.
Possessive adjectives
Speaking my
subject possessive subject possessive
pronoun adjective pronoun adjective 11 Write the names of five friends or people in your
I my
family. Introduce them to your partner.
we our
you your Karina is my best friend. She’s from Argentina.
he his
Stefan and Illona are my two cousins in Germany.
They’re my mother’s nephew and niece.
she her they their
it its
She’s my sister. What’s your name? His name is Charlie.

1c The face of seven billion people
Speaking Word focus in
1 Pronunciation saying numbers and percentages 6 Match the sentences (1–4) with the uses of in
(a–c).
10 Listen and repeat these numbers and
percentages. 1 21 million people live in Mexico City. b
2 There are 127 million people in Japan. a
1 billion 1.3 billion 3.5 billion 5.5 billion 3 40% of the population works in the service
7 billion 23% 38% 51% industry. c
4 49% live in the countryside. b
a in + a country
Reading b in + a city or region
2 Read the text about the people in the world and write c in + a type of work or industry
the numbers in Exercise 1 next to the information 7 Write three sentences about people in your
(1–8). country using in.
1 the number of people in the world 7 billion
1.3 billion
2 the population of India Speaking my
3 the number of speakers of English as a second
language 1 billion 8 Work in pairs.
4 the percentage of Muslims 23%
38% Student A: Turn to page 154.
5 the percentage of workers in agriculture
6 the percentage of people living in cities 51% Student B: Turn to page 156.
7 the number of people with the internet 3.5 billion
Read the information in your chart. Then ask
8 the number of people with a cell phone 5.5 billion
and answer questions to find out the missing
information and complete your chart.
Critical thinking types of text
9 Work in pairs. How many people are in your:
3 Read the text again. What type of text is it? • country? • family?
Circle the correct option (a–c). • town or city? • school / place
a a text with facts • English class? of work?
b a text with opinions A: There are five people in my family.
c a story B: There are sixty-five million people in my country.
4 Which information in the text is new or surprising
for you? Tell the class.
Vocabulary everyday verbs

5 Find these verbs in the text. Then complete the fact file
about China with the verbs.
live speaks use works
FACT FILE: China

• 1.4 billion people 1 live in China.
• 70% of the population 2 speaks Mandarin
Chinese.
• 25% of the population 3 works in agriculture.
• 55% of Chinese people 4 use the internet.
14 SAMPLE COPY, NOT FOR DISTRIBUTION

4
1c The face of seven billion • Ask pairs to discuss what information they find
people surprising. Then ask individuals to tell the class.
ANSWERS
Lesson at a glance
• pronunciation: saying numbers and percentages
• reading: world population
• critical thinking: types of text Vocabulary everyday verbs
• vocabulary: everyday verbs 5
• word focus: in • Ask students to find the verbs, then complete the fact
• speaking: facts about countries file. Do the first item with the class as an example.
• Let students compare their answers in pairs before
Speaking checking as a class.
Pronunciation saying numbers and percentages Background information
1 10
Standard Mandarin is the official language of mainland
• Play the recording. Students listen and repeat the China. However, there are many regional Chinese
numbers and percentages. languages, notably Cantonese, and other languages, such
as Tibetan, Mongolian, and Uyghur spoken among China’s
Vocabulary and pronunciation note ethnic minorities.
1 billion = 1,000,000,000 The percentage of China’s population in agriculture
continues to shrink rapidly. Official figures from the early
1.3 is read as one point three
2000s showed that the figure then was about 65%.
% is read as percent
Extra activity
Reading Write the verbs from Exercise 5 on the board. Then use them
to provide “figures” for people in your house, e.g., Four
2 11 people live in my house—me, my husband, my son, and my
• Ask students to look at the picture of the face. Ask: daughter.
What can you see? Elicit ideas before students read the 100% of the population speaks English.
text. 25% (my husband) speak French.
• Ask students to read the information in Exercise 2. 75% have a cell phone. My daughter is only three, so she
Students may need to look up or guess the meaning doesn’t have one.
of population (number of people in a country) and Only 25% of the population works in the kitchen. That’s me!
agriculture (farming).
Ask students to work in pairs to think of and share figures
• Ask students to read the text and match the numbers for their house.
with the information. They can listen and read along
to the recording if required.
Word focus in
checking as a class. Check students understand the 6
meaning of the words in the glossary. • Do the first item with the class as an example.
• Ask students to match the remaining sentences to their
Critical thinking types of text uses of in.
3 • Let students compare their answers in pairs before
• Ask students to read the text again and circle the correct checking as a class.
answer. Let them compare their answers in pairs before
checking as a class. In feedback, ask students to say Vocabulary note
why they chose their answer. In is a preposition with a variety of uses.
Here, its use is limited to places (e.g., in Paris, in France, in
Vocabulary note Europe, in the world) or to say that something or someone
Point out to students that the text contains facts and is involved in a particular type of work or industry (e.g., in
figures. An opinion text would include phrases such as business, in agriculture).
“I think …” and “In my opinion, ….”
Teacher's notes continue on page 15a.

1c The face of seven billion people 14a
Teacher's notes continued from page 14a.
ANSWERS
Extra activity 1 Spain The US
Ask students to find other phrases with in in the text: population 47 million 300 million
in the world, in this photo, in total, in China/India, in Spanish 100% 13%
a service industry / agriculture / manufacturing and a service industry 73% 80%
production. (hotels, banks, etc.)
cell phones Everyone Everyone
Extra activity 2 the internet 40 million 280 million
Elicit and write on the board a list of other phrases using

in that students already know (e.g., in class, in the park, in
the hospital, in the evening, in love, in the rain). Extra activity
In a mixed-nationality class, ask students to write figures
7 in a third column of the chart in Exercise 8 to show facts
• Ask pairs to write three sentences. Select pairs to share and figures for their own country. Students then ask and
their sentences with the class. answer questions about their countries in pairs.
EXAMPLE ANSWERS 9
60% of people in my country live in cities. • Organize the class into new pairs. It’s a good idea to
People work in business and finance. change partners to make sure students get to know
Everyone in my city speaks English. each other. If possible, for this activity, get students to
sit with someone they don’t know well.
Please refer to page 182 for Teacher Development notes on • Ask students to take turns asking and answering
cognates in a text. questions to find out the information.
• In feedback, ask different students to say what they
Speaking my found out from their partner.
8 • Note any errors as students speak. At the end, write a
• Organize the class into pairs. Ask students to decide few sentences containing these errors on the board and
who will be A and B, then tell them to find and read ask the class to correct them.
their information. Students will have to look in the back
of their Student Book (on page 154 and page 156).
• Elicit the questions they need to ask their partner to find
the missing information in their chart. Model and drill
the questions if necessary.
• When students are ready, they take turns asking and
answering questions to find the missing information.
• In feedback, ask the questions in open class and elicit
the information.

THE FACE OF SEVEN BILLION PEOPLE
11
There are seven billion people in the world, and there are seven thousand people in this photo.
Each person in the photo is equal to1 one million people.
AGE
The average2 age of all the people in the
5 world is 28.
POPULATION
Twenty percent of the world’s population
lives in China. There are 1.3 billion people
in India.
10 LANGUAGE
Fourteen percent of the world’s population
speaks Mandarin as their first language.
Six percent speaks Spanish as their first
language. Six percent speaks English as
15 their first language, but English is a second
language for one billion people.
RELIGION
There are many different religions in the
world. For example, thirty-one percent
20 of the world is Christian, twenty-three
percent is Muslim, and fifteen percent is
Hindu.
JOBS
Forty percent of people work in a service
25 industry (hotels, banks, etc.), thirty-eight
percent in agriculture, and twenty-two
percent in manufacturing and production.
CITY AND COUNTRYSIDE INTERNET AND CELL PHONES

Fifty-one percent of the world’s population lives in 3.5 billion people in the world use the internet,
30 cities and forty-nine percent lives in the countryside. and 5.5 billion people have a cell phone.
1
(is) equal (to) /ˈi:kwəl/ the same as (e.g., two and two equals four)
2
average (adj) /ˈævərɪdʒ̜ / usual, typical

1d The first day
Real life meeting people for
the first time
3 13 It’s the first day for students at a college
in the US. Listen to two conversations with Rita,
Miguel, and Valérie. Answer these questions.
• Which two people are new students?
• Which person works at the college?
4 13 Listen again. Choose the correct option to

complete the sentences.
Conversation one
1 This is their first / second meeting.
2 Miguel’s last name is Ferreira / Pereira.
Conversation two
3 Valérie’s last name is Moore / Moreau.
4 Valérie / Miguel says goodbye to Rita.
5 Valérie is from France / New Caledonia.
5 13 Look at the expressions for meeting

people for the first time. Then listen again and
circle the expressions you hear.
MEETING PEOPLE
Introducing Introducing another
yourself person
Hello … / Hi … This is …
My name’s … / He’s / She’s from …
I’m … Saying goodbye
I’m from … See you later.
Nice to meet you. It was nice meeting you.
Nice to meet you, Goodbye. / Bye.
too.
Speaking
6 Work in groups of three: A, B, and C. Practice
1 Pronunciation spelling the conversation. Then change roles and repeat
the conversation two more times.
12 Listen and repeat the letters of the alphabet.
ABCDEFGHIJKLMN A and B introduce yourself.
OPQRSTUVWXYZ
2 Work in pairs. Ask your partner to spell these words.

Listen and write the words. Check your partner’s Ask each other a question.
spelling.
• your first name
• your last name C asks A and B a question.
• your country
• your job
A: Can you spell your first name? A introduces B to C.
B: It’s Pablo. P-A-B-L-O.
A: Can you repeat that?
B: Sure. P-A-B-L-O.
A says goodbye to B.
16
4 13
1d The first day • Play the recording again. Students listen and circle the
correct options.
Lesson at a glance • Let students compare answers in pairs before checking
• pronunciation: spelling
as a class.
• real life: meeting people for the first time
5 13
• Ask students to read the expressions in the box
Speaking carefully.
Pronunciation spelling • Play the recording again. Students listen and circle the
expressions they hear.
1 12
• Play the recording. Students listen and repeat the letters
ANSWERS
of the alphabet.
Hello …
Pronunciation note Hi …
My name’s …
Note that many of the letters of the alphabet share the
same vowel sound: I’m …
I’m from …
/eɪ/ A, H, J, K
Nice to meet you.
/iː/ B, C, D, E, G, P, T, V, Z
Nice to meet you, too.
/e/ F, L, M, N, S, X
This is …
/aɪ/ I, Y
He’s from …
/əʊ/ O See you later.
/uː/ Q, U, W It was nice meeting you.
/ɑr/ R Goodbye.
Note that Z is pronounced /ziː/ in American English, but Bye.
/zed/ in British English.
Vocabulary note
2
• Ask students to dictate their first name, last name, Note that we say Nice to meet you when we are
introduced to someone for the first time, and Nice
country, and job for their partner to write down.
meeting you or Nice talking to you (using the -ing form) at
• In feedback, select students to say and spell out their the end of the conversation as we prepare to leave.
partners’ names. I’d like to introduce you to … is a very formal way of
introducing people, generally used in business situations.
Extra activity
Spell out the names of famous movie stars. Students listen
Extra activity
until they guess who the person is. Then they shout out
the name. If they are wrong, they are out. If they’re right, Ask students to check their answers by looking at the
they get a point. Spell out a few names and find out who audioscript on page 183 of the Student Book. Then ask
gets most points, e.g., J-U-D- Oh, Jude Law! them to practice reading out the conversations in pairs.
Real life meeting people for the first 6

• Organize the class into groups of three to practice the
time
conversation. Students choose their roles then prepare
3 13 what to say, using phrases from Exercise 5. Depending
• Ask students to look at the photo. Ask: Who are they? on the level and ability of your class, you could ask
Where are they? What are they doing? What are they saying? them to script the conversation first, or improvise it.
Elicit ideas and language. Key words to elicit and teach: • Ask students to change roles and repeat the
college, course, student. conversation two more times.
• Play the recording. Students listen to the two conversations
and answer the questions. Let them compare their answers
in pairs before checking answers as a class.
ANSWERS
Miguel and Valérie are new students. Rita works for the
college.
SAMPLE COPY, NOT FOR DISTRIBUTION 1d The first day 16a

3
1e Introduce yourself • Ask students to write their own personal description in
the space provided in Exercise 1. Tell them to start by
noting their answers to the information in the chart.
Lesson at a glance
• Ask students to combine their information using and
• writing: a personal description
or but, and write their personal description in the space
• writing skill: and and but
provided.
Writing a personal description 4

• Have students exchange their personal descriptions
1
with a partner. Monitor and note how well students
• Ask students what they remember about Miguel and correct each other.
Valérie.
• Ask students to read the personal descriptions and 5
check the personal information Miguel and Valérie • Tell students where they can display their descriptions
write. Let students compare their answers in pairs around the classroom. Get students to walk around and
before checking as a class. read the descriptions. In feedback, ask students what
interesting information they read.
Writing skill and and but
Extra activity
2a
• Ask students to look back at the two personal Ask students to write five sentences about themselves in
a list on a piece of paper. Tell them to exchange the lists
descriptions and underline the words and and but.
with a partner, who adds another sentence to each of
• Discuss the questions as a class and elicit answers. their partner’s sentences, e.g., Student A may have written
I’m Spanish. Their partner might write … and you’re from
ANSWERS Valencia, or …, but you speak English. Students return the
pieces of paper and read what their partners have written.
and is for extra information
but is for a difference
Please refer to page 158 for Grammar Notes on and and but.
2b
• Read the two examples with the class and make sure
students are clear about whether they are adding extra
information or showing a difference.
• Ask students to work individually on the exercise. Let
them compare their answers in pairs before checking as
a class.

1e Introduce yourself
Writing a personal description 2 Writing skill and and but
1 Read the personal descriptions of Miguel and Valérie. Check (✓) a Work in pairs. Look at the words
the information they write. and and but in the personal
descriptions in Exercise 1. Which
Miguel Valérie word is for extra information?
Which word is for a difference?
First name ✓ ✓
Last name ✓ ✓ b Rewrite the two sentences as one
sentence. Use and or but.
Job/Occupation ✓
Home country/place ✓ ✓ 1 I live in Spain. I’m from
Argentina.
Language ✓ I live in Spain, but I’m from
Family ✓ Argentina.
2 I’m 21. My sister is 21.
My sister and I are 21.
MIGUEL FERREIRA 3 I’m Australian. I wasn’t born in
Hi! My name’s Miguel Ferreira Australia.
and I’m a student. I’m from I'm Australian, but I wasn't born
Brazil, but I study at a university in Australia.
in the US. I’m single and I have 4 He’s from Germany. He speaks
two brothers. three languages.
He's from Germany and he speaks
three languages.
5 My friend is 30. He’s a teacher.
My friend is 30 and he's a teacher.
VALÉRIE MOREAU 6 I have a sister. I don’t have a

brother.
Hello. I’m Valérie Moreau and I have a sister, but I don't have a
I’m from New Caledonia. It’s a brother.
beautiful island in the Pacific 7 She’s a student. She’s at Tokyo
Ocean. We speak French in University.
New Caledonia, but I also speak She's a student and she's at Tokyo
English and Spanish. University.
8 My family lives in the
countryside. I live in the city.
My family lives in the countryside,
but I live in the city.
3 Write a personal description of
yourself in the space in Exercise 1.
Include all the information in the
chart. Use and and but.
4 Work in pairs. Exchange your
descriptions. Use these questions to
check your partner’s description.
• Does the description include all
the information from Exercise 1?
• Does it use and and but correctly?
5 Display your descriptions around

the classroom. Walk around and
read about the other students in
your English class.
?? Sectionparty
1f World Head
Chinese New Year in Singapore
18
1f World party
So, where is a good place for this party? The Juneau
Before you watch Icefield in Alaska is the correct size, but it’s a bit cold.
Or there’s the state of Rhode Island. It’s 1,500 square
1 miles. What about French Polynesia? Its islands are
• Ask students to describe the photo. Ask: What can you beautiful and they are about 1,500 square miles.
see? What do you think they are doing? Oh, and for a photograph of seven billion people, with
• Use the photo to elicit the word party, e.g., Chinese New everyone next to each other, we need an area of 500
Year is a festival. What do people usually do to celebrate square miles. Yes! Seven billion people in 500 square
something? Ask students to work in pairs to discuss the miles. Los Angeles is 500 square miles. So we can take the
questions. photograph there. Here comes the photographer in
a helicopter. Smile!
ANSWERS
Students’ own answers.
Key vocabulary
2
• Ask students to match the US phrases (1–5) with the
metric phrases (a–e) that mean the same.
• Ask students to practice saying the measurements with
a partner.
While you watch

3 1.1
• Ask students to read through the options in the
exercise. Encourage students to make guesses for the
matches, using prior knowledge.
• Play the video. Students watch and match the items
with the numbers.
checking as a class.
Videoscript 1.1
Narrator There are seven billion people in the world.

But how big is seven billion? Don’t count from one to
seven billion! It takes two hundred years.
There are seven billion stars. But from Earth, you can see a
thousand at night, not billions. Walk around the Earth one
hundred and thirty three times and that’s seven billion
steps. People send seven billion texts every 30 hours in the
US. That’s 65,000 texts every second.
And what about a party with seven billion people?
Everyone can come. But where on Earth is there a place
for a world party? Let’s go and take a look.
Actually, a place for seven billion people isn’t very big
compared to the Earth. One person needs about three
square feet. But it’s a party. So everyone needs about six
square feet. So for everyone in the world, that’s about 42
billion square feet or 1,500 square miles.
SAMPLE COPY, NOT FOR DISTRIBUTION 1f World party 18a

4 1.1 6
• Ask students to read the sentences first. • Ask students to work in pairs to prepare questions to ask
• Play the video again. Ask students to watch and based on the questionnaire. Questions students will need
number the sentences in order. to ask include: How old are you? (or Are you over 20?) Are
you a student? Do you have a job? What languages do you
speak? Are you from this country? Do you have a cell phone?
• Once students have prepared their questions, ask them
to walk around and interview class members. After a
After you watch few minutes, ask students to sit down in their original
Vocabulary in context pairs and compare their information. They can use it to
5 1.2 complete the questionnaire.
• Explain to students that they are going to watch some 7
clips from the video containing some new words and • Ask students to write a short report based on their
phrases. They need to choose the correct meaning of findings in Exercise 6. They could work with their
the words. partner to do this in class or they could write it for
• Play the clips. When each multiple-choice question homework. When all the reports are concluded, ask
appears, pause the clip so that students can choose students to compare their report with that of another
the correct definition. You could let students compare student or pair in the class. Find out what is
answers in pairs before checking as a class. the same or different about the reports.
Videoscript 1.2
1 “Don’t count from one to seven billion!”

What does count mean?
a say numbers
b listen to numbers
2 “Everyone can come.”
What does everyone mean?
a no people
b all people
3 “The Juneau Icefield in Alaska is the correct size ...”
What does correct mean?
a right
b wrong
4 “Its islands are beautiful and they are about 1,500
square miles.”
What does about 1,500 mean?
a between 500 and 1,000
b between 1,400 and 1,600
5 “Here comes the photographer in a helicopter. Smile!”
What does smile mean?
a J
b

Before you watch 4 1.1 Watch the video again. Number these
sentences from the video in the correct order (1–7).
1 Work in pairs. Answer these questions.
1 a There are seven billion stars.
1 When do you have parties in your country? 6 b Or there’s the state of Rhode Island.
2 Where are the parties? (e.g., in your house, in 3 c One person needs about three square feet.
the street, in a restaurant, at your college) 7 d Smile!
2 e People send seven billion texts every 30
2 Key vocabulary hours in the US.
4 f So everyone needs about six square feet.
In the US, they use feet and miles, not centimeters 5 g The Juneau Icefield in Alaska is the correct
and kilometers. Match the US measurements (1–5) size. But it’s a bit cold.
with the metric measurements (a–e) that have the
same meaning. Practice saying them.
After you watch
1 1 foot a 2,414 kilometers
2 3 square feet b 805 kilometers 5 Vocabulary in context
3 1 mile c 30.5 centimeters
4 500 miles d 1.6 kilometers 1.2 Watch the clips from the video. Choose
5 1,500 miles e 0.28 square meters the correct meaning of the words and phrases.
6 Interview other students in your class using the

While you watch questionnaire.
3 1.1 Watch the video. Match the things in the

video (1–8) with the numbers (a–h). How many people …
1 number of years to count from one to seven
billion d are in your class?
2 number of stars you can see at night f are male?
3 number of times around the Earth with seven
billion steps c are female?
4 number of text messages sent in the US every are under 20?
second h
are over 20?
5 the area for one person to stand a
6 the area for one person at a party b are students?
7 the area for seven billion people at a party g have a job?
8 the area for seven billion people in a photo e
speak two or more languages?
a 3 square feet
are from this country (the country you
b 6 square feet
are in now)?
c 133
d 200 have a cell phone?
e 500 square miles
f 1,000
g 1,500 square miles 7 Write a short report about your class.
h 65,000
Fifteen people are in my class. Eight are male and seven
a bit (n) /bɪt/ a small amount
are female. Everyone is under 20 ...
compare (v) /kəmˈpeər/ to talk about the differences and
similarities between one thing and another thing

Grammar 6 Complete the sentences with verbs.
1 Ninety percent of families h ave a
1 Write the words in order to make questions. Then work
computer in their house.
in pairs. Ask and answer the questions.
2 Eighty percent of the population
1 your / name? / ’s / what s peaks English.
What’s your name? 3 A lot of people live in apartments,
not houses.
2 from / are / the US? / you 4 How many people work in
Are you from the US? agriculture?
3 are / you / where / from? 7 ❯❯ MB Write the opposite word.

Where are you from? 1 single married
4 married? / you / are / single or 2 brother sister
3 uncle aunt
Are you single or married?
4 niece nephew
5 hello goodbye
2 Complete the conversation with ’s, isn’t, are, or aren’t.
A: What 1 ’s his name? 8 ❯❯ MB Write three sentences (two true and
B: His name 2 ’s Felipe. one false) with information about you. Then
A: What 3 ’s her name? work in pairs and read your sentences. Guess
B: Camila. your partner’s false sentence.
A: 4 Are they from Mexico?
B: No, they 5 aren’t . They’re from Brazil. I CAN
A: What 6 ’s Felipe’s job? talk about personal information
B: He 7 ’s a conservationist.
talk about families
A: Is Camila an explorer?
isn’t use everyday verbs
B: No, she 8 . She 9 ’s
a conservationist too!
3 ❯❯ MB Write a similar conversation about Beverley Real life

and Dereck Joubert. Use the language from Exercise 2. 9 Number the lines of the conversation in the
4 Circle the correct options to complete the sentences. correct order (1–5).
1 What’s you / your name? 5 Sonia: Arnold is, but I’m not. I’m from
2 He / His aunt is French. Colombia.
3 They / Their are my cousins. 2 Arnold: Nice to meet you, too, Rosa. I’m
4 The photographer’s / photographer is wife is my / I Arnold and this is my wife, Sonia.
best friend. 4 Rosa: I’m from Italy, but I live in the
5 She / Her mother is from Germany, but her / she is US. Are you and Arnold from the
from Switzerland. US?
1 Rosa: Hi. My name’s Rosa. Nice to
I CAN meet you.
use the verb be in sentences 3 Sonia: Hello, Rosa. Where are you from?
use possessive ’s and possessive adjectives 10 ❯❯ MB Work in groups of three. Practice a
similar conversation to Exercise 9 using your
Vocabulary real information.
I CAN
5 Match the words 1–5 with a–e.
introduce myself and other people
1 last name a 28
2 relationship b Stephenson
3 age c brother
4 job d China
5 country e teacher
20
UNIT 1 Review and memory Vocabulary
booster 5
• Ask students to match the words. Let them compare
answers in pairs before checking with the class.
Memory Booster activities
The activities labeled “MB” are Memory Booster 6
activities—by activating newly learned language students • Ask students to complete the sentences with verbs. Let
should then be better able to remember it. Exercises them compare answers in pairs before checking with
3, 7, 8, and 10 are Memory Booster activities. For more the class.
information about these activities and how they benefit
students, see page x. 7 ❯❯ MB
• Ask students to write the opposite word. Check
answers as a class.
I can … check boxes
As an alternative to students simply checking the I can … 8 ❯❯ MB
boxes, you could ask them to give themselves a score from • This is a pairwork activity that gets students to recall
1 to 4 (1 = not very confident; 4 = very confident) for each and practice words from the unit.
language area. If students score 1 or 2 for a language
area, refer them to additional practice activities in the • Ask students to write their sentences. Circulate and
Workbook and Grammar Summary exercises. help as necessary.
• Ask students to work in pairs to read out their
sentences and guess their partner’s false sentence.
Grammar
1 Real life
• Ask students to write the words in order to make 9
questions. Let students compare answers in pairs before • Students work individually to number the lines of the
checking with the class. conversation in the correct order.
• Ask students to interview their partner using the • Let students compare their answers in pairs before
questions. checking as a class.
2 10 ❯❯ MB
• Ask students to complete the conversation. Let students • This is a group activity that allows students to practice
compare answers in pairs before checking with the class. functional language from the unit.
• Organize students into groups of three to practice
3 ❯❯ MB
a similar conversation to Exercise 9 using real
• Ask students to look at the photo on page 10 of the information.
Student Book. Elicit what they can remember about
• Invite some groups to act out their conversation for
Beverley and Dereck Joubert. If necessary, refer them
the class.
to the information in the exercises on page 10 and the
audioscript on page 183.
• Ask students to work in pairs to write a conversation
about them using Exercise 2 as a model.
ANSWERS
4
• Ask students to work individually to circle the correct
options. Let them compare answers in pairs before
checking with the class.

UNIT 1 Review and memory booster 20a
Unit 2 Possessions
Opener 3
• Ask pairs to find the objects and say what color they
1
are. In feedback, compile a list on the board.
• Ask pairs to look at the photo and answer the questions.
• Optional step Review the use of is (singular) and are
(plural) by modeling two or three sentences yourself
ANSWERS before asking students to produce their own sentences.
seven people
plastic SUGGESTED ANSWERS
balls: yellow; black and white
2 14 boots: black; gray; white
• Check that the students know the words by asking a chair: white
them to find them in the picture. roller skates: white; black
• Play the recording. Ask students to match the numbers TVs: black
with the words. a couch: red
• Let students compare answers in pairs before checking shelves: white
as a class. shoes: white; black
a toy car: red and yellow
Sarah Leen is a senior photo editor for National 4
Geographic magazine. A book of her work, American Back • Ask students to work in pairs to find objects in the
Roads, was published by National Geographic in 2000.
classroom. In feedback, ask students to tell you what
they found, and write any new words on the board.
Extra activity
Play a memory game. Ask students to look at the photo
for one minute, then close their books. Give everybody
one minute to write down all the objects they can
remember. At the end, find out which student has the
longest list. Ask him/her to read out their list to check.

on varying interaction.
21a SAMPLE COPY, NOT FOR DISTRIBUTION

Unit 2 Possessions
The Stow family with their plastic
possessions, in Ohio, USA
F E AT U R E S 1 Work in pairs. Look at the photo. How many people can you
see in the photo? What are all the things made of?
22 A place called home
2 14 Match the numbers with the words. Then listen to
Different families, same someone talking about the photo. Check your answers.
apartments
3 balls
24 My possessions 7 shoes and boots
22 couch
An interview with the 1 people
adventurer Andy Torbet 50 TVs
26 Global objects 3 Work in pairs. Find these objects in the photo, and point to
Making the Mini into an them. What color are they?
international car
balls boots a chair roller skates TVs
a couch shelves shoes a toy car
30 A thousand words
A video about the photos A: The ball is yellow.
on a lost camera B: The balls are black and white.
4 Find three plastic objects in the classroom. What color

are they?
My chair is black and grey.

2a A place called home
Reading Which furniture is in your living room at
home? Tell your partner.
1 Work in pairs. Look at the four photos below. What is
1 2 3 4
the same in all the photos? What is different?
couch ✓ ✓ ✓ ✓
2 Read the article about the homes in the photos. Are
chair ✓ ✓ ✓
these things (a–e) the same (S) or different (D) in the
four homes? television (TV) ✓ ✓ ✓ ✓
a the country S D desk ✓ ✓
b the apartments S D lamp ✓
c the number of rooms S D
computer ✓ ✓
d the furniture S D
e the rugs S D pictures ✓ ✓ ✓ ✓
blinds ✓ ✓
Vocabulary furniture curtains ✓ ✓
3 Look at the chart. The checkmarks (✓) show the cabinets and drawers ✓ ✓ ✓ ✓
furniture and other objects in apartment 1. Find the
rug ✓
things in the photo.
plant ✓ ✓
4 Look at the photos of apartments 2, 3, and 4 and
carpet ✓
complete the chart. Then work in pairs.
15 A PLACE CALLED HOME

These four families are from Seoul, South Korea. In all the photos, there are parents and children. There is
Their apartments are in Evergreen Tower. There are always a couch on the right, and there are pictures on the
twenty-five floors, and every apartment is the same. There walls. But there are some differences; for example, there
is a living room, a kitchen, a bathroom, and there are two isn’t a rug in every apartment, and the color and style of
bedrooms. the furniture is different.
1 3
2 4
22
Vocabulary and pronunciation note
2a A place called home
Both rug and carpet refer to a thick piece of fabric.
However, a rug usually covers part of the floor, whereas a
Lesson at a glance carpet usually covers the entire floor or stairs.
• reading: things in your home Note the stress in these words: television, computer, carpet
• vocabulary: furniture Note the stress in and pronunciation of in these words:
• grammar: there is/are picture /ˈpɪktʃər/, cupboard /ˈkʌbərd/, and drawer /ˈdrɔːər/
• grammar: prepositions of place
• writing and speaking: a room in your home
Extra activity
Mime the words for the different pieces of furniture, e.g.,
Reading mime working at a computer, turning on a lamp, watering
1 a plant, straightening a picture. Students guess the word.
Then divide the class into pairs or groups to mime and
• Ask students to look at the photos. Ask: What can you guess words.
see? Elicit any vocabulary in the photos that students
know.
4
• Ask students to work in pairs to discuss the questions.
Elicit similarities and differences. • Ask students to complete the chart. In feedback, elicit
and check the answers.
EXAMPLE ANSWERS • Follow up by asking students to describe their living
rooms to their partner.
The apartments are the same size, and the walls and windows
are the same. The position of the furniture is the same. Extra activity
The families are different, the things in the room are
different, and the couches are different colors. Ask students to describe their living rooms in groups of
four. Model the task first by describing your living room
in simple terms, e.g., In my living room, there’s a TV and a
2 15 couch, but there isn’t a computer. There are two lamps …
• Ask students to look at the items in the exercise so they Tell students in each group that they have to find five
know what to look out for when reading. similarities between all four living rooms.
• Have students read the article and complete the task.
They can listen and read along to the recording if
required. Let them compare their answers in pairs
before discussing as a class.
Extra activity
Ask some follow-up questions about the article:
How many floors are there? (25)
How many rooms are there in an apartment? (5)
How many people are there in the typical families? (4)
Seoul is South Korea’s capital and its largest city. Half of
the city’s 24 million residents live in high-rises.
Vocabulary furniture
3
• Ask students to look at the chart and point out that the
checkmarks show the furniture and other objects in
apartment 1. Get students to find the things in the photo
and compare answers with a partner.
• In feedback, use the photo to check any new words, and
then check the other words (blinds, rug, carpet, plant) by
using mime or drawing pictures on the board. Drill the
words for pronunciation.

2a A place called home 22a
Grammar there is/are 10
5 • Ask students to look at apartment 1 and complete the
• Ask students to look at the information in the grammar box. description with prepositions of place. Let students
compare their answers in pairs before checking as a class.
• Discuss the questions as a class.
11
ANSWERS • Get students in pairs and have them turn to page 154.
1 singular 2 plural 3 any • Have students work individually to draw six furniture
items in the top space. Model the activity first by
Please refer to page 160 for Grammar Notes on copying the picture and drawing one or two pieces of
there is/are. furniture in it.
Refer students to page 160 of the Student Book for further • Students take turns describing their rooms. Their
information and practice. partner draws what they’re describing onto the second
picture. At the end, students compare their pictures to
6
see how accurately they drew the furniture.
• Go over the first sentence with the class as an example.
• Ask students to complete the remaining sentences.
Encourage them to refer to the grammar box for help.
Writing and speaking my
• Let students compare answers in pairs, but don’t check

12
answers as a class at this stage. • Write some prompts on the board as a guide for students:
What room do you want to describe? (restrict students to
7 16 living room, bedroom, and, perhaps, dining room or
• Play the recording. Students listen and check their study) How big is the room? What furniture is in it?
answers. • Students write their description. Monitor and help
• Play the recording again for students to listen and with ideas and vocabulary. Ask students to read out
repeat. their descriptions to their partner and then discuss
similarities and differences.
8 • Put up the descriptions around the class so students can
• Organize the class into new pairs. Tell them to decide walk around and read each other’s work.
who will be A and B. In pairs, students ask and answer
questions about one of the apartments in the article on
page 22.
• Model the activity first by getting a volunteer to ask you
questions and asking him/her to guess the apartment
you are thinking about.
Grammar prepositions of place

9 17
• Bring in a ball and a box (or any other suitable objects)
and place the ball in different positions relative to the box.
Ask: Where’s the ball? Elicit as many words as you can.
• Read the information in the grammar box with the class.
• Ask students to look at apartment 4 and circle the
correct prepositions in the text. Let students compare
their answers in pairs. Then play the recording for
students to check.
prepositions of place.
23a Unit 2 Possessions SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar there is/are Grammar prepositions of place
THERE IS/ARE PREPOSITIONS OF PLACE
There’s a living room.
There are two bedrooms.
There isn’t a table.
There aren’t any beds.
Is there a couch? Yes, there is. / No, there isn’t. in on next to
Are there any pictures? Yes, there are. /
No, there aren’t.
How many pictures are there? There are three.

under above between
5 Work in pairs. Look at the grammar box.

Answer the questions (1–3).
1 Is the noun singular or plural after there is?
2 Is the noun singular or plural after across from / behind in front of
opposite
there are?
3 What word usually comes after there aren’t
and are there?
6 Complete the sentences about apartment 3 on the left on the right in the middle
with the correct form of be.
1 There ’s a couch.
2 There isn’t a rug in this apartment. For more information and practice, see page 160.
3 There are five people in this apartment.
4 There aren’t any curtains.
Is there a television?
9 17 Look at the grammar box. Then circle the
5
correct prepositions to complete the description of
Yes, there is .
apartment 4. Listen and check.
6 Are there any chairs?
Yes, there ’s one chair. There are two pictures on the 1 right / left wall, and the
7 How many pictures are there? couch is 2 under / next to them. There’s a TV 3 opposite /
There are two. between the couch, and there’s a plant 4 across from /
8 Are there any books? next to the TV. There’s a large rug 5 on / under the couch.
No, there aren’t . The family is 6 in front of / behind the window. The
parents are 7 in front of / behind the children.
7 16 Listen and check your answers from
Exercise 6. Then listen again and repeat. 10 Complete the description of apartment 1 with
prepositions of place.
8 Work in pairs. Play a guessing game about the
apartments in the article. The family is 1 in the room. They are
2
between the TV and the couch. There isn’t a rug
Student A: Choose one apartment, but don’t in this apartment. There’s a picture 3 on the
tell your partner. Answer your partner’s wall on the right and the couch is 4 under it. The
questions. computer is 5 on the desk and there’s a lamp
6
next to the computer.
Student B: Ask your partner questions and
guess the apartment. 11 Work in pairs. Turn to page 154 and follow the
instructions.
A: Is there a TV? B: Yes, there is.
A: Are there any curtains? B: No, there aren’t.
A: Is there a carpet? B: Yes, there is. Writing and speaking my
A: It’s apartment 2.
12 Write a description of a room in your home. Then
work in pairs and read your description to your
partner. What is the same in both your rooms? What
is different?
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 2 Possessions 23

2b My possessions
Vocabulary useful objects 2 Work in pairs. Which objects in Exercise 1 are:
1 in your bag?
1 Work in pairs. Look at the explorer’s
2 in your house?
possessions. Match the words with the
objects.
Listening
boots 6 bottle 3
camera 4 gloves 10 3 The photos in Exercise 1 are of Andy Torbet’s backpack and
hat 8 first-aid kit 2 possessions. Look at Andy’s website. Match these activities to
knife 9 map 12 the photos on the website.
cell phone 7 pens 5
flashlight 11 backpack 1 1 climbing 2 diving 3 kayaking
1
andytorbet .com
Home About Adventures Contact
2 3
4
A 3
7
6
8 B 2 C 1
9
4 18 Listen to an interview with Andy. Circle the correct
answers.
1 Andy and the interviewer are next to ___ .
10
a a mountain b the sea c a forest
2 Where’s Andy from?
11 a England c Northern Ireland
b Wales d Scotland
12
3 Which objects does he talk about? Circle them.
a camera a first-aid kit gloves

a hat shoes pens
24
Listening
2b My possessions 3
• Ask students to look at the website. Ask: What’s his
Lesson at a glance name? What’s his website address? What can you see in
• vocabulary: useful objects the photos?
• listening: an interview with Andy Torbet • Ask students to match the activities with the photos.
• grammar: plural nouns Use the photos to check the meaning of the words and
• grammar: this, that, these, those drill the words for pronunciation.
• pronunciation: /ɪ/ or /iː/
• speaking: your possessions
Vocabulary note
Kayakers propel their kayak /ˈkaɪæk/ with a double-bladed
oar, unlike canoeists, who propel their canoes with a
Vocabulary useful objects single-bladed oar.
1
• Ask students to look at the photos of the explorer’s 4 18
possessions. Elicit as many words as you can before • Ask students to read the questions. Use the photos of
students look at the words in the box. Andy and/or additional photos to check mountain, sea,
• Ask pairs to match the words with the objects. and forest.
In feedback, elicit the answers and drill them for • Play the recording. Students listen and circle the correct
pronunciation. answers. Let students compare their answers in pairs.
Pronunciation note
Point out the difficult pronunciation of some of the words:
Andy Torbet is a presenter on the BBC’s TV series Coast,
camera /ˈkæmərə/, gloves /glʌvz/, and knife /naɪf/.
which looks at the geology, communities, and outdoor
activities on Britain’s coastline. He’s interested in many
2 extreme sports, including diving and sky diving.
• Ask students to discuss the questions in pairs. In
feedback, elicit answers from students. Please refer to page 183 for Teacher Development notes
on listening for specific information.
EXAMPLE ANSWERS
1 Students are likely to have a cell phone and maybe pens
and water bottle in their bag.
2 The rest are likely to be in their house (although
students from warm countries who have no interest in
outdoor pursuits may have few of them).
Extra activity
Tell students they are going on vacation in the mountains
for the weekend, but they can only take three objects
from the backpack. Ask students to work in pairs and
choose three things, then tell the class which ones they
chose and why.
SAMPLE COPY, NOT FOR DISTRIBUTION 2b My possessions 24a

Grammar plural nouns Pronunciation /ɪ/ or /iː/
5 10a 21
• Read the information in the grammar box with the • Play the recording. Students listen to the sounds.
class. In feedback, point out the longer sound in /iː/.
• Ask students to complete the sentences with the
10b 22
missing information. Let students compare answers
in pairs before checking as a class. • Play the recording. Students listen and note whether the
vowel sound is short or long. Then check the answers
Please refer to page 160 for Grammar Notes on plural as a class.
nouns.
information and practice. Pronunciation note
6 19 Some students have real problems differentiating these
sounds. If your students do, help them by showing them
• Ask students to write the plural form of the words. how to physically make the sound.
• Let them compare their answers in pairs, then play the To make /iː/, spread your mouth wider and hold the sound
recording for them to listen and check their answers. longer than when you make the /ɪ/ sound. Ask students to
• Play the recording again. Students listen and repeat. copy the way you make the sound.
Pronunciation note 11
The -s plural is pronounced /s/ after unvoiced sounds and • Ask students to match the sentence halves.
/z/ after voiced sounds. As /p/ and /t/ are unvoiced (the • Let students compare their answers in pairs before
vocal chords don’t vibrate as you say them), the words checking as a class.
maps, hats, and lunches end with a /s/ sound, but all the
other words in Exercise 6 end with a /z/ sound. • Students practice reading the sentences, paying
attention to the /ɪ/ and /iː/ sounds.
Woman is pronounced /ˈwʊmən/, but women is
pronounced /ˈwɪmɪn/.
Speaking my
12
Grammar this, that, these, those
• Organize students into pairs to ask and answer
7 questions about things in the classroom and their
• Read the information in the grammar box with the belongings.
students. Discuss the questions as a class. • Optional step Model the activity first by asking one
or two questions in open class.
ANSWERS
This and these are for objects near you.
That and those are for objects away from you.

demonstrative pronouns.
8 20
• Start by asking students to look at the excerpt from
the interview and guess which words are correct.
• Play the recording. Students listen and check their
answers.
9
• Ask students to complete the questions and answers.
Let students compare their answers in pairs before

Grammar plural nouns 8 20 Listen to part of the interview with Andy and
circle the correct option.
PLURAL NOUNS SPELLING
I: I see. And what’s 1 this / that here?
Singular nouns Plural nouns A: It’s a first-aid kit. It’s always in my backpack.
boot, glove boots, gloves I: Mm. Good idea. And what’s 2 this / that in your hand?
beach, bus, class beaches, buses, classes
A: It’s my camera. I take it everywhere. And 3 these /
country countries
those are my climbing shoes.
knife, shelf knives, shelves
man, person, child men, people, children I: Right. And over there. What are 4 these / those?
A: My gloves.
9 Complete the questions with this, that, these, or those.
Then complete the answers.
5 Look at the grammar box. Complete the
sentences about plural nouns.
1 We normally add -s .
2 We add -es to nouns ending in -ch, -s,
and -ss.
3 We change nouns ending in -y after a
consonant to -ies . 1 What’s this ? 2 What’s that ?
4 We change some nouns ending in -f or -fe It’s a camera . It’s my cell phone .
to -ves .
5 Some nouns are irregular, e.g., the plural of
man is men .
6 19 Write the plural form of these nouns.

Then listen and repeat.
maps 3 What are these ? 4 What are those ?
1 map
bottles They’re my boots . They’re keys .
2 bottle
3 hat hats
4 life lives 10 Pronunciation /ɪ/ or /iː/
5 city cities
a 21 Listen to these vowel sounds: /ɪ/ and /iː/.
6 lunch lunches
7 chair chairs b 22 Listen to these words and circle /ɪ/ or /iː/. Then
8 woman women listen again and repeat.
1 this /ɪ/ /iː/ 5 pink /ɪ/ /iː/
Grammar this, that, these, 2 these /ɪ/ /iː/ 6 green /ɪ/ /iː/
those 3
4
keys
it
/ɪ/
/ɪ/
/iː/
/iː/
7
8
big
read
/ɪ/
/ɪ/
/iː/
/iː/
THIS, THAT, THESE, THOSE
11 Match the beginnings of the sentences (1–6) with the
Singular nouns Plural nouns endings (a–f). Then work in pairs. Read the sentences.
this these Be careful with /ɪ/ or /iː/.
1 What are a those your boots?
2 This b are their pens.
that those 3 Those c Andy’s gloves.
4 Are d these?
5 That’s e bag is Sally’s.
6 These are f my brother.
Speaking my
7 Work in pairs. Look at the grammar box. 12 Work in pairs. Ask and answer questions about:
Which two words are for objects near to you? • objects in the classroom.
Which are for objects away from you? • possessions in your bag or pocket.
What’s this/that? What color is it?
What are these/those? What color are they?

2c Global objects
Reading 4 Look at the wordbuilding box. Complete the chart
with the countries and nationalities in the article and
1 Work in pairs. Look at the photo of the Mini Exercise 3.
on page 27. Is this car famous in your country?
What are popular cars in your country? Country Nationality
1 The US American
2 Read the article about the Mini. Match the
correct answer (a–c) for each question (1–3). 2 Germany German
1 Which country is BMW from? a 3 Brazil Brazilian

2 Where are the parts for a Mini from? c 4 the Netherlands Dutch
3 Where is the factory for the Mini? b
5 Canada Canadian
a Germany 6 Colombia Colombian
b Britain
c Many different countries 7 Belgium Belgian
8 England English
Critical thinking reading 9 Spain Spanish
closely 10 France French
3 Read sentences 1–8. Write the correct option

for each sentence. 5 Pronunciation word stress
T = The sentence is true. The information is in
a 24 Listen to the countries and nationalities in
the article.
Exercise 4. Underline the main stress in each word.
F = The sentence is false. The information is
different in the article. The US, American
NG = The information is not given in the
article. b 24 Listen again and repeat the words.
1 In the past, the Mini was a British car. T 6 Work in pairs. Answer the questions about the regions
2 The Mini is cheaper to make than in the and continents in the box.
past. NG
3 The Mini is a global product. T Africa Europe the Middle East
4 The Mini is famous in Brazil. NG Asia North America South America
5 The engines are from two different
countries. T 1 Which two continents are in the article?
6 The seats are made in the US. F 2 Name two countries for each region and continent
7 The windows are from a factory in in the box.
Brazil. F
8 The gas engine is made in the US. F Speaking my
7 Work in pairs. Which country, region, or continent are

Vocabulary countries and these objects from?
nationalities • your shoes
• your bag
WORDBUILDING suffixes
• your cell phone
Words for nationality often end with the suffixes -ish, • your car
-n, -an, -ian, or -ese: • this book
Poland—Polish, Australia—Australian,
• other objects in your bag or in the classroom
Vietnam—Vietnamese, Colombia—Colombian
My bag is from China.
Some words for nationalities are irregular:
France—French, the Netherlands—Dutch
I think my phone is …
I don’t know where my … is from.
For more practice, see page 19 of the Workbook.
26
Critical thinking reading closely
2c Global objects 3
• Explain that reading closely means reading a part of
Lesson at a glance the text very carefully to find a very specific piece of
• reading: a famous global product information.
• critical thinking: reading closely • Give students a moment to read through the eight
• vocabulary: countries and nationalities sentences. Then look at sentence 1, and ask students
• wordbuilding: suffixes where in the text they can find the answer. Ask students
• pronunciation: word stress to read the text closely to find the other answers. Let them
• speaking: where is it from? compare their answers in pairs before checking as a class.
• Ask students to justify their answers by saying where
they found the information.
Reading
1 Please refer to page 183 for Teacher Development notes on
• Ask students to look at the photo. Discuss the questions reading closely.
as a class.
Vocabulary countries and nationalities
4
The Mini is a small economy car first manufactured in
• Read the information in the wordbuilding box with the
1959 by BMC (the British Motor Corporation). It became a
class and point out the different suffixes. It’s a good
design icon and was manufactured in Britain and in other
countries all over the world (including Australia, Belgium, idea to establish the English language version of the
Spain, South Africa, Uruguay, and Venezuela). It appeared country and nationality of each of the students in your
in the classic 1969 movie The Italian Job. BMW took over class at this stage. They can add these to the chart.
the production of the Mini from 2000. It is assembled at • Ask students to look at the article and find countries or
the large Cowley plant in Oxford. The BMW Mini retains nationalities to complete the chart. Let them compare
the look of the original car, but is technically completely their answers in pairs before checking as a class.
different.
Extra activity The Netherlands is often also referred to as Holland in
Use the infographic on page 27 to check and explain the English.
different car parts (e.g., bumper, roof, engine) before (Great) Britain is comprised of three countries: England
students start reading. (English), Scotland (Scottish), and Wales (Welsh). More
formally, the country is also called the United Kingdom (the
UK), which is made up of four countries (England, Scotland,
2 23
Wales, and Northern Ireland). A person from Wales would
• Ask students to read the article and choose the see themselves as both Welsh and British, but never English!
correct answers. They can listen and read along to the
recording if required. Let them compare their answers Pronunciation note
in pairs before checking as a class.
Note that when nationalities end with -ish or -(i)an, the
Extra activity stress tends to be on the syllable before the suffix.
When nationalities end with -ese, the suffix tends to be
Write the names of some famous car brands on the board,
stressed.
e.g., Ferrari, Mercedes, Fiat, Rolls Royce, Renault, Ford.
Ask students to say where these cars are from, and what
they know about them. Elicit adjectives to describe the Extra activity
cars (fast, beautiful, expensive, cheap, popular). In a class of mixed nationalities, model and drill the
Answers: Ferrari (Italy), Mercedes (Germany), Fiat (Italy), countries and nationalities of all your students for
Rolls Royce (UK), Renault (France), Ford (USA) pronunciation.
Ask students to write the names of three countries that
border their country, or three countries they have been to.
Model and drill these countries and nationalities.
Teacher’s notes continue on page 27a.
SAMPLE COPY, NOT FOR DISTRIBUTION 2c Global objects 26a

Teacher’s notes continued from page 26a.
Speaking my
Pronunciation word stress 7
5a 24 • Model the activity first, e.g., My shoes are Italian, My car
• Point out to students that knowing the word stress is is from Japan.
useful when learning multisyllabic words. Play the • Organize the class into pairs. Students take turns telling
recording. Students listen and underline the main stress. each other about the objects. In feedback, ask different
students what they can remember about their partner’s
ANSWERS possessions.
1 The US American Extra activity 1
2 Germany German
Write a list of famous brands on the board and ask
3 Brazil Brazilian students to say which country they are from, e.g., Dior
4 The Netherlands Dutch (France), McDonald’s (the US), Audi (Germany), Benetton
(Italy), Zara (Spain). Ask students to work in pairs to write
5 Canada Canadian their own list of six famous brands. Tell them to exchange
6 Colombia Colombian the list with another pair who then writes the nationality
of each brand.
7 Belgium Belgian
8 England English
9 Spain Spanish Extra activity 2
10 France French In a mature class, ask students to tell you about a brand
or company from their country that is owned by another
country or uses products from other countries.
5b 24
6
• Ask pairs to answer the questions.
ANSWERS
1 Europe, North America
2 Students’ own ideas.
Possibilities: Ghana, Morocco (Africa); China, Japan
(Asia); Germany, Spain (Europe); Syria, Saudi Arabia (the
Middle East); Canada, Mexico (North America); Brazil,
Argentina (South America)
A continent is one of several very large landmasses of the
world. Generally identified by convention rather than any
strict criteria, up to seven regions are commonly regarded
as continents. Ordered from largest in size to smallest,
they are: Asia, Africa, North America, South America,
Antarctica, Europe, and Australia (sometimes called
Oceania or Australasia). The Middle East is a region, not
a continent.

GLOBAL OBJECTS
23
T
he Mini was a British car until 2000. Now BMW, a
German company, is the producer of the Mini, but
the car factory1 is still in Oxford, England. There
are 2,500 parts in the Mini, and they are from many different
countries in Europe and North America. So, where is a car from
a German company, with international parts, and from a factory
in Britain really from? It’s a global product.
Hood Mirrors
This is from a factory in These are from a
the Netherlands, but the Roof
Part of the roof is from factory in Germany,
company is Austrian. but the headquarters2
England, but the company is
Spanish. is in Canada.
Car seats
An American company
makes the car seats in a
factory in Britain.
Front and back bumpers
These are from Britain, but
the company is Canadian.
Engine Windows
The Mini has one of two different The glass in the
engines. There’s a gas engine and windows is from
a diesel engine. The gas engine a company in
is from England and the diesel France, but a
engine is from Austria. factory in Belgium
makes the frame
1
factory (n) /ˈfæktəri/ the place where a company produces an Wheels around the
object The wheels aren’t from one country; they windows.
2
headquarters (n) /ˈhedˈkwɔ:rtərz/ the main office of a are from two! Italian and German factories
company produce them.

2d At the store
Vocabulary prices and currencies 6 Work in pairs. Have a conversation between a

sales clerk (S) and a customer (C). Then change
1 25 Can you say these prices from a shop in the roles and have a new conversation.
US? Listen and check.
S: Hello. Can / help?
$1.00 $2.50 $31.35 $90.99 $111.11 C: I’d / T-shirt
S: Large / Medium?
2 Work in pairs. What are these currencies? Which C: Medium. / other colors?
countries use them? S: These / green and blue
C: How much / they?
1 $ 2 € 3 ¥ 4 £ S: $7.50
3 26 Listen to three sentences and write the prices.
Then work in pairs. Practice saying the prices. Word focus one/ones
1 $3.25 2 €499 3 ¥280
7 Work in pairs. Underline one or ones in the
expressions for shopping in Exercise 5. Then
Real life shopping complete these sentences with one or ones.
4 27 Listen to conversations in three stores. Write 1 I’d like two T-shirts. Small ones ,
what the person buys and the price. please.
red bag, $19.35 2 This ball is nice, but that one is
1:
2: large coffee, $3.50 terrible!
3: green soccer ball, $21 3 These gloves are small, but those ones
are large.
5 27 Look at the expressions for shopping. Who
says them: the customer (C) or the sales clerk (S)? 8 Pronunciation contrastive stress
Listen again and check.
28 Listen to sentences 2 and 3 in Exercise 7.
SHOPPING Notice the stress on this, that, these, and those.
Can I help you? S These ones are red. S Listen again and repeat.
I’d like a coffee, please. C Those are nice! C
Large or small? S How much are they? C 9 Work in pairs. Practice two conversations between a
A large one, please. C Are they all black and customer and a sales clerk in a tourist shop.
These ones are large. S white? C
Is there a medium size? This one is red and blue.
Student A: Turn to page 156.
C S
Student B: Turn to page 153.
Are there other colors? OK, that one, please. C
C How much is it? C
28
5 27
2d At the store • Ask students to read the expressions for shopping.
Highlight the difference between small, medium, and large.
Lesson at a glance • Ask pairs to decide which person (customer or sales
• vocabulary: prices and currencies
clerk) is more likely to say each expression in the box.
• real life: shopping • Play the recording again. Students listen and check their
• word focus: one/ones answers.
• pronunciation: contrastive stress
6
• Organize students into pairs and tell them to improvise
Vocabulary prices and currencies a conversation using the prompts. Alternatively, you
1 25 could ask students to prepare a conversation from the
• Ask students to guess how to say the prices. Then play prompts in their pairs (either orally or by writing),
the recording. Students listen and check. before practicing the conversation.
• Play the recording again. Students listen and repeat. • As pairs practice the conversation, carefully monitor
their intonation patterns when asking the questions.
Audioscript 25
ANSWERS (MODEL CONVERSATION)
One dollar. S: Hello. Can I help you?
Two dollars and fifty cents. C: Yes, I’d like a T-shirt, please.
S: Large or medium?
Thirty-one dollars and thirty-five cents.
C: Medium. Are there other colors?
Ninety dollars and ninety-nine cents.
S: These ones are green and blue.
One hundred and eleven dollars and eleven cents. C: How much are they?
S: They’re $7.50.
2
• Ask students to name the currencies and say where Please refer to page 183 for Teacher Development notes on
they are from. Find out what currencies and symbols practicing dialogues in pairs.
students use in their own countries.
Word focus one/ones
ANSWERS
7
1 $ = dollars (USA)
• Point out that we use one/ones to refer to a noun or
2 € = euros (EU countries) nouns that we already know from earlier on in the
3 ¥ = yen (in Japan) and yuan (in China) conversation.
• Ask pairs to underline one or ones in the expressions in
Background information the box in Exercise 5. Explain that we use one to refer
to a singular item, and ones when we are referring to
The US dollar is used in the US, but also in a number of something plural.
other countries, including Ecuador and Puerto Rico. Other
countries, such as Canada, Australia, New Zealand, and • Ask students to complete the sentences. Let students
Singapore, use the word dollar to describe their currency. compare their answers in pairs before checking as a class.
EU countries in the Eurozone use the euro as their
currency. That includes the large nations of Germany, Pronunciation contrastive stress
France, Spain, and Italy.
8 28
Other well-known currencies include the peso (Mexico), real
(Brazil), rupee (India), rouble (Russia), and won (South Korea).
• Play the recording. Students listen and note the words
that are the most stressed.
3 26 • Play the recording again. Students listen and repeat.
• Play the recording. Students listen and write the prices.
Let students compare their answers in pairs before 9
checking as a class. • Organize the class into pairs to act out the situations.
Ask students to decide whether they are A or B, then
Real life shopping look at their roles on page 156 and page 153. Tell them
to think about which phrases to use for their role.
4 27
• Get students to practice the conversations, taking turns
• Play the recording. Students listen and write what each playing the two roles.
person buys and the price. Let students compare their
• Monitor carefully and note any errors for feedback.
answers in pairs before checking as a class.
SAMPLE COPY, NOT FOR DISTRIBUTION 2d At the store 28a

Vocabulary note
2e For sale
When placing adjectives before a noun, they tend to go
in the order shown in the chart. Other categories include
Lesson at a glance shape, which goes after size (e.g., a big round table), and
material, which goes after color (e.g., a green plastic bottle).
• writing: ads
• vocabulary: adjectives
• writing skill: describing objects with adjectives 5
• Look at the example with the class.
Writing ads • Ask students to write the adjectives in the correct order
for the remaining sentences. Let students compare their
1 answers in pairs before checking as a class.
• Ask students to look at the ads. Ask: What is for sale?
Elicit the answers: a computer desk and chair, a car ANSWERS
(a 1965 British Mini), and a backpack.
2 They’re nice red gloves.
• Ask students to read the ads and answer the questions.
3 There are two beautiful old Italian chairs for sale.
4 A small gray computer desk for sale.
5 A large modern white house.
Ads is short for advertisements. You may need to check Extra activity
these words and for sale (= you can buy it) in feedback to
Exercise 1. Organize the class into pairs to come up with their own
sentences. Tell them to write sentences to describe three
objects in the classroom, using at least three adjectives for
Vocabulary adjectives each object.
2
6
• Go over the example first. Then ask students to find
• Ask students to think of an object to describe. Elicit
and match the remaining opposites.
ideas from the students. Once students have decided
• Let students compare their answers in pairs before on an object, ask them to write an ad. Monitor and help
checking as a class. with language and ideas.
Pronunciation note 7
Note the stress on these adjectives: modern, useless, • Display the ads around the class. Give students time
useful, expensive. to walk around and read them. Ask students to note
any adjectives that they think are in the wrong order.
In feedback, ask for any corrections.
Writing skill describing objects with
adjectives Extra activity
3 Write the following sentence on the board:
• Look at the example with the class and check that
In the classroom, there are some desks and some students.
everyone understands what to do.
Divide the class into two teams. Team A has to add an
• Point out the contraction of It is to It’s in the example adjective to one of the nouns in the sentence, e.g., In the
and make sure students are using contractions when classroom, there are some large desks and some students.
they write. Then Team B has to add another adjective. Team A adds
• Ask students to rewrite the sentences. Let them another, and so on until one team can’t think of another
compare answers in pairs before checking as a class. adjective. After a while, the sentence will look something
like: In the cold white modern Spanish classroom, there
4 are some large white desks and some friendly young
• Ask students to complete the chart. Tell them to find the Spanish students.
adjectives in the text. Let them compare their answers

2e For sale
Writing ads
1 Look at the ads. Which ad:
1 has the price? A 2 is for an old product? B 3 is for something almost new? C
COMPUTER DESK
AND CHAIR
Car for sale BACKPACK
A useful, modern, white desk and
Red and blue British Mini from
1965 with fast new engine.
FOR SALE
chair. Cheap at only $5! Large, green backpack. Good for
Call 555-508-6296 today. camping. Never used.
Call 555-321-3278 today.
Email l.taylor@hmail.net
A B C
Vocabulary adjectives 5 Write the adjectives in the

correct order to make sentences
2 Find the opposite of these adjectives in the ads in Exercise 1. from ads. Use the chart in
modern / new fast Exercise 4 to help you.
1 old 4 slow
2 bad good 5 small large 1 It’s a (Japanese / new /
3 useless useful 6 expensive cheap fast) motorcycle.
It’s a fast, new, Japanese
3 Writing skill describing objects with adjectives motorcycle.
2 They’re (red / nice) gloves.
We can describe objects with adjectives in two ways. Look at the
3 There are two (Italian /
example. Then rewrite sentences 1–3.
beautiful / old) chairs for
The desk is modern. = It’s a modern desk. sale.
1 The car is old. 4 A (gray / small) computer
It ’s an old car . desk for sale.
5 For sale. A (large / modern /
2 These laptops are slow. white) house.
They ’re slow laptops .
3 The couch is brown. 6 Think of an object in your
It ’s a brown couch . home. Write an ad for it.
4 Read the ads again and notice the order of the adjectives. Complete 7 Display your ads around the
the chart with the adjectives. classroom. Read the ads. Which
adjectives are there in the ads?
Opinion Size Age Color Country Noun Are they in the correct order?
useful modern white desk
red and blue British Mini
fast new engine
large green backpack

2f A thousand words
A photographer takes a picture of his own

reflection in a door handle.
30
Key vocabulary
2f A thousand words 3
• Ask students to match the phrases with the uses.
Before you watch Let students compare their answers in pairs before
1 checking as a class.
• Ask: What can you see? Where is the photographer? Do you
like the photo? Why or why not?
• Use the photo to explain reflection and door handle. Ask
students to work in pairs or small groups to discuss the
questions about the expression.
ANSWER
“A picture says a thousand words” is an idiom. It refers to
the notion that a complex idea can be conveyed with just a
single still image, or that an image of a subject conveys its
meaning or essence more effectively than a description does.
2
• Ask students to work in pairs to predict answers to the
questions. In feedback, elicit a few ideas from the class.
EXAMPLE ANSWERS
1 on a train
2 Maybe he’s going home from work.
3 someone on the train
SAMPLE COPY, NOT FOR DISTRIBUTION2f A thousand words 30a

While you watch After you watch
4 2.1 7
• Ask students to read through the items carefully. Check • Ask students to work in pairs to discuss the questions.
any unknown words (you could use mime to check the In feedback, elicit students’ ideas.
words) and point out the stress in apartment, bicycle, • Note that this is guesswork. Students are basically
camera, and mailbox. filling out the story using their imagination.
• Ask students to watch the video and categorize the Consequently, work with what your students say. There
objects. Let students compare their answers in pairs are no right or wrong answers.
8
Extra activity • Ask students to work in pairs to prepare a conversation.
Play the video again. Students cover the words in Exercise 4 Monitor and help with ideas and vocabulary.
and try to identify the objects in the video as they appear.
9
5 • Organize the class into new pairs. Students take turns
• Ask pairs to order the events in the video. acting out their conversations. In feedback, ask students
to say how their conversations were different.
6 2.1 • As students speak, monitor and notice any errors or
• Play the video again and ask students to check their examples of good language use you hear. At the end,
answers. provide feedback by writing a few sentences with errors
• After watching, let students compare answers with a on the board and asking students to correct them with
partner before discussing as a class. their partner.

Before you watch 5 Work in pairs. Number these parts of the
video in the correct order from 1 to 8.
1 Work in pairs. What do you think the expression 4 a The woman is with two people
“A picture says a thousand words” means? Is there a
and there is a cake.
similar expression in your language?
8 b The man sends the camera to her
2 Work in pairs. Look at the picture below from the video. old address in Los Angeles.
Try to predict the answers to these questions. 1 c The man and the woman are on
the same train.
1 Where is the man in the photo? 2 d The woman leaves the train with
2 Why is he there? a box of possessions.
3 Who is holding the photo? 6 e The man finds her apartment,
but it is empty.
3 f The man finds her camera and
looks at the photographs.
5 g The man is in the photographs
on the camera.
7 h The man photographs himself
with a phone number.
6 2.1 Watch the video again and check

your answers to Exercise 5.
After you watch

7 Work in pairs and read the questions. Can
you answer them? Compare your ideas.
3 Key vocabulary
1 Who are the two people with Nasim
Match the phrases (1–3) with the uses (a–c). and the cake?
2 Nasim leaves Los Angeles and goes to
1 I miss you. c
Boston. Why does she go there?
2 Please forward. b
3 How does the man feel when he sees
3 Good luck! a
his photo on her camera?
a We say this to a person before they begin something 4 How does the man feel when he finds
new or difficult, e.g., a new course, a new job, an exam. the apartment?
b We write this on an envelope so it goes from one 5 The man sends the camera to Nasim.
address to another. Whose telephone number is on the
c We say this when we are sad because another person is photograph?
not with us.
8 Work in pairs. Think about the next part
of the story. Nasim receives her camera
While you watch in the package and telephones the man.
4 2.1 Watch the video. Are these objects the man’s (M) Write their conversation and practice it
or the woman’s (W)? together.
Man: Hello?
Apartment 102 W a bed M Woman: ...
a bicycle M a cake W
a camera W a mailbox W 9 Work with another pair. Read your
a pen M a plant W telephone conversations from Exercise 8.
Are the conversations similar or different?

Grammar Vocabulary
1 Look at the photo. Choose the correct options to 5 Cross out the incorrect word in each group.
complete the sentences.
1 colors: red grey white chair
2 furniture: couch desk map chair
Concordia Hotel 3 country: Austria Dutch Belgium
China
1 There is / isn’t a couch. 4 on your feet: shoes roller skates hat
2 There are some / aren’t any flowers. boots
3 There is / isn’t a picture. 5 on the floor: carpet blinds rug
4 There is a / aren’t any rugs. 6 nationality: France British Brazilian
5 The desk and chair are in front of / between the window. Spanish
6 The red shoes are in / on the floor. 7 adjectives: slow age useless large
7 The couch is between / across from the table and the bed. 8 currencies: pounds euros dollars
8 The bed is under / behind the couch. money
6 Complete the sentences with one word from each

group in Exercise 5.
1 Stop the car at a red light.
2 The computer is on my desk .
3 China is a country in Asia.
4 Are these roller skates fast?
5 There’s a rug next to the bed.
6 Brazilian people speak Portuguese.
7 The opposite of “fast” is slow .
8 You need dollars in the United States.
2 Write the singular form of these nouns. 7 ❯❯ MB Choose eight more words from Exercise 5.
Write a new sentence with each word.
1 classes class 4 women woman
2 shelves shelf 5 children child I CAN
3 families family 6 boots boot talk about furniture and objects in the house
say currencies, countries, and nationalities
3 ❯❯ MB Write five singular nouns and read them
to a partner. Your partner writes their plural form.
4 Complete the questions with this, that, these, or those. Real life
1 2
8 Match the questions (1–5) with the correct
Who’s that ? Is this your pen? responses (a–e).
1 Can I help you? b
2 Large or small? a
3 Is there a medium size? d
4 Are there any other colors? e
5 How much are they? c
3 Are those your 4 Are these your boots? a A small one, please.
roller skates? b Yes, please. I’d like a coffee.
c Three dollars and fifty cents.
d I’m sorry, but there isn’t.
e Yes, there’s also blue and gray.
9 ❯❯ MB Work in pairs. Practice a conversation in a

store. Ask for the objects on page 21 or 24.
I CAN I CAN
talk about everyday objects and say where they are ask about and buy objects in a shop
32
booster 5
• Look at the example with the class. Then ask students
to cross out the incorrect word in each group. Let them
Memory Booster activities compare answers in pairs before checking as a class.
Exercises 3, 7, and 9 are Memory Booster activities. For
more information about these activities and how they 6
benefit students, see page x. • Ask students to complete the sentences with one word
from each group in Exercise 5. Let them compare
As an alternative to students simply checking the I can … 7 ❯❯ MB
boxes, you could ask them to give themselves a score from • Ask students to produce their own sentences. Let them
1 to 4 (1 = not very confident; 4 = very confident) for each share sentences with a partner or with the class.
area, refer them to additional practice activities in the
Workbook and Grammar Summary exercises.
Real life
8
• Ask students to match the questions (1–5) with the
Grammar correct responses (a–e). Let them compare answers in
1 pairs before checking as a class.
• Start by asking students to describe the photo. Ask:
9 ❯❯ MB
What can you see?
• This is a pairwork activity that allows students to
• Ask students to circle the correct options to complete practice functional language from the unit. Ask students
the sentences. Let them compare answers in pairs before to work in pairs to practice a conversation. Tell them to
checking as a class. refer to Exercise 8 for useful questions and responses.
2
• Ask students to write the singular forms of the nouns.
Let them compare answers in pairs before checking as
a class.
3 ❯❯ MB
• This is a pairwork activity that gets students to recall
words from the unit. Ask students to work in pairs and
test each other.
4
• Ask students to complete the questions. Let them
compare answers in pairs before checking as a class.

Unit 3 Places
Opener 4
1 • Organize new pairs to ask and answer the questions
about time.
• Ask students to look at the photo and caption. Ask pairs
to describe the photo and answer the questions. Elicit a • This activity could be varied by having students work
few ideas from the class in feedback. in groups of four or asking students to mingle and
speak to a number of people.
ANSWERS
Extra activity
It’s a railway/train station in Melbourne, Australia.
Extend the activity by asking students to write the time of
day that they do other activities, e.g., breakfast, a coffee
2 29 break, lunch, dinner, bedtime. Students interview their
• Play the recording. Students listen and answer the partner to find the answers.
questions. Let students compare answers in pairs before
checking as a class. Please refer to page 184 for Teacher Development notes on
bringing the lesson off the page.
ANSWERS
1 The clocks show the times of the next trains.
2 Because everyone knows where it is.
Flinders Street railway station, completed in 1909, is a
cultural icon of Melbourne, with its prominent dome,
arched entrance, tower, and clocks. It’s one of the city’s
most recognizable landmarks.
3 30
• Ask students to complete the sentences.
• Play the recording. Students listen, check, and repeat
the sentences.
Vocabulary note
Note that we always say It’s half past three to mean
“30 minutes past the hour,” but we say It’s a quarter past
three or It’s quarter past three to mean “15 minutes after
the hour.”
We only say minutes when being very exact, i.e., It’s ten
past four, but It’s two minutes past four.
In American English, the words to and after are commonly
used. For example, 4:15 is “a quarter after four” and 3:50
is “ten to four.”
Midnight is twelve o’clock at night. Noon is twelve o’clock
in the middle of the day.
33a
Unit 3 Places
Flinders Street Station in Melbourne,

Australia
F E AT U R E S 1 Work in pairs. Look at the photo and caption. What is the place
in the photo? Where is it?
34 Car-free zones
2 29 Work in pairs. Listen to a description of the photo and
Some cities are clean and answer the questions.
quiet because they don’t
have cars 1 Why are there different times on the clocks?
2 Why is Flinders Street Station a good meeting place?
36 Places of work 3 30 Complete the times with these words. Then listen,
We meet a woman who check, and repeat.
works under the sea
half minutes o’clock past to twelve
38 Places and languages 1 2 3 4 5 6
Many places in the world
have more than one
language
1 It’s six o’clock . 4 It’s quarter to four.
42 Cowley Road 2 It’s half past three. 5 It’s three minutes past two.
3 It’s twenty-five past 6 It’s two minutes
A video about the people
nine. to twelve .
and places on an English
road 4 Work in pairs and answer the questions.
• What time is it now?
• What time is your English lesson?
• What times can you see in the photo?

3a Car-free zones
Reading Vocabulary describing cities
1 Read the article and complete the chart. 2 Underline all the adjectives in the article.
Which adjective means:
City Which area is Why do people
1 doesn’t cost money? free
car-free? go there?
2 many people like it? popular
3 has lots of people? crowded
London the parks for a break polluted
4 has bad air?
5 very good? great
Tokyo Ginza to shop
Which adjective is the opposite of:
6 quiet? noisy 9 dirty? clean
Bogotá downtown area to work
7 ugly? beautiful 10 cheap? expensive
to shop, 8 old? modern 11 big? small
Melbourne Bourke Street Mall
for lunch
3 Work in pairs. Talk about your city or a city you
know. Which places in the city are:
1 expensive or cheap? 4 modern and popular?
2 small and crowded? 5 beautiful and relaxing?
3 noisy and polluted?
Melbourne
31
CAR-FREE ZONES
Many people in cities have cars, so pollution is often a
problem. Nowadays, some downtown areas of cities
around the world don’t allow cars. These car-free zones are
areas for people, bicycles, and public transportation only.
LONDON
Eight million people live in the center of London, and
another two million people go to work there every
day. The city center is very noisy with hundreds of cars,
buses, and taxis, but there are also a lot of beautiful London Tokyo
parks with free music concerts. At lunchtime and after
work, many people go there for a break.
TOKYO
In the Ginza area of Tokyo, there are no cars on
weekends. This modern car-free zone is very popular.
People like shopping there, so it’s always crowded.
B O G O TÁ
In the past, Bogotá was polluted because there was
lots of traffic. Now the downtown area is a car-free zone
and the air is clean! Many people don’t have a car, and
half a million people go to work by bus every morning. Bogotá
MELBOURNE
In some cities, people don’t like shopping downtown.
But in Melbourne, Bourke Street Mall is popular because
there are lots of great shops and no cars. It’s expensive,
but lots of people eat lunch at the small cafés.
34
3
3a Car-free zones • Organize the class into pairs and ask each pair to select
a city they both know.
Lesson at a glance • Give students two minutes to think of how to describe
the city and its parts, using the adjectives provided.
• reading: car-free zones around the world
• vocabulary: describing cities • In feedback, ask pairs to describe their city to the class.
• grammar: simple present (I/you/we/they) • If your students are all from the same place, brainstorm
• listening: city life parts of the city that could be described with each of
• grammar: simple present questions (I/you/we/they) the adjectives first, e.g., the shopping mall, the river, the
• speaking: your life park. That way, when they describe the city, they have
specific places to talk about.
Reading
ANSWERS
1
Students’ own ideas
• Ask students to read the article and complete the chart.
checking as a class. Extra activity
Write some well-known international places on the
Background information board that your students will know, e.g., Trafalgar Square
(London), Montmartre (Paris), Fifth Avenue (New York).
London is the capital of the UK, and Tokyo is the capital of
Japan. Bogotá is the capital of Colombia in South America. Ask students to work in pairs to choose one of these places
Melbourne is Australia’s second-largest city. It’s on the and think of adjectives to describe them.
southern coast of the country.
Vocabulary describing cities

2
• Ask students to underline all the adjectives in the
article. Let students compare their answers in pairs.
• Ask pairs to match the adjectives with their definitions
and opposites. Check answers as a class.
Pronunciation note
Point out the stress in these words: crowded, polluted,
popular, noisy, beautiful, expensive, public, modern.
Extra activity
Check the meaning of other words in the article: zone
(area), traffic (cars, buses, taxis, etc.), public transportation
(buses, trains, etc.), pollution (dirty air, water, land, etc.).
SAMPLE COPY, NOT FOR DISTRIBUTION 3a Car-free zones 34a

Grammar simple present Grammar simple present questions
(I/you/we/they) (I/you/we/they)
4 9
• Ask students to look at the sentences in the grammar box. • Ask students to look at the instructions. Go over the
• Discuss the questions as a class. example to make sure they know what to do.
• Get students to look at the questions in Exercise 8 and
ANSWERS apply the steps. Let students discuss their answers in
The main verbs are have and live.
pairs before checking as a class.
We add don’t (the auxiliary verb do + not or n’t) to make
the verb negative. 10
• Look at the sentences in the grammar box with the class.
Please refer to page 162 for Grammar Notes on I, you, we, • Ask students to write the questions. Let students
and they. compare their answers in pairs before checking as a class.
Refer students to page 162 of the Student Book for further Please refer to page 162 for Grammar and Pronunciation
information and practice. Notes on do + base form of the main verb.

5 information and practice.
• Ask students to choose a suitable form to make true
sentences. Extra activity
• Ask students to share their sentences with a partner.
Students need lots of practice with form and
• In feedback, ask students to tell the class about things pronunciation to be able to manipulate these forms well.
they have in common with their partner. Encourage Once students have had a chance to write the forms, see
them to use the pronoun we. if they can remember and produce them orally. Use a
prompt drill to do this. Ask students to close their books.
6 Say: do? and ask students to tell you the whole question
• Look at the example with the class and elicit one or two (What do you do?). Say: live? and elicit Where do you live?
more sentences beginning with Most people. Model the whole question and correct errors with form
and pronunciation. Once students are familiar with the
• Ask students to prepare true sentences about their city forms, you could ask them to ask and answer questions
using the phrases. Elicit sentences in feedback. across the class. This prepares them for Exercise 11.
EXAMPLE ANSWERS
Speaking my
Most people eat lunch in cafés. / Most people like
shopping. / They live in apartments. / They work in offices.
11
• Organize the class into pairs to ask and answer the
questions from Exercise 10. Model the activity with a
volunteer first by asking one or two questions.
Listening
• Optional step Listen and note down errors made
7 32
with form and pronunciation by the students during
• Ask: What do you think life is like in New York City? Elicit the speaking activity. At the end, write four or five
ideas from students. Alternatively, ask students to work inaccurate sentences on the board and ask students to
in pairs to think of “facts” and “opinions” about the city, correct them as a class or in pairs.
e.g., New York City is located within the US state of New York
Please refer to page 184 for Teacher Development notes on
(fact); It’s a very exciting city (opinion). After one minute,
working on form.
match pairs together to share ideas.
• Ask students to read the information on the note and
predict what the student will talk about.
• Play the recording. Students listen and complete the
notes. Let students compare their answers in pairs
8 32
• Ask students to look through the questions and answers
first, and see if they can match any.
• Play the recording again. Students listen and match the
questions with the answers. Check answers as a class.
35a Unit 3 Places SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar simple present 8 32 Match the reporter’s questions (1–5) with
the student’s answers (a–e). Then listen again and
(I/you/we/they) check.
SIMPLE PRESENT (I/YOU/WE/THEY) 1 Do you have a car in New York City? b ✓
I/You/We/They have a car.
2 Where do you live? e
3 Do you like art? d ✓
I/You/We/They live here.
4 What do you do? a
I/You/We/They don’t have a car.
5 What time do you finish work? c
I/You/We/They don’t live here.
a I’m a college student, and I work in a
For more information and practice, see page 162. restaurant at lunchtime.
b No, I don’t. I ride my bike everywhere.
c At about three o’clock.
4 Work in pairs. Look at the grammar box. What is d Yes, I do. And I like the theater.
the main verb in the sentences? How do you make
e In downtown Manhattan.
the verb negative?
5 Choose the correct form to make these sentences Grammar simple present
true for you. Then tell your partner. questions (I/you/we/they)
1 I live / don’t live downtown. 9 Look at the questions (1–5) in Exercise 8. Then
2 I have / don’t have a car. follow these instructions.
3 I go / don’t go to school/work by bus.
4 I eat / don’t eat at a café at lunchtime. 1 Underline the main verb in the questions.
5 I meet / don’t meet friends downtown after 2 Circle the auxiliary verb.
school/work. 3 Put a check (✓) beside the questions with yes/no
6 I like / don’t like shopping downtown. answers.
Example
6 Are your sentences from Exercise 5 also true for
Do you have a car in New York City? ✓
most people in your town or city? Make more
sentences about life in the city with these phrases. SIMPLE PRESENT QUESTIONS (I/YOU/WE/THEY)
eat lunch go to work have a car Do you like shopping? Yes, I do. / No, I don’t.
like shopping live work Do they live in New York? Yes, they do. / No, they don’t.
What do you do?
Where do you live?
Most people in the downtown area don’t have a car.
What time do we have lunch?
They go to work by bus.
Listening
10 Look at the grammar box. Write questions with do
7 32 Listen to a reporter interviewing a student and these words.
about living in New York City. Complete his notes 1 what / you / do?
with adjectives. What do you do?
2 where / you / live?
Manhattan Living Where do you live?
3 you / like / shopping?
Do you like shopping?
The stores are 1 expensive . 4 what time / you / finish / work?
There are lots of 2 free places like What time do you finish work?
5 you / have / a car?
art galleries and museums. Do you have a car?
The city has 3 great theaters. 6 you / eat out / at lunchtime?
Do you eat out at lunchtime?
The restaurant is 4 popular with
tourists and is 5 crowded at Speaking my
lunchtime every day.
11 Work in pairs. Ask and answer your questions
Central Park is beautiful and from Exercise 10.
6 quiet . A: What do you do?
B: I’m a website designer.
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 3 Places 35

3b Places of work
Vocabulary places of work Listening
1 Work in pairs. Match these jobs with the places of 2 33 Listen to a description of three people’s
work (1–7). jobs. Match the people with their place of work.
a doctor 4 a pilot 3 a sailor 2

1 Beverly a downtown
a teacher 6 a waiter 5 a sales clerk 7 2 Samuel b on a boat
an accountant 1 3 James c in a store
1 in an office 5 in a restaurant
3 33 Listen again and circle the correct words.
2 on a ship or a boat 6 in a classroom 1 Beverly Goodman is an archaeologist / a teacher.
3 on an airplane 7 in a store 2 She studies places under the sea / on land.
4 in a hospital 3 Samuel Diaz is at school / in the army.
4 He wants to travel around his country /
the world.
5 He works on weekends / on Mondays and Tuesdays.
6 James is a tour guide / tourist.
7 He speaks two / three languages.
8 He works with tourists from Mexico and Brazil /
France and Japan.
Dr. Beverly Goodman,

a marine archaeologist
36
Listening
3b Places of work 2 33
• Optional step Ask students to look at the photo.
Lesson at a glance Ask: What does Beverly do?
• vocabulary: places of work • Play the recording. Students listen and match the
• listening: my job people with their place of work. Let students compare
• grammar: simple present (he/she/it) their answers in pairs before checking as a class.
• pronunciation: -s endings
• grammar: simple present questions (he/she/it) 3 33
• speaking: a National Geographic photographer • Ask students to read the sentences in the exercise first.
Check they understand the words tour guide and tourist.
• Play the recording again. Students listen and circle the
Vocabulary places of work correct words. Let them compare their answers in pairs
1 before checking as a class.
• Ask students to match the jobs with the places of work.

Many jobs end with -er, -or, -ist, or -ant.
The stress is on the first syllable in all the jobs above
except for accountant and assistant.
Extra activity 1
Ask students to suggest other jobs for each of the places,
e.g., nurse (hospital), cook (restaurant), steward (plane),
secretary/PA/manager (office).
Suggest other places and elicit jobs: photographer/artist
(studio), worker (factory), professor (college).
Extra activity 2
Tell students about your job, e.g., I’m a teacher. I work in a
school/classroom.
If possible, elicit the jobs of students in your class and help
them think of how to describe the jobs in a simple way.
Students take turns telling their partner about their job.
SAMPLE COPY, NOT FOR DISTRIBUTION 3b Places of work 36a

Grammar simple present (he/she/it) EXAMPLE ANSWERS
4 What do you study? / What do you do? / Do you have an
• Ask students to read the sentences in the grammar box. office? / What languages do you speak? / What time do
• Let students discuss the questions in pairs. Elicit you get up in the morning?
answers from the class.
9
ANSWERS • Organize new pairs and ask students to talk about their
1 you add -s or -es 2 doesn’t partner in Exercise 8. As students speak, monitor closely
and correct any errors of form or pronunciation.
Please refer to page 162 for Grammar Notes on third-
person forms.
Grammar simple present questions
Refer students to page 162 of the Student Book for further (he/she/it)
10
5 • Read the grammar box with the class.
• Ask students to read the text quickly, ignoring the • Look at the example with the class. Ask students to put
gaps. Then ask one or two focus questions to check the words in order to make questions.
understanding, e.g., Where does she work? When does she • Check answers as a class, then ask students to find the
start work? answers to the questions in the text in Exercise 5. Let
• Ask students to complete the text with the correct form students compare their answers in pairs before checking
of the verbs in parentheses. Let them check answers in as a class.
pairs before checking as a class. Please refer to page 162 for Grammar Notes on third-
person question forms.
6 Refer students to page 162 of the Student Book for further
• Ask students to read the text quickly, ignoring the information and practice.
gaps. Then ask one or two focus questions to check
understanding, e.g., Where does he usually work? 11
• Ask students to complete the text with the correct form • Ask pairs to complete the questions. You could do the
of the verbs in the box. Let them check answers in pairs first one with the class as an example.
before checking as a class. • Check answers as a class.
Pronunciation -s endings Speaking my

7 34 12
• Model the three sounds for the class. Make sure students • Organize the class into pairs. Ask students to decide
can hear the difference between the /s/ and /z/ sounds. which of them will be A and B, then read their
• Play the recording. Students listen and circle the sound information on pages 154 and 157 in the Student Book.
they hear. Let students compare their answers in pairs • Ask students to prepare their questions, then take turns
before checking as a class. asking and answering questions to complete a fact file
• Play the recording again. Students listen and repeat. about Joel Sartore.
Pronunciation note ANSWERS

We say /s/ after verbs that end with unvoiced consonants, Student A
and /z/ after verbs that end with voiced consonants and 1 Who does he work for? 2 Where does he work?
vowels (which are always voiced).
3 What language does he speak? 4 What time does he
We usually say /ɪz/ after -sh, -ch, -s, -z, and -x, or when a start work?
verb ending in y is changed to -ies. Fact file
1 National Geographic magazine 2 All over the world
8
3 English 4 nine
• Ask students to choose five verbs and use them in five
questions. You could elicit two or three examples to get Student B
students started. Monitor and help students as they 1 What does he do? 2 Where does he live?
prepare their questions. 3 Does he have children? 4 What time does he finish work?
• Ask students to interview a partner and note their Fact file
answers. 1 Photographer 2 Lincoln, Nebraska 3 three 4 six

Grammar simple present 8 Work in pairs. Choose five verbs and use them
in five questions to ask your partner. Write your
(he/she/it) partner’s answers.
SIMPLE PRESENT (HE/SHE/IT) live study do have get up
He works in a store. meet work start travel speak
She studies places under the sea.
He has exams soon. A: Where do you live? B: I live in Argentina.
It is his last year at school.
He doesn’t live in London. 9 Work with a new partner. Talk about your partner
from Exercise 8.
Ania lives in Argentina.
4 Work in pairs. Look at the grammar box. Answer
these questions. Grammar simple present
1 In affirmative sentences, how does the verb
change when used with the pronouns he, she,
questions (he/she/it)
and it? SIMPLE PRESENT QUESTIONS (HE/SHE/IT)
2 In negative sentences, what is the auxiliary verb?
What does he do? He’s a doctor.
5 Complete the text about Beverly Goodman with Does she have children? Yes, she does. / No, she doesn’t.
the correct form of the verbs.
Beverly Goodman is a marine archaeologist. She
1 studies (study) places under the sea and
objects from the past. She 2 has (have)
10 Look at the grammar box. Put the words in order
an office, but she 3 doesn’t work (not / work)
to make questions about Beverly. Then find the
there very often. Normally, she 4 works answers in Exercise 5.
(work) on her boat. She 5 gets up (get up) 1 does / do / Beverly / what / ?
just after five o’clock, and she 6 meets What does Beverly do?
(meet) her team for breakfast at seven o’clock. She 2 what / does / study / she / ?
7 starts (start) work after breakfast and What does she study?
she 8 doesn’t finish (not / finish) work until the 3 she / work / where / does / ?
evening. Where does she work?
4 get up / she / what time / does / ?
6 Read about another archaeologist. Complete the What time does she get up?
text with the correct form of these verbs. 5 she / does / when / work / start / ?
When does she start work?
not / have live speak study travel
11 Work in pairs. Look at the answers about James
Campbell. Complete the questions.
Dr. James E. Campbell 1 lives in
England. He’s an archaeologist. He works from 1 A: Where does he live ?
home, so he 2 doesn’t have an office. He B: In England.
3 travels to different places around the 2 A: What does he do ?
world and he 4 studies ancient places. B: He’s an archaeologist.
James 5 speaks three languages: English, 3 A: Does he have an office ?
French, and Arabic. B: No, he doesn’t. He works from home.
4 A: Where does he travel ?
B: To different places around the world.
7 Pronunciation -s endings 5 A: What languages does he speak ?
B: English, French, and Arabic.
34 Listen to the words. Do you hear the sound
/s/, /z/, or /ɪz/? Circle the sound. Listen again and
repeat the words. Speaking my
1 works /s/ /z/ /ɪz/ 6 starts /s/ /z/ /ɪz/ 12 Work in pairs. Exchange information to complete a
2 lives /s/ /z/ /ɪz/ 7 speaks /s/ /z/ /ɪz/ fact file about photographer Joel Sartore.
3 finishes /s/ /z/ /ɪz/ 8 teachers /s/ /z/ /ɪz/
4 studies /s/ /z/ /ɪz/ 9 goes /s/ /z/ /ɪz/ Student A: Turn to page 154.
5 meets /s/ /z/ /ɪz/ 10 travels /s/ /z/ /ɪz/

3c Places and languages
Reading 8 Work in pairs. Find collocations in the article with the
words language and speaker. Match the collocations with
1 Work in pairs. Which languages do people these definitions.
speak around the world? Which have the
1 the language you learn after your first language
most speakers? second language
2 Read the article and check your answers to 2 the main language that a person speaks
Exercise 1. first language
3 the language of the government
3 Work in pairs. Read the article again and official language
answer these questions. 4 the language you first learn from your parents as a child
native language
1 Where do most Spanish speakers live?
2 Do more people speak English as a first 5 a person who speaks Spanish
Spanish speaker
language or as a second language?
3 What do many people use English for? 6 a person who speaks the language from when they
were a child native speaker
4 How many people speak Amurdag?
Vocabulary ordinal and Critical thinking main ideas and

cardinal numbers supporting information
4 Work in pairs. Look at the words in bold in 9 A paragraph often has a sentence with the main idea,
this sentence from the article. Which say the and sentences with supporting information. Look at the
order (ordinal numbers)? Which say “how example. Then find sentences 1–5 in the article and decide
many” (cardinal numbers)? if they are main ideas (M) or supporting information (S).
Four hundred and eighteen million Spanish M: Chinese is the first language of more people than any other
speakers live in Latin America. They all speak language.
Spanish as their first language. S: Over one billion people in China speak Mandarin Chinese.
1 English is a second language for over one billion
5 Circle the ordinal numbers and underline other people. M
the cardinal numbers in the article. Can you 2 They speak English for business, reading the news, or
say them? studying science and medicine. S
6 Work in pairs. Complete the sequence of 3 It is also the language of education in many colleges
ordinal numbers. and schools. S
4 Many countries use lots of different languages. M
1 1st 2nd 3rd 4th 5th 6th 7th 5 For example, the country of Vanuatu ... has sixty-five
2 3rd 13th 23rd 33rd 43rd different islands and one hundred and nine different
3 21st 31st 41st 51st 61st 71st 81st languages. S
7 Pronunciation ordinal numbers 10 Work in pairs. Read the last paragraph of the article.
Which sentence gives the main idea of the paragraph?
36 Listen and repeat the ordinal Which ones give supporting information? Compare your
numbers in Exercise 6. ideas with your partner and say why.
Wordbuilding adjective + Speaking my

noun collocations 11 Work in groups. Discuss these questions.
WORDBUILDING adjective + noun collocations 1 What is your first language?
We often use some words together. These are 2 How many languages do you speak? Do you speak
called collocations. different languages in different places? (e.g., English
Many collocations are an adjective and a noun, at work, Hindi at home)
e.g., first language, official language. 3 What languages do people normally learn at school
in your country? Why these languages?
38
5
3c Places and languages • Ask students to circle the ordinal numbers and
underline the cardinal numbers in the article. Check
answers as a class. Students then practice saying the
Lesson at a glance numbers.
• reading: places and languages
• vocabulary: ordinal and cardinal numbers Vocabulary and pronunciation note
• pronunciation: ordinal numbers
Note that with ordinal numbers, one becomes first, two
• wordbuilding: adjective + noun collocations
becomes second, three becomes third, but the other numbers
• critical thinking: main ideas and supporting information
simply add th with some slight variations in spelling.
• speaking: your languages
Pronouncing ordinal numbers can be difficult, particularly
because of the use of the unvoiced sound th /θ/ at the end of
many ordinal numbers. If students find this hard, tell them
Reading to place a finger in front of their mouth, put their tongue
1 out to touch the finger, then try to say the /θ/ sound.
• Have students discuss the questions in pairs. Elicit
ideas and opinions, but don’t check answers at this 6
stage. • Ask pairs to complete the sequence of numbers.
Don’t check answers at this stage.
2 35
• Ask students to read the article and check their answers Extra activity
to Exercise 1. They can listen and read along to the Write these more demanding number puzzles on the
recording if required. board and ask students to work out the missing numbers:
3, 6, 9, ____ , 15, 18 (Answer: 12—add 3 to each number)
ANSWERS 3, 6, 7, ____ , 11, 14 (Answer: 10—add 3 then 1)
People speak about 7,000 different languages. Mandarin 31st, 28th, 31st, 30th, ____ , 30th (Answer: 31st—the last
Chinese is spoken by over one billion speakers. Hindi is day in each month from January to June)
second, Spanish is third, and English is fourth.
3 Pronunciation ordinal numbers

• Do the first question with the class as an example. 7 36
• Ask pairs to read the article again and answer the • Play the recording. Students listen and check their
remaining questions. Check the answers as a class. answers. If necessary, write the answers on the board.
ANSWERS
Extra activity
1 Latin America
Read out the following and ask students to write the
2 second language
numbers (add other questions to the list). In feedback,
3 business; reading the news; studying; official language ask for the answers and the correct pronunciation of the
for government in some countries or official language numbers.
in colleges and schools
1 How many players are there on a soccer team? (11)
4 one 2 How many seasons are there in a year? (4)
3 How many months are there in a year? (12)
Vocabulary ordinal and cardinal numbers 4 Which day in December is Christmas Day? (25th)
4 5 What position is an Olympic silver medallist? (2nd)
• Ask students to look at the sentence from the article and 6 How many days are there in a week? (7)
answer the questions in pairs. 7 Which day in January is New Year’s Day? (1st)
ANSWERS
four hundred and eighteen million (cardinal number)
first (ordinal number)

3c Places and languages 38a
Teacher’s notes continued from page 38a. 10
• Organize the class into pairs and ask them to read the
Wordbuilding adjective + noun last paragraph of the article again. Get students to
collocations answer the questions and discuss their answers with a
8 partner.
• Read the information in the wordbuilding box with
the class. ANSWERS
• Ask pairs to look for the collocations in the text and Main idea: Unfortunately, the world loses a language
match them to the definitions. Encourage students to every two weeks.
guess the meaning from the context of the article. Supporting information: This is because lots of younger
people only speak one of the big four languages and they
• Check answers as a class. don’t learn the languages of their parents and grandparents.
For example, Charlie Muldunga lives in Australia and he
Vocabulary note speaks English, but his native language is Amurdag. Charlie is
A collocation is made up of a word and another word the last speaker of this language. When he dies, the language
that it is frequently used with. Some examples are: heavy dies, too.
rain, save time, native language. It’s worth remembering
common collocations as a set phrase as this will help build
vocabulary and avoid errors. Speaking my
The phrase mother tongue (the language you learn as a 11
child) is a common collocation that could be used in this • Organize groups of four or five students. Ask them to
context.
discuss the questions.
• Select one person in each group to lead the discussion,
Extra activity ensuring everyone has a turn to speak.
Ask students to provide examples of the collocations from
their own experience, e.g., I’m a French speaker from
Switzerland. There are four official languages of Switzerland,
and they are German, French, Italian, and Romansh.
Refer students to page 27 of the Workbook for further

practice.
Critical thinking main ideas and

supporting information
9
• Read the information and the example with the class.
• Ask students to find sentences 1–5 in the article
and decide if they are main ideas (M) or supporting
information (S). Let students compare their answers in

PLACES
LANGUAGES
AND
35 There are over one hundred and ninety the government. It is also the language of
countries in the world and about seven education in many colleges and schools.
thousand languages. Chinese is the first
25 About eighty percent of the world’s population
language of more people than any other
speak the “big four” languages, and the other
5 language. Over one billion people in China
twenty percent speak around seven thousand
speak Mandarin Chinese. Hindi, spoken in
languages between them. Many countries
India, is in second place. Spanish is in third
use lots of different languages. For example,
place. Spain isn’t a big country, but there are
30 the country of Vanuatu in the South Pacific
over four hundred and seventy million
Ocean has sixty-five different islands and one
10 Spanish speakers in different countries around
hundred and nine different languages. That’s
the world. Four hundred and eighteen million
one-and-a-half languages for every island.
Spanish speakers live in Latin America. They
all speak Spanish as their first language. Unfortunately, the world loses a language every
35 two weeks. This is because lots of younger
As a first language, English is the fourth
people only speak one of the big four languages
15 most common native language. About three
and they don’t learn the languages of their
hundred and eighty million people are native
parents and grandparents. For example, Charlie
English speakers. But English is a second
Muldunga lives in Australia and he speaks
language for over one billion other people.
40 English, but his native language is Amurdag.
They speak English for business, reading
Charlie is the last speaker of this language.
20 the news, or studying science and medicine.
When he dies, the language dies, too.
In some countries, English is not the native
language, but it is the official language of

3d The city of Atlanta
Vocabulary places in a city 4 37 Look at the expressions for giving

directions. Complete the conversation at the
1 Work in pairs. When you are a tourist in a new city, what visitor center. Then listen again and check.
places do you normally visit?
T = Tourist, G = Guide
2 Work in pairs. Look at the map of Atlanta, USA. Where T: Hello. We’d like to go to the aquarium. Is
do you do these things? it 1 near here ?
G: It’s 2 about fifteen minutes away , but
1 get tourist information 6 read a book you go past some interesting places on
2 take classes 7 meet clients and the way. So look at this map. Go 3straight
3 relax outside colleagues up Decatur Street and then up
4 see a play or a musical 8 look at marine life Marietta Street. 4 Go across Spring
5 park your car 9 stay the night Street and take the first street 5 on
the right . Centennial Olympic
Real life giving directions Park is on the corner. It’s very nice. Go
past the park and turn left. On the right
3 37 Listen to a conversation at the visitor center. What you can see the World of Coca-Cola.
places on the map do they talk about? T: Oh, that sounds interesting.
G: Yes, it is. 6 Go past it and the
aquarium is on your right.
Aquarium T: Great. Thanks a lot.
World of Children’s
Coca-Cola Museum
GIVING DIRECTIONS
Hotel Asking for directions
Where is …?
I’d like to go to …
Shopping Area Is it near here?
Giving directions
It’s near here. / It’s about ten minutes away.
Go past the …
Library
Parking Go across …
Lot Theater
Go straight up …
Parking Lot
Take the first street on the left. /
Turn left.
College
Take the first street on the right. /
Turn right.
5 Work in pairs. Practice similar conversations

Visitor Center
at the visitor center. Ask for and give
directions to different places on the map.
40
4 37
3d The city of Atlanta • Look at the expressions for giving directions with the
class and explain any symbols that students aren’t
familiar with.
Lesson at a glance
• vocabulary: places in a city
• Ask pairs to complete the conversation with the missing
• real life: giving directions
expressions, based on what they remember.
• Play the recording again. Students listen and check their
answers.
Vocabulary places in a city Please refer to page 162 for Grammar Notes on
1 imperatives and prepositions.
• Discuss the question as a class and elicit any useful
vocabulary. Point out the difference between a map Extra activity
(a plan of a city’s streets) and a travel guide
Review prepositions of movement by drawing a line
(a description of interesting places to visit).
drawing of a street on the board and eliciting across,
2 down, up, and along.
• Ask: What places can you see on the map?

• Ask students to match the activities to the places on the 5
map. Let students check their answers in pairs before • Organize the class into new pairs. Tell them to prepare a
checking as a class. conversation using phrases from the box where suitable.
Monitor and help students with the activity.
ANSWERS • When students are ready, ask them to practice reading
out the conversation in pairs. Monitor carefully and
1 visitor center
make sure they’re attempting a good intonation pattern
2 college
when asking the questions.
3 Centennial Olympic park
• Once students have prepared and practiced one
4 theater conversation, encourage them to improvise further
5 parking lot conversations without looking at the phrases in the box.
6 library
7 business district (or hotel or college) Extra activity
8 aquarium Bring in tourist maps of the city you are in. Hand them
9 hotel out to pairs or small groups, and ask students to take
turns playing the tourist and the local. Tell them to ask for
directions from the school or from a well-known place in
the city to different places.
Atlanta is the capital of the state of Georgia which is in
southeastern USA. It has a population of 420,000 people
and is a major transportation hub. It’s economically
successful, with major industries in logistics and
professional and business services. It’s best known as the
headquarters of Coca-Cola and CNN, and as the host city
of the 1996 Olympics.
Real life giving directions

3 37
• Give students a moment to look at the map and locate
the visitor center.
• Play the recording. Students listen and note the places
mentioned. Let students compare their answers in pairs
ANSWERS
Aquarium, Centennial Olympic Park, World of Coca-Cola
SAMPLE COPY, NOT FOR DISTRIBUTION3d The city of Atlanta 40a

3b
3e My favorite city • Ask students to look at the photo. Ask: What can
you see? Where do you think this is? Students read the
description quickly to check their prediction.
Lesson at a glance
• Ask students to find all the words that need a capital
• writing: a description of a place
letter. Let them compare their answers in pairs before
• writing skill: capital letters
Writing a description of a place Extra activity

1 Ask students to look at the reading text on page 39
• Ask pairs to discuss the question before eliciting ideas of their Student Book. Tell them to find five different
from the class. examples of capital letters and say why they are used in
the text.
EXAMPLE ANSWERS
4
a travel website, a tourist information office or visitors’
center, a travel guide/guidebook/map, friends who have • Start by eliciting some of students’ favorite towns or
already been to the place, travel blogs cities on the board. Ask students why they like the cities
they mention. Then brainstorm information students
could include in their description. Tell them to look
2
back at the texts about Sydney and Moscow as a guide.
• Read through Bella’s checklist with the class and ask
focus questions, e.g., What are good places to visit in a • Compile on the board a list like this one: location,
city? What are good ways to travel around a city? Elicit population, famous buildings and places, places to meet
ideas. friends, favorite season, favorite month, favorite time of
the day, things to do, places to eat.
• Ask students to read the text and check the items she
describes. • Ask students to use the list on the board to decide
which information they want to include and in what
order. Then tell students to write their descriptions.
Extra activity
Ask students to find the following in the text: two 5
famous places (Red Square, Krasnaya Presnya Park), two • Display students’ descriptions around the classroom.
types of buildings (museums, art galleries), two seasons Ask students to walk around and read each other’s
(summer, winter), one month (December), one time of day descriptions. Tell them to mark any errors with capital
(afternoon), and one sport (ice-skating).
letters they see.
Writing skill capital letters Extra activity

3a As students perform this task, walk around and note any
• Ask students to read the description in Exercise 2 again errors. At the end, write three or four sentences on the
board for students to correct.
and find the answer. Let them compare their answer in
Please refer to page 162 for Grammar Notes on capital
letters.

3e My favorite city
Writing a description of a place 3 Writing skill capital letters
1 Work in pairs. When you travel to a new place, a Read the description in Exercise 2 again. Which of
where can you find information? these things have a capital letter?
✓ the word at the beginning of a sentence
2 Bella Potachouck writes for a travel website. Read
✓ the pronoun I
about her favorite city. Check (✓) the items she
✓ names of people, cities, or places
mentions.
✓ countries, nationalities, or languages
✓ the name of her favorite city parts of the day
✓ good places to visit ✓ days and months
✓ her favorite time of the year seasons
✓ activities she does with her friends ✓ streets, roads, parks, and squares
her favorite cafés and restaurants
good ways to travel around the city b Look at this description by a student. Which
words need a capital letter? Look at the examples
and circle all the incorrect letters.
i’m from australia, and i love sydney! there are
over four million people here, but it’s never
crowded. there’s a harbor with the famous sydney
WHY I LOVE opera house. there are also beautiful beaches.
on saturdays, i go with my friends to narrabeen
MOSCOW beach. it’s quiet and relaxed. in the evening we go
to the city center. there are over three thousand
restaurants. my favorites are japanese and

My favorite place in Russia is Red Square
in Moscow because there are interesting lebanese.
museums and art galleries. I also like other
parts of Moscow. For example, Krasnaya
Presnya Park is great. On Saturdays in the 4 Write a description of your favorite town or city
summer, I meet friends there in the afternoon. for a website.
We relax and play sports—and it’s free! I also
love the winter in Moscow. December is my
5 Display the descriptions around the classroom.
Walk around and read each other’s descriptions.
favorite month because the snow is beautiful
Check the capital letters.
and we can go ice-skating.

3f Cowley Road
The city of Oxford, England
42
Videoscript 3.1
3f Cowley Road
Narrator The city of Oxford is famous because of its
university and its history. But there are other interesting
Before you watch places to visit in Oxford.
1 For example, Cowley Road is in East Oxford. It’s a busy
• Ask students to describe the photo. Ask: What city is it? road with a lot of shops and places to visit.
Where is it?
There are lots of different communities here, including
• Organize the class into groups of four or five to describe Asian, Caribbean, Chinese, and African.
the city and discuss the question.
Is there a post office near here?
Woman Yes, there is. If you go to the end of the road
EXAMPLE ANSWERS
and turn left, and then cross over the road at the traffic
Students’ own ideas. Possible adjectives: famous, lights, keep going about 50 meters and the post office will
interesting, historical, old, beautiful just be on your right.
It’s popular because of its old buildings, its parks, and its
university.
Is there a good place to eat near here?
Man 1 Yeah, there are some places. I mean, there are
some choices, which is … Italian, Turkish, Greek, and …
Background information burger, pizza places.
Oxford is in the south of England, and is home to Oxford Man 2 There are several good places to eat round here.
University, one of Britain’s most prestigious universities. Its It’s a good road for it. There’s the Greek place just there.
oldest colleges date from the twelfth century, and it has There’s the Italian over the road. There is the American-
many old buildings built in a range of styles.
style Atomic Burgers down there, who also have a
pizzeria at the other end.
2 Is there a park around here?
• Ask students to work in pairs to prepare questions.
Woman Yes, there is. There’s a park just up the road
• Elicit a few possibilities in feedback. You could write here on Manzil Way. So, if you just keep walking straight
on the board two or three of the best questions students up here for about five minutes, probably across six or
think of. Return to the questions later in the lesson to seven streets, and then you’ll see the park on your left
find out if they were answered in the video. just after the medical center and it’s a park for, well,
pre-schoolers or for older children, so there’s, you know,
EXAMPLE ANSWERS swings and slides and roundabouts and a seesaw, that
Where’s the shopping mall? Is there a train station? How kind of thing.
many people live there? How do I get to the supermarket from here?
Woman Sure … there are a couple of big supermarkets.
Key vocabulary If you just go back up Manzil Way and turn right onto
3 Cowley Road, there’s one on the right and then one directly
• Ask pairs to discuss the words in bold and match them opposite on the left. There are also a number of smaller
with the definitions. Encourage students to use the supermarkets which sell foods from different countries.
context to guess the meanings. So, there’s a Greek supermarket, two Polish supermarkets,
a Russian supermarket and there’s a fantastic one called
the Oriental Store, which sells Chinese ingredients and all
• Highlight the pronunciation of these key words as sorts. That’s … I think it’s 188 Cowley Road.
students have to hear them in continuous speech in
the video. You could say the words and ask students to
repeat.
SAMPLE COPY, NOT FOR DISTRIBUTION 3f Cowley Road 42a

While you watch 4 “… there’s one on the right and then one directly
opposite on the left.”
4 3.1
What does directly mean?
• Use visuals or mime to pre-teach the words, e.g.,
mime standing at a bus stop or buying things in a a exactly
supermarket. Drill the words with your class, pointing b nearly
out the stress. 5 “… and there’s a fantastic one called
• Play the video. Ask students to watch and check places the Oriental Store …”
they see. What does fantastic mean?
a not bad
Pronunciation note b very good
The stress is on the first syllable of all these words except
university and tourist information. 8
• Brainstorm some places students could talk about. Then
5 3.1
give students two or three minutes to prepare things to
• Ask pairs to make questions from the prompts. say about a place based on the questions. Ask students
• Play the video again. Ask students to watch and check. to tell their partner about their favorite place.
6 3.1 9
• Organize the class into new pairs. Ask students to decide
• Play the video again. Ask students to watch and choose
on their roles and prepare for them. When students are
the correct answers. Let students compare their answers
ready, tell them to act out the conversation. You could
get some pairs to come to the front of the class to act out
their roleplays.
After you watch
Vocabulary in context Extra activity
7 3.2 Ask students to work in pairs and imagine they work for
tourist information in Oxford. Tell them to write a short
• Explain to students that they are going to watch some
paragraph about Cowley Road for the city website. They
clips from the video containing some new words and should use the information from the video.
phrases. They need to choose the correct meaning of the
words. Please refer to page 184 for Teacher Development notes on
• Play the clips. When each multiple-choice question preparation time.
appears, pause the clip so that students can choose
the correct definition. You could let students compare
answers in pairs before discussing as a class.
Videoscript 3.2
1 “Cowley Road is in East Oxford.”

What does east mean?
a the opposite of west
b the opposite of north
2 “… turn left, and then cross over the road at the
traffic lights …”
What does cross over mean?
a walk on one side of the road
b walk from one side of the road to the other
3 “So, if you just keep walking straight up here …”
What does straight mean?
a with turns
b with no turns

Before you watch 6 3.1 Watch the video again. Choose the
correct answers to the questions.
1 Work in groups. Look at the photo and read the
1 Why is the city of Oxford famous?
caption. Use three adjectives to describe this city.
a because of the university
Why do you think Oxford is a popular place
b because of its history
for tourists?
c both a and b
2 Work in pairs. Imagine you are a visitor to Oxford. 2 How does the first speaker describe
Write three questions to ask local people. Then Cowley Road?
compare your questions with the class. a busy b noisy c crowded
3 Where do you cross the road for the post office?
3 Key vocabulary a at the bus stop
b at the traffic light
Read the sentences (1–6). The words in bold are used c at the corner
in the video. Match the words with the definitions 4 Which types of restaurants do the two men
(a–f). talk about?
British Portuguese
1 Can you go to the post office and buy a stamp?
✓ Italian ✓ Greek
2 I live in a city with lots of different communities.
✓ Turkish ✓ American
3 There are parents with pre-schoolers in the park.
5 Where are the two big supermarkets?
4 I feel sick. I need to go to the medical center.
a on Manzil Way
5 To make a cake, you use different ingredients.
b on the right
6 Stop when the traffic light is red.
c across from each other
a young children before they go to 6 Which small supermarkets does the woman
school pre-schoolers talk about?
b nationalities and groups of people living in a city; ✓ Greek ✓ Russian
Indian, Polish, Brazilian, etc. communities ✓ Polish Colombian
c the different things you add together when you Lebanese ✓ Chinese
cook something, e.g., sugar, eggs ingredients
d a place to see a doctor medical center
e lights on the road to control the
After you watch
traffic traffic light 7 Vocabulary in context
f you send letters and packages from this
place post office 3.2 Watch the clips from the video. Choose
the correct meaning of the words and phrases.
While you watch 8 Work in pairs. Tell your partner about your
4 3.1 Watch the video about a road in Oxford. favorite place in your hometown or city.
Check (✓) the places you see. 1 Why do you like it?
✓ a university a sports center 2 Is it in the north, south, east, or west part of
a school ✓ restaurants town?
✓ stores ✓ a park 3 Give your partner directions to the place from
✓ a bus stop a hospital the center of town.
a train station ✓ supermarkets
✓ a post office
9 Work with a new partner.
tourist information
Student A: Make a list of good places for tourists in
5 3.1 Work in pairs. Make questions with the
your town or city. Think about these things.
words. Then watch the video again and check.
1 is / a post office / there / near here / ? places to visit places to eat
Is there a post office near here? places to shop places to relax
2 is / to eat / good place / there / a / near here / ?
Is there a good place to eat near here? Student B: You are a tourist in a new town. Write
3 around here / a park / is there / ? questions to find out about the things in the box.
Is there a park around here?
4 get to the supermarket / how do I / from here / ? When you are ready, practice a conversation.
How do I get to the supermarket from here? Then change roles and repeat.

Grammar 5 You can relax here park
at lunchtime.
1 Complete the sentences with these verbs. 6 You can leave your car here. parking lot
eat have like live goes 7 Complete the adjectives in the text about Bangkok.
1 I live with my family in Dubai. Bangkok, in Thailand, is a 1 b i g city with about ten
2 We eat in a restaurant near my house million people. It’s also a 2 p o pu l a r city with tourists,
on weekends. so it’s often very 3 cr o wd e d. The city is an interesting
3 I don’t like shopping downtown mix of 4 b e a u t i fu l old buildings and 5 m o d e rn
because the stores are crowded. office buildings. There’s also a lot of traffic, so
4 She goes to school by bus. sometimes the air is 6 p o ll u t e d. For 7 c l e a n air and
5 I don’t have a car. 8
q u i e t places, go to the parks and the river.
2 Complete the conversation with do or don’t.
A: Where 1 do you live?
B: In New York.
A: 2 Do you like it?
B: Yes, it’s great. There are lots of places to go.
A: 3 Do you have a car?
B: No, I 4 don’t . And I 5 don’t use
public transportation because I have a bicycle.
A: Do you like shopping in New York?
B: No, I 6 don’t . I shop online.
3 Circle the correct option to complete the sentences.

1 I come / comes from Egypt.
2 He live / lives in Singapore. 8 ❯❯ MB Work in pairs. Describe your town or city
3 My friend speak / speaks four languages! with words from Exercises 6 and 7.
4 We don’t / doesn’t have much free time.
I CAN
4 ❯❯ MB Work in pairs. What tense do you use in
say the time
Exercises 1, 2, and 3? When do you add -s (or -es)
describe a town or city
to the verb?
talk about places of work
5 ❯❯ MB Work in pairs. Say six things you do in a
normal day, and what time you do them.
I get up at six o’clock.
Real life
9 Complete the word in each sentence.
I CAN
use the simple present 1 Where is the museum?
2 Is it near here?
ask questions with the simple present
3 It’s about ten minutes away .
4 Go across this street because it’s on the
Vocabulary other side of the road.
5 Take the first street on the right.
6 Match the words with the sentences. 6 Turn right and go straight up the road.
parking lot hospital hotel 10 ❯❯ MB Work in pairs. Ask for and give directions
library park restaurant from your English class to some of these places.
• a café • a movie theater
1 There are waiters here. restaurant
• a store • your car or bicycle
2 People read books here. library
• a bank • a bus stop
3 Doctors work in this place. hospital
4 Tourists spend the night in hotel I CAN
this building. ask for and give directions
44
booster 6
• Ask students to match the places with the sentences.
Memory Booster activities a class.
Exercises 4, 5, 8, and 10 are Memory Booster activities.
For more information about these activities and how they 7
benefit students, see page x.
• Ask students to look at the photo. Elicit adjectives they
think might be used to describe this city.
I can … check boxes • Ask students to complete the adjectives in the text. Let
them compare answers in pairs before checking as a
As an alternative to students simply checking the I can …
boxes, you could ask them to give themselves a score from class.
1 to 4 (1 = not very confident; 4 = very confident) for each
language area. If students score 1 or 2 for a language 8 ❯❯ MB
area, refer them to additional practice activities in the • This is a pairwork activity that gets students to recall
Workbook and Grammar Summary exercises. vocabulary from the unit. Organize students into pairs
and have them describe their towns or cities.
Grammar
1 Real life
• Ask students to complete the sentences with the verbs. 9
Let them compare answers in pairs before checking as • Ask students to complete the word in each sentence.
a class. Let them compare answers in pairs before checking as
a class.
2
• Ask students to complete the conversation with do 10 ❯❯ MB
or don’t. Let them compare answers in pairs before • Elicit examples from the class to get students started.
checking as a class. • This is a pairwork activity that allows students to
practice functional language from the unit. Students
3 practice using real information. Tell them to use phrases
• Ask students to circle the correct option to complete the from Exercise 9, where suitable. As students speak,
sentences. Let them compare answers in pairs before monitor closely and correct any errors with form or
checking as a class. pronunciation.
4 ❯❯ MB
• Have students discuss the questions in pairs. If
necessary, refer students to the Grammar Summary on
page 162 of the Student Book.
ANSWERS
simple present
when you use he, she, and it
5 ❯❯ MB
• Use the example to explain what the activity is about.
Then get students into pairs.
• Ask pairs to describe a normal day. As students speak,
monitor closely and correct any errors with form or
pronunciation.

Unit 4 Free time
Opener 4
• Organize the class into groups to talk about their
1 38 free-time activities. Monitor and note errors for
• Ask students to look at the photo and read the caption. feedback at the end.
Ask: What can you see? Where are they? What are they
doing? Elicit responses. Pre-teach fishing and river. Extra activity
• Play the recording. Students listen and answer the Make this a Q&A mingle. Ask students to look back at the
question. questions in the chart in Exercise 2 and expand them:
What’s your favorite free-time activity?
2 38 When do you do it?
• Ask students to read through the chart. Check the Who do you do it with?
meaning of on my own (alone, with no friends).
Why do you do it?
• Play the recording. Ask students to listen and complete Tell students to walk around the class and ask at least
the chart about the speakers. Let students compare three people about their activities using the questions.
Background information making the most of visuals.
Snoqualmie Falls are part of a national park in the state of
Washington in the northwestern United States.
3
• Ask students to prepare notes, using the questions as
a guide. Monitor and help with ideas.
• Model the activity by telling students about your
free-time activity. Make sure you mention what,
when, with who, and why so that students have a
clear understanding of what to say.
45a
Unit 4 Free time
Early morning at Snoqualmie Falls, Washington, USA
F E AT U R E S 1 38 Look at the photo and listen to three people talking about their
free-time activities. Which person (1, 2, or 3) is in the photo? 3
46 100% identical?
2 38 Listen again and complete this chart.
Identical twins look the
same, but do they have the What? When? With who? Why?
same interests? Person 1 go every with It’s fun!
1 shopping Saturday 2 friends
48 Free time in the
Person 2 go to the three times a on my own It’s
Arctic 3 gym week 4 good for you
How photographer Person 3 go fishing early in the with my It’s very
Norbert Rosing spends his 5 morning brother 6 relaxing
free time in the Arctic
50 Extreme sports 3 Think about your favorite free-time activity. Write notes about
these things.
Meet four people who like
dangerous sports • What? • When?
• With who? • Why?
54 Urban biking
4 Work in groups. Talk about your free-time activity.
A video about a unique
style of bike riding I play video games on weekends with friends. It’s fun!

4a 100% identical?
Reading 3 Read the article again and complete the chart with
information about the twins.
1 Work in pairs. Discuss these questions.
The Mulgray The Kitt The Phelps
1 Do you know any twins? Do they do the twins twins twins
same job? Do they have the same hobbies and
interests? Job? writers musicians, actors
2 Do you have any brothers or sisters? Do you actors
spend your free time together?
2 Read the article about identical twins. Is the article Free-time gardening, taekwondo, golf,
about their work, their free time, or both? activities? walking swimming video games
100%
IDENTICAL?
39
Identical twins have the same eyes and the
same hair, but do they like doing the same
things? What do they do in their free time?
THE MULGRAY TWINS

Morna and Helen Mulgray are seventy-seven
years old. They love books, and they write crime1
books together. They live in the same house and
they like the same free-time activities. They like
gardening, and on weekends they go walking
together.
THE KITT TWINS

Camille and Kennerly Kitt are musicians
and actors. They both play the same musical
instrument—the harp. They do taekwondo and
they like swimming—together, of course.
THE PHELPS TWINS

James and Oliver Phelps are actors. They are
famous as the identical twins in the Harry
Potter movies. In their free time, they love
playing golf and video games. They like soccer,
but they don’t like the same teams.
1
crime (n) /kraɪm/ an act that is against the law
46
3
4a 100% identical? • Ask students to read the article again and complete the
chart. Let them compare their answers in pairs before
discussing as a class.
Lesson at a glance
• reading: identical twins and their hobbies Extra activity
• wordbuilding: verb + noun collocations
Ask students to close their books. Then ask questions for
• grammar: like / love + noun or -ing students to shout out the answers, e.g.,
• pronunciation: /ŋ/
How old are Morna and Helen? (77)
• speaking: likes and dislikes
What do the Mulgray twins do on the weekend? (go
walking)
Reading What instrument do the Kitt twins play? (the harp)
1 What movies are the Phelps twins in? (Harry Potter)
• Ask students to look at the lesson title and the photos. Which sports do the Phelps twins like? (golf, soccer)
Ask: What can you say about these people? Elicit identical
twins. Then ask students to work in pairs to discuss
the questions. Background information
The Mulgray twins are the authors of a series of crime
ANSWERS novels featuring undercover customs investigator
Students’ own ideas D.J. Smith and her sidekick—a trained sniffer-cat named
Gorgonzola. Their novels are quirky and gently humorous.
The sisters took up writing after they retired from
2 39 teaching English at two neighboring high schools
• Ask students to read the article and answer the in Edinburgh, Scotland.
gist question. They can listen and read along to the Camille and Kennerly Kitt are American actresses and
recording if required. Check answers as a class. electric/acoustic harpists who compose, arrange, and
perform as The Harp Twins. The Kitt sisters have released
over 80 singles online, as well as four physical cover
ANSWERS
albums.
both their work and their free time
The Phelps twins played Fred and George Weasley in the
Harry Potter movie series. They come from Birmingham in
central England.
SAMPLE COPY, NOT FOR DISTRIBUTION 4a 100% identical? 46a

Wordbuilding verb + noun collocations Pronunciation /ŋ/
4 9 40
• Read the information in the wordbuilding box with • Play the recording. Students listen and repeat.
the class.
• Ask students to match the verbs with the nouns. Pronunciation note
• Let students compare their answers in pairs before The nasal sounds /m/ and /n/ are common in many
checking as a class. languages, but the velar nasal /ŋ/ is uncommon, and
therefore hard for some students to say. It’s produced by
Refer students to page 35 of the Workbook for further blocking the airflow in the vocal tract and redirecting it
practice. through the nose.

Speaking my
We use play with sports that involve a ball (e.g., play 10
tennis/soccer/golf/basketball), with musical instruments
(e.g., play the piano/the guitar—note the use of the) and • Introduce the activity by writing three sentences of
with games (e.g., play chess/video games). your own on the board. Ask students to guess which
We use go with an activity that ends with -ing (e.g., go
one is false.
swimming/running). • Ask students to write their own sentences. Monitor
We use do with a martial art and an activity or sports and check that they are using the -ing form correctly.
that involves exercise (e.g., do exercise/yoga/taekwondo/
aerobics/judo). 11
Taekwondo /ˌtaɪˈkwɒndəʊ/ is a Korean martial art, • Get students into pairs. Have students read out their
characterized by its emphasis on head-height kicks. sentences for their partner to guess which one is false.
5 12
• Model the activity first by asking one or two questions
• Ask pairs to think of ideas and prepare questions for
in open class.
their questionnaires. Monitor and help with ideas and
vocabulary. • Give students a few minutes to prepare their questions.
• Ask students to work in pairs to interview each other.
6
• Organize students into new pairs and get them to
interview their new partners with their questionnaires.
Grammar like/love + noun or -ing form

7
• Read the sentences in the grammar box with the class.
ANSWERS
The first three have a noun, the next three have the -ing
form.

forming -ing words.

8
• Ask students to find and underline sentences with like/
love + a noun or an -ing form in the article. You could do
the first one as an example to get students started.
as a class.
47a Unit 4 Free time SAMPLE COPY, NOT FOR DISTRIBUTION

Wordbuilding verb + noun 6 Work in pairs. Interview your partner with your
questionnaire.
collocations
A: In your free time, do you go swimming?
WORDBUILDING verb + noun collocations B: Yes, I do. / No, I don’t.
We use certain verbs with certain nouns and -ing forms.
These are verb + noun collocations. Grammar like/love + noun or -ing
For example: do yoga, go camping, go running, play
video games, play soccer, play golf, read a magazine, form
watch TV
LIKE/LOVE + NOUN or -ING FORM
They love books.
They don’t like the same soccer teams.
4 Match the verbs (1–8) with the nouns (a–h) to Does he like soccer?
make collocations.
She likes swimming.
1 go a video games I don’t like dancing.
2 play b movies Do they like doing the same things?
3 do c friends For more information and practice, see page 164.
4 play d the gym
5 watch e swimming
6 play f taekwondo 7 Work in pairs. Look at the grammar box. Which
7 go to g a musical instrument three sentences have like/love + noun? Which three
8 meet h golf sentences have like/love + the -ing form of the verb?
5 Complete the questionnaire with five free-time 8 Look at the article again. Underline the sentences
activities. with like/love + a noun or an -ing form.
In your free time, do you go swimming?
9 Pronunciation /ŋ/
40 Listen and repeat these verbs in the -ing
form.
playing listening singing watching

going doing dancing shopping
Speaking my
10 Write three sentences (two true and one false)

about your free-time activities, interests, or
hobbies. Use love, like, or don’t like.
I love playing the guitar. (true)
I like watching soccer. (true)
I don’t like going out for dinner. (false)
11 Work in pairs. Read your three sentences to your

partner. Guess which of your partner’s sentences
is false.
In your free time, do you … 12 Now ask your partner questions about their free-
time activities.
• ?
What kinds of music do you like playing?
• ? What’s your favorite soccer team?
• ?
• ?
• ?
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 4 Free time 47

4b Free time in the Arctic
Vocabulary everyday activities Listening
1 Circle the activities you do every day. 3 Work in pairs. Look at the photos. What do
you think Norbert Rosing photographs?
do online shopping go for a walk have coffee
make phone calls play online games read a book 4 41 Listen to part of a documentary about
browse the internet use social media watch videos Norbert Rosing. Answer the questions with
text friends yes (Y), no (N), or not given (NG) if there is no
information.
2 Write two activities you do every day and one 1 Are Norbert’s photos in National Geographic
activity you never do. Then work in pairs. Tell your magazine and on the website? Y
partner your three activities. Guess which two 2 Does Norbert photograph people? NG
activities your partner does every day. 3 Does he go to the Arctic in the winter? N
4 Are there roads in the Arctic? N
5 Does he travel by snowmobile and by
boat? Y
6 Does he travel with other people? NG
7 Does he photograph polar bears at
night? Y
8 Does he sleep during the night? N
9 Does he play video games? Y
10 Is Norbert often bored? N
5 Do you think Norbert has a good job? Why or

why not?
A: I think Norbert has a good job because
he loves it.
B: I don’t think it’s a good job because
the Arctic is cold!
One of Norbert Rosing’s

photos of a polar bear in
the Arctic.
48
Listening
4b Free time in the Arctic 3
• Ask students to look at the photos. Ask: What can you
Lesson at a glance see? What’s his job? What type of photographs does he take?
• vocabulary: everyday activities • Discuss the question about Norbert Rosing and elicit
• listening: an interview with Norbert Rosing ideas (possible answers: Arctic animals, polar bears,
• grammar: adverbs of frequency the Arctic).
• grammar: expressions of frequency
• speaking: how often questions
4 41
• Ask students to read the questions. Use the photo to
illustrate polar bear.
Vocabulary everyday activities • Play the recording. Students listen and answer the
1 questions. Let students compare their answers in pairs
• Check the meaning of the activities in the box before checking as a class.
(see Teacher Development note below).
• Ask students to circle the activities they do every day. Background information
Norbert Rosing was born in Germany in 1953 and is a
ANSWERS renowned wildlife photographer who has published many
books. Many of his photos are taken in the national parks
of Germany and North America.
Vocabulary and pronunciation note 5

• Discuss the questions as a class. Get volunteers to give
browse /braʊz/ the internet = go online and look at
different sites in a casual way
their opinions.
text friends = message a friend or send a text
ANSWERS
2 Students’ own answers
• Model the activity by presenting three of your activities
and having a volunteer guess which ones you do every
day.
• Ask students to think of some everyday activities.
• Ask pairs to take turns reading out their activities and
guessing which two activities their partner does
every day.
Extra activity
Ask students to work in pairs and take turns miming the
activities in Exercise 1. Their partner guesses which activity
they are miming.

checking words presented in a box.

4b Free time in the Arctic 48a
Grammar adverbs of frequency Grammar expressions of frequency
6 41 10
• Have students look at the words in the box. • Look at the grammar box with your students. Ask
• Play the recording again. Ask students to complete the students to discuss the questions in pairs. Check
sentences with the missing adverbs of frequency. answers as a class.
checking as a class. Use the completed sentences to ANSWERS
check the meaning of the adverbs. 1 How often 2 at the end of a sentence
7 Please refer to page 164 for Grammar Notes on

• Ask students to work in pairs to discuss the questions expressions of frequency.
before checking the rules as a class.
ANSWERS
1 after be 2 before other verbs 11
• Look at the example with the class. Remind students to
8 use do or does in their questions.
• Look at the grammar box with the class and ask • Ask students to write How often questions and answers.
students to complete the scale. Let students compare their written answers in pairs
Please refer to page 164 for Grammar Notes on adverbs of Speaking my
frequency. 12
• Ask students How often questions, e.g., How often do you
Refer students to page 164 of the Student Book for further go to the gym? How often do you work on Saturdays? How
information and practice. often do you visit relatives on the weekend?
9 • Ask students to choose a topic and prepare related
• Give students two or three of your own examples to get questions. Monitor and help with ideas and vocabulary.
them started. Highlight where the adverbs of frequency
13
go in the sentences.
• Organize the class into groups of four. Students take
• Ask students to work in pairs to compare their turns asking and answering their questions.
sentences. In feedback, elicit a few sentences from
the class. • As students speak, listen and note down five or six
errors. At the end of the speaking activity, write short
sentences containing the errors on the board. Ask pairs
ANSWERS to correct them.
Students’ own ideas
Extra activity
Extra activity Write a set of verbs from the unit on the board, e.g., play,
do, go, watch, listen to, meet, go to.
Ask students to add adverbs of frequency to the sentences
below, then discuss them: Ask students to think of as many How often questions as
they can using all the verbs on the board.
I get up early on the weekend.
I go swimming in the summer.
I am bored in class.
Ask fast finishers to write and share their own sentences.

Grammar adverbs of frequency Grammar expressions of
6 41 Listen again and complete the sentences frequency
with these adverbs of frequency.
EXPRESSIONS OF FREQUENCY
always never rarely A: How often does Norbert go to the Arctic?
often sometimes usually B: He goes once a year.
A: How often do you see polar bears in the Arctic?
1 Norbert’s photos are often in B: Between August and November, you can see polar
National Geographic magazine. bears every day.
2 He goes to the Arctic once a year and he For more information and practice, see page 164.
always goes in the summer.
3 He’s sometimes there for a few weeks.
4 He usually goes by snowmobile and by 10 Work in pairs. Look at the grammar box. Read
boat. the questions and answers, and answer these
5 He never sleeps at night, so he sleeps for questions (1–2).
part of the day. 1 What two words start a question about frequency?
6 He’s rarely bored. 2 Where do expressions of frequency (e.g., once a
7 Work in pairs. Look at the sentences in Exercise 6 year) usually go in a sentence?
and answer these questions. 11 Write How often questions and answers for
1 Do adverbs of frequency come before or after the conversations. Use the information in the
the verb to be? parentheses in your answers.
2 Do they come before or after other verbs? 1 A: How often do you go to the gym? ?
8 Look at the grammar box. Complete the scale with B: I go to the gym three times a week.
usually, often, and sometimes. 2 A: How often does your family go on vacation ?
B: My family goes on vacation once a year.
ADVERBS OF FREQUENCY
3 A: How often do you drink coffee? (every
100% 0% morning)
always 1 usually 2 often 3 sometimes never B: I drink coffee every morning .
I sometimes go swimming on the weekend. 4 A: How often do you go to the movies? (twice
I often watch TV. a month)
I usually play video games in the evening. B: I go to the movies twice a month .
For more information and practice, see page 164. 5 A: How often does she have English class ?
B: She has English class every week.
9 Add an adverb of frequency to the sentences so
they are true for you. Then work in pairs and tell
your partner. Speaking my
1 I work eight hours a day. 12 Choose one topic below and prepare five questions
with How often.
2 I’m late for school. • sports and exercise
• work and travel
• vacations and free time
3 I have a long lunch break. • evenings and weekends
13 Work in groups. Take turns asking and answering

4 I leave home early in the morning. your questions.
5 I travel to other countries for my vacations.
6 I play video games late at night.

4c Extreme sports
Vocabulary sports Grammar can/can’t
1 Work in pairs. Look at these sports and answer the CAN/CAN’T (+ ADVERB)
questions. a He can jump between twenty and thirty meters.
b He can’t see very well.
baseball basketball boxing
c Can you speak French?
ice hockey running sailing d I can speak French very well / a little.
surfing swimming tennis e How well can you swim?
cycling soccer skiing
1 Which sports do you play? Which sports do
you like watching on TV?
6 Work in pairs. Look at the sentences in the
2 Which sports:
grammar box. Answer the questions (1–5).
a need a ball? d are between two teams?
b are in water? e use the verb play? 1 Can is a modal verb. Does it come before or
c are on snow? f use the verb go? after the main verb?
2 Do we add -s to can for he/she/it forms?
3 Do we need don’t in a negative sentence?
Reading 4 What are the adverbs in sentences b and d?
2 Read the article. Match the sentences (1–4) with Where are they in the sentences?
the sports (A–D) in the article. More than one 5 How do you form the question in e?
answer is possible for some sentences.
7 Look at the grammar box again. Complete these
1 This sport is in the air. D sentences with can or can’t. Which sentences
2 This sport is often or usually on contain adverbs?
a mountain. B, C, D can
A 1 I swim well, but I can’t dive.
3 This sport needs water. can
2 How well you play tennis?
4 This sport can take place over long Can
D 3 A: you cycle up a mountain?
distances. can’t
B: No, I .
3 Work in pairs. Find these adjectives in the article. 4 I’m just a beginner. I can’t play the
Which sports in Exercise 1 do you think these guitar well.
adjectives also describe? 5 How many languages can you speak?
6 I can’t speak French, but I can
exciting popular relaxing speak Chinese a little.
8 Pronunciation can and can’t

Critical thinking fact or opinion
a 43 Listen to the different pronunciations of can
4 Look at these sentences from the article and decide and can’t.
if they are a fact (F) or someone’s opinion (O).
/kən/ /kæ:nt/
1 He can jump between twenty F O I can swim. I can’t play tennis.
and thirty meters.
/kæn/ /kən/
2 Cliff diving is a very exciting F O
Can you play the guitar? How well can you play?
extreme sport.
3 In this photo, American Andy F O b 44 Listen and repeat the sentences from
Lewis is walking above a canyon. Exercise 7.
4 Highlining is a great adventure. F O
5 The landscape is perfect. F O
6 Extreme paragliders can F O Speaking my
fly over 3,000 meters high. 9 Write down a sport, a musical instrument, and a
5 Work in pairs. What is the author’s opinion of language. Then work in pairs. Ask your partner
extreme sports? Do you think he likes them? Can you …? questions with your ideas.
Can you play the violin?
50
Reading
4c Extreme sports 2 42
• Optional step Ask students to look at the photos and
Lesson at a glance the headings in the reading. Ask students what they
• vocabulary: sports know about the sports.
• reading: extreme sports • Ask students to read the article and match the sentences
• critical thinking: fact or opinion with the sports. They can listen and read along to
• grammar: can/can’t the recording if required. Let students compare their
• pronunciation: can and can’t answers in pairs before checking as a class.
• speaking: your abilities
3
• Ask students to find and underline the adjectives in the
Vocabulary sports article. Then ask them to discuss the question in pairs.
1 • Elicit ideas in feedback. Ask students why they matched
• Ask students to work in pairs to discuss the sports and certain words.
• Use mime or photos to check the meaning of the sports. EXAMPLE ANSWERS
exciting: skiing; popular: soccer; relaxing: swimming
ANSWERS
Critical thinking fact or opinion
2
4
a baseball, basketball, tennis, soccer (ice hockey uses a flat
type of ball called a puck) • Read the instructions and sentences with the class.
Check that students know the difference between a fact
b sailing, surfing, swimming
and an opinion.
c skiing (you play ice hockey on ice)
• Ask students to look back at the article and decide
d baseball, basketball, ice hockey, soccer (although the
whether the sentences are a fact (F) or an opinion (O).
other sports are individual sports, they can sometimes
be between two teams) • Let students compare their answers in pairs before
e baseball, basketball, ice hockey, tennis, soccer checking as a class.
f running, sailing, surfing, swimming, cycling, skiing Extra activity 1
(boxing goes with the verb do)
Ask students to find other facts and opinions in the article.
Possible answers:
Vocabulary note Facts: Cyrille Oumedjkane is an expert cliff diver. / In this
photo, Justin Ferrar is flying above Fronalpstock in the
Note that some of these sports have a verb form: boxing—
mountains of Switzerland.
box, cycling—cycle, running—run, sailing—sail, skiing—ski,
surfing—surf, swimming—swim. Opinions: I cliff dive because I don’t like soccer. / The
weather is perfect for paragliding.
Revise the rules for play, go, and do: play (+ ball game), go
(+ -ing), do (+ exercise or martial arts).
Extra activity 2
Ask students to write two facts and two opinions about
Background information a sport that they like doing. Tell them to read out their
In American English, the word football is used to refer to facts and opinions to a partner. Their partner says which
the American game that involves an oval ball and helmets, sentences are facts and which are opinions, and then
so Americans tend to use the word soccer. guesses which sport their partner is describing.
5
Extra activity • Organize the class into pairs to discuss the questions.
Ask students to add other sports to each of the categories Then have a few volunteers share their thoughts.
(a–f) in Exercise 1 question 2. Other common sports
include: golf, rugby, rowing, canoeing, snowboarding,
ANSWERS
water skiing, badminton, wrestling.
The author’s opinion seems generally positive—he uses
words like “exciting” and “a great adventure.”
SAMPLE COPY, NOT FOR DISTRIBUTION 4c Extreme sports 50a

Teacher’s notes continued from page 50a. 8b 44
• Play the recording. Ask students to listen and repeat
Grammar can/can’t the sentences from Exercise 7.
6 • Optional step Provide further practice by drilling
• Read the example sentences in the grammar box with sentences with your class from prompts (see Teacher
the class. Development note below). Pay attention to the weak
• Ask students to answer the questions. Let them and strong stresses when pronouncing can and can’t.
compare their answers with a partner before checking Please refer to page 185 for Teacher Development notes
as a class. on using prompt drills.
ANSWERS Speaking my
1 before the main verb 2 no 3 no 9
4 very well and a little are both at the end of the sentence • Model the activity first. Ask the question in the example
5 How well + can + subject + main verb and elicit responses from different students in the class.
Then ask students to prepare their own questions.
Please refer to page 164 for Grammar Notes on can and
• Organize the class into pairs. Students take turns asking
can’t.
each other their questions.
7
Extra activity
• Ask students to complete the sentences. Let them
compare their answers with a partner before checking Play Find someone who … . Elicit ten activities that
students can ask Can you …? questions about, and write
as a class.
them on the board, e.g., play basketball, play tennis, do
an extreme sport, cook Italian food, play the guitar, ride
ANSWERS a horse. Encourage students to think of interesting things
1, 2, 4, and 6 contain adverbs to ask. Once you have ten activities, ask students to stand
up and walk around the class. They have to interview
different class members, asking Can you…? questions
Pronunciation can and can’t about the activities on the board. They have to find as
many people as they can who say “yes” to the questions.
8a 43
• If your students are unfamiliar with phonemic script,
take time to let them see the written script and to guess
the pronunciation before playing the recording.
• Play the recording. Ask students to listen and notice
the pronunciation. In feedback, ask students what they
noticed.
Pronunciation note
In statements, can is weakly stressed and pronounced
/kən/. The negative is strongly stressed and pronounced
/kænt/. In short answers, can is strongly stressed and
pronounced /kæn/.

42 A
EXTREME
SPORTS
Lots of people play sports in
their free time, but these people
do extreme sports!
A CLIFF DIVING
Cliff diving is a very exciting extreme sport.
Cyrille Oumedjkane is an expert cliff diver.
In this photo, he is in Kragerø, Norway, at
5 the cliff diving world series. He can jump
between twenty and thirty meters into the
water feet first. Normal divers jump from
ten meters or less, and they jump into the
water head first. He can jump from any
10 high place. “I cliff dive because I don’t like
soccer. I like the adrenaline,”1 he says.
B B HIGHLINING
You can highline in lots
of different places, but
15 mountains are popular. You
put a line between two high
places and walk across. In this
photo, American Andy Lewis
is walking above a canyon in
20 Utah, USA. It’s early evening,
so he can’t see very well. Also,
the wind is strong, so Andy
can’t walk fast. Highlining is a
great adventure.
C D
25 C MOUNTAIN BIKING D PARAGLIDING

Perhaps you often go cycling, but can you ride In this photo, Justin Ferrar is flying above Fronalpstock in
across the top of a 1,000-meter mountain? the mountains of Switzerland. The weather is perfect for
Professional mountain biker Kenny Belaey rides paragliding. But paragliding isn’t normally relaxing! Extreme
across South Africa’s Table Mountain in this photo. 35 paragliders can fly over 3,000 meters high and for very long
30 “The landscape is perfect,” he says. distances (over 300 kilometers).
1
adrenaline (n) /əˈdrenəlɪn/ a chemical in your body. Humans produce
it when they are excited (often in sports).

4d Take a year off!
Reading 2 Work in pairs. Answer these questions.
1 Do people take a year off in your country?
1 Read the web page and answer the questions.
What do they do during that time?
1 What does the website offer? 2 Do you do any volunteer work near where
2 What are the top three volunteer jobs? you live?
Real life talking about

VOLUNTEER
Do you need a break from your
everyday work? 1
abilities and interests
WORK
Do you want to travel and live
in other countries? 3 45 Work in pairs. Listen to someone call
Do you want to take a year off the number on the website in Exercise 1. Which
between high school and volunteer job is she interested in?
college? 4 45 Listen again. Look at the expressions for
We have hundreds of volunteer jobs for your year off. talking about abilities and interests and circle
This week, our TOP THREE volunteer jobs are: the expressions you hear.
1 Help the lions: volunteer in Zambia and help TALKING ABOUT ABILITIES AND INTERESTS
hundreds of orphan2 lion cubs.3 Are you good at teaching?
How well can you speak English?
2 Write for a newspaper: an English newspaper in

Bolivia needs young, enthusiastic journalists.
Can you teach?
Do you like animals?
3 Teach English: work with young children in

schools all over the world.
I can speak English well.
I can’t go for eighteen months.
I’m (not very) good at writing.
I (don’t) like animals.
I love them!
5 Pronunciation sentence stress

46 Listen to these sentences. Notice the
stressed words. Then listen again and repeat.
1 Are you good at writing?
2 I’m good at writing.
3 Can you teach?
4 How well can you teach?
5 I can’t speak English very well.
6 Do you like animals?
7 I love animals!
6 Write four questions using the expressions for

talking about abilities and interests. Then work
in pairs and ask and answer your questions.
7 Work in pairs. Look at the website in Exercise 1

again and practice this telephone conversation.
Student A: You work for the Volunteer Work

Call 555-432-7543 now and ask for more information. company. Ask Student B about his or her
abilities and interests.
1
volunteer work (n) /ˌvɑlənˈtɪrwɜrk/ a job for no money Student B: You want to take a year off. Answer
2
orphan (n) /ˈɔrfən/ a child with no parents questions about your abilities and interests.
3
cub (n) /kʌb/ a very young lion
52
4 45
4d Take a year off! • Ask students to read the expressions.
• Play the recording again. Students listen and circle the
Lesson at a glance ones they hear. Let students compare their answers in
• reading: volunteer work
• real life: talking about abilities and interests Please refer to page 164 for Grammar Notes on talking
• pronunciation: sentence stress about abilities.
Reading Pronunciation sentence stress

1 5 46
• Ask students to look at the photo and skim the reading • Play the recording. Students listen and notice the
text. Ask: What’s the text about? What’s the person in the stressed words. Ask why these words are stressed.
photo doing? • Play the recording again. Students listen and repeat.
• Ask students to read the website and answer the
questions. Let students check their answers in pairs Pronunciation note
Notice how the stress is on the main verb in an affirmative
sentence with can (e.g., I can swim), but on the modal
ANSWERS verb in a negative sentence with can’t (e.g., I can’t swim).
Generally, the words that carry the most meaning in a
1 volunteer jobs abroad (during your year off)
sentence are stressed.
2 helping lions in Zambia, writing a newspaper in Bolivia,
teaching English to young children all over the world
Extra activity
2 Ask students to turn to the audioscript of Track 45 on page
• Ask students to work in pairs to discuss the questions. 185 of the Student Book, and practice the conversation in
pairs. Tell them to pay attention to the sentence stress.
• Have a few volunteers share their responses with the class.
ANSWERS 6
• Elicit sample questions to get students started. Then
give students time to prepare their own questions.
Monitor and help with ideas and vocabulary.
Background information • Get students to work in pairs and take turns asking and
Some people take a year off between high school and answering questions.
college, or from work. Young people often do volunteer • As students speak, monitor carefully and make sure
work at home or abroad, such as in developing countries. they are getting the form right and attempting good
There are a lot of agencies online that offer jobs. sentence stress.
Zambia is a country in southern Africa. Bolivia is in
South America. 7
• Organize the class into new pairs. Ask students to
Real life talking about abilities improvise a conversation using the information on
the website and the phrases to talk about abilities and
and interests interests.
3 45 • With weaker classes, tell them to prepare a conversation
• Play the recording. Students listen and answer the first. When students are ready, ask them to practice the
question. Let students compare their answers in pairs conversation in pairs. Monitor carefully and note down
before checking as a class. any errors. Provide an error feedback at the end.
ANSWER
Helping the lions
SAMPLE COPY, NOT FOR DISTRIBUTION 4d Take a year off! 52a

3b
4e You have an email • Ask students to look at the emails and find what the
pronouns refer to. Let students compare their answers
Lesson at a glance
• writing: short emails
ANSWERS
• writing skill: reference words
2 her = the receptionist
3 it = the party; him = Omar
Writing short emails
4 there = the new restaurant
1
5 one = the copy machine
• You could choose to discuss the questions as a class, in
6 them = some customers in Peru; it = the email reply
pairs, or in small groups. Elicit ideas in feedback.
• Optional step If your students are permitted cell
4
phones in the classroom, ask them to take their cell
phones out. Using the app icons on the phone, check • Start by doing the first sentence with the class as an
words like phone, email, and text. Find out what apps example.
students use to contact people. • Ask students to work on the remaining sentences.
Let them compare their answers in pairs before
EXAMPLE ANSWERS checking as a class.
People often use emails to contact other people at work, 5
but use texts and online chat with friends and family;
• Start by brainstorming with the class a few ideas about
using the phone to call people is more likely with older
people than younger people.
what they could write. Then ask students to write their
emails. Monitor and help with ideas and vocabulary,
and make sure students use at least one reference word.
2
• Ask students to read the emails and decide which are 6
about work and which are about free time. Let students • Organize the class into pairs. Students exchange emails
compare their answers in pairs before checking as a and write a reply.
class.
Extra activity 1
ANSWERS Write the following words on the board: it, her, one,
Work: 2, 5, and 6 there. Challenge fast finishers (or the whole class in pairs)
Free time: 1, 3, and 4 to write one email containing all four reference words.
Extra activity Extra activity 2

Ask: Who wrote the emails? Who did they write them Copy the email below on small pieces of paper and hand
to? Which words told you the email was about work? them out at the end of the lesson. Alternatively, you could
(receptionist, busy, copy machines, customers). Which write the email on the board for students to copy, or, if
words told you the email was about free time? (movie, you have your students’ email addresses, you could email
party, eat out). it to them.
Ask students to write a reply to the email as homework.
Hi
Writing skill reference words
There’s a party on Friday. It’s at 8 at Paula’s house. Bring
3a her a present. See you there.
• Ask students to read email 1 again and find what “it”
refers to. Let students compare their answer in pairs
ANSWER
The new Spielberg movie
Please refer to page 164 for Grammar Notes on reference

words.

4e You have an email
Writing short emails 3 Writing skill reference words
1 How do you communicate with people in other a Work in pairs. Look at email 1 in Exercise 2. The
places (e.g., by phone, by email, by text message, writer uses it so he doesn’t repeat information.
by online chat)? Do you communicate differently What does it refer to?
at work and in your free time? Why?
b Work in pairs. Look at these words from emails
2 Work in pairs. Read these short emails. Which are 2–6. What do they refer to?
about work and which are about free-time activities? 2 her 3 it, him 4 there
5 one 6 them, it
1 Hi! 4 These sentences repeat the same information.
Are you interested in seeing the new Spielberg Change the bold words to the words in the box.
movie? It starts at 8.
here him it it
one them there there
2 Dear Sandy,
The receptionist is very busy today. Do you 1 I like Joe’s café. Can we meet
at Joe’s café? there
have any free time? Can you help her?
2 I have your letter. Can you come and get the
Regards, it
letter?
Molly
3 Do you like Mexican food? The café downstairs
has Mexican food at lunchtime. it
3 4 I’m in my office, so meet me
Ray, here
in my office.
The party is at 8 p.m. on Friday. Omar thinks it’s 5 Olav can’t finish his work. Can you help
on Saturday. Can you tell him? Olav? him
6 Matt and Suki are late. Please call Matt and
Suki. them
4 Hi, I’m at work until six, so do you want to 7 I like the new nightclub. Can we go to the new
eat out this evening? The new restaurant on nightclub? there
Brooke Street has sushi. We can go there. 8 I need a new computer. This computer is
very old. one
5 Are you good at fixing copy machines? The one 5 Write two short emails to a friend or someone you
in my office doesn’t work. Please help! work with. Use reference words.
Message 1: Ask for help with something at work.
6 Hello Carlos, Message 2: Invite your partner somewhere (e.g.,
a restaurant, the movies).
I got an email from some customers in Peru.
I wrote a reply to them using an online 6 Work in pairs. Exchange emails with your partner.
translator. You can speak Spanish; could you Does your partner use reference words? Write a
please check it for me? reply to each message.

4f Urban biking
Danny MacAskill is a professional

bike rider.
54
Videoscript 4.1
4f Urban biking
Narrator This is Danny MacAskill. He comes from
Edinburgh in Scotland. Here he is riding his bicycle. But
Before you watch he is not riding his bicycle on the streets, he is riding on
1 walls, stairs—anywhere! He can jump from one wall to
• Ask pairs to look at the photo, read the caption, and another wall.
answer the questions. Elicit answers from the class. Danny was a mechanic, but now he is a professional stunt
rider. People come to watch Danny riding his bicycle. He’s
ANSWERS really impressive!
Students’ own answers Can you jump from the wall to the mailbox? No! But
Danny can—even on his bicycle. Danny says that he sees
the streets of Edinburgh differently now. He looks for
2 more difficult places to ride his bicycle.
• Ask students to write three adjectives to describe this
Danny wants to ride over this bridge. Not on the road, but
activity and share their answers with a partner.
on the bridge itself. It is a challenge. A difficult challenge.
He tries many times and at last he climbs on to the bridge.
EXAMPLE ANSWERS
Now he is riding up the bridge. But Danny has a problem.
exciting; dangerous; fun; skillful; impressive; difficult Riding up the bridge is easy, but it is difficult to ride down
the other side.
Key vocabulary Slowly. Slowly. And at last he is safe on the other side of
3 the bridge.
• Ask students to read the sentences (1–5) and match the Danny conquered his challenge. But now he is looking for
words with the definitions. a more difficult challenge.
• Highlight the pronunciation of these key words as
the video. Say the words and ask students to repeat.
SAMPLE COPY, NOT FOR DISTRIBUTION 4f Urban biking 54a

While you watch 6b
4 4.1 • Ask students to complete a summary of the video using
• Have students read the statements. the words in the box. Check answers as a class.
• Ask students to watch the video and circle true (T) or 7
false (F) for each statement. Let students compare their • Ask students to work in pairs to discuss the questions.
answers in pairs before checking with the class. In feedback, get a few volunteers to share their
responses.
5 4.1
• Allow students to look at the list before playing the ANSWERS
video. Check that students know the meaning of each
item.
• Play the video again and ask students to check (✓) the
things Danny can do with his bike. Check answers as
a class.
After you watch

Vocabulary in context
6a 4.2
clips from the video containing some new words and
words.
• Play the clips. When each multiple-choice question
Videoscript 4.2
1 “Danny says that he sees the streets of Edinburgh

differently now.”
What does it mean to see something differently?
a to think about something in a new way
b to be creative at doing something
2 “He looks for more difficult places to ride his bicycle.”
What does look for mean?
a turn around
b search or find
3 “He tries many times and at last he climbs on to
the bridge.”
What does at last mean?
a successfully
b finally
4 “Slowly. Slowly. And at last he is safe on the other side
of the bridge. Danny conquered his challenge.”
What does conquer mean?
a to overcome
b to improve

Before you watch 5 4.1 Watch the video again. What can Danny
do with his bike? Check (✓) the things that you
1 Work in pairs. Look at the photo and read the see.
caption. What do you think he is doing? Have you
✓ jump from one spot to another
seen this activity before?
✓ ride on one wheel
2 Write three adjectives to describe this activity. ride hands-free
Share your adjectives with a partner.
✓ ride on walls
✓ cycle backward
✓ do a backflip
3 Key vocabulary
✓ climb a bridge
Read the sentences (1–5). The words in bold are jump from one bicycle to another
used in the video. Match the words with the
definitions.
After you watch
1 There’s a problem with my car. I need to get a
mechanic to look at it. 6 Vocabulary in context
2 She learned singing for seven years before she
became a professional singer. a 4.2 Watch the clips from the video. Choose
3 The action movie was exciting because the the correct meaning of the words and phrases.
actor did many dangerous stunts.
b Complete a summary of the video using the words
4 His cooking skills are impressive. Everything
in the box.
he makes is delicious!
5 Ice-skating is a challenge for me because I’m at last look
not good at balancing. conquer see / differently
a amazing 4
Danny MacAskill is a bike rider from Scotland. He rides
b a difficult task 5
on the streets of Edinburgh. He says that it makes him
c unusual or risky acts 3 see
1
the city streets differently now.
d a person who fixes machines 1 look
Danny also says that he wants to 2 for
e doing a particular activity as a job 2
new challenges. In the video, Danny tries to climb a
bridge with his bike. It was difficult at the beginning,
While you watch but 3 at last , after many tries, he climbed onto
the bridge. Danny managed to 4 conquer his
4 4.1 Watch the video. Are these statements challenge.
true (T) or false (F)?
7 Work in pairs and answer these questions.
1 Danny MacAskill is a stunt rider. T F
1 Do you know any other extreme sports?
2 Danny had a different job in the T F
past. 2 What can people do in those sports?
3 The man watching says Danny’s T F
performance is dangerous.
4 Danny is always looking for T F
difficult places to ride his bike.
5 The easy part of riding across T F
the bridge is going down.
6 Danny tries many times, but he T F
can’t ride down the bridge.

Grammar 5 ❯❯ MB Work in pairs. Play Collocation Tennis.
Take turns saying one of these verbs. Your partner
1 Complete the sentences with the -ing form of matches it with a noun, and wins one point for a
these verbs. correct collocation. Try to win five points.
go listen play swim watch do go have make meet

play read speak use watch
1 I love swimming . It’s great exercise!
2 He likes playing video games. 6 Complete the sentences with these words.
3 She doesn’t like going to the gym.
4 They love listening to jazz music. ball mountain snow teams
5 We don’t like watching baseball on TV.
1 You play baseball and tennis with a ball .
2 Write sentences about these people and their 2 You ski on snow .
free-time activities.
3 In soccer, two teams play each other.
1 Shelly / watch TV (never) 4 You can go climbing on a mountain .
Shelly never watches TV.
I CAN
2 Chris / watch TV (often)
3 Annette / go to the movies (once a month) use verb + noun collocations
4 Shelly / play video games (sometimes) talk about free-time activities and sports
5 Chris / play video games (every day)
6 Chris / go to the movies (sometimes) 7 ❯❯ MB What do these people like doing in their
7 Annette / play video games (rarely) free time? Check your answers on page 46.
3 Match the questions with the answers. Write
a–e in the blanks.
1 Can you speak Italian? c
2 Can you swim fast? b
3 I can play the guitar. Can you? e
4 I can’t sing very well. Can you? a
5 How well can you play soccer? d
a No, I can’t, but my friend can sing
very well.
b No, but I can run fast. Real life
c Yes, I can speak a little, but not very well.
d Not very well. 8 Circle the correct options to complete the
e No, but I can play the piano. conversation.
I CAN A: I’d like a job for the summer.
talk about likes and dislikes
B: OK. Are you good 1 in / at English? I have a job
for an English teacher.
use adverbs and expressions of frequency
A: I can speak English 2 good / well, but I don’t like
use can/can’t for talking about ability teaching. Is there anything else?
B: What about tennis? How well can you 3 do / play?
A: Not 4 very well / a little.
Vocabulary B: 5 Can / Do you like animals?
4 Which words cannot follow the verbs in bold? A: Yes, I love them!
Cross out the incorrect word in each group.
9 ❯❯ MB Complete these questions. Then work in
1 play tennis golf running pairs. Take turns asking and answering them.
2 do yoga camping exercises
Do you like …? How often do you …?
3 go fishing cycling soccer
Are you good at …? How well can you …?
4 watch the guitar videos a movie
5 listen to the gym the radio music I CAN
6 meet friends family sports ask and talk about abilities and interests
56
booster 4
• Do the first one with the class as an example. Then ask
students to cross out the incorrect word in each group.
Memory Booster activities Let them compare answers in pairs before checking as
Exercises 5, 7, and 9 are Memory Booster activities. For a class.
more information about these activities and how they • Optional step Elicit the correct verb for each of the
words students crossed out (go running, go camping, play
soccer, play the guitar, go to the gym, do/play sports).
I can … check boxes 5 ❯❯ MB
As an alternative to students simply checking the I can … • This is a pairwork activity that gets students to recall
boxes, you could ask them to give themselves a score from collocations from the unit. Model the activity with a
1 to 4 (1 = not very confident; 4 = very confident) for each
volunteer before getting students to work in pairs to
test each other.
Workbook and Grammar Summary exercises. • Students take turns saying one of the verbs and their
partner matches it with a noun, winning one point for
a correct collocation. The winner is the first one to five
Grammar points. They can then play another game or change
1 partners.
• Ask students to complete the sentences with the -ing
form of the verbs. Let them compare answers in pairs
6
before checking as a class. • Ask students to complete the sentences with the words.
2 a class.
• Look at the example with the students. Point out how
the form of the main verb has changed. 7 ❯❯ MB
• Ask students to answer the question individually. They
• Refer students to the grammar boxes on page 49 to
have to recall or refer to the information on page 46.
remind them where the adverbs and expressions of
Then let them share their answers with a partner or
frequency go in the sentence.
check answers as a class.
• Have students write the remaining sentences
using the prompts. Let them compare answers in
ANSWERS
Mulgray twins: gardening, walking
Kitt twins: taekwondo, swimming
ANSWERS
Phelps twins: playing golf, playing video games
1 Shelly never watches TV.
2 Chris often watches TV.
3 Annette goes to the movies once a month. Real life
4 Shelly sometimes plays video games. 8
5 Chris plays video games every day. • Ask students to circle the correct options to complete
6 Chris sometimes goes to the movies. the sentences.
7 Annette rarely plays video games. • Optional step Ask students to practice the conversation
in pairs.
3 9 ❯❯ MB
• Ask students to match the questions with the answers. • This is a pairwork activity that allows students to
Let them compare answers in pairs before checking as practice functional language from the unit. Students
a class. work in pairs to complete the questions and practice a
• Optional step Ask students to ask and answer the conversation. Encourage them to use the conversation
questions in pairs. in Exercise 8 as a guide.

Unit 5 Food
Opener 3 47
1 • Ask students to complete the sentences with the words
• Ask students to look at the photo and read the caption. in the box first. Then play the recording so students can
Ask pairs to describe the photo and answer the check their answers.
questions. Elicit a few ideas from the class in feedback. • Go over the meaning of any verb that students are not
• Use the visual on the page to elicit and teach these key familiar with.
words: street food, tortillas, hot sauce, breakfast, lunch, 4
dinner, taste new food.
• Describe your favorite dish in a live listening. Then
give students some time to prepare a description of
ANSWERS their favorite dish. Monitor and help with ideas and
1 tortillas (a kind of flatbread) vocabulary.
2 Students’ own ideas • Organize the class into pairs to describe their favorite
dishes to each other.
2 47 • To bring variety to the activities, students could do this
• Ask students to read the questions first and predict in groups of four, or students could mingle.
some possible answers a travel writer might give.
• Play the recording. Students listen and note answers to Extra activity
the questions. Play the recording again if necessary. Ask students to talk about their favorite café or
• Let students share their answers in pairs before restaurant. Ask them to discuss the following questions:
checking as a class. How do they cook and serve the food? What sauces do
they use? What’s a popular dish? How does the food taste?
ANSWERS Please refer to page 186 for Teacher Development notes on

1 She travels to different countries, meets new people, live listenings.
and visits new places.
2 She goes to the local restaurants and cafés.
3 It has good food, especially street food.
4 Mexican tortillas
Oaxaca (pronounced /wəˈhɑːkə/ by English speakers) is
the capital and largest city of the Mexican state of the
same name. It’s a beautiful old city and famed as Mexico’s
culinary capital.
57a
Unit 5 Food
Street food in Oaxaca, Mexico
F E AT U R E S 1 Work in pairs. Look at the photo and read the caption. Answer
these questions.
58 Famous for food 1 What kind of food do you think the woman cooks?
Famous dishes from 2 What kind of street food can you buy in your country?
around the world
2 47 Work in pairs. Listen to a travel writer talking about the
60 Top five food food in the photo. Answer the questions.
markets 1 Why does she say she has a great job?
2 Where does she always go when she arrives in a new city?
Why food markets are 3 Why is Oaxaca one of her favorite places?
much more than your local 4 What street food does she think is the best?
supermarket
3 47 Complete the sentences with these food verbs. Then
62 An eater’s guide to listen again and check.
food labels
cook eat make serve smell taste
Do the words on your food
labels mean anything? 1 All the street cooks make the food by hand.
2 Then they cook it on a real fire.
66 The world food quiz 3 So when you walk up the street, you can smell the
A video quiz about food from the different stalls.
different types of food 4 The cooks serve the tortillas with a local hot sauce.
around the world 5 They taste delicious.
6 I can eat them at any time of day—for breakfast,
lunch, or dinner!
4 Work in pairs. Tell your partner about your favorite dish.

5a Famous for food
Vocabulary food 3 Pronunciation /tʃ/ or /dʒ/
1 Match the words with the pictures (1–16). 48 Listen to these words. Do you
hear /tʃ/ or /dʒ/ ? Listen again and
cheese 15 chicken 5 fries 3 eggs 13 repeat.
fish 6 juice 7 lemons 14 nuts 12
1 chicken /tʃ/ /dʒ/
onions 9 oranges 10 pasta 4 pepper 16
2 juice /tʃ/ /dʒ/
potatoes 2 shrimp 8 rice 1 salt 11
3 cheese /tʃ/ /dʒ/
4 orange /tʃ/ /dʒ/
1 2 3 4
Listening and speaking
famous for food
4 Work in pairs. Match the dishes (1–6)
with the countries (a–f). Then check
your answers on page 155.
5 6 7 8 1 pizza a Italy
2 ceviche b Indonesia
3 satay c Peru
4 kabsa d Poland
5 pierogi e India
6 curry f Saudi Arabia
5 49 Listen to three people describing

9 10 11 12 a dish from their country. Match the
speakers (1–3) with the photos (a–c) on
page 59.
Speaker 1 b
Speaker 2 c
Speaker 3 a
13 14 15 16
6 49 Listen again. Match the three
dishes (a–c) with the sentences (1–7).
More than one answer is possible.
1 It’s popular in more than one
country. a, b, c
2 There’s meat in it. a, b, c
3 You make it with fish. b, c
2 Work in pairs. Complete these sentences so they are true for 4 You cook it. a, b
you. Use the food words from Exercise 1 or other food words 5 You serve it with rice. b
you know. Compare your sentences with your partner. 6 You serve it with salad. c
7 You eat it hot. a, b
1 I really like , but I don’t like .
2 I often eat , but I rarely eat . 7 Think of a popular dish in your
3 I sometimes cook , but I never cook country and answer these questions.
. Then tell your partner about the dish.
4 I know what taste(s) like, but I don’t know
1 What is the name of the dish?
what taste(s) like.
2 What do you make it with?
3 What can you add to it?
4 Do you eat it hot or cold?
5 Do you serve it with another dish?
58
Pronunciation note
5a Famous for food
Both these sounds are pronounced in the same way. They
are made by pressing the end of your tongue against
Lesson at a glance the spot where your palate meets your alveolar ridge,
then releasing your tongue as the air flows through. The
• vocabulary: food
difference between the sounds is that /tʃ/ is unvoiced, but
• pronunciation: /tʃ/ or /dʒ/ /dʒ/ is a voiced sound.
• listening and speaking: famous for food
• grammar: countable and uncountable nouns with a/an,
some, and any Listening and speaking famous for food
• speaking: a special meal 4
• Ask pairs to match the dishes with the countries. Tell
Vocabulary food them to check their answers on page 155.
1
Pronunciation note
• Organize the class into pairs and tell them to cover the
words. Have each student tell their partner the names Point out the pronunciation of ceviche (/səˈviˌtʃeɪ/) and
of as many types of food as they can. pierogi (/pɪəˈrəʊɡi/).
• Ask students to match the words with the photos. Let

students compare their answers in pairs before checking Background information
as a class.
Note that some of these dishes are popular in other
• Model and drill the words, and point out the stress. countries than those mentioned.
Satay, which originated in Java in Indonesia, is also
Vocabulary note popular in Malaysia, Singapore, Brunei, and Thailand.
Shrimp are also called prawns. Britons and Australians Kabsa, which originated in Saudi Arabia, is popular in
tend to use the word prawns, while Americans tend to say most Arab states of the Persian Gulf.
shrimp. Pierogi is commonly eaten in Baltic and Slavic countries
Note that the uncountable word pepper is used to describe including Russia.
ground black peppercorns, whereas the countable word
peppers is used for red, green, and yellow chili peppers.
5 49
Please refer to page 186 for Teacher Development notes • Ask students to look at the dishes on page 59. Ask:
on flashcards. What type of food are they? What’s in each dish? Elicit
ideas.
2 • Play the recording. Students listen and match the
• Ask students to complete the sentences, then compare speakers with the photos. Let students compare their
their sentences in pairs. answers in pairs before checking as a class.
• Get volunteers to share what they have in common with 6 49
their partner. • Play the recording again. Students listen and match
• Point out that students should use taste or tastes in the dishes with the sentences. Let students compare
item 4 depending on whether a plural or singular noun their answers in pairs before checking as a class.
is used in the blank. • Optional step To provide some support here, ask
students to read the sentences, then play the description
Pronunciation /tʃ/ or /dʒ/ of the first dish. Let students match that dish to each
3 48 sentence before moving on and playing the second,
then the third description.
• Model the sounds for the class.
• Play the recording. Students listen and note which 7
sound they hear. Let them compare their answers in • In a class of mixed nationalities, encourage students to
pairs before checking as a class. tell the class about popular or national dishes in their
• Play the recording again. Students listen and repeat. countries. Give students some preparation time before
putting them in small groups to speak.
SAMPLE COPY, NOT FOR DISTRIBUTION 5a Famous for food 58a

Grammar countable and uncountable Speaking my
nouns with a/an, some, and any
12
8 • Introduce the activity by describing a meal that you
• Read the sentences in the grammar box with the class. know, and saying what ingredients you need.
• Ask students to look at the bold words in the sentences • Organize the class into small groups of three or four
and discuss the questions as a class. students. Tell them to think of a special meal and make
a list of ingredients. Ask students to talk about what
ANSWERS they need using a/an, some, and any. Monitor and help
You can count onions, carrots, and tomatoes. with ideas.
You can’t count meat or bread.
13
Please refer to page 166 for Grammar Notes on countable • Ask students to tell the class about their meals.
and uncountable nouns. • As students speak, note any errors with a/an, some, or
any. Do an error feedback at the end.
information and practice. Extra activity
9 Play “make a pizza.” Tell students to think of three pizza
• Ask students to circle the correct options to complete ingredients that they like (apart from cheese and tomato
sauce). Monitor and help with ideas and vocabulary.
the rules. Let students compare their answers in pairs
before checking as a class. Then organize the class into groups of five students.
Tell the groups that they have to agree on a pizza with
10 50 a maximum of five ingredients (including cheese and
tomatoes). Tell them that they all have to share and eat
• Do the first item as an example. Ask students to circle
the pizza.
the correct options for the remaining items. Let students
compare their answers in pairs. After students have discussed and agreed on their pizzas,
ask them to present their pizzas to the class. Find out
• Play the recording. Students listen and check their whose pizza is great, and whose pizza is terrible!
answers.
11
• Organize the class into pairs. Tell students to decide
who will be A and B, then tell them to look at the
information on page 154 or page 156 of the Student
Book. Monitor and help with vocabulary and forming
questions for their missing ingredients.
• When students are ready, have them take turns asking
and answering their questions. The idea is that if their
partner has a spare ingredient, they exchange it.
• In feedback, ask: What ingredients do you have from your
partner? What ingredients do you need now?
ANSWERS
Student A needs mushrooms. Student B needs mushrooms
and butter.
59a Unit 5 Food SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar countable and uncountable 10 50 Choose the correct options
to complete the conversation
nouns with a/an, some, and any about curry. Then listen and
check.
COUNTABLE and UNCOUNTABLE NOUNS WITH A/AN, SOME, and ANY
Cook the chicken with an onion.
A: I’d like to make chicken curry
You need some meat and some onions and tomatoes. this evening. What do you
I don’t use any carrots. think?
Do you have any bread? B: Sounds good.
A: OK, well, we need 1 any / some
chicken. Can you buy
2
a / some kilo when you go to
8 Work in pairs. Look at the grammar box. Look at the nouns in the supermarket?
bold. Which nouns in bold can you count? Which nouns can’t you B: Sure.
count? A: And we need 3 a / some
tomatoes.
9 Look at the grammar box again. Circle the correct option (a–b) to B: Right. And we don’t have
complete these rules. 4
any / some onions. I’ll get
1 We use a/an before: some. Is there 5 any / some rice?
a countable nouns b uncountable nouns A: Yeah, I think there’s 6 any / some
2 We use some and any with: rice in the cabinet.
a singular nouns b plural nouns and uncountable nouns B: OK. And I’ll buy 7 a / some
3 We normally use any in: cooking oil. So, we need 8 any /
a affirmative sentences some chicken, tomatoes, onions,
b negative sentences and questions and oil. Anything else?
a 11 Work in pairs. You and your
partner have two recipes you
want to make. You both have
some ingredients. Find out what
your partner has and what you
need from the supermarket.
Student A: Turn to page 154.
Speaking my
b 12 Work in groups. Plan a special

meal for six people. Choose three
different dishes. Then make a list
of the ingredients you need to
make them.
A: We need some …
B: And we also need a …
A: Do we need any …?
13 Tell the class about your meal and

the ingredients you need.
Our three dishes are … We need …
c
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 5 Food 59

5b Top five food markets
Reading Grammar a lot of and
1 Where do you like shopping for food? Check (✓) the much/many
option(s).
A LOT OF and MUCH/MANY
at a supermarket
There’s a lot of different food.
at a market There are a lot of / many shops here.
from lots of different stores There aren’t many markets.
I don’t like shopping! There isn’t much food.
Do you eat a lot of / many apples?
2 Work in pairs. Read the article about markets No, not a lot / not many.
around the world. Answer the questions. Do you eat a lot of / much cheese?
1 How old is St. Lawrence market? No, not a lot / not much.
2 What food can you buy at St. Lawrence market? For more information and practice, see page 166.
3 What is hot at Castries Market?
4 What is upstairs at Kreta Ayer Wet Market?
5 What can you hear at La Vucciria? 4 Look at the grammar box. Complete the rules for
6 What days is Haymarket open? a lot of, much, and many.
1 We use a lot of with both countable and
3 Discuss these questions as a class.
uncountable nouns.
1 Do you have a food market in your town or city? 2 We use many only with countable
What days is it open? nouns.
2 Can you buy fresh food and local dishes there? 3 We use much only with uncountable
What kind? nouns.
3 What other street markets are in your town or
city? What do they sell?
51
Top 5 | Food markets

Food markets are great places to find interesting local food.
Here are our top five markets from around the world.
1 St. Lawrence, Toronto, Canada 4 La Vucciria, Palermo, Italy

St. Lawrence food market, in Toronto, is There aren’t many markets
200 years old. There are a lot of shops in the world with live music.
with every kind of meat and seafood. But in Palermo, musicians
play and sing as shoppers buy
2 Castries Market, St. Lucia sausages and fresh pasta.
Naturally, the island of St. Lucia in the
Caribbean has a market famous for fish
5 Haymarket, Boston, US
and fruit. Try the local sauce—it’s very hot This market is almost 200 years
and spicy! old and famous with food lovers.
It’s open during daylight hours
3 Kreta Ayer Wet Market, Singapore every Friday and Saturday, but it’s
There’s a lot of different food here and good to go early. There isn’t much
there are many great food stalls upstairs. food for sale late in the day!
St. Lawrence food market
Go at around 6 a.m. and have some tasty
noodles for breakfast.
60
3
5b Top five food markets • Discuss the questions as a class or in small groups.
Lesson at a glance ANSWERS

• reading: food markets Students’ own ideas
• grammar: a lot of and much/many
• listening and vocabulary: quantities and containers
• grammar: how many / how much Extra activity
• speaking: at a market This text is based on a National Geographic article about
ten top food markets, including markets in France,
Finland, and the US. Get students to check out the website
Reading and find the names and locations of these markets, and
1 what they sell. Search keywords: National Geographic top
10 food markets
• Ask students to check (✓) the option(s) that are true for
them. Then discuss the question as a class.
• Ask: students some follow-up questions, e.g. What do Grammar a lot of and much/many
you usually buy in a supermarket? What do you buy in a 4
market? How often do you go shopping? • Read the sentences in the grammar box with the class.
• Ask students to complete the rules. Let them compare
ANSWER
their answers in pairs before checking as a class.
Please refer to page 166 for Grammar Notes on a lot of and
much/many.
2 51
• Ask students to look at the photo and the title. Ask: Refer students to page 166 of the Student Book for further
What place is this? What is the article about? Elicit ideas. information and practice.
• Ask students to read the article and answer the
questions. They can listen and read along to the
recording if required. Let them compare their answers
ANSWERS
1 200 years old 2 meat and seafood 3 the local sauce
4 many great food stalls 5 live music / musicians
6 every Friday and Saturday
National Geographic named St. Lawrence Market the
world’s best food market in April 2012. It’s contained in
two large buildings, and has restaurants, delis, farmers’
markets, antique markets, as well as areas for different
types of food.
Castries Market dates from 1894 and is the largest market
on the Caribbean island of St. Lucia.
Kreta Ayer Wet Market is a market that sells fresh meat,
fish, and seafood. It is called a wet market because the
floor is washed regularly.
La Vucciria in Palermo on the island of Sicily is over 700
years old.
Haymarket in Boston is an open-air market and has
been around since 1820. The market vendors sell fruit,
vegetables, and seafood at very low prices because the
wholesale market needs to make room for new shipments
arriving over the weekend.

5b Top five food markets 60a
5 Grammar how many / how much
• Go over the example with the class. 10
• Ask students to underline the part of each sentence that • Look at the grammar box and have students identify
can be replaced and write the replacement word at the the nouns. Then discuss the questions as a class.
end. Let them compare their answers in pairs before
checking as a class. ANSWERS
6 How many asks about countable nouns.
• Provide students with a few examples to get them How much asks about uncountable nouns.
started. Ask students to prepare their own sentences,
then share them with a partner. Extra activity
Extra activity Write a set of different foods on the board, e.g., apples,
rice, cheese, meat, vegetables. Point to different foods
Play a “chain game.” Say: I don’t eat many apples. The and say: I’d like some rice, please. The class responds: How
next student adds a countable food, e.g., I don’t eat many much do you want? After three or four examples, get
apples or carrots. The next student has to remember what individual students to ask the question. Correct any errors.
has been said and add their own type of food, e.g., I don’t
This type of prompt drill is a good way of giving very
eat many apples, carrots, or potatoes. Continue for as
controlled practice and checking that students have
long as possible. Students are out if they can’t think of a
understood the rules.
word or use a singular or uncountable noun. Play the same
game with I don’t eat much … .
Listening and vocabulary quantities
11
and containers
• Elicit the first answer from the class as an example.
7 52
• Ask students to complete the remaining questions with
• Refresh students’ memory of the markets in the reading much or many. Let students compare answers in pairs
passage. Ask: Which market is in Boston? Which market before checking as a class.
has food stalls upstairs?, etc.
• Play the recording. Students listen and note which Speaking my
market the shopper is in (the clue is in the products
12
sold). Check answers as a class.
• Start the activity by modeling the first conversation
with a student.
ANSWER
• Organize the class into pairs and have students take
Castries Market, St. Lucia
turns asking for these things. Monitor and prompt,
noting any errors for correction at the end.
8 52 • With weaker classes, you could get students to prepare
• Play the recording again. Students listen and note and write conversations first.
answers. Let students compare answers in pairs before
checking as a class. 13
• Personalize the activity by getting students to prepare
9 and act out a conversation for buying foods they like to
• Ask students to look at the pictures first. Elicit the eat at a market.
names of any containers (e.g., box, bottle) that they
already know. Then ask students to complete the Extra activity
descriptions with the words in the box. Let students
Ask students to work in pairs to write a shopping list
containing all the food they typically buy when they go
class.
grocery shopping. Tell them to include quantities and
• Drill these phrases for pronunciation, pointing out the containers on their list.
weak sounds in each phrase (a and of). Once students have completed their lists, find out which
pair has the longest list. Ask that pair to read out the food
Extra activity items on their list without mentioning the quantities or
Ask students to think of other types of food that you containers, e.g., rice. The rest of the class has to then ask a
can find in each container, e.g., a bag of fruit, tomatoes, How much / How many question, e.g., How much rice do
potatoes, or a can of beans, peas, salmon. you need? The pair then answers, e.g., We need one kilo. /
We need a large packet of rice.

5 Underline a part of each sentence that can be 9 Look at the pictures and complete the descriptions
replaced with much or many, and write the (1–8) with these words.
replacement word.
bag bottle glass kilo
1 I don’t eat a lot of fast food. much box piece slice can
many
2 There aren’t a lot of local markets in my region.
3 Do you buy a lot of snacks for the kids? many 1 2 3 4
4 There isn’t a lot of milk in the fridge. much
5 She doesn’t put a lot of salt on her food. much
6 Do you eat a lot of strawberries in the summer?
many
6 Work in pairs. Complete these sentences in your 5 6 7 8
own words and tell your partner.
I eat a lot of … I don’t eat much …
I don’t eat many …
Listening and vocabulary

1 a bottle of sauce 5 a box of pasta
quantities and containers 2 a piece of chocolate 6 a can of tuna
7 52 Work in pairs. Listen to a shopper at one of 3 a slice of pizza 7 a kilo of meat
the markets from the article. Which market is it? 4 a glass of water 8 a bag of rice
8 52 Listen again. Answer the questions.

Grammar how many / how much
1 How many bananas does he buy? 6
2 How many kilos of rice does he buy? 1 HOW MANY / HOW MUCH
3 How many bottles of sauce does he buy? 2 A: How many bananas do you want? B: Six, please.
A: How much rice do you want? B: A kilo.
10 Look at the grammar box. Which question

asks about countable nouns? Which asks about
uncountable nouns?
11 Complete these questions with much or many.

1 A: How many apples would you like?
B: Six, please.
2 A: How much sugar do you want?
B: Two kilos.
3 A: How many boxes of pasta do you want?
B: Just one.
4 A: How much cheese would you like?
B: Half a kilo, please.
Speaking my
12 Work in pairs. Practice conversations at a food

market. Take turns asking for these things.
• five apples and some cheese
• some bread and a bottle of sauce
• four cans of tuna and six slices of cake
13 Have a new conversation at a food market. Ask for

the foods you like to eat.

5c An eater’s guide to food labels
Reading 5 When do you say these phrases with mean? Match
the sentences (1–4) with the uses (a–d).
1 Work in groups. What food do you eat every
1 Do you know what I mean? a
week? List seven things. Then number the things
2 I see what you mean. d
on your list in order from 1 to 7. Tell the rest of the
3 Your pizza is delicious. I mean it! b
group what you eat.
4 We went out for dinner last Friday—I mean last
1 = very good for you Saturday. c
7 = not very good for you
a to check the other person understands you
I eat salad about three times a week because it’s very b to say you are serious
good for you. Once a week, I eat a burger and fries, but c to correct something you said
fries aren’t very good for you. d to say you understand
2 Work in pairs. Look at the photos of food labels on 6 Work in pairs. Answer these questions.
page 63. Answer the questions.
1 What does the word vegetarian mean?
1 What information is on the labels on cans and 2 What do the three colors on traffic lights mean
boxes of food? to car drivers?
2 Do you ever read labels? Why or why not? 3 How often do you say things you don’t really
mean? Why?
3 Read the blog post about food labels and circle the
correct options (a–b).
Critical thinking ways of giving
1 Food with the words superfood or natural on the
label . advice
a is always good for you
b often costs more money than other food
7 The writer’s main aim in the blog is to give the
reader advice. Match the sentences with the ways
2 The best before date means you should eat the
of giving advice (a–c). Underline the key words.
food .
a before the date a gives strong advice
b after the date b makes a suggestion
3 In low-fat foods, there is often a lot of . c says something isn’t necessary
a sugar
1 You could look at the price first, or you could
b good fat
read the label. b
4 “Traffic lights” on food labels .
2 Check the rest of the label. a
a use two colors
3 Make sure you look carefully at the list of
b help you choose healthy food
ingredients before you buy. a
4 You can still eat it afterwards. b
Word focus mean 5 You don’t need to throw the food away. c
6 Remember that some types of fat are important
4 The writer uses the word mean in the blog post. for health. a
Match the sentences (1–2) with the uses of the 7 When the label has the number of calories in
word mean (a–b). one portion, be careful. a
1 Red means the food is unhealthy. b
2 The word healthy means the food is good Writing and speaking my
for you. a
a to explain a word
8 Work in pairs. Write three more pieces of advice
about healthy eating. Use the words and phrases
b to say what something shows or tells you
from Exercise 7. Then read your advice to another
pair.
Make sure you eat lots of vegetables.
62
5
5c An eater’s guide to food • Ask students to match the sentences with the uses of
labels the word mean. Let them compare their answers in pairs
Lesson at a glance 6
• reading: information about food • Ask students to discuss the questions in pairs.
• word focus: mean • Get a few volunteers to share their responses with the
• critical thinking: ways of giving advice class.
• writing and speaking: advice about healthy eating
ANSWERS
Reading 1 someone who doesn’t eat meat or fish
1 2 green = go, orange = slow down / stop, red = stop
• Write Healthy food and Unhealthy food on the board and 3 Students’ own answers
brainstorm foods under these headings. Students can
use this resource when thinking about their lists.
• Get students into groups. Ask them to prepare a list of
food they eat, ranked from 1 to 7, before sharing and
comparing it with their group members.
• In feedback, find out who the healthiest eater in each
group is.
ANSWERS
2
• Ask pairs to refer to the pictures of the food labels and
discuss the questions.
• In feedback, elicit students’ responses, but there is no
need to explain all the information on each label.
EXAMPLE ANSWERS
1 Labels show the name of a product, where it comes
from, what it weighs, what ingredients are in it, how
healthy it is (calories, fat, additives, etc.), its sell-by or
best before date, its bar code.
3 53
• Ask students to read the blog and circle the correct
options. They can listen and read along to the recording
if required. Let students compare their answers in pairs
Word focus mean

4
• Ask students to match the sentences with the uses of
the word mean. Let them compare their answers in pairs
Vocabulary note
We use the verb mean to convey the idea that someone or
something “intends to say” something.

5c An eater’s guide to food labels 62a
8
Critical thinking ways of giving advice
• Organize the class into pairs. Ask students to think of
7 three pieces of advice related to healthy eating. Monitor
• Read the information and instructions with the class. and help with ideas and vocabulary.
Go over the first two items and check that everyone
• When students are ready, have them take turns sharing
understands what to do.
their ideas with another pair.
• Ask students to match the remaining sentences with
• In feedback, ask students what good advice they got
the ways of giving advice (a–c) and underline the key
from their classmates.
words in each sentence.
• Let them compare their answers in pairs before
EXAMPLE ANSWERS
Make sure you eat fruit every day.
Vocabulary note Don’t eat a lot of chocolate.
We use the imperative when giving strong advice— You can eat cookies—but no more than two a day.
effectively, it is an order.
We use You can or You could to make a suggestion—it is Extra activity
saying that the person advised can choose to do one thing
or another. Ask students to write their own food blog post, giving
advice on healthy eating.
You don’t need to is used to say “It is not necessary.”

You’re in your local supermarket. There are
AN EATER’S GUIDE TO hundreds of packages, bags, jars, and cans of food in
FOOD LABELS
front of you. Which ones do you choose? You could
look at the price first, or you could read the label to
5 find out if it’s healthy. But do food labels really tell us
53
everything about the food we eat?
Superfood 25 Low fat

The word superfood is popular nowadays. We often think that fat is bad and that low-fat food is good
It’s usually food with lots of vitamins,1 and it’s often for you, but this isn’t always true. Some low-fat food has a
10 more expensive than other food. But superfood lot of sugar in it, and remember that some types of fat are
doesn’t mean much—anyone can write superfood important for health.
on any type of food, so check the rest of the label.
30 Calories and portion size
Natural When the label has the number of calories2 in one portion,3
Like superfood, natural is another popular word be careful. Your normal portion size is often bigger than the
15 on labels (and it often adds to the cost). It usually one on the label, so you eat more calories.
means that everything in the food is healthy and
from nature, but this is not always true. Make sure
you look carefully at the list of ingredients before
you buy.
20 Best before
The best before date means the food is best before
this date, but you can still eat it afterwards. You
don’t need to throw the food away immediately
after the best before date.
Traffic lights
35 Some countries use “traffic lights” on labels to help
customers with their choices. Red means the food has a lot
of fat, salt, or sugar, and is unhealthy. Orange means it’s
OK, and green means it’s very healthy. More and more
countries plan to use traffic lights, because they’re easy to
40 understand and you don’t need to read every word.
1
vitamins (n) /ˈvaɪtəmɪnz/ natural substances in food which the
body needs (e.g., vitamin C)
2
calorie (n) /ˈkæləri/ a unit of energy
3
portion (n) /ˈpɔːrʃ(ə)n/ the size of your meal

5d At the restaurant
2 What are some common appetizers,
main courses, and desserts in
restaurants in your country? Which do
you normally order? Tell the class.
3 Look at the menu again and choose a

dish or drink from each part. Work in
pairs. Tell your partner.
Real life ordering a meal

4 54 Listen to two people at the
restaurant in Exercise 1. Work in pairs.
Answer the questions.
Vocabulary menus 1 What do they order?
2 Look at the menu again. How
1 Complete the restaurant menu with these headings. much does the meal cost?
Desserts Drinks Main course Appetizers 5 54 Look at these expressions for
ordering a meal. Who says them: one
of the customers (C) or the waiter (W)?
Menu Listen again and check.
1 Appetizers ORDERING A MEAL
Here is the menu. W
Garlic bread $6.95 Can I get you anything to drink first? W
Red pepper and tomato soup $7.50 I’d like a bottle of water, please. C
I don’t want an appetizer. C
Shrimp salad $7.95 I’ll have a seafood pizza. C
I’d also like dessert. C
2 Main course Are you ready to order? W
That was delicious. C
Spaghetti Bolognese $13.95 Can I get you anything else? W
Could we have the check, please? C
Seafood pizza $11.95
Steak and fries $15.50 6 Pronunciation contractions
Mushroom and spinach burger with fries* $11.95
(*suitable for vegetarians)
a 55 Listen and repeat these
contracted forms.
Chicken satay with Thai noodles $12.50
I’d I’d like a coffee.
3 Desserts
I’ll I’ll have a pizza.
b Practice saying the phrases for

Apple pie and ice cream $8.95 ordering a meal with contractions.
Chocolate fudge cake $7.95
7 Work in groups of three. One person
Four cheeses and crackers $7.50 is the waiter and two people are
customers. Practice a conversation at a
4 Drinks restaurant. Use the menu in Exercise 1.
Then change roles.
Fresh smoothies $3.95
(orange, pineapple, strawberry)
Bottled water (sparkling or still) $2.50
Iced tea $2.50
64
5 54
5d At the restaurant • Ask students to read the expressions and decide
whether the waiter or customers say them. Tell them to
write C or W. Let them compare their answers in pairs.
Lesson at a glance
• vocabulary: menus
• real life: ordering a meal
answers.
• pronunciation: contractions Vocabulary note
Note that in restaurants, people use I’d like + noun and I’ll
Vocabulary menus have + noun when ordering food and drink.
1 When asking for permission, we use Can I …? or Can
• Have students look at the photo. Discuss as a class: we …? It’s also possible to use Could (as in Could we have
the check, please?). This is a little more formal and polite.
What type of restaurant is it? What food are they eating?
Why are they taking photos? Do you ever take photos of your When ordering or asking for permission in a polite, formal
food? Why? Elicit ideas. situation, English speakers tend to use “please” a lot.
• Ask students to complete the menu with the headings

in the box. Let students compare answers in pairs Pronunciation contractions
before checking as a class. 6a 55
• In feedback, make sure students understand appetizer • Play the recording. Students listen and repeat the
(the first, small course), main course (the second, big contracted forms.
course), and dessert (the last, sweet course). Check the
pronunciation of dessert /dɪˈzɜːrt/ and course /kɔːrs/. Pronunciation note
2 Note the use of the diphthong /aɪ/ in I’d /aɪd/ and I’ll /aɪl/.
• Ask students to discuss the questions as a class. Elicit
lots of ideas from the students. If they aren’t sure of 6b
names for types of dishes, get them to say what’s in it • Drill the expressions containing contracted forms with
or how it’s cooked. the class.
3 7
• Students may not know all the words here. Ask them • Organize the class into groups of three. Students are
to talk about the dishes with a partner and try to guess to improvise a conversation using the menu and the
what they are before looking up unfamiliar words in phrases for ordering a meal.
the dictionary. Students should remember Bolognese,
• With weaker classes, tell them to prepare and write a
satay, and shrimp from lesson 5a. Difficult words worth
conversation first. When students are ready, ask them to
checking are garlic, spinach, and smoothie.
practice the conversation in pairs. Monitor carefully and
• Organize the class into pairs. Students look at the menu make sure they are able to say I’d and I’ll correctly.
and choose dishes to order.
• After groups have acted out their roleplay, ask them to
• In feedback, ask students the reasons for their choices. change roles and practice another conversation.
Real life ordering a meal Extra activity

4 54 Ask students to work in pairs to create their own menu.
• Give students a moment to look at the questions. They should decide what type of restaurant they have, and
• Play the recording. Students listen and answer the what dishes to write on the menu.
questions. When students are ready, ask them to change partners
with another pair. Students take turns “visiting” each
• Let students compare their answers in pairs before other’s restaurant and ordering food from the menu.
checking as a class. Note that the price of the meal isn’t
stated—students will have to look at the menu and do Please refer to page 186 for Teacher Development notes on
some math. managing a roleplay.
ANSWERS
1 Man: seafood pizza; Woman: mushroom and spinach
burger; Both: sparkling water (one to share)
2 $26.40 (Seafood pizza $11.95, Mushroom and spinach
burger $11.95, and one bottle of sparkling water $2.50)
SAMPLE COPY, NOT FOR DISTRIBUTION 5d At the restaurant 64a

3
5e What do I do next? • Start by checking the meaning of the verbs in the
photos. Use mime as well as the photos to do this.
Lesson at a glance • Organize the class into pairs. Ask students to write
their favorite recipe using some of the verbs in their
• writing: instructions
instructions.
• writing skill: punctuation
• Monitor and help with ideas and vocabulary, and make
sure students are using the imperative form to write
Writing instructions instructions, and also the correct punctuation.
1
• Write cake on the board. Ask students to work in pairs, EXAMPLE ANSWER
and give them one minute to write down as many Cheese and tomato sandwiches are always good to
possible ingredients of a cake as they can. In feedback, eat and easy to make. You need the following: bread,
find out who has the longest list (e.g., flour, butter, eggs, butter, tomatoes, and cheese. First of all, slice the bread,
sugar, milk, chocolate, cream, nuts, fruit, jam). tomatoes, and cheese. Next, spread butter on the bread.
Put some cheese on the bread and two slices of tomato
• Ask students to read the texts and match them with
on the cheese. Finally, put another slice of bread on top.
where they can be typically found. Let students compare
Enjoy!
Please refer to page 166 for Grammar Notes on imperative
4
forms.
• Ask students to exchange their instructions with
another pair and to comment on the punctuation and
Writing skill punctuation the content.
2a Extra activity
• Ask students to match the punctuation with the uses
Write the following words on the board: knife, whisk,
and find examples in the texts in Exercise 1. Point out bowl, board. Use the photos on page 65 to check their
that a clause is a part of a sentence with a subject and meaning. Then ask students to say which verbs go with
verb. Let students compare their answers in pairs before each kitchen utensil, e.g., knife (chop, slice, spread), whisk
discussing as a class. (mix), bowl (mix, put), board (chop, put, slice).
ANSWERS
1 comma (milk, eggs, butter, and salt)
2 period (… in about fifteen minutes.)
3 comma (a cool, dry place)
4 colon (Please follow these instructions:)
5 comma (First,)
6 comma (After you open the bottle, use the sauce within
three months.)
2b
• Start by adding one of the missing punctuation as an
example. Ask students to add the rest of the missing
punctuation.
ANSWERS
Fortune cookies are fun at the end of a meal in a Chinese
restaurant. They’re easy to make.
You need the following: pieces of paper, three eggs, sugar,
salt, and flour.
First of all, write your messages on the pieces of paper.
Next, mix the eggs, sugar, salt, and flour, and pour the
mixture onto a tray.

5e What do I do next?
Writing instructions b Read the instructions for part of a recipe. Add the missing
punctuation.
1 Read the three texts with
instructions. Match the texts
(1–3) with the places (a–c).
a inside a box 2
b in a cookbook 1
c on a food label 3
Y ou can make this cake in

about fifteen minutes. First,
heat the oven to 200°C. Put the
flour in a bowl. Next, add the
milk, eggs, butter, and salt.
T hank you for buying this

Home Barbecue Grill. Please
follow these instructions:
1 Do not use the barbecue
inside a building. Fortune cookies are fun at the end of a meal in a Chinese restaurant
2 Never leave children alone They’re easy to make You need the following pieces of paper three eggs
with the barbecue. sugar salt and flour First of all write your messages on the pieces of paper
Next mix the eggs sugar salt and flour and pour the mixture onto a tray
3
3 Work in pairs. Write instructions to make your favorite dish. Use
S tore this bottle of sauce in
a cool, dry place. After you
open the bottle, use the sauce
some of these verbs in your instructions.
within three months.
2 Writing skill punctuation

a Match the punctuation marks
with their uses (1–6) and find
examples in the instructions in
Exercise 1.
. (period) mix chop pour
, (comma)
: (colon)
1 between words in a list comma
2 at the end of a sentence period
3 between two or more
adjectives comma
4 to introduce a list colon
5 after a sequence word
(e.g., first, next) comma
6 between two clauses in one
spread put slice
sentence comma
4 Exchange your instructions with another pair. Check the punctuation.
Would you like to make this dish?

5f The world food quiz
Crates of fruit and vegetables in a market in

Cabo San Lucas, Mexico.
66
Videoscript 5.1
5f The world food quiz
Narrator Welcome to the world food quiz. There are
nine questions and thirteen points in total, so let’s start.
Before you watch Ready?
1 Question 1. The two most popular cereals in the world
• Ask students to work in pairs to look at the photo and are wheat and rice. What are three types of food you can
discuss the questions. make from wheat? They are on your screen now! Write
them down for three points!
• Elicit answers as a class.
Question 2. There are around four thousand types of
potatoes. Which country has the most types? Is it
ANSWERS (a) China, (b) Peru, or (c) Italy?
Vegetables: carrots, cucumbers, potatoes, sweet potatoes, For questions 3, 4 and 5, do you eat the stems, the leaves,
sugar cane or the roots of: Asparagus and celery? Lettuce and
Fruit: bananas, apples cabbage? Turnip and carrot?
Question 6. For two points, what are these two examples
of fruit?
Key vocabulary And the seventh question is about other types of fruit
2 like strawberries and grapes, pineapple and bananas, and
• Encourage students to use the context to guess the pears and apples. And what are these two fruits? Write
meaning of the words in bold. them down.
Other types of plants are an important part of the human
• Ask students to read the definitions and match them
diet in different parts of the world; for example, beans,
with the words. seaweed, and mushrooms.
• Highlight the pronunciation of these key words as For question 8, what type of plant on the screen makes our
students have to hear them in continuous speech in food hot?
the video. You could say the words and ask students to And finally, question 9. What type of drink can you make
repeat. from this type of bean?
Vocabulary note
Simple drawings on the board can help here. Draw a
simple flower on a stem with two leaves and the root
underground.
While you watch

3
• Ask students to read the questions at the bottom of the
page first. Encourage them to predict any answers. You
may need to check the meaning of the types of food
mentioned (allow students to use a dictionary).
4 5.1
• Play the video. Ask students to watch and answer the
questions.

5f The world food quiz 66a
5 5.2 7
• Play the video. Students watch and check their answers. • Organize the class into pairs. Ask pairs to prepare
• In feedback, find out students’ scores. questions based on the prompts. Monitor and help with
vocabulary as necessary.
Videoscript 5.2
EXAMPLE ANSWERS
Narrator OK, so here are the answers to the world Do you eat the stems, the leaves, or the roots of rhubarb?
food quiz. (stems)
Starting with question 1 for three points. The answers Do you eat the stems, the leaves, or the roots of a potato?
were flour, bread, and pasta. Did you get three out of (roots)
three?
Do you eat the stems, the leaves, or the roots of spinach?
Question 2, and I said there are around four thousand (leaves)
types of potatoes in the world, but most of them are from What type of drink can you make from cocoa beans?
one country. The answer is (b) Peru. Give yourself a point. (hot chocolate)
For question 3, 4, and 5, with asparagus and celery, you What are three kinds of fruits or vegetables that are red?
eat the stems. With lettuce and cabbage, you eat the (tomatoes, cherries, strawberries)
leaves. With a turnip and a carrot, you eat the roots.
Which country or part of the world is famous for durian?
In question 6, the answers are: tomato and aubergine, in (Southeast Asia)
British English, or eggplant in American English. Both are
correct.
8
Question 7 was about sweet fruits like strawberries and
grapes, pineapple and bananas, and pears and apples. • Ask students to add two more questions to their quiz.
But the last two fruits were an orange and a lemon. Give
yourself two points if you wrote them down.
9
• Once students have prepared questions, ask pairs to
And now onto the two final questions about other types of
food from different parts of the world. take turns asking and answering quiz questions with
another pair. They then calculate their scores.
Question 8 asked, “Which type of plant on the screen
makes our food hot?” The answer was chili. • In feedback, find out which pairs were able to answer
And an easy one to finish in question 9: The answer was all questions correctly.
coffee, of course.
After you watch

6
• Ask students to complete the sentences with the words.
Let students compare answers in pairs before checking
as a class.
A cereal is any grass cultivated for the edible components
of its grain. Wheat is the primary cereal of temperate
regions, including Europe and North America, whereas
maize is a staple food in the Americas and Africa. Maize is
often called corn in North America.

Before you watch After you watch
1 Work in pairs. Look at the photo and read the 6 Complete the sentences with these words.
caption. Which are fruit and which are vegetables?
Do you know any of their names in English? cereal eggplant leaves
seaweed stem wheat
2 Key vocabulary
Read the sentences (1–6). The words in bold 1 Oatmeal is a famous Scottish food. It’s made
are used in the video. Match the words with the with oats, which are a type of cereal .
definitions (a–f). 2 The British use the French word aubergine, but
1 When you answer a question correctly, you win it’s called a(n) eggplant in the US.
one point. 3 Most people eat the root of the turnip, but the
2 Corn is a type of cereal. leaves are also very good for you.
3 You hold a flower by its stem. 4 A tomato plant has a tall stem with lots
4 Pull up a plant and you can see the root. of flowers and fruit.
5 In the fall, the leaves on a tree turn red. 5 Flour is made from wheat . You make
6 The final score in the game was bread with it.
two-one. 6 Seaweed is a traditional food in countries by
root the sea, like Japan and Korea.
a the part of a plant under the ground
b a way of counting the score in a competition 7 Work in pairs. Prepare a short quiz about food by
point completing these questions with your own words.
c the long, thin part of a plant stem Decide how many points to give for each question.
d the number of points at the end of a game
final score 1 Do you eat the stems, the leaves, or the roots of …?
e a type of plant which produces grain such as 2 What type of drink can you make from …?
wheat or rice cereal 3 What are three kinds of fruits or vegetables that
f the green things on a tree or a plant leaves are …? (a color)
4 Which country or part of the world is famous
While you watch for …?
3 You are going to take a video quiz with questions 8 Write two more quiz questions using any of the
about different pictures on the screen. Before you question types in Exercise 7.
watch, read the questions and get ready to start.
9 Work with another pair. Take turns asking and
4 5.1 Watch the video quiz and answer the answering your quiz questions. Then tell the other
questions below. pair their score.
5 5.2 Watch and check your answers.
Count your points and find out your final score.
1 What are three types of food you can make from wheat? Score
flour bread pasta /3
2 Which country has the most types of potatoes? (a) China (b) Peru (c) Italy /1
3 Do you eat the stems, the leaves, or the roots of the asparagus and celery plants? stems /1
4 Do you eat the stems, the leaves, or the roots of the lettuce and cabbage plants? leaves /1
5 Do you eat the stems, the leaves, or the roots of the turnip and carrot? roots /1
6 What are the red and purple types of fruit on the screen? tomato eggplant /2
7 What are the last two kinds of fruit you see on the screen? orange lemon /2
8 What type of plant on the screen makes our food taste hot and spicy? chili /1
9 What type of drink can you make from the bean at the end? coffee /1

Grammar Vocabulary
1 ❯❯ MB Work in pairs. Can you remember the 5 Write these words in the correct group.
words for these types of food and drink? Are they
countable (C) or uncountable (U)? bag chicken juice lamb
milk oranges carrots pierogi
1 2 3 potatoes bananas satay can
1 fruit oranges , bananas

2 vegetables carrots , potatoes
3 meat chicken , lamb
4 drinks juice , milk
5 a dish pierogi , satay
4 5 6
6 a container bag , can
6 ❯❯ MB Work in pairs. Think of one more word for

each category in Exercise 5.
7 ❯❯ MB Use the words in A and B to make phrases

using a of .
2 ❯❯ MB Are the words in Exercise 1 used with
A slice glass box can
How much or How many? Write them in the chart
below. Then add two more food or drink words.
B tuna water pizza pasta
How much …? How many …?
rice eggs I CAN
juice lemons talk about different types of food
cheese onions describe quantities of food and drink
Real life
3 Match the sentence beginnings (1–6) with the
endings (a–f).
8 Replace the words in bold with these phrases.
1 We need a banana, please. Are you ready to I’d like
2 Are there any b kilos of meat. Can we have Would you like
3 Please buy two c some chicken.
4 Chop an d onions? 1 Can I get you anything to drink? Would you like
5 I’d like a e onion. 2 I’ll have a bottle of water. I’d like
6 Do we need a f lemon? 3 Would you like to order? Are you ready to
4 We’d like the check, please. Can we have
4 Choose the correct options to complete the
conversation. 9 ❯❯ MB Work in pairs. When you go to a café or a
restaurant, what do you like to order:
A: Do you want an apple?
B: No, thanks. I don’t eat 1 many / much fruit. • for breakfast?
A: Why not? Fruit is good for you. • for lunch with a friend from school or work?
B: I know, but I prefer other food. I eat 2 many / • for a special dinner to celebrate something with
a lot of pasta and pizza. Do you eat family and friends?
3
many / much Italian food?
I CAN
A: Yes, I do. It’s delicious. Are there 4 a lot of / much
order a meal
Italian restaurants in your town?
B: No, 5 not a lot of / not many.
I CAN
use countable and uncountable nouns
use a/an, some, any, a lot of, and much/many
68
booster 5
• Ask students to write the words in the correct group.
Memory Booster activities checking as a class.
Exercises 1, 2, 6, 7, and 9 are Memory Booster activities.
For more information about these activities and how they 6 ❯❯ MB
benefit students, see page x. • Ask pairs to think of other words to add to each group.
Elicit ideas from the class and write a list on the board.
EXAMPLE ANSWERS
1 apples, bananas, strawberries
boxes, you could ask them to give themselves a score from
1 to 4 (1 = not very confident; 4 = very confident) for each 2 sweet potatoes, cabbage, eggplant
language area. If students score 1 or 2 for a language 3 beef, venison, duck
area, refer them to additional practice activities in the 4 tea, coffee, soda
Workbook and Grammar Summary exercises. 5 curry, ceviche, kabsa
6 packet, bottle, box
Grammar
1 ❯❯ MB 7 ❯❯ MB
• Ask students to match the words in the two boxes to
• Ask pairs to name and categorize the words for the
make phrases. Let them compare their answers in pairs
types of food and drink. Check answers as a class.
ANSWERS
ANSWERS
1 eggs (C) 2 rice (U) 3 lemons (C) 4 orange juice (U)
1 a slice of pizza
5 onions (C) 6 cheese (U)
2 a glass of water
3 a box of pasta
• Note that while rice, orange juice, and cheese are usually
4 a can of tuna
considered uncountable nouns, they can “counted”
when used with words describing containers or
quantities, e.g., a bag of rice, a bottle of juice, a slice of cheese. Real life
2 ❯❯ MB 8
• Ask students to complete the chart with the words • Ask students to replace the words in bold with the
from Exercise 1 and other appropriate words. Let them phrases in the box. Let them compare their answers in
compare answers in pairs before checking as a class. pairs before checking as a class.
9 ❯❯ MB
EXAMPLE ANSWERS • This is a pairwork activity that gets students to recall
How much ...?: bread, sauce vocabulary from the unit. Get students to work in pairs
How many ...?: potatoes, melons to discuss the questions.
• In feedback, ask students how similar they are to their
3 partner.
• Ask students to match the sentence beginnings and • Optional step You could get students to prepare and do
endings. Let them compare their answers in pairs before a roleplay conversation between a waiter and customer
checking as a class. in a café or restaurant for one of the situations.
4
• Ask students to choose the correct options to complete
the conversation. Let them compare their answers in

Unit 6 Past lives
Opener 4
1 56 • This exercise relies on general knowledge. Let students
work in pairs to guess the answers.
• Ask students to look at the photo and caption. Ask
them to work in pairs to describe the photo and answer • In feedback, find out which pairs got all the answers
the question. right.
• Play the recording. Students listen and find the answer. Background information
• Use the visual on the page to elicit and teach key words
The earliest known surviving photograph made in a
here: in the photo, in front of the house, eating ice cream. camera was taken in 1826.
Actual, physical euro coins and paper notes were
ANSWER introduced into the Eurozone in 2002.
It’s a photo of the same two people, Steven and Donna, The first handheld cell phone was demonstrated by John F.
who are brother and sister. Mitchell and Martin Cooper of Motorola in 1973.
The Beatles were an English rock band formed in Liverpool
in 1960. They broke up in 1970.
The first website, created by Tim Berners-Lee, went live in
Chris Porsz is a British street photographer. His parents 1991.
were Polish. More than 40 years in the making, Reunions is
Chris Porsz’s most ambitious project. Chris has spent years
tracking down many of the amazing people who appeared
in his early work and photographing them again, often in
the same location in the city of Peterborough in England.
2 56
• Play the recording again. Students listen and underline
the correct options. Let students compare answers in
3 57
• Look at the example with the class. Then ask students to
match the remaining phrases to the years. Let students
compare answers in pairs.
• Play the recording. Students listen and check.
• Ask students to repeat the phrases to practice
pronunciation.
Vocabulary note
When talking about decades, e.g., 1970s, we can say the
nineteen seventies or the seventies.
The beginning of the twenty-first century is an undefined
period of which 2002 is just one year. It could also refer to
the year 2000, or the first few years of the century.
Note we also use early and late with century (e.g., the
early sixteenth century; the late nineteenth century).
In English, years are often said as two numbers (e.g., 1980
= nineteen eighty, 2015 = twenty fifteen). Note, however:
1900 = nineteen hundred; 1906 = nineteen-oh-six; 2000 =
the year two thousand; 2007 = two thousand and seven.
69a
Unit 6 Past lives
Past and present
F E AT U R E S 1 56 Work in pairs. There is a connection between the two

photos. What do you think it is? Listen and find out.
70 Famous faces
2 56 Listen again and underline the correct options.
What the faces on money
tell us about our past 1 Chris took black and white photos in the
nineteen fifties and sixties / seventies and eighties.
72 Visiting the past 2 The first photo is from 1980 / 1981.
3 The second photo is from 2015 / 2016.
The past lives of people
living in caves 3 57 Match the phrases for talking about periods in time
(1–5) with the years. Then listen, check, and repeat.
74 Lifelogging
1 the nineteen seventies 1960–1969
How we record every 2 the end of the twentieth century 1989–1999
moment of our life
3 the beginning of the twenty-first century 1800–1899
4 the sixties 1970–1979
78 Objects from the past
5 the nineteenth century 2002
A video about precious
objects from the past 4 Work in pairs. Match these people and events with the periods
of time (1–5) in Exercise 3.
a the first photographs 5 d The Beatles 4
b the euro currency 3 e the first websites 2
c the first cell phones 1

6a Famous faces
Reading Grammar was/were
1 Which people and places are on the notes and WAS/WERE
coins in your country? Are they:
George Washington was the first president of the
• kings, queens, or presidents? United States of America.
• scientists, musicians, writers, or artists? His face wasn’t on the US dollar until the nineteenth
• places or buildings? century.
The new notes were different from traditional money
2 Read the article about faces and places on money. because there weren’t any famous people on them.
Match the paragraphs (1–3) with the pictures (a–c). When was he born?
Were they famous?
3 Read the article again. Are these statements For more information and practice, see page 168.
true (T) or false (F)?
1 George Washington was
an American president. T 4 Work in pairs. Look at the grammar box. Answer these
2 His face is on every ten-dollar bill. F questions.
3 Euro notes have famous faces on them. F 1 Are the sentences about the past or the present?
4 Some euro notes have pictures of 2 What is the base form of the verbs in bold?
presidents. F 3 Which form do we use for you/they/we?
5 Frida Kahlo and Diego Rivera were artists. T 4 Which form do we use for I/he/she/it?
6 Their faces are on different Mexican notes. F
FA M O U S FA C E S
58
1 George Washington was the first president a 3
of the United States of America. He was
born in 1732 and lived during the American
Revolution. He died in 1799, but his face
wasn’t on the US dollar until the nineteenth
century. Now, his face is on the famous US
one-dollar bill.
2 On January 1, 2002, there was a new

currency in Europe—the euro. The new
notes were different from traditional b 2
money because there weren’t any famous
people on them. Instead, there were
pictures of different types of buildings from
different times and places across Europe.
3 Frida Kahlo painted and studied art when

she was young. On August 21, 1929, she
married the artist Diego Rivera and they
lived and worked in Mexico City. During the c 1
nineteen thirties, they traveled around the
world. Their paintings were famous in many
countries. Today, Frida and Diego’s faces are
on the Mexican 500-peso note.
70
3
6a Famous faces • Ask students to read the article again and mark the
statements true or false. Let students compare their
Lesson at a glance
• reading: famous faces and places on money Background information
• grammar: was/were
• vocabulary: time expressions All American bills feature a former president: $5 =
• grammar: simple past regular verbs Abraham Lincoln; $10 = Andrew Jackson; $20 = Grover
Cleveland; $50 = Ulysses S. Grant; $100 = Benjamin Franklin
• pronunciation: -ed endings
• speaking: a person’s life Frida Kahlo de Rivera (1907–1954) was a Mexican painter
who mostly painted self-portraits. She used a naïve folk
art style to explore questions of gender, class, and race in
Reading Mexican society.
1 Diego Rivera (1886–1957) was famous for painting large
frescoes.
• Pre-teach the following key words: money, coin, currency,
bill/(bank)note. Show students what you have in your
wallet or purse! Grammar was/were
• Discuss the questions with the class. You could do this 4
in open class or in small groups. If you have a range of • Ask students to look at the examples in the grammar
nationalities from around the world, this activity works box and answer the questions. Let students compare
best in groups. their answers in pairs before checking as a class.
ANSWERS ANSWERS
Students’ own answers 1 the past 2 be 3 were 4 was
2 58 Please refer to page 168 for Grammar Notes on was and were.
• Ask students to look at the photos and describe the Refer students to page 168 of the Student Book for further
banknotes. Ask if they know what bills they are and information and practice.
where they are from.
• Ask students to read the article and match the three
paragraphs with the photos. They can listen and read
along to the recording if required.
SAMPLE COPY, NOT FOR DISTRIBUTION 6a Famous faces 70a

5 ANSWERS
• Have students look at the photo. Ask: What is the name
1 When were your grandparents born?
of the currency? Who is the person on the notes? What do
2 When was your last vacation?
you know about her?
3 Where were you on January 1st this year?
• Ask students to read the text and circle the correct
4 What month were you born in?
options. Let them compare their answers in pairs before
5 Who were some famous people in the twentieth century?
6
• Tell students they are going to learn about two famous
Grammar simple past regular verbs
people whose faces are on the Swiss-franc note and the 9
Japanese yen note. • Read the examples in the grammar box with your class.
• Organize the class into pairs (Student A and B). Ask Have students discuss the questions in pairs before
students to find and read their relevant information. checking answers as a class.
• Get students to complete the questions with was and
were. Then students take turns asking and answering ANSWERS
questions to complete their texts. We add -ed to make the simple past.
Live ends in -e, so we only add -d.
ANSWERS Study ends in -y and the y changes to i, then we add -ed.
Student A
Please refer to page 168 for Grammar Notes on simple
1 1 was 2 Was 3 was 4 Were 5 were past regular verbs.
6 was 7 were
2 1 Paris 2 French 3 Switzerland 4 musicians
5 29 years 6 the nineteen twenties 7 Europe
Student B 10
1 1 was 2 was 3 were 4 was 5 Were • Do the first item as an example. Ask students to
6 was 7 Were complete the remaining sentences.
3 1 Japanese 2 1872 3 five 4 businessman • Let students compare answers in pairs before checking
5 weren’t 6 writer 7 were as a class.
Pronunciation -ed endings

Vocabulary time expressions
11a 59
7
• Give students a moment to look at the list of verbs.
• Ask students to look at the expressions. Check the
meaning of during (through a period of time) and ago • Play the recording. Students listen and write the
(before now). number of syllables.
• Ask students to number the expressions in order. Let • Check answers as a class. Play the recording again
them compare their answers in pairs before checking if necessary.
as a class. 11b 59
• Note that the order of some items may change depending • Play the recording again. Students listen and repeat.
on the day of the week it is.
• Students could write these expressions on a timeline. Pronunciation note
When verbs end with a /t/ or a /d/ sound, we add an extra
8
syllable and -ed is pronounced /ɪd/.
• Ask students to complete the questions with was
Note that -ed is pronounced /t/ after unvoiced sounds and
or were. Let them compare answers in pairs before /d/ after voiced sounds.
• Organize the class into new pairs, with partners they
don’t usually work with. Students ask and answer Speaking and writing my
questions using the expressions in Exercise 7, where 12
appropriate.
• Start the activity by providing two example sentences
• Monitor as students speak, and note any errors for about the life of someone you know.
feedback at the end.
• Then ask students to write five sentences of their own.
Monitor and help with ideas.
• Organize pairs and ask them to share their sentences.
the information gap.
71a Unit 6 Past lives SAMPLE COPY, NOT FOR DISTRIBUTION
5 Circle the correct options to complete the text Grammar simple past
about Queen Elizabeth.
regular verbs
SIMPLE PAST REGULAR VERBS
We use the simple past to talk about finished actions and
events.
They worked in Mexico City.
He lived in the eighteenth century.
She studied art.
They traveled around Europe.

The famous face of Queen Elizabeth II is on many
grammar box. What do we usually add to regular
different notes. When she 1 was / were a child, she
verbs to make the simple past? What is different
2
was / were on the Canadian dollar. That was in
about the verbs live and study?
1936. By 1953, there 3 was / were nine countries 10 Complete the sentences with the simple past form
with her face on their notes, but—surprisingly—the of the verbs.
Queen’s face 4 wasn’t / weren’t on the British
pound note until 1960. For a long time, there 1 Barack Obama lived (live) in the White
5
wasn’t / weren’t any happy faces of the Queen on House from 2009 to 2017.
pound notes, but finally, in 2002, there 6 was / were 2 The actress Natalie Portman
a happy face on the Scottish five-pound note. studied (study) at Harvard University.
3 The artist Georgia O’Keefe painted (paint)
during the twentieth century.
6 Work in pairs. Ask and answer questions to 4 The composer Arthur Honegger
complete texts about other people on currencies. died (die) in 1955.
5 Angela Merkel worked (work) as a
Student A: Turn to page 153. scientist before she was Chancellor of Germany.
6 My parents started (start) their business
before I was born.
Vocabulary time expressions 11 Pronunciation -ed endings

7 Number these time expressions in order from past a 59 Sometimes -ed adds an extra syllable to
to present. Answers may vary. verbs in the simple past. Listen to these regular
7 a yesterday verbs and write the number of syllables.
1 b during the nineteenth century 1 live 1 lived 1
2 c the sixties 1 2
2 paint painted
5 d last Monday evening 1 1
3 like liked
8 e this morning 1 2
4 want wanted
4 f last March 1 1
5 work worked
3 g on January 1st, 2000 1 2
6 start started
6 h a week ago 1 1
7 play played
8 visit 2 visited 3
8 Write was/were questions with these words. Then
work in pairs. Ask your questions and use time b 59 Listen again and repeat.
expressions in your answers.
1 When / your grandparents born? Speaking and writing my
2 When / your last vacation?
3 Where / you on January 1st this year? 12 Write five sentences about someone’s life (e.g.,
4 What month / you born in? someone in your family or a famous person). Then
5 Who / some famous people in the twentieth work in pairs. Tell your partner about this person.
century?
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 6 Past lives 71

6b Visiting the past
Listening 3 60 Listen again and complete these sentences with a word from the
documentary.
1 Work in pairs. Look at the Nepal
1 The caves are in the Mustang region of northern .
two photos. Why do you
2 Humans began living in the caves about a thousand years ago.
think the caves are important
3 Many people lived in them until the fifteenth century.
to the woman?
4 The caves were warm and dry .
2 60 Listen to part of a TV 5 Yandu Bista was born in a cave.
documentary and check your 6 In the end, her family moved to the town, but she says, “I liked living
answer to Exercise 1. in a cave better .”
72
6b Visiting the past
The Mustang District is in the Himalayas and extends
northward onto the Tibetan plateau. It is remote and
Lesson at a glance sparsely populated. The Mustang Caves (or Sky Caves)
of Nepal are a collection of some 10,000 man-made
• listening: living in caves
caves dug into the sides of valleys. Some contain human
• grammar: simple past irregular verbs and negatives skeletons and others contain ancient Buddhist decorative
• grammar: simple past questions art and paintings.
• speaking: what you did
3 60
Listening • Ask students to read the sentences carefully and think
1 about what words are missing.
• Optional step Pre-teach caves and ask: Why do you think • Play the recording again. Students listen and write one
caves were important to people in the past? (a place to be word in each blank. Let students compare answers in
safe from wild animals and stay warm). pairs before checking as a class.
• Ask students to look at the photos and discuss the Please refer to page 187 for Teacher Development notes on
questions. Elicit their ideas in feedback. listening for key words.
EXAMPLE ANSWERS
She lives there; She loves visiting them; She is studying /
exploring / protecting them.
2 60
prediction from Exercise 1.
ANSWER
She grew up in the cave with her family.
SAMPLE COPY, NOT FOR DISTRIBUTION 6b Visiting the past 72a

Grammar simple past irregular verbs 9 62
and negatives • Ask students to complete the conversation with did or
4 didn’t. Let students compare their answers in pairs.
• Read the information in the grammar box with the • Play the recording. Students listen and check their
class. Ask students to discuss the questions in pairs. answers and notice the pronunciation.
• Ask students to practice the conversation in pairs after
ANSWERS listening to the recording.
1 no 2 no 3 didn’t
Speaking my
Please refer to page 168 for Grammar Notes on simple 10

past irregular verbs and negatives. • This is an information gap activity. Organize the class
into pairs. Ask students to decide who will be A and
who will be B. They then look at the information on
page 153 or page 156.
• Ask students to prepare questions in the simple past
5 61
first. Monitor and prompt students to correct any errors.
• Ask students to complete the sentences with the simple
• When students are ready, ask pairs to take turns asking
past form of the verbs. Let them compare their answers
and answering questions before completing the charts.
in pairs.
• Monitor as students speak, and provide feedback on
• Play the recording so that students can check their
errors with form or pronunciation at the end.
answers and notice the pronunciation.
• Ask students to repeat the sentences after the recording.
ANSWERS
6 1 What did you do over the weekend?
• Ask students to complete the sentences with the simple A: went to the Natural History Museum
past form of the irregular verbs. Let them compare their B: visited the center of Rome
answers in pairs before checking as a class. In feedback, 2 How did you get there?
point out the pronunciation of the past forms. A: took the subway
B: by bus and by taxi
7
3 Did you go with anyone?
• Ask students to personalize the sentences in Exercise 6.
Provide examples based on your own life to get them A: with a friend from school
started. B: with a group of people from work
• Once students have prepared their sentences, ask them 4 What did you see?
to work in pairs and take turns reading their sentences. A: dinosaur bones
Monitor closely and correct errors with the form and B: the Colosseum
pronunciation of the past forms. 5 Did you do anything else?
A: had lunch at the museum
EXAMPLE ANSWERS B: did some shopping
I was born in 1997.
I went to my first school when I was five. 11
I didn’t have a job on weekends. • Start by eliciting the past forms of each of the six verbs.
Then ask students to write their own personalized
Grammar simple past questions sentences. Monitor and help with ideas.
8 12
• Read the grammar box with the class. Ask students to • Organize students into new pairs. Tell them to ask
discuss the question. and answer questions to find out what was the same
or different about their day. Model the example
ANSWER conversation with a student.
did • Monitor as students speak, and provide feedback on
errors with form or pronunciation at the end.
Please refer to page 168 for Grammar Notes on simple
past questions. Please refer to page 187 for Teacher Development notes
on selecting practice activities.

Grammar simple past irregular Grammar simple past questions
verbs and negatives SIMPLE PAST QUESTIONS
SIMPLE PAST IRREGULAR VERBS What did you do over the weekend? I met some friends.
Where did you go? We went to a museum.
Many common verbs have irregular forms in the simple Did you go to the movies? Yes, I did. / No, I didn’t.
past. These forms do not end in -ed.
go ➙ went, bring ➙ brought, build ➙ built, do ➙ did, For more information and practice, see page 168.
have ➙ had, make ➙ made
I/You/She/They grew up in a cave.
I/You/She/They didn’t have enough money. 8 Look at the grammar box. What auxiliary form do
you use in simple past questions?
See page 182 for a list of irregular verbs.
For more information and practice, see page 168. 9 62 Complete this conversation with did or
didn’t. Then listen and check.
A: Hi. How was your weekend?
B: It was great, thanks.
these questions.
A: What 1 did you do?
1 Do all verbs in the simple past end in -ed? B: I went to Osaka.
2 Does the verb change in the third person A: Oh, 2 did you go shopping?
(he/she/it)? B: No, I 3 didn’t . I went to a museum.
3 What auxiliary verb do you use for negative A: Oh, OK. What 4 did you see there?
sentences? B: An exhibition about the lives of people from
the fifteenth century. It was fantastic!
5 61 Complete the sentences with the simple A: 5 Did you go with anyone?
past form of the verb. (Some verbs are regular and B: I 6 didn’t go with anyone, but I met an
some are irregular.) Then listen and check. old friend afterward for lunch.
1 Humans began (begin) living in the
caves about a thousand years ago.
lived
Speaking my
2 Many people (live) in them until
the fifteenth century. 10 Work in pairs. Imagine you both visited an
3 They built (build) houses and interesting place over the weekend. Ask and
moved (move) to towns. answer questions about your visits.
4 Yandu Bista was (be) born in a cave.
5 She grew up (grow up) there with her Student A: Turn to page 153.
family.
6 They didn’t have (not have) water in the cave.
7 She went (go) to the river every day 11 Write six short sentences about what you did
and brought (bring) water up the yesterday, using the simple past form of these
mountain. irregular verbs.
6 Complete the sentences with the simple past form get up go meet have buy take
of these irregular verbs.
I got up at six o’clock.
be begin grow up have leave
12 Work in pairs. Ask and answer questions about
1 I was born in 1939. your day. Find out what was the same and what
2 I grew up in a big city with my family. was different.
3 I began school when I was
four years old. A: Did you get up at six yesterday?
4 I had a job on weekends. B: No, I didn’t. I got up at seven.
5 I left home when I was 16. A: I got up at six, so that’s different.
B: Where did you go?
7 Rewrite the sentences in Exercise 6 so they are A: To the gym.
true for you. You can use the negative form of the B: Me too! / I also went to the gym.
simple past and change other words. Then read
your sentences to your partner.

6c Lifelogging
Reading 6 Work in pairs. Answer these questions.
1 What things do you write every day or every week?
1 Look at the sentences about what someone
(e.g., a diary, a blog, comments on social media)
did last week. Complete the sentences with
2 What do you write about? (e.g., everyday topics,
these verbs. Then tell your partner which
school subjects, work)
sentences are true for you.
3 Who do you often write to? (e.g., friends, family)
made posted took wore wrote How do you write to these people? (e.g., by email,
text message, social media, letter)
1 I wrote in my diary. 4 Did you write down any new words in your English
2 I took photos and shared them class today? If so, which ones?
with friends.
3 I wore a fitness tracker and went Critical thinking for or against?
running.
4 I made a video with my phone. 7 Read these comments about lifelogging and social
5 I posted comments on social media. media. Which comments are for lifelogging (F)? Which
are against (A)?
2 Do you keep a diary? Why or why not?
Tell the class. 1 You can share photos with family and friends. F
2 People spend all their free time looking at their
3 Read the article and match the paragraphs phone. A
(1–4) to the topics (a–d). 3 Fitness trackers make people do more exercise. F
4 It’s interesting and fun to look at your past. F
a the first lifelogger 3
5 Sometimes people write bad things about others. A
b the diary of Samuel Pepys 1
6 Historians can learn about people from their photos
c people who keep a diary today 2
and videos. F
d the benefits of lifelogging 4
8 What’s your opinion? Are you for or against lifelogging?
4 Work in pairs. Read the article again and Why? Tell your partner.
answer these questions.
1 What did Samuel Pepys write about in
his diary?
Speaking my
2 What percentage of people keep a diary 9 Prepare a survey about lifelogging.

nowadays?
3 Who are more likely to keep a diary— • Work in groups. Write five or six questions for
men or women? the survey.
4 Who was the first lifelogger? How many photos of your life do you take every day?
5 How do many people record and share • Interview people in other groups. Take turns to ask
their lives nowadays? and answer your questions.
6 In the future, why might people look at • Tell your group your results. Are the students in your
our photos, videos, and comments? class all lifeloggers?
Word focus write

5 Look at these expressions with write.
What type of word comes after write in
each expression? Is it a preposition or an
article + noun?
1 write about history
2 write in a diary
3 write to your grandparents
4 write down a word
74
Word focus write
6c Lifelogging 5
• Ask students to look at the expressions and notice their
Lesson at a glance patterns. Let them compare their answers in pairs.
• reading: lifelogging • In feedback, ask students to give other examples of how
• word focus: write to use the expressions (e.g., write about a vacation, write a
• critical thinking: for or against? letter, write to a friend, write down a telephone number).
• speaking: a survey about lifelogging
ANSWERS
a preposition
Reading
1
6
• Ask students to look at the lesson title and say what
• Ask pairs to discuss the questions. In feedback, ask
they think lifelogging is (tracking personal activity data,
individuals to tell the class what they found out about
such as exercising, sleeping, and eating).
their partner.
• Ask students to complete the sentences. Use mime to
show meaning.
• Ask students to tell their partner which sentences are
true for them.
2
• Discuss the questions as a class. Use the opportunity to
elicit alternatives to a paper diary and to discuss who
writes a blog or makes a vlog.
3 63
• Ask students to read the article and match the
paragraphs with the topics. They can listen and read
along to the recording if required. Let them compare
Samuel Pepys /ˈpiːps/ (1633–1703) was an administrator
and politician, but he is most famous for the diary that he
kept from 1660 until 1669. The diary was first published
in the 19th century and is a primary source for the English
Restoration period. Pepys witnessed the Great Plague of
London and the Great Fire of London.
4
• Ask students to read the article again and note answers
to the questions. Let students compare answers in pairs
ANSWERS
1 important events, the lives of famous people, everyday
lives
2 23%
3 women
4 Gordon Bell
5 using photos, videos, social media, and fitness trackers
6 to learn about our lives in the twenty-first century
SAMPLE COPY, NOT FOR DISTRIBUTION 6c Lifelogging 74a

Critical thinking for or against?

7
• Ask students to read the comments and choose whether
each one is for or against lifelogging and social media.
discussing as a class.
8
• Ask pairs to discuss the questions. You could open
this out into a class debate if students have strong or
differing opinions.
Speaking my
9
• Organize the class into groups. Ask students to prepare
questions for the survey. Start by brainstorming two or
three possible questions with the whole class.
• When groups are ready, ask students to interview
students in other groups. Tell students to walk around
the class and talk to at least three other students not
from their group.
• Once students have collected information, ask them
to share their findings with their group members. Ask
each group to choose a spokesperson to deliver their
overall findings.
• Note errors while listening to students speak during
their performance of the activities in Exercises 8 and 9.
At the end, write some sentences containing errors on
the board and ask students to correct them in pairs.
EXAMPLE ANSWERS
Possible survey questions:
How often do you write a blog entry?
How many photos do you upload every day?
Do you use a fitness tracker? If so, how often?
Do you keep a hand-written diary? If so, how often do you
write in it?
What do you normally write about in your diary or blog?

LIFELOGGING
C
a twenty-first century diary
21 ST
63 2 Today, some people still keep diaries. In a recent survey of

1 In the seventeenth century, Samuel 500 people, 23% said they wrote in their diary regularly;
Pepys wrote the most famous diary in one in five men and one in four women. This included
the English language. He began the over 35% of people between the ages of 18 and 34. People
diary in 1660 and finished it in 1669. between the ages of 35 and 64 don’t often keep a diary—
Pepys wrote about important events in probably because they are busy with careers and family
the history of England and about the life—but 35% of people over 65 keep a diary.
lives of famous people. His diary also 3 In the twenty-first century, a lot of people want to share
described the everyday lives of his their lives. They record the things they do with digital
family and other people in London. So technology. This is called lifelogging. In 2000, Gordon
his diary is very useful for historians in Bell became famous as the first lifelogger. He wore a
the twenty-first century. camera around his neck that automatically took a picture
every 30 seconds. In this way, Bell made a digital diary
of his life. Nowadays, everyone is a lifelogger—we take
photos of what we had for breakfast, post comments on
social media about the news, and make videos of events
in our lives. We also wear fitness trackers so we know
how much exercise we got and where we went.
4 So, just as modern historians read the diary of Samuel
Pepys and learn about life more than three hundred
years ago, maybe historians in the future will look at our
photos, videos, and comments and learn about our lives
in the twenty-first century.

6d How was your evening?
Listening Real life asking what people did
1 64 Listen to three conversations. Write ASKING WHAT PEOPLE DID
the conversation number (1–3) next to each How was …?
activity. How was your evening / your weekend / your vacation?
a We went to a café and ate a burger. 1 Did you have a good evening / weekend? Did you have a good
b I stayed up late and watched a time? Did you have fun last night?
(It was great / fun / OK.)
movie. 3
c My friend had a party. 2 Activity
d I met a friend’s family. 2 Was it a special event / party? (Yes, it was my friend’s …)
What did you do? (I went for a walk. / I watched TV. / Not much.)
e We walked along the river. 1
f I couldn’t fall asleep. 3 The place
g I went to the gym. 3 Where did you go? (To a café. / To a party. / To the movies.)
Where was it? (In the city. / At a friend’s house.)
People
Vocabulary opinion Who were you with? Who did you meet / go with?
adjectives (A friend. / Friends. / My family.)
Were there many people there?
2 The speakers use opinion adjectives. Write (Yes, lots! / No, not many.)
these words and phrases in the correct
place in the chart. 4 64 Read the expressions for asking about past events
and complete the conversations with the missing words.
fantastic not bad It was fun.
Then listen and check.
nice boring Terrible!
OK fine not very good 1 A: Hi! 1 How was your evening?
It was funny. Great! B: It was great, thanks.
A: 2 Where did you go?
B: To a new café in town. We ate a burger and then
walked along the river.
A: 3 Who were you with?
fantastic It was fun. OK Terrible!
B: My brother and his friend from when he was at
Great! nice not bad boring school.
It was fine not very 2 A: How was your weekend?
funny. good B: Fantastic! My friend had a party at his house. It was
great.
A: 4 Was it his birthday?
3 Pronunciation intonation B: No, he passed his college exams, so he was really
happy!
a 65 Listen and repeat the words and A: That’s nice. 5 Were there many people there?
expressions from Exercise 2. Use the same B: Yes, there were. I met his family for the first time. It
intonation. was fun.
b Work in pairs. Ask each other these 3 A: I’m so tired.
questions and answer with opinion B: Why? 6 What did you do last night?
adjectives. A: Not much. I stayed up late and watched a
movie. It was kind of boring, so I went to
• How was your evening? bed, but I couldn’t fall asleep for a long time.
• How was your weekend? 7 Did you have a good evening?
• How was your last vacation? B: It was fine. I went to the gym, and I was in bed by ten.
• How was your …?
5 Work in pairs. Take turns asking your partner what they
did at these times. Ask questions about the activity, the
place, and the people.
• last night • last weekend • last vacation
76
EXAMPLE ANSWERS
6d How was your evening?
Possible questions:
How was your lesson? How was your journey to school?
Lesson at a glance How was your lunch?
• listening: what did you do?
• vocabulary: opinion adjectives
correcting phonology.
• pronunciation: intonation
• real life: asking what people did
Real life asking what people did
Listening 4 64
• Ask students to read the expressions in the box. Then
1 64
ask them to work in pairs to complete the conversation.
• Ask students to read the sentences. Ask them to say
which ones are true for them about last weekend. • Play the recording again. Students listen and check their
answers.
• Play the recording. Students listen and write the
conversation number next to each activity. • Optional step Ask students to practice the
conversations in pairs.
• Organize the class into new pairs to practice
Vocabulary opinion adjectives conversations. Give them preparation time to think
2 of questions to ask about last night (e.g., How was last
night? What did you do? Where did you go? Who were you
• Ask students to categorize the phrases in the chart. Let
with?). Then tell them to improvise the conversation.
students compare and discuss their answers in pairs
Once they have practiced one conversation, ask them to
improvise others without preparation.
• In feedback, use other ways of checking any words
• Tell students they can practice conversations more than
students aren’t sure of, e.g., fantastic is stronger than
once and they can change roles. You could also switch
nice, boring is the opposite of interesting, not very good
partners after a while to give students more practice.
is negative but not bad is positive. Note that It was fun =
“I enjoyed it” but It was funny = “It made me laugh.”
Extra activity
Extra activity Ask students to write down three special events they have
been to recently. Tell them to work with a partner and ask
Have students work in groups to brainstorm other possible
each other questions about the events.
words/phrases that they could add to each category.
Pronunciation intonation
3a 65
• Play the recording. Students listen and repeat the words
and expressions from Exercise 2.
Pronunciation note
Note that the stronger the intonation, the stronger the
feeling. Consequently, the intonation pattern of Fantastic
or Great or Terrible will be more pronounced than that
of Fine or Not bad. Here the intonation will be flat. Get
students who find this challenging to start their intonation
high and try to exaggerate the pattern.
3b
• Ask students to prepare two or three other How was
your … questions to ask.
• Model this activity first by getting a volunteer to ask you
the first question.
• Organize students into pairs to take turns asking and
answering the questions.
• As students speak, listen in and prompt students to
correct their intonation.

6d How was your evening? 76a
Vocabulary note
6e Thanks!
The note in A is handwritten and very informal. Ginny
is probably writing to a family member or close friend.
Lesson at a glance Examples of high informality include casual language
(thanks), dramatic punctuation (!), and very personal
• writing: thank you messages
language (Hi, Love).
• writing skill: formal and informal expressions
The email in B is fairly informal. Sanjit is writing to
someone he knows well, but in a business context. The
Writing thank you messages letter is warm and informal, but it avoids casual and
highly personal language.
1
The business letter in C is written to someone the writer
• Ask students to discuss the questions. You could do this does not know except in a business context. Consequently,
as a class or in small groups. it uses all the formalities of a business letter, including
• In feedback, ask students if they can think of other fixed expressions such as Please find attached and I look
situations when people write “thank you” letters. forward to.
Note that in a formal email or letter, the recipient’s title
EXAMPLE ANSWERS and last name (but not their first name or initials) are
used, e.g., Mr. / Ms. Smith. The sender writes his or her
to a work colleague who has been supportive name in full. If a letter begins Dear Mr. / Ms. Smith, it ends
to people who have supported you (e.g., made a donation Yours sincerely. If it begins Dear Sir/Madam, it ends Yours
to a campaign you have run) faithfully.
to people who sent a card or visited when you were sick
or in the hospital 4
• Read the situations with the class and ask whether
2 they think the situations demand a formal or informal
• Start by asking students to identify who is writing “thank you” message, and in what form (a note, an
(Ginny; Sanjit; AM Ruiz) and who they are writing to email, or a letter).
(unclear; Nadia; Mr. Sato). • Ask students to choose a situation and write their
• Ask students to read the three messages. In feedback, message. Monitor and help with ideas.
ask why the writer says “thank you.”
5
ANSWERS • Organize the class into pairs. Students exchange their
messages and comment on the use of language in them.
a: to thank someone for coming to her party
They should use the criteria listed as a guide.
b: to thank someone for their work
c: to thank a customer for attending a course
Extra activity
If your class know each other well, ask them to think of
Writing skill formal and informal expressions some situations from them involving class members which
3a deserve a “thank you” letter, e.g., one student may have
given another a ride to class, another may have brought
• Ask students to use information in the three messages in a cake or cookies at some time. Tell students to write a
to complete the chart. Let students compare their short “thank you” note to another classmate.
3b
• Discuss the questions as a class. In feedback, ask
students to justify their answers by giving examples
of very formal or informal language.
ANSWERS
Very formal expressions: c
Very informal expressions: a

6e Thanks!
Writing thank you messages
1 Do you ever write a “thank you” note, email,
or letter to people? If yes, is it for any of
these reasons?
• after a meal at someone’s house
• when someone gives you a present
• to a client or customer at work
• after you stay with someone
3 Writing skill formal and informal expressions
2 Read the card, email, and letter. Why does
the writer say “thank you” each time? a Complete the chart with expressions from the messages
in Exercise 2.
a
a b c
Hi!
greet the Hi! Dear Nadia, Dear Mr.
Thanks for coming to my party. I person Sato,
really liked the present! It was a fun
night! thank the Thanks for Thank you Thank you
person coming ... for ... very much
See you again soon. for …
Love, talk about See you again See you I look forward
Ginny future soon. again next to hearing ...
contact year.
end the Love, Best regards, Yours
message sincerely,
b
Dear Nadia,
Thank you for your work in Rio. The
conference was very successful. In particular, b Which message (a–c) uses very formal expressions?
we enjoyed the meal on the last night! Which message uses very informal expressions?
Everyone on the team sends their thanks. 4 Choose a situation (1–3) and write to thank the person.
See you again next year. Decide if you need formal or informal expressions.
Best regards, 1 You were in the US and someone invited you to their
Sanjit home. You met his family and friends and you had
lunch with them.
2 You were on a ten-day visit to a college in Vietnam.
c Someone at the college showed you around Ho Chi
Dear Mr. Sato, Minh City on the weekend and helped you during
Thank you very much for attending our your visit.
Spanish course last year. We hope it was 3 You work for a sports equipment company. A
customer bought some products from you this year.
useful.
Email him some information about your company’s
Please find attached some information about new products for next year.
our courses for the next academic year.
I look forward to hearing from you in the
5 Work in pairs. Exchange your “thank you” messages.
Does your partner:
future.
• greet the person?
Yours sincerely,
• thank the person?
AM Ruiz • talk about future contact?
Course Administration • end the message?
• use the correct formal or informal expressions?

6f Objects from the past
An ancient object in the Museo del Oro

in Bogotá, Colombia
78
Videoscript 6.1
6f Objects from the past
1
This is my mom’s dress. She was born in 1955, in Moscow,
Before you watch in Russia, and she got married in the ’70s. So she made
1 this dress to wear the day after her wedding. She got
• Ask students to look at the photo and read the caption. married in the summer, so it was very hot.
Ask: What do you think it is? What is it made of? Elicit Many years later I found this dress in my mom’s
ideas. wardrobe, and I thought, “Wow! It’s such a great dress!”
So I started to wear it a lot, and my friends asked me,
“Wow! Who is the designer? Where does it come from?”
Elicit their ideas in feedback.
It’s very important to me because it reminds me of my
mom, of my family, and of my home—where I was born,
EXAMPLE ANSWERS and where I grew up.
Students’ own ideas. Possible answers: 2
It looks like a helmet and is made of gold. This is a very special book. It’s called Tom Brown’s School
The object is important because it’s rare and valuable, and Days. It was written in England in the 19th century, and it
tells us about the past—what people wore and what they was my great-grandmother’s.
could make. It was special for my great-grandmother because it
People admire the beauty and skill and love learning belonged to her first husband. They were married in 1898,
about history. but he died in 1901.
Her first husband was called Charles Ellisdon, and his
teacher was called Mr. Montgomery. Mr. Montgomery
Background information gave Charles the book on July 31st, 1890.
El Museo del Oro (The Museum of Gold) is a museum It was special to Charles as it was his school book,
located in Bogotá, the capital of Colombia. The museum and then it was special to my great-grandmother as it
displays a selection of pre-Columbian gold. It contains the reminded her of her first husband, Charles. And now it’s
largest collection of gold artifacts in the world. special to me because it’s a piece of my family history.
3
Key vocabulary When I was a child, I visited my grandparents’ house
2 every Sunday. And I loved visiting my grandparents’
house, but there was one thing in the living room that
• Encourage students to use the context to guess the really scared me. It was this. He’s very serious and very
meaning of the words in bold. scary.
• Ask students to work in pairs to discuss the words and This is Dante. He was a writer from Italy in the 13th and
match them with the definitions. the 14th century. And he has this incredible nose and chin.
• Highlight the pronunciation of these key words as Nowadays Dante lives in my living room, and he still
students have to hear them in continuous speech in looks very serious, and he’s a little bit scary, but every
the video. You could say the words and ask students to morning I like getting up and looking at him. But my
repeat. children now think he’s a bit scary, too.
While you watch

3
• Ask students to predict and match the quotes from the
video with the objects. Let them compare answers with
a partner. Don’t check answers at this stage.

6f Objects from the past 78a
4 6.1 7
• Play the video. Students watch and check their answers. • Optional step Bring in (or show a photo of) an
important object from your life. Using the phrases
5 6.1 in the box and time expressions, model the type of
• Play the video again. Ask students to watch and match short presentation you would like your students to
the time expressions with the events. reproduce.
• Ask students to prepare a presentation. Start by asking
After you watch students to think of and say what their object is—you
Vocabulary in context might need to help with vocabulary here. Monitor as
students draft their presentations and help with ideas
6 6.2
and vocabulary.
• Explain to students that they are going to watch
some clips from the video containing some sentences 8
with blanks. They need to choose the correct word to • Ask students to give their presentations. It’s best if they
complete the sentences. do this in a different lesson so that they can bring in the
• Play the clips. When each multiple-choice question object.
appears, pause the clip so that students can choose the • As students speak, ask the class to think of follow-up
correct word. You could let students compare answers questions to ask at the end.
in pairs before checking as a class. • Listen and note down errors students make in their
presentations. You could write some errors on the board
Videoscript 6.2 at the end and ask students to correct them in pairs.
1 “_______ is my mom’s dress.”
a This
b That
c These
2 “It’s very important to me because it reminds me
_______ my mom.”
a for
b of
c to
3 “This is a very _______ book.”
a expensive
b modern
c special
4 “It’s a _______ of my family history.”
a part
b piece
c person
5 “Every morning I like getting up and looking _______
him.”
a at
b for
c to

Before you watch 5 6.1 Watch the video again and match the time
expressions with the events.
1 She was born in Moscow. b
you think this object is important? Why do people
2 She got married. d
like looking at this type of object in a museum?
3 She wore the dress. h
4 Her daughter found the dress in a
2 Key vocabulary wardrobe. j
Read the sentences. The words and phrases in 5 The book was written. c
bold are used in the video. Match the words with 6 Her great grandmother’s first husband
the definitions (a–g). died. a
7 Mr. Montgomery gave the book to Charles
1 Put your new dress in the wardrobe. Ellisdon. g
2 This old family photograph reminds me of my 8 He visited his grandparents every Sunday. i
grandparents. 9 Dante was a writer in Italy. e
3 When I was a child, I had a scary teacher. 10 He lives in the living room. f
4 I was scared of my old teacher.
5 This painting belonged to my father. a in 1901
6 New York is an incredible city. b in 1955
7 Wow! I love your new dress! c in the nineteenth century
d in the seventies
a was the possession of belonged e in the thirteenth and fourteenth century
b afraid or worried that something bad is going to f nowadays
happen scared
g on July 31st, 1890
c making you feel afraid or worried scary
h the day after her wedding
d makes you remember something reminds
i when he was a child
e really great incredible j years later
f an expression you use when you are surprised
or excited about something Wow!
g a cabinet in a bedroom for clothes wardrobe After you watch
6 Vocabulary in context
While you watch
6.2 Watch the clips from the video. Choose
3 You are going to watch a video with three people the correct option to complete the sentences.
talking about objects from their past. Before
you watch, match these sentences (a–f) with the 7 Think of a special object from the past in your
objects (1–3). home. Plan and write a short presentation about
the object using time expressions, the simple past,
and some of these expressions.
This is …
It’s very important/special to me because …
It reminds me of …
It’s a piece of my family history.
It looks …
I like looking at it because …
1 The dress 2 The book 3 The bust
8 For the next lesson, bring in the object or a photo
a “It was his school book.” 2
of the object. Give a short presentation about it
b “He’s very serious and very scary.” 3
and explain:
c “I started to wear it a lot.” 1
d “He has this incredible nose and chin.” 3 • what it is.
e “It’s very important to me because it reminds • its history.
me of my mom.” 1 • why it’s important to you.
f “It’s called Tom Brown’s School Days.” 2
4 6.1 Watch the video and check your answers

to Exercise 3.

Grammar Vocabulary
1 ❯❯ MB Work in pairs. Answer the questions about 5 ❯❯ MB Work in groups. How many time
the people in the pictures. expressions can you make with these words? You
have two minutes. You can use words more than
• Who was this person?
once.
• Where was he/she from?
• What did he/she do?
before 2001 Wednesday this
twentieth last March on
sixties week evening in
century ago month February 28th
6 ❯❯ MB Choose five time expressions from

Exercise 5 and write five sentences about the past.
2 Complete the text with the simple past form of 7 Cross out one incorrect word in each group.
the verbs.
fantastic great fine very good
fun OK nice funny
Marco Polo 1 grew up boring fine not bad OK
(grow up) in Venice in the terrible fun boring not very good
thirteenth century. When he
2 was (be) seventeen, I CAN
he 3 traveled (travel) with use time expressions
his father and uncle. They
use opinion adjectives
4 went (go) from Venice
to Persia, and finally to China.
Polo 5 lived (live) in Real life
China for seventeen years and
6 worked (work) for the Khan (or Emperor). 8 Work in pairs. Make questions with the words.
Twenty-four years later, he 7 returned (return) to 1 evening / how / your / was /?
Venice and 8 wrote (write) a book about his 2 special / was / party / a / it /?
journeys in Asia. The book 9 became (become) 3 last / where / you / go / did / night / ?
famous across Europe because of the stories. Marco 4 you / were / with / who / ?
Polo 10 died (die) in 1324. 5 were / lots / of / there / there / people/ ?
9 Match the answers to the questions in Exercise 8.

3 Write questions about Marco Polo using these a To the movies. 3
words and verbs from Exercise 2. Use the simple b Yes, my friend graduated from college, so he
past form. had a party. 2
1 Where / Marco Polo / in the thirteenth c My brother and his family. 4
century? d No, not many. 5
2 When / he / with his father and uncle? e It was fun. I went out for a meal with
3 Which parts of the world / they / to? friends. 1
4 How many years / he / in China?
5 Who / he / for? 10 ❯❯ MB Work in pairs. Write a conversation asking
6 When / he / to Venice? about somebody’s weekend. Use all these phrases.
7 What / he / a book about?
Fantastic! with an old friend
4 ❯❯ MB Work in pairs. Ask and answer the Lots! OK
questions from Exercise 3. Terrible! in the middle of the countryside
I CAN
I CAN
use the simple past
ask what people did
ask and answer questions about the past
talk about last night / the weekend, etc.
80
booster 5 ❯❯ MB
• Organize students into small groups. Give them two
minutes to make time expressions.
• Elicit their answers in feedback and write the expressions
Exercises 1, 4, 5, 6, and 10 are Memory Booster activities. on the board. You could make this competitive by
For more information about these activities and how they
awarding a point for each correct time expression, and
an extra point for any time expression no other group
came up with.
EXAMPLE ANSWERS
boxes, you could ask them to give themselves a score from before 2001 / Wednesday / March
1 to 4 (1 = not very confident; 4 = very confident) for each this week / Wednesday / March / month / century
language area. If students score 1 or 2 for a language area, last week / Wednesday / March / month / century
refer them to additional practice activities in the Workbook
on February (the) 28th
and Grammar Summary exercises.
in the evening / sixties / week / twentieth century
Grammar 6 ❯❯ MB
1 ❯❯ MB • Ask students to choose five time expressions and write
• Ask pairs to answer the questions. They can refer to the sentences about the past.
relevant pages in their Student Book if necessary. • Get volunteers to share their sentences in feedback.
ANSWERS EXAMPLE ANSWER

1 Frida Kahlo was from Mexico. She was a painter. Before 2001, people didn’t have iPhones.
2 George Washington was the first president of the
United States.
7
3 Ichiyo Higuchi was a Japanese writer.
• Ask students to cross out the incorrect word in each
group. Let them compare their answers in pairs before
2 checking as a class.
• Ask students to complete the text with the simple past
form of the verbs. Let them compare answers in pairs Real life
8
3 • Ask students to put the words in order to make
• Ask students to write questions using the simple past questions. Let them compare their answers in pairs
form of suitable verbs in Exercise 2. Let them compare before checking as a class.
ANSWERS
ANSWERS 1 How was your evening? 2 Was it a special party?
1 Where did Marco Polo grow up in the thirteenth century? 3 Where did you go last night? 4 Who were you with?
2 When did he travel with his father and uncle? 5 Were there lots of people there?
3 Which parts of the world did they go to?
4 How many years did he live in China? 9
5 Who did he work for? • Ask students to match the answers with the questions.
6 When did he return to Venice? Let them compare their answers in pairs before
7 What did he write a book about? checking as a class.
4 ❯❯ MB 10 ❯❯ MB
• This is a pairwork activity that allows students to
• Ask pairs to ask and answer the questions.
• Check answers as a class. practice a similar conversation to Exercise 8 using real
information and the phrases provided.
ANSWERS • Ask students to work in pairs to prepare the
1 Venice 2 when he was seventeen 3 Persia and China conversation, then act it out. Monitor as students
4 seventeen 5 the Khan 6 twenty-four years later prepare, helping as necessary.
7 his journeys in Asia

Unit 7 Journeys
Opener 4
1 • Ask pairs to practice using the adjectives.
• Ask students to look at the photo and caption and • In feedback, ask students to tell you what they
discuss the question. You could do this as a whole class discussed.
activity or ask students to talk in pairs first.
Extra activity
ANSWERS Ask students to match the adjectives to the following:
It’s a long journey because the ladybug is small and moves 1 Summer vacation (long, hot)
slowly. It also looks difficult to balance on the plant.
2 Russian words (long, difficult)
3 Himalayan mountains (cold, dangerous, huge)
Background information 4 Two-year-olds (tiny, short, dirty, dangerous, difficult)
Ladybugs are a type of small beetle. They are commonly 5 Jumbo jets (fast, huge)
yellow, orange, or red with small black spots on their wing Ask students to think of other things they could match the
covers. adjectives to.

2 66 personalization.
• Ask students to read through the words. Say the words
so students can listen to the pronunciation. Note the
pronunciation of huge /hjuːdʒ/.
• Play the recording. Ask students to circle the adjectives
they hear. Let students compare answers in pairs before
Manoj Chaudhary is a photographer based in Madhya
Pradesh, India.
3
• Ask students to match the opposite adjectives. Let them
ANSWERS
clean / dirty; cold / hot; dangerous / safe; difficult / easy;
fast / slow; huge / tiny; long / short
Vocabulary note
Huge and tiny are extreme adjectives; huge = very big,
tiny = very small.
81a
Unit 7 Journeys
The long journey
F E AT U R E S 1 Work in pairs. Look at the photo of a ladybug. Why do you

think the photo is called “The long journey”?
82 Animal journeys
2 66 Listen to a description of the photo. Circle the seven
Some animals travel long adjectives you hear.
distances every year
clean red cold dangerous
84 The deepest place on difficult dirty green easy
Earth fast hot huge long
safe short slow tiny
Filmmaker James
Cameron’s journey down
the Mariana Trench 3 Work in pairs. Find seven pairs of opposite adjectives in
Exercise 2.
86 Visit Colombia! clean / dirty
Discovering different
cities in a South American
4 Work in pairs. Which adjectives in Exercise 2 can you use to
describe:
country
1 your commute to work or school?
90 The final journey 2 transportation where you live (e.g., cars, trains)?
A video about the 3 your city or town?
dangerous final journey of 4 the weather today?
salmon in Alaska

7a Animal journeys
Reading 3 Read the article again and complete the chart.
1 You are going to read an article about the journeys Saiga Tree Frogs Loggerhead
three animals make. Look at the photos and Antelopes Turtles
quickly skim the article. Match the animals (1–3) When do spring spring all their life
with the distances (a–c). they travel?
1 saiga antelope a 30 meters every year Where do higher down the
2 tree frog b 35 kilometers a day they travel places tree
3 loggerhead turtle c 14,000 kilometers in to?
fifteen years Which dangerous difficult long
adjectives
2 Read the article and check your answers to describe
Exercise 1. the
journey?
67 Animal journeys Every year, animals around the world go on

long and difficult journeys called migrations.
Saiga antelopes live in Tree frogs have shorter

Central Asia. In the spring, journeys than other
they walk to higher places animals. But for a small
for food. A male saiga can 15 frog, the journey isn’t
5 walk thirty-five kilometers easy. In the spring, it
a day—it’s faster than a climbs thirty meters
female. The journey is down a tree, lays its
more dangerous for a eggs in water, and then
female saiga because she 20 climbs back up the tree.
10 has her calf—her baby—in For a tree frog, it’s a
the spring. very difficult journey.
Many turtles have a very long journey—longer

than other sea animals. They travel all their life. For
25 example, the loggerhead turtle leaves the beach
as a baby and swims around fourteen thousand
kilometers. Fifteen years later, the female turtle
returns to the same beach and lays eggs.
82
3
7a Animal journeys • Ask students to read the article again and complete
the chart. Let students compare their answers in pairs
Lesson at a glance
• reading: animal journeys Extra activity
• grammar: comparative adjectives
• pronunciation: stressed and weak syllables Ask students to find words that collocate with these verbs
• speaking: your opinion in the text: climb, lay, have. (Answers: climb up/down a
tree, lay an egg, have a calf / journey)
Reading
1
• Ask students to look at the photos. Ask: What are these
animals? What do you know about them? What do you want
to find out? Elicit ideas.
• Ask students to skim the article and match the animals
to the distances.
2 67
• Ask students to read the article and check their
answers. They can listen and read along to the
recording if required. Let them compare their answers
Loggerhead turtles live in the Atlantic, Pacific, and Indian
Oceans. They can grow to be over a meter long and live to
their sixties.
The saiga /ˈsaɪɡə/ is a critically endangered antelope that
can now only be found in parts of Russia and Kazakhstan.
SAMPLE COPY, NOT FOR DISTRIBUTION 7a Animal journeys 82a

Grammar comparative adjectives Speaking my
4
9
• Ask students to look at the sentences. Discuss the
class. Ask students to look at the sentences again and
question as a class.
discuss the questions as a class.
ANSWERS
ANSWERS
Fact: Antarctica is colder than Australia.
1 -er 2 more 3 good, bad 4 than
Opinion: Rock climbing is more fun than surfing.

comparative adjectives. 10
Refer students to page 170 of the Student Book for further • Ask students to look at the other sentences they made
information and practice. in Exercise 7. Tell them to decide which are facts and
which are opinions.
5 • Introduce I think and In my opinion and model one or
• Do the first adjective with the class as an example. two sentences. Ask students to work in pairs to express
Then ask students to write the comparative forms of the opinions.
remaining items. Tell them to refer to the grammar box
for help. EXAMPLE ANSWERS
• Let students compare answers in pairs before checking 1 Australia is hotter than Antarctica. (fact)
as a class.
2 A car is more comfortable than a bicycle. (opinion)
6 3 Rock climbing is more dangerous than surfing. (opinion)
• Do the first sentence with the class as an example. 4 Travel by air is faster than travel by sea. (fact)
Then ask students to complete the sentences with 5 An elephant is bigger than a lion. (fact)
comparative forms. Let students compare answers 6 Visiting a city is more expensive than camping in the
in pairs before checking as a class. country. (fact)
7 7 Paris is better than New York. (opinion)
• Brainstorm with the class different ways of comparing 8 Train journeys are slower than plane journeys. (fact)
Australia and Antarctica (e.g., Antarctica is colder / bigger /
more expensive to visit). 11
• Ask pairs to prepare ideas. Then put students in groups • Ask students to write their own sentences. Elicit one
to share their sentences. Monitor closely and correct any or two examples to get them started. Monitor and help
errors students are making. with ideas.
• See Exercise 10 for example answers.
ANSWERS
Pronunciation stressed and weak syllables Students’ own ideas
8 68
• Play the recording. Students listen and notice the use of 12
the weakly-stressed schwa in the -er ending and than. • Model the sample conversation with a student.
• Play the recording again. Students listen and repeat. • Organize the class into pairs. Tell students to take
turns reading their sentences from Exercise 11 and
Pronunciation note responding to their partner accordingly. Monitor and
prompt as necessary. Note any errors for feedback and
Vowel sounds often reduce to /ə/ when not stressed. Show
correction at the end.
how the sound is very short and barely said. English is a
stress-timed language, so strong sounds are very strongly
stressed and carry weight, and weak sounds seem as if
they are “swallowed up” and barely audible. Make sure,
when repeating, students attempt this differentiation
between strong and weak sounds.
Extra activity
Ask students to mark the strong and weak sounds on the
sentences they wrote for Exercise 7. Tell them to practice
saying them.
83a Unit 7 Journeys SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar comparative adjectives 7 Work in pairs. Make sentences comparing these
things. Use a comparative adjective + than.
COMPARATIVE ADJECTIVES
Australia is hotter than Antarctica.
We use a comparative adjective to compare two things or
groups of things. 1 Australia / Antarctica
Turtles have long journeys. ➙ Turtles have longer journeys 2 a car / a bicycle
than tree frogs. 3 rock climbing / surfing
Tree frogs have short journeys. ➙ Tree frogs have shorter 4 travel by air / travel by sea
journeys than saiga antelopes or turtles. 5 an elephant / a lion
The female saiga’s journey is dangerous. ➙ The female 6 visiting a city / camping in the country
saiga’s journey is more dangerous than the male’s. 7 Paris / New York
Spelling changes: big ➙ bigger, safe ➙ safer, easy ➙ easier 8 train journeys / plane journeys
Irregular adjectives: good ➙ better, bad ➙ worse

8 Pronunciation stressed and weak syllables
68 Listen to the stressed and weak syllables in
4 Work in pairs. Look at the grammar box. Answer these sentences. Then listen again and repeat.
these questions about comparative forms. /ə/ /ə/
1 What two letters do you add to short adjectives 1 Africa is hotter than Europe.
to make the comparative? /ə/ /ə/
2 What word comes before long adjectives? 2 Australia isn’t colder than Antarctica.
3 Which adjectives have an irregular comparative?
4 What word often comes after a comparative Speaking my
adjective to compare two things?
9 Compare these sentences from Exercise 7. Which
5 Write the comparative form of these adjectives. sentence is a fact and which is an opinion?
1 big bigger
Antarctica is colder than Australia.
2 small smaller
Rock climbing is more fun than surfing.
3 cheap cheaper
4 expensive more expensive 10 Work in pairs. Which of your sentences in
5 cold colder Exercise 7 are opinions? Say the sentences with
6 hot hotter these phrases.
7 dangerous more dangerous
8 safe safer I think … In my opinion …
9 difficult more difficult
10 easy easier I think rock climbing is more dangerous than surfing.
11 fast faster
12 slow slower 11 Write sentences with your opinion. Compare two
better of these things.
13 good
14 bad worse • places or cities
• sports or free-time activities
6 Complete the sentences with the comparative form • types of travel
of these adjectives. • types of vacations
• places in the city
big cheap fast good hot slow
• types of transportation
• famous people
1 The summer in Mexico is hotter than in
Canada. 12 Work in pairs. Take turns reading your opinions
2 My journey was slower than normal aloud. Do you agree with your partner?
because the train was late.
3 Their new house has three bedrooms. It’s A: I think Tokyo is more expensive than Dubai.
bigger than their old house. B: I agree! / I don’t agree!
4 Call a taxi. We’re late, and it’s faster
than walking.
5 The bus ticket is $10 and the train ticket is $12,
so the bus is cheaper .
6 I go to work by bus. It’s better than
going by car because I can read a book.
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 7 Journeys 83

7b
?? Section
The deepest
Headplace on Earth
Filmmaker James Cameron with his

submarine Deepsea Challenger.
Vocabulary ways of traveling 2 Work in pairs. Ask and answer these questions using
the words in Exercise 1.
WORDBUILDING collocations
1 How do you normally travel to work (or school)?
We can talk about different ways of traveling with 2 How do you normally travel when you go on
the verbs walk, ride, drive, fly, etc. We can also use vacation?
collocations with verbs + transportation nouns. 3 What’s your favorite way to travel? Why?
go by + bicycle/train/car
travel by + train/bus/plane/boat
take + a taxi / a bus / the train Listening
For more practice, see Workbook page 59. 3 69 Look at the photo above. Listen to a
documentary about James Cameron’s journey to the
deepest place on Earth and complete the information.
1 Look at the wordbuilding box. Circle the correct
option to complete these sentences. 1 The place: The Mariana Trench
2 Distance to the bottom: 11 kilometers
1 I always take / drive a taxi when I go out with
3 Length of journey: over two hours
friends in the evening.
4 Type of transportation: submarine
2 When my family goes on vacation, we always
5 Number of new species: 68
drive / go by car.
3 How did you fly / travel to Moscow? By train documentary (n) /ˌdɒkjʊˈment(ə)ri/ a movie about real life
or by plane? species (n) /ˈspiːsiːz/ type or group of animal
4 When it’s raining I normally travel to / by
work on the train. 4 69 Work in pairs. Compare your notes from
5 Let’s travel by / take the bus downtown. Exercise 3. Then listen again, check your notes, and
complete any missing information.
84
Listening
7b The deepest place on Earth 3 69
• Write James Cameron and Mariana Trench on the board.
Lesson at a glance Ask students to say what they know about either.
• vocabulary: ways of traveling • Ask students to look at the photo and predict what
• wordbuilding: collocations James Cameron wanted to do. Check the meaning and
• listening: the deepest place on Earth pronunciation of the words in the glossary.
• grammar: superlative adjectives • Play the recording. Students listen and complete the
• speaking: places you know information. Don’t check answers at this stage.
Vocabulary ways of traveling Background information

1 James Cameron (born 1954) is a Canadian moviemaker,
inventor, engineer, philanthropist, and deep-ocean
• Read the information in the wordbuilding box with the explorer. His movies include science-fiction classics The
class. Terminator (1984), Aliens (1986), The Abyss (1989),
• Ask students to circle the correct option to complete the Terminator 2: Judgment Day (1991), and Avatar (2009). He
sentences. Let students compare answers in pairs before also directed True Lies (1994) and Titanic (1997).
checking as a class. On March 26, 2012, Cameron reached the bottom of the
Mariana Trench, the deepest part of the ocean, in the
Vocabulary note Deepsea Challenger submersible. He is the first person to
do this in a solo descent, and is only the third person to do
Note that it is also possible to say go on a bus/train. so ever.
Instead of walk, we can say go on foot.
4 69
Refer students to Workbook page 59 for further practice. • Let students compare answers in pairs, then play the
2 recording again. Students listen again, check, and add
to their notes.
• Ask students to discuss the questions in pairs. In
feedback, elicit responses from students. • In feedback, write the extra information students heard
from the recording.
EXAMPLE ANSWERS
1 I walk / drive / cycle / take the bus to work/school; I go
to work by bike/car.
2 We normally fly but sometimes we take the train.
3 I love to travel by train for long journeys because I like
to look at the countryside.
Extra activity
Ask students more questions, e.g., How do you travel: on a
night out / when you visit your grandparents / home in the
evening?

using flashcards.

7b The deepest place on Earth 84a
Grammar superlative adjectives Speaking my
5 9
• Ask students to choose a city/country and prepare
class. Ask students to discuss the questions in pairs
notes based on the points given. Monitor closely and
before eliciting answers in feedback.
help students with ideas.
• If your students are from the same city or country, ask
ANSWERS
them to work in pairs or small groups to make their
1 -est 2 most 3 the notes.
Please refer to page 170 for Grammar Notes on 10
superlative adjectives. • Organize the class into pairs. Support students by
Refer students to page 170 of the Student Book for further helping them to form questions first.
information and practice. • If students come from a variety of countries, mix the
6 pairs so that they can tell each other about the places
they come from.
• Ask students to complete the chart with superlatives.
Let students compare answers in pairs before checking • Have students take turns asking and answering their
as a class. questions. As students speak, listen and note errors.
At the end, provide feedback on errors involving
7 superlatives.
• Do the first two items with the class. Then ask students
to complete the rest of the text. Let students compare Extra activity
answers in pairs before checking as a class. Ask students to discuss, then research, the answers to the
quiz questions below (answers in parentheses):
8 70
What is the world’s …
• Write Ireland on the board and ask students to tell you
what they know about the country. biggest city? (Chongqing, China)
oldest city? (Damascus, Syria)
• Ask students to complete the sentences with
comparative or superlative forms. Let them compare most visited city? (Bangkok, Thailand)
their answers in pairs. coldest city? (Yakutsk, Russia)
• Play the recording. Students listen and check their smallest city? (Vatican City, Italy: 0.44 square kilometers in
answers. size with a population of only 800)

Grammar superlative adjectives 8 70 Work in pairs. Complete the conversation
about Ireland with the superlative or comparative
SUPERLATIVE ADJECTIVES form of these adjectives. Then listen and check.
We use a superlative adjective to compare one thing with
beautiful cheap famous good
all the other things in a group.
The Mariana Trench is the deepest place in the ocean. good hot popular small
This fish has the biggest teeth of any fish for its size.
Titanic is the most popular movie by James Cameron. A: I want to visit Ireland in July, but I only have
Avatar was the most expensive movie. ten days. What are the best places to visit?
B: Well, Dublin is 1 the most famous city in
Spelling changes: big ➙ biggest, easy ➙ easiest
Irregular adjectives: good ➙ best, bad ➙ worst
Ireland, and of course it’s also
2 the most popular
with tourists.
For more information and practice, see page 170. A: But I don’t want to see lots of other tourists.
What’s 3 the most beautiful city?
B: In my opinion, Galway is the prettiest. In terms
5 Work in pairs. Look at the grammar box. Answer of size, the city is 4 smaller than
these questions about superlative forms.
Dublin, but it’s next to the water, so there are
1 What three letters do you add to short great views.
adjectives? A: How cold is it?
2 What word comes before longer adjectives? B: July is 5 the hottest month, so it’s OK.
3 What word usually comes before a superlative A: What about transportation? What’s
adjective? 6 the best way to travel around?
B: Buses are 7 cheaper , but I think
6 Complete the chart with superlative adjectives. a car is 8 better than public
transportation when you are a tourist. With a
Adjective Comparative Superlative car you can stop and see lots of different places
adjective adjective on the way.
long longer the longest
Speaking my
fast faster the fastest
9 Write notes about your country or a country you
know well. Use the ideas below or your own ideas.
expensive more expensive the most expensive
• the most famous city
good better the best • the oldest city
• the most beautiful place
• the most popular place for tourists
7 Complete the text with the superlative form of the • the best place to visit
adjectives. • the hottest month
• the coldest month
• the cheapest way to travel
New Year is the 1 most important (important)
holiday in China. Millions of people leave the 10 Work in pairs. Imagine you are going to the
2 biggest (big) cities in China and travel country your partner wrote about in Exercise 9.
home to their families, so it’s the
3 busiest (busy) time of year for travel. Student A: Ask questions using the ideas in
Many college students go by train, and it’s also the Exercise 9.
4 worst (bad) time of year for driving
Student B: Answer Student A’s questions using
on the roads. Some people go by plane because it’s
your notes from Exercise 9.
the 5 fastest (fast) way to get home,
but it’s also the 6 most expensive (expensive) Change roles and have another conversation.
because lots of tourists fly into China during the
New Year’s holiday. They visit the
A: What’s the most famous city in Peru?
7 most popular (popular) places in China,
B: I think it’s probably Lima, but I think Arequipa is
such as the Great Wall. With so many people
the most beautiful city.
traveling in China at this time, it’s the
8 largest (large) human migration in
the world.

7c Visit Colombia!
Reading 6 Work in pairs and answer these questions.
1 Do you spend most of your time doing your
1 Work in pairs. Look at the photos on page 87.
homework?
What topics (e.g., food and restaurants in a city)
2 Do you have time for sports and other hobbies?
do you think are in the article?
3 Did you have a good time over the weekend?
2 Now read the article. Can you find the topics you 4 We spend time and save time. What’s another
thought of in Exercise 1? noun we often use with spend and save?
3 Work in pairs. Read the article again. Match these 7 Imagine you can visit the cities in the article.
sentences to the cities (A–D), according to the Which would you like to visit most? Rank the four
information in the text. cities from 1 to 4 (1 = your first choice, 4 = your
last choice). Then compare your answers in groups
1 In this city you can take dance lessons from and give your reasons.
experts. C
2 There’s a cable car that goes over the city. B
3 No one lives in this city anymore. D Critical thinking writing for
4 There are two important events every year. C the reader
5 People in this city like to stop and talk to
anyone. A 8 Overall, what type of reader do you think the
6 This city is famous because of an artist. B article on page 87 is for? Who would be interested
7 It’s difficult to get to this city. D in this article? Tell the class.
4 Find words in the article to match these 9 Now read a different text about the city of Cali.
definitions. Compare it with the paragraph about Cali in the
article. In each paragraph, what choices does the
1 a type of city or place with ships and
port writer make about:
boats
2 an informal and friendly 1 the type of reader? (Is it for a tourist, a business
conversation chat person, a student, or someone who likes art?)
3 a type of artist who makes large objects, often 2 the type of topics? (Is it about art, history,
from stone or metal sculptor business, sports, or music and dance?)
4 the objects made by the artist in 3 sculptures
5 a type of transportation that moves over your Cali is a city where people work hard. There are
head (e.g., in the mountains) cable car
a lot of businesses there. It has a good airport for
6 places with music and dancing nightclubs visitors, with comfortable hotels. There is good
7 a special public event or celebration, usually public transportation, but taxis are the fastest way
every year festival
to get around the city. In the evening, Cali has
8 very old ancient
restaurants with traditional and international food.
Word focus time

Writing my
5 Find these phrases with time in the article. Then
use the phrases to complete the sentences. 10 Plan a paragraph about your town or city. First
make choices about:
have a good time have time for
• the type of reader.
save time spend time
• the type of topic.
1 On the weekend, we always spend time Then write your paragraph in 50 words.
with family and friends.
2 I woke up late, so I didn’t have time for 11 Exchange your paragraph with a partner. What
breakfast. type of reader did your partner write for, and what
3 Don’t wait for the bus. Save time by is the topic?
taking a taxi.
4 Did you have a good time on your trip?
86
4
7c Visit Colombia! • Ask students to find words in the article to match the
definitions. Let students compare their answers in pairs
Lesson at a glance
• reading: Colombia’s cities Word focus time
• word focus: time
5
• critical thinking: writing for the reader
• writing: your town or city • Ask students to find the phrases in the article (spend
time: line 1, have time for: lines 7–8, save time: line 16, and
have a good time: line 21). Use the contexts in the article
Reading to go over the meaning of the expressions.
1 • Ask them to complete the sentences. Let students
• Find out what your students know about Colombia. compare answers in pairs before checking as a class.
Ask if they can name cities, famous people, or things
connected with the country.
6
• Ask students to look at the photos and say what topics
In feedback, ask students to tell the class anything
they think will be in the article. Ask students to work in
interesting they found out about their partner.
pairs before eliciting their ideas.
ANSWERS
EXAMPLE ANSWERS
1–3 Students’ own answers 4 money
Students’ own ideas. Possibilities: food and restaurants;
history and architecture; festivals and celebrations; nature
7
• Ask students to look at the text again and rank the cities
Background information individually. Then have them work in small groups to
Colombia is the fourth largest country in South America, compare answers and give reasons.
and has a population of about 50 million people. The
majority of the population speaks Spanish, but the country ANSWERS
has more than 60 other local languages and dialects. Part Students’ own answers
of the country is occupied by the Amazon rain forest.
Colombia has a diverse culture, with many different
festivals and a wide range of music styles.
2 71
• Ask students to read the article and note the topics.
They can listen and read along to the recording if
required. Let students compare their answers in pairs
ANSWERS
Topics: food, friendly people, sculptures, art, music and
dance, festivals, trekking in jungles, ancient city
3
• Ask students to read the article again and match the
descriptions with the cities. Let students compare their
SAMPLE COPY, NOT FOR DISTRIBUTION 7c Visit Colombia! 86a

Writing my
Critical thinking writing for the reader 10

8 • Ask students to plan and write a 50-word paragraph
about their town or city. They should first decide on
• Discuss the questions with the class and elicit answers.
who they want to write for and the topics.
ANSWER 11
tourists • Ask students to exchange paragraphs with a partner.
Students report back on their partner’s choice of reader
and topics.
9
• Ask students to read the text in the box and compare it Please refer to page 188 for Teacher Development notes
with paragraph C of the article. Let students discuss the on planning and writing a paragraph.
questions about the two texts in pairs, then elicit their
ideas in feedback.
ANSWERS
1 This text is written for business people, whereas
paragraph C is for tourists.
2 This text gives practical information for business visitors
(e.g., airport, public transportation, hotel, restaurants),
while paragraph C gives information about events and
places to have fun (e.g., music festival, nightclubs).

A journey to
Colombia’s cities
71
Many visitors to Colombia spend time

in Bogotá, the country’s capital city, but
Colombia also has some other great cities.
A Cartagena is a port on Colombia’s coast. Because the
5 city is by the Caribbean Sea, the food here is a fantastic
mix of seafood and tropical fruit. Also, Cartagena is one
of the friendliest places in the world—everyone has time
for a chat, including waiters in restaurants, store clerks,
taxi drivers, or people walking in the streets.
10 Medellín is best known for the sculptor Fernando B

Botero. He was born here, and you can see
his huge sculptures of people and animals
everywhere in the city. The Botero Plaza is in the
center and has a lot of sculptures by him. You
15 can also walk to other squares to see more. If you
want to save time between places, take the cable
car over the city. And in the afternoon, when
the sun gets very hot, go inside the Museo de
Antioquia to see Botero’s paintings.
C 20 Cali is a city where people work hard, but also know
how to have a good time. The city is famous for its music
and dance, and there are lots of concerts and nightclubs.
It’s also the home of Colombian salsa: you can take
classes with some of the best dancers in the world. The
25 annual Festival of Pacific Music and the World Festival of
Salsa are in August and September, so these are good
months to visit.
For a very different kind of Colombian city, take a D

four-day trek1 to Ciudad Perdida, which means
30 the “Lost City.” You walk through rivers and jungle,
and after three days, you finally climb up 1,241
steps. At the top, you find the stone walls of an
ancient city over a thousand years old with an
incredible view over the mountains.
trek (n) /trek/ a long and difficult journey on foot
1

7d Travel money
Vocabulary money
1 Complete the sentences with these pairs of words.
borrow / cash buy / ticket
change / dollars lend / money
pay / credit card spend / money
1 I need to change some dollars into

yen.
2 Did you spend a lot of money on
that dress?
3 You can pay by credit card or by
cash.
4 I forgot my wallet. Can you lend me
some money to buy a drink?
5 Can I borrow some cash and pay
you back later?
6 They want to buy a train ticket .
2 72 Listen to three conversations about money.

Match the conversations with the places.
a Conversation 1 in a store
b Conversation 2 in a parking lot Conversation 3
c Conversation 3 at a bank A: Oh, no! It’s two dollars for parking. I only have
a ten-dollar bill.
Real life making requests B: So what’s the problem?
A: The machine takes coins. 7 C ould I
3 72 Complete the conversations from Exercise 2. borrow some money?
Use the expressions for making requests to help B: I’m 8 a fraid I don’t have any change.
you. Then listen and check. But look! It takes credit cards.
A: I don’t have a credit card with me.
Conversation 1
B: It’s OK. I do.
A: Hello, can I change one hundred dollars into
A: Great. I can pay you back later.
euros?
B: Don’t worry! It’s on me!
B: Yes, of 1 course . One moment. One
hundred dollars is eighty-nine euros. MAKING REQUESTS
A: OK, 2 can you give me the euros in
tens? Requests Responding no
Can I change …? I’m sorry, but …
B: 3 Sure . Ten, twenty, thirty, forty, fifty,
Can you give me …? I’m afraid I don’t …
sixty, seventy, eighty …
Could I have …?
Conversation 2 Responding yes
A: Would you like to buy this? Yes, of course.
B: Yes, please. And 4 could I have it in a Sure!
bag, please? Certainly.
A: 5 Certainly . That’s twelve euros.
B: Here’s my credit card. 4 Work in pairs. Take turns asking for different
A: Oh, I’m 6 sorry , but I can only take things with these pairs of words. Respond yes
cash. or no.
B: Oh, no! I don’t have any.
lend / ten dollars give / a drink
A: Don’t worry, there’s a bank with an ATM
borrow / your phone pay / credit card
around the corner.
use / your pen have / some dinner
B: Oh, thanks.
buy / a ticket
88
7d Travel money
Can I = I am asking for permission to do something
Can you = I am asking you to do something
Lesson at a glance Can I/you and Could I/you are interchangeable in this
• vocabulary: money context. Could tends to be more tentative and therefore
• real life: making requests more polite or formal.
Using expressions like of course and certainly sound more
positive and more polite than just saying yes.
Vocabulary money
Using I’m sorry and I’m afraid makes a “no” response
1 gentler and less rude.
• Start by using visuals or realia to check some of the Note that intonation is important when making and
words in the box, e.g., show coins and cash, a ticket, responding to requests. Encourage students to use a
and a credit card. suitable intonation pattern.
• Do the first item with the class as an example. Then
ask students to complete the remaining sentences. Let 4
students compare their answers in pairs before checking • Organize the class into pairs. Tell students to improvise
as a class. conversations based on the prompts. Alternatively,
• In feedback, use mime to check some of the verbs. you could ask students to prepare a conversation from
the prompts in their pairs (either orally or by writing)
before practicing the conversation.
Vocabulary note
• As students practice the conversations, monitor
spend = use money
carefully and make sure they are attempting a good
pay = give money for something (e.g., pay a fine / a bill) intonation pattern when making requests.
Lend is the opposite of borrow, so if you lend someone
$100, you give it to them but want it back later. If you
EXAMPLE ANSWERS
borrow $100, you take it but promise to give it back later.
A: Can you lend me ten dollars?
B: Yes, of course.
2 72 A: Thanks.
• Ask students to look at the places. Check any words
students don’t know. B: Can I pay by credit card?
A: I’m sorry, but you can’t. Do you have cash?
• Play the recording. Students listen and match the
conversations with the places. Let students compare B: I’m afraid not.
Extra activity
Ask students to improvise similar conversations with the
US currency uses $1, $2, $5, $10, $20, $50, and $100 bills.
following prompts: borrow / your notes; buy / your bike;
Euros has $1 and $2 coins, and $5, $10, $20, $50, $100,
borrow / your phone.
$200, and $500 notes.
Real life making requests

3 72
• Ask students to look at the photo. Ask: Where are the
people? What are they saying? Ask students to recall (from
the previous listening) or guess what the people are
saying.
• Ask students to read through the conversations and
write the missing words. Tell them to refer to the box on
the page if they are not sure. Let students compare their
answers in pairs.
answers. Check answers as a class.
SAMPLE COPY, NOT FOR DISTRIBUTION 7d Travel money 88a

2b
7e The end of the road • Ask students to complete the sentences. Let them
compare their answers with a partner before checking
as a class.
Lesson at a glance
• writing: a travel blog post 3
• writing skills: so and because • Remind students that they looked at and and but in Unit 1
(and adds information, but introduces contrasting
information).
Writing a travel blog post
• Ask students to circle the correct options to complete
1
the blog post. Let them compare their answers in pairs
• Optional step Ask students to look at the photo. Ask: before checking as a class.
Where do you think this is? Where are the people on the bus
going? 4
• Ask students to read the blog post and answer the • Ask students first to think of a trip they took. You
questions. Let students compare their answers in pairs could elicit some ideas from the class and make sure
before checking as a class. everybody can think of something.
• Ask students to look at the questions and make brief
ANSWERS notes about their trips. Then ask them to connect ideas
1 on a bus journey from Lhasa to Kodari / in the using so, because, and, and but. Monitor and help with
Himalayas vocabulary and ideas.
2 three
5
3 the north side of the highest mountain in the world
• Once students have written the blog post, ask them to
4 It stopped.
exchange them with a partner. Encourage students to
5 the driver
comment on each other’s work using the questions as a
6 Some of them were angry. guide.
7 He looked sad and lonely.
• Optional step Display the blog posts on the classroom
8 He wanted a good hotel and a hot meal.
walls. Students walk around and read them.
Vocabulary note
Look at the difference between travel (a noun or a verb
used to describe going to different places), journey (a
noun used to describe an individual act of going from one
place to another), and trip (a short, easy journey).
fix the engine = repair the engine
start the bus = turn the key so that the engine is going
leave the bus = get off the bus and walk away
Writing skill so and because

2a
• Ask students to read the example sentences and answer
the questions. Let students compare their answers in
ANSWERS
1 sentence b (reason: he wanted a hotel and a meal;
action: he left the bus)
2 sentence a (action: he felt sorry for the driver; reason:
the driver looked sad)
3 You use so to introduce a result. You use because to
introduce a reason.
Please refer to page 170 for Grammar Notes on so and

because.

7e The end of the road
Writing a travel blog post 2 Writing skill so and because
1 Work in pairs. Read a travel blog post about a a Look at these sentences and answer the questions.
bus journey and answer the questions. a I felt sorry for the bus driver because he looked
1 Where was the writer? sad.
2 How many days was the journey? b I wanted a good hotel and a hot meal, so I left the
3 What could the passengers see? bus, too, and walked to Kodari.
4 What happened to the bus? 1 Which sentence gives the reason, then the action?
5 Who tried to fix the engine? 2 Which sentence gives the action, then the reason?
6 How did some passengers feel? 3 When do you use so and because?
7 Why did the writer feel sorry for the bus
driver? b Complete the sentences with so or because.
8 Why did the writer walk to the border?
1 We called a taxi because we were late for the
meeting.
Yesterday was the final day of my bus journey 2 The train was late, so we waited on the
from Lhasa to Kodari, on the Nepal border. It’s platform.
the highest road in the world and it’s also a 3 We had a drink of water because it was a very
very long journey. We traveled for three days hot day.
through the Himalayas and you could see the 4 It started raining, so they ran home.
north side of the highest mountain in the world. 5 We rented a car because there were no trains
or buses.
In the afternoon, we were only five kilometers
6 My friend lent me ten dollars because I didn’t
from Kodari when suddenly the bus stopped.
have any cash.
The driver got out and looked at the engine. For
the next three hours, he tried to fix the engine. 3 Circle the correct options to complete this travel blog
Some of the other passengers got angry, but he post.
couldn’t start the bus.
Finally, all the passengers got out and started to It was the end of our family vacation 1 and /
walk to the border. I felt sorry for the bus driver because we were very tired. We had a long car trip
because he looked sad and lonely. But I also from San Francisco to Arizona via Los Angeles, 2 so /
wanted a good hotel and a hot meal, so I left but we left early in the morning. The drive was
the bus, too, and walked to Kodari. Later that easy at first 3 so / because there wasn’t much traffic
night, the bus arrived in the town. at that time of day, 4 but / and at noon we needed
to stop at a garage near Los Angeles 5 but /
because there was a problem with the engine. The
garage couldn’t fix the car for 24 hours,
6
so / because we needed a hotel for the night.
The nearest hotel was at Disneyland. We went
there 7 and / but it was the best part of the trip!
4 Write a short travel blog post about a trip or a place

you visited on vacation. Think about these questions.
• Where were you? • Who was there?
• When was it? • What happened?
5 Work in pairs. Exchange your travel blog posts. Use

these questions to check your partner’s blog post.
• Did your partner answer the questions in
Exercise 4?
• Did the description use different conjunctions (and,
because, but, and so)?

In Alaska, the sockeye salmon swims up

the river. It’s a dangerous journey.
90
Videoscript 7.1
Narrator These cold rivers are in Alaska.
Before you watch The rivers are full of a type of fish called sockeye salmon.
The sockeye salmon are born in these rivers, but they
1 swim to the ocean.
• Ask students to describe the photo. Ask: What do you
Then, at the end of their life, they return to the river and
see? (a brown bear, a salmon, a river) What do you think
start their final journey, hundreds of kilometers up the
is happening? (the bear is trying to eat the fish)
river. It can take weeks, and only one in every thousand
• Ask students to work in pairs to discuss the question. salmon will finish it.
Elicit their answers in feedback.
At the beginning of the journey, these huge brown bears
are the biggest danger as the fish try to jump past them.
EXAMPLE ANSWERS
If the salmon get past the bears, their bodies start to
It’s dangerous because they are swimming up a fast river, change. Over the next few weeks, the head of the male
and the bears are trying to eat them.
salmon turns green. Its mouth grows longer. Its skin turns
red and becomes smooth. Scientists still don’t know why
this happens.
Key vocabulary
Finally, the sockeye salmon arrive in the shallow water
2
where they were born.
• Encourage students to use the context to guess the
meaning of the words in bold. The males start to fight over the females. Then the female
salmon lay their eggs at the bottom of the river.
• Ask students to work in pairs to match the words with
the definitions. Check answers as a class. Finally, both parents die and their bodies decay into the
river and become food for the next salmon, which grow
• Highlight the pronunciation of these key words as and start the journey again.
repeat. Point out the stress in shallow and decay.
While you watch

3
• Ask students to read through the events carefully.
• Ask students to predict the order of the events. Let
them compare their ideas in pairs. Don’t check answers
at this stage.
4 7.1
• Play the video. Ask students to watch the video and
check their answers to Exercise 3.
SAMPLE COPY, NOT FOR DISTRIBUTION 7f The final journey 90a

5 7.1 7 7.1
• Ask students to read the questions first. Then play the • Go over the expressions in the box with the class. Make
video again and have students answer the questions. sure students are clear about meanings.
• Let students compare answers with a partner before • Get students into pairs. Play the video with the sound
checking as a class. off. Student A describes what they are watching to their
partner. Student B circles the expressions they hear.
After you watch • Play the video again. Students switch roles and repeat
the activity. You could ask students to sit back to back
so that one student watches the screen and describes
6 7.2 while the other student circles the expressions without
• Explain to students that they are going to watch some looking at the screen.
phrases. They need to choose the correct meaning of
the words.
Videoscript 7.2
1 “The rivers are full of a type of fish called sockeye

salmon.”
What does are full of mean?
a have lots
b have a few
2 “Then, at the end of their life, they return to the river
and start their final journey …”
What does return mean?
a go forward
b go back
3 “At the beginning of the journey, these brown bears are
the biggest danger …”
A danger is something that ____.
a harms you
b helps you
4 “If the salmon get past the bears, their bodies start to
change.”
What does get past mean?
a go inside something
b move around something
5 “Then the female salmon lay their eggs at the bottom
of the river.”
What does at the bottom mean?
a above the water’s surface
b below the water’s surface

Before you watch 5 7.1 Work in pairs. Watch the video again and
1 Which US state are the rivers in?
you think it is a difficult journey for the sockeye
Alaska
salmon?
2 Are the sockeye salmon born in the river or in
2 Key vocabulary the ocean?
in the river
Read the sentences. The words in bold are used 3 How many salmon finish the long journey?
in the video. Match the words with the definitions one in a thousand
(a–f). 4 How does the male salmon’s skin change?
It turns red and becomes smooth.
1 When I sit in the sun too long, my skin burns.
2 The water in this river is very shallow. 5 Do scientists know why this happens?
3 A baby’s skin is very smooth. No.
4 When an animal dies, its body decays. 6 Where were the salmon born?
5 The chicken lays eggs. in shallow water
6 In fall, the leaves on many trees turn red. 7 What do the males do in the shallow river?
They fight.
a breaks up and goes back into
decays 8 What do the females do?
nature They lay eggs.
b when a female bird pushes an egg from
lays 9 Why is it important for the parents’ bodies
her body
smooth to die and decay?
c nice to touch, not rough
shallow They become food for the young salmon.
d not deep
e the outside part of a human’s or
an animal’s body skin After you watch
f change (color) turn
While you watch 7.2 Watch the clips from the video. Choose
3 You are going to watch a video about the final
journey of the sockeye salmon. In what order do 7 7.1 Work in pairs. Watch the video again with
you think the events (a–g) happen? Number them the sound OFF.
from 1 to 7.
Student A: As you watch, describe the life of the
a The fish try to jump past the brown bears. 2 sockeye salmon. Try to use all these expressions in
b The sockeye salmon start their journey up the your description.
river. 1
c The salmon arrive in the shallow water. 4 full of a type of fish bodies start to change
d The male salmon changes its shape and it can take weeks turn green/red
color. 3 one in every thousand start to fight
e The female salmon lays her eggs. 6 the biggest danger lay their eggs
f The male salmon fight. 5 get past the bears die and decay
g The salmon die and decay. 7
Student B: Listen to Student A and circle the
4 7.1 Watch the video and check your answers expressions you hear.
to Exercise 3. Change roles and do the activity again.

Grammar Vocabulary
1 Look at the picture below. Complete the sentences 5 ❯❯ MB Work in pairs and say the opposite of
with the name of a planet in the picture. these adjectives.
1 Mercury is the closest planet to the Sun.
cheap clean cold easy
2 Saturn is a big planet, but Jupiter is the fast long safe tiny
biggest.
3 Venus is a hot planet, but Mercury is the
hottest.
6 ❯❯ MB Write five sentences with adjectives
from Exercise 5. Then work in pairs. Take
4 The journey from Earth to Neptune is longer
turns reading your sentences, but don’t say
than Earth to Uranus.
Earth the adjective. Guess your partner’s missing
5 is the best planet for humans.
adjective.
6 Mars is smaller than Earth, but Mercury is the
smallest planet. A: It’s very in the winter. B: cold
7 Complete these sentences with words related

ry
us
th
rs
iter
urn
nus
e
tun
Ma
rcu
Ven
Ear
to travel.
Jup
Sat
Ura
Me
Nep
1 I often go by bus to work.
2 I don’t like to travel by boat because
I get seasick.
3 Sometimes I drive to the store and
sometimes I take/ride the bus.
2 ❯❯ MB Work in pairs. Underline nine adjectives in 4 Did you travel to Beijing by
sentences 1–6 in Exercise 1. Which are comparative plane?
adjectives? Which are superlative adjectives? 8 Circle the correct verbs to complete these
3 Read the information. Then write two comparative sentences.
sentences using the adjectives. 1 Can I pay / buy by credit card?
1 The summer temperature in Qatar is 40°C. It’s 20°C 2 Can you lend / borrow me ten dollars?
in Berlin. (hot / cold) 3 Could I change / pay one hundred euros into
Qatar is hotter than Berlin. Berlin is colder than Qatar. dollars?
2 A Porsche can travel at 300 km/h. A Mini can 4 Spend / Take out some money from that ATM.
travel at 225 km/h. (fast / slow) I CAN
3 The Burj Khalifa cost $1.5 billion to build. Taipei 101
use everyday adjectives
cost about $2 billion. (cheap / expensive)
4 The Nile River is 6,650 km long. The Amazon River talk about ways of traveling
is 6,712 km long. (long / short) talk about money
4 Now read these sentences and compare them with the

information in Exercise 3. Then complete them with Real life
suitable superlative adjectives.
9 Match the two halves of the sentences.
1 The summer temperature in London is 18°C. 1 Can you lend a a dollar?
London is the coldest city. 2 Could I borrow b cash?
2 A Bugatti Veyron can travel at 430 km/h. It’s 3 Could you pay by c me a dollar?
the fastest car. 4 Could I have it d pen?
3 This castle costs $10 million. It’s the most 5 Could I use your e in a bag?
expensive home.
4 The Mississippi River is 3,733 km. It’s the shortest 10 ❯❯ MB Write a short conversation between
river. two people. Use two of the requests from
Exercise 9 in your conversation.
I CAN
use comparative and superlative adjectives I CAN
make requests
92
UNIT 7 Review and memory 4
booster • Look at the example with the class and check that
• Ask students to complete the remaining sentences. Let
Memory Booster activities them compare their answers in pairs before checking as
Exercises 2, 5, 6, and 10 are Memory Booster activities. a class.
Vocabulary
5 ❯❯ MB
I can … check boxes • Ask students to work in pairs and say the opposite
As an alternative to students simply checking the I can … adjectives. Check answers as a class.
1 to 4 (1 = not very confident; 4 = very confident) for each ANSWERS
language area. If students score 1 or 2 for a language cheap—expensive; clean—dirty; cold—hot; easy—difficult;
area, refer them to additional practice activities in the fast—slow; long—short; safe—dangerous; tiny—huge (or
Workbook and Grammar Summary exercises. enormous)
Grammar 6 ❯❯ MB
1 • Ask students to write five sentences using the adjectives
• Ask students to describe the photo. Ask: What does it from Exercise 5. Monitor and help as necessary.
show? Point out how to say the name of each planet in • Then organize the class into pairs. Students take turns
English. reading their sentences without the adjectives for their
• Ask students to complete the sentences with the names partner to guess the missing words.
of the planets. Let students compare answers in pairs
before checking as a class. EXAMPLE ANSWERS
An ant is a ____ insect. (tiny)
2 ❯❯ MB I’ve washed the clothes, so they are ____ now. (clean)
• Ask students to underline the adjectives and note the
form they are in. Let them compare answers in pairs
7
• Ask students to complete the sentences. Let them
ANSWERS
1 closest (superlative) 2 big, biggest (superlative) 8
3 hot, hottest (superlative) 4 longer (comparative) • Ask students to circle the correct verb in the sentences.
5 best (superlative) 6 smaller (comparative), Let them compare their answers in pairs before
smallest (superlative) checking as a class.
3 Real life
• Look at the example with the class and check that 9
everyone understands what to do. • Ask students to match the sentence halves. Let them
• Ask students to read the information, then write two compare answers in pairs before checking as a class.
comparative sentences using the adjectives. Let them
compare sentences in pairs before checking as a class. 10 ❯❯ MB
• This activity allows students to practice functional
ANSWERS language from the unit. Students write a conversation
using two of the requests in Exercise 9. You could
1 Qatar is hotter than Berlin. / Berlin is colder then Qatar.
get students to prepare their conversations in pairs.
2 A Porsche is faster than a Mini. / A Mini is slower than
Then organize pairs into small groups to practice their
a Porsche.
conversations.
3 The Burj Khalifa was cheaper to build than Taipei 101. /
Taipei 101 was more expensive to build than the Burj
Khalifa.
EXAMPLE ANSWERS
4 The Nile River is shorter than the Amazon River. / A: Can you lend me a dollar?
The Amazon River is longer than the Nile River. B: Yes, of course.
A: Thanks. Can I pay you back on Monday?
B: Sure. No problem.

Unit 8 Appearance
Opener 3
1 • Organize the class into pairs to discuss the questions.
Encourage students to use the adjectives from Exercise 1
• Ask students to look at the photo. Ask: What do you see?
in their descriptions. If you have a range of nationalities
Who is the person? and elicit a festival, a dancer/performer.
in your class, mix them up for a more varied discussion.
Then ask students to read the caption and answer the
questions as a class. • In feedback, get volunteers to share what their group
talked about.
ANSWERS
Extra activity
1 in the Philippines
2 colorful, crowded, exciting, fun, loud, noisy, popular Write the following international festivals on the board:
Mardi Gras in New Orleans, Carnival in Rio, Notting Hill in
London, Venice Carnival.
2 73 Ask students to work in pairs or small groups and share
• Give students some time to read the sentences. what they know about each of these carnivals. Ask
• Play the recording. Ask students to listen and determine students to research one of the festivals before the next
whether each statement is true or false. Let students class.
compare answers in pairs before checking as a class. They can use the following questions as a guide:
• What kind of festival is it?
Background information • When is it?
The Dinagyang Festival is a religious, cultural, and • How many people go to the festival?
thanksgiving celebration in Iloilo City, Philippines, and • What do people do at the festival?
takes place on the fourth Sunday of January, at the end
of the Dinagyang week. It’s held both to honor the Santo
Niño (a Roman Catholic relic) and to celebrate the arrival
of Malay settlers on Panay (the sixth largest island in the
Philippines) and the subsequent selling of the island to
them by the Ati people who resided on Panay.

Unit 8 Appearance
The Dinagyang Festival in

the Philippines
F E AT U R E S 1 Work in pairs. Look at the photo and read the caption. Where
is the festival? Which adjectives do you think describe it?
94 Global fashion
boring colorful crowded exciting fun
How a fashion company loud noisy popular quiet relaxing
from the Philippines went
global
2 73 Listen to a visitor at the Dinagyang Festival. Are these
sentences true (T) or false (F)?
96 People at festivals
Traditions and appearances 1 The speaker went to a festival in Manila. T F
at the festival of Girona 2 The festival is on the fourth Sunday in January. T F
3 People wear colorful clothes and make-up. T F
98 Pink and blue 4 The music is in one part of the city. T F
5 The visitor enjoyed the local food. T F
Do girls and boys prefer
different colors? 3 Work in pairs. Discuss these questions. Use the adjectives in
Exercise 1.
102 Festivals and special
1 What is an important day or festival in your town or city?
events When is it?
A video about some of 2 What do people do on the day? Do they eat special food?
the world’s most colorful 3 Do people wear special clothes or make-up?
festivals
… is a popular festival in my country.
There’s loud music and dancing in the streets.
People wear colorful clothes.

8a Global fashion
Vocabulary clothes 3 Work in groups. Answer the questions.
1 What clothes do you wear every day?
1 Work in pairs. Match these words with the photos.
2 What clothes do you only wear in the summer?
a bag b belt c coat d dress 3 What clothes do you only wear in the winter?
e jacket f jeans g leggings h shirt 4 When do people wear suits?
i shoes j shorts k skirt l socks 5 When do women wear dresses?
m suit n sunglasses o top p pants
q sneakers r T-shirt Reading
1 r 2 f 3 o 4 Work in pairs. When you go shopping for clothes or
bags, which of these things are most important to
you? Discuss your ideas and number them from 1
to 4 (1 = most important, 4 = least important).
• the price • the brand
4 n 5 e 6 i
• the color • the country it’s
from
5 Work in pairs. Read the article below about a

fashion company. Answer the questions.
1 Which country are the bags from?
7 c 8 a 9 l 2 Where does the company sell the bags?
6 Read the article again and complete the sentences

with these people. One is used twice.
fashion designers local workers Reese

10 p 11 j 12 k
1 Reese started Rags2Riches.
2 Local workers make the products.
3 Local workers get a good salary.
4 Fashion designers work with the company.
13 b 14 m 15 d 75
GLOBAL FASHION
The two women in the photo are making bags.
They work for the company Rags2Riches in the
16 q 17 g 18 h Philippines. Reese Fernandez-Ruiz co-founded1 the
company in 2007 to help workers (mainly women) in
the Philippines. The company gives them jobs with a
good salary. Rags2Riches is also an environmentally
friendly company because it makes new, fashionable
bags from old, unused materials.
2 Pronunciation /s/ and /ʃ/
Rags2Riches is still growing. It has about 1,000
74 Listen to the sounds /s/ and /ʃ/. Then listen workers and is training more. It has five stores and an
to these words and circle the sound you hear. online store that sells bags all over the world.
1 suit /s/ /ʃ/ 5 shorts /s/ /ʃ/ The company works with different well-known
designers, such as Rajo Laurel—one of the most
2 shoes /s/ /ʃ/ 6 socks /s/ /ʃ/ famous fashion designers in the Philippines.
3 skirt /s/ /ʃ/ 7 sunglasses /s/ /ʃ/ 1
co-found (v) /kəʊˈfaʊnd/ start a company with other
people
4 shirt /s/ /ʃ/
94
3
8a Global fashion • Get students to work in small groups to discuss the
questions. Set a short time limit and tell students to give
short answers to these questions. In feedback, elicit brief
Lesson at a glance responses from different groups.
• vocabulary: clothes
• pronunciation: /s/ and /ʃ/ EXAMPLE ANSWERS
• reading: a fashion business
1 I wear jeans and sneakers every day.
• grammar: present continuous
• grammar: simple present and present continuous 2 I only wear shorts in the summer.
• speaking: facts about you 3 I only wear a coat in the winter.
4 for weddings or for work
5 for weddings or parties
Vocabulary clothes
1
• Optional step Use flashcards or use your classroom
Reading
technology to project images of these items of clothing. 4
Then elicit, check, and drill the new words. • Pre-teach the word brand with examples (e.g., Gucci,
• Ask students to match the words with the pictures. Do Zara). Then ask students to discuss and rank the factors
the first as an example. Let students compare answers in pairs.
in pairs before checking as a class. • Optional step Explain that the word fashion refers to
• In feedback, check answers and drill the pronunciation a style of clothes that is popular now. Pre-teach the
of any words that are difficult for students. adjective fashionable. Ask: Do you read fashion magazines?
Do you buy fashionable clothes? Why? / Why not? What’s in
fashion now?
• Discuss as a class. Have a few volunteers share their
Leggings /ˈleɡɪŋz/ are stretchy and tight-fitting, and worn by
rankings and give reasons for them.
women (they are thicker than pantyhose, which are worn
under a skirt).
A suit is comprised of a jacket and pants (or jacket and
ANSWERS
skirt). Students’ own answers
The stress is on the first syllable of all the words.
Watch out for students confusing the pronunciation of 5 75
skirt /skɜːrt/ and shirt /ʃɜːrt/, and point out the difficult
• Ask students to read the article and answer the
pronunciation of uniform /ˈjuːnəˌfɔːrm/ and suit /suːt/.
questions. They can listen and read along to the
Please refer to page 189 for Teacher Development notes recording if required. Let students compare their
on eliciting and drilling. answers in pairs before checking as a class.
Pronunciation /s/ and /ʃ/ ANSWERS

1 the Philippines 2 all over the world
2 74
• Play the recording for students to listen to the sounds
/s/ and /ʃ/. Pause the recording, and make sure 6
students are clear on the difference between the two • Ask students to read the article again and complete the
sounds. sentences. Let students compare their answers in pairs
• Continue playing the recording. Students circle the before checking as a class.
sounds they hear. Let students compare answers in
pairs before checking as a class. Background information
Rags2Riches is based in the Philippines. It was established
Pronunciation note in 2007 to alleviate poverty in Payatas, Quezon City, one of
the poorest regions in the Philippines.
/ʃ/ is produced with a much more rounded mouth than /s/,
and is the sound we make when we want people to be Rajo Laurel (born 1971) is a fashion designer in Manila,
quiet. /s/ is said with the lips pulled back more, with the Philippines, who has designed clothes for many celebrities.
same mouth position as /z/ but without using your voice.

on minimal pairs.
SAMPLE COPY, NOT FOR DISTRIBUTION 8a Global fashion 94a

Grammar present continuous Grammar simple present and present
7 continuous
• Read the information and example sentences in the 11
grammar box with the class. • Ask students to look at the information in the grammar
• Ask students to look at the sentences again and answer box and answer the questions. Let students compare
the questions. Let them compare their answers in pairs their answers in pairs before discussing as a class.
before discussing as a class.
• In feedback, elicit answers. For question 3, point out ANSWERS
that we can also say other time expressions such as this 1 simple present 2 present continuous
month, this year, and this summer.
Please refer to page 172 for Grammar Notes on time
ANSWERS markers.
1 -ing form Refer students to page 172 of the Student Book for further
2 be verbs (am/is/are) information and practice.
3 in 2007, today, this week
12
Please refer to page 172 for Grammar Notes on the present • Do the first item as an example. Then ask students to
continuous tense. circle the correct options to complete the remaining
Refer students to page 172 of the Student Book for further sentences.
information and practice. • Let students compare answers in pairs before checking
as a class.
8
• Do the first item with the class as an example. Point out
13
how shop doubles the final consonant to form shopping. • Do the first item as an example. Ask students to match
the remaining questions with the answers. Let students
• Then ask students to complete the remaining sentences
with the correct forms. Let students compare answers in
Speaking my
9 14
• Ask pairs to describe what people are wearing. Make • Organize the class into pairs. Tell students to take turns
sure they use I’m wearing and He’s/She’s wearing in their asking and answering the questions from Exercise 13.
answers. They should respond to the questions with their own
answers.
ANSWERS • As students speak, note any errors they make. At the
Students’ own answers end, write five or six short sentences with errors on the
board and ask the class to correct them.
10
• Model the activity first by describing the clothes of
someone in the class. Students identify who it is. Then
ask students to work in pairs and take turns describing
what different people are wearing.
• As students speak, monitor closely and make sure
they are using the the present continuous form and
vocabulary for clothes correctly.
95a Unit 8 Appearance SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar present continuous 9 Work in pairs. Describe what clothes:
• you are wearing today.
PRESENT CONTINUOUS
• your partner is wearing.
We use the present continuous to talk about: • your teacher is wearing.
• an action you can see: The two women in the photo
are making bags. 10 Tell your partner what someone in the class is
• an action happening now or around the time of wearing. Don’t say the person’s name. Can your
speaking: The company is training more workers. partner guess who you are describing?
• changing situations: Rags2Riches started in 2007 and is
still growing today.
Negatives and questions:
Grammar simple present and
I’m not working this week. I’m on vacation. present continuous
He isn’t wearing a coat. He looks cold.
What are you doing? SIMPLE PRESENT and PRESENT CONTINUOUS
Is she making a bag? Yes, she is. / No, she isn’t.
The two women in the photo are making bags.
For more information and practice, see page 172. They work for the company Rags2Riches in the Philippines.

the questions.
1 What is the form of the main verb in the these questions.
present continuous?
1 Which tense do we use for a fact or a routine?
2 What auxiliary forms do we use?
2 Which tense do we use for an action now or
3 What time expressions do we use with the
around the time of speaking?
present continuous?
12 Circle the correct options to complete the sentences.
8 Complete these sentences with the present
continuous form of the verb. 1 At the moment, I travel / I’m traveling in Asia.
2 Usually, he doesn’t go / isn’t going to the gym
1 I ’m shopping (shop) at the moment.
during the week.
2 We aren’t working (not work) in the office today.
3 Today she visits / she’s visiting an important
3 He ’s holding (hold) a brown backpack.
customer.
4 The company isn’t making (not make) any
4 My sister likes / is liking clothes and fashion.
money at the moment.
5 These days, the cost of clothes goes / is going up.
5 Are you wearing (wear) a suit?
6 She doesn’t go / isn’t going on vacation very often.
13 Match the questions (1–5) with the answers (a–e).

1 Do you normally wear a uniform? d
2 I’m doing my homework. Can you help me? a
3 Is it raining in your town today? e
4 Who are you working with this week? b
5 Where do you come from? c
a Sorry, not now. I’m making dinner. Maybe
later.
b Two people from Japan. They’re helping us
with a new project.
c Spain, but I’m studying in Lima for a year.
d Yes, I do, but today I’m not working, so I can
wear a T-shirt and jeans.
e No, it isn’t. It’s nice and sunny.
Speaking my
14 Work in pairs. Ask the questions in Exercise 13 and

give answers that are true for you. Use the present
continuous or the simple present.
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 8 Appearance 95

8b People at festivals
A 2
Vocabulary face and body
1 Write these words in the correct place on the picture.
B 1
arm beard eye foot hair
hand head leg mouth shoulder 2 Complete the sentences with these pairs of words.
arms / legs hair / eyes
1 hair
head / ears hands / neck
2 head
1 My sister has long, dark hair and blue eyes .
3 eye 2 The music is very loud! My head and both my
ears are aching.
4 mouth 3 It’s very cold outside. You need gloves and a scarf to
5 beard keep your hands and neck warm.
4 You need strong arms and legs for
6 shoulder mountain climbing.
3 Pronunciation sound and spelling

76 Work in pairs. Match the words in A to the
7 arm words with the same vowel sound in B. Then listen,
check, and repeat.
8 hand
A head shoes beard eye feet nose
9 leg
B coat ears jeans leg tie suit
10 foot head – leg
96
8b People at festivals
Pronunciation sound and spelling
3 76
Lesson at a glance
• Ask students to match words with the same vowel
• vocabulary: face and body
sounds. Let students compare answers in pairs, but
• pronunciation: sound and spelling
don’t check answers at this stage.
• listening: a festival
• grammar: be vs. have
answers. Point out how the spelling of the word in each
• speaking: people’s appearance
pair is different even though the vowel sound is the
same.
Vocabulary face and body • Play the recording again. Students listen and repeat.
1
• Ascertain students’ prior knowledge by asking pairs to Audioscript 76
name as many parts of the face and body as they can in
head – leg eye – tie
one minute.
shoes – suit feet – jeans
• Ask students to write the words on the diagram. Let
students compare answers in pairs before checking as beard – ears nose – coat
a class.
Pronunciation note
• In feedback, drill the words for pronunciation. Point out
the plural of foot is feet. If you have access to a phonemic chart in your classroom,
ask students to match the vowels and diphthongs to the
2 symbols on the chart. Alternatively, write the symbols on
the board and ask students to match. Here are the symbols
• Ask students to complete the sentences with the pairs
(in order):
of words. Let students compare answers in pairs before
checking as a class. /ɛ/, /uː/, /ɪə/, /aɪ/, /iː/, /əʊ/
/uː/ and /iː/ are long vowels; /ɪə/, /aɪ/, and /əʊ/ are
diphthongs.
Notoriously, the link between sound and spelling in
English is tenuous at best. So read /riːd/ and head /hɛd/, for
example, are spelled the same but pronounced differently.
Students just have to learn unexpected pronunciations.
SAMPLE COPY, NOT FOR DISTRIBUTION8b People at festivals 96a

Listening 8
4 • Ask students to complete the sentences with the correct
• Ask students to work in pairs to describe the photo. In form of be or have. Let them compare their answers in
feedback, get a few students to share their responses. pairs before checking as a class.
• Use this opportunity to elicit key words in the listening,
e.g., festival, climb, human tower, costume, mask.
Papua New Guinea is an island nation in Oceania north of
Australia. Many people there continue to live traditional
EXAMPLE ANSWERS
ways of life in small communities. There are 852 known
1 In photo A, the people in costumes are dancing; people languages in the country.
are watching; in photo B, people are making a human
tower.
9
2 In photo A, some people are wearing big masks and
traditional costumes; in photo B, people are wearing • Explain that students need to use be and have to
light blue and white clothes and black belts. write their descriptions. You could brainstorm useful
adjectives: long, short, curly (hair); big, long, small (nose);
wide (mouth); blue, green, brown (eyes); round, long (face);
5 77
he/she is tall / short / medium height; he/she is wearing
• Play the recording. Ask students to listen and number (clothes).
the photos. Let students compare their answers in pairs
• Ask students to write their descriptions. Monitor and
prompt students to correct any errors.
6 77
• Ask students to guess or recall the details that are EXAMPLE ANSWER
missing in the sentences. He is tall. He has a round face, a small nose, and a wide
• Play the recording. Students listen again and check their mouth. He has blue eyes and short brown hair. He is
answers. wearing a white shirt, black pants, and a jacket. He is
wearing blue socks and black shoes.
Girona (pronounced /dʒiˈrəʊnə/ in English) is a historical 10
city in Catalonia. It’s 100 kilometers northeast of • Organize the class into pairs. Have students read their
Barcelona. descriptions to their partner. Students tell their partners
The tradition of human towers (called castells in Catalan) whether they think their descriptions are accurate.
dates back to the early eighteenth century. Teams from
different parts of a city in Catalonia stand on each other’s Speaking my
shoulders and achieve great heights. They are commonly
seen during festivals. 11
• Organize the class into new pairs to play the game.
Student A should pick one person in the class as
Grammar be vs. have their “mystery person.” Student B should look at the
7 example questions in the conversation and prepare
• Read the information in the grammar box with the other questions to ask.
class. Ask students to answer the questions. Let them • Students then quiz their partner about the person they
compare their answers in pairs before checking as a have picked. Switch students’ roles after they have
class. completed one round.
Please refer to page 172 for Grammar Notes on the verbs • As students speak, monitor closely and note down any
be and have. errors they make. At the end, write short sentences with
errors on the board. Ask students to correct them in
pairs.
ANSWERS
3 Yes, I do.
4 is

Listening 8 Complete this description of dancers at a festival
with the correct form of be or have.
4 Work in pairs. Look at the two photos on the left
from the same festival in Spain. Answer these
questions.
1 What are the people doing?
2 What clothes are they wearing?
5 77 Listen to a conversation about the two

photos. Number the photos (1–2) in the order the
people talk about them.
6 77 Words for parts of the face and the body

are missing from these sentences. Try to recall the
words. Then listen again and check.
1 The people at the bottom put their arms
around each other.
2 Other people push them forward with
their hands . FACE AT A FESTIVAL
3 Then four people climb up and stand with their
feet on the other people’s shoulders . This Polga tribesman is a dancer at a festival in
4 People at the bottom have to be strong to hold Papua New Guinea. All the men 1 are tall,
onto the other people’s legs . and they 2 have colorful clothes with red
5 These dancers were wearing costumes with big hats over their hair. They 3 have white faces
masks over their heads . and black lines around their eyes. The man in the
6 The faces are amazing. They have huge eyes photo 4 has red make-up on his mouth
and big mouths . and nose, and he 5 has a string of seashells
7 He doesn’t have any hair, but he has a big black around his neck.
beard .
9 Write a short description of the appearance of a
Grammar be vs. have famous person you know, using be and have. Write
50 to 60 words. You can write about these things.
BE VS. HAVE
She’s thin / tall / Vietnamese. height eyes hair clothes
He has blue eyes / long hair / a great sense of humor.
10 Read your description to your partner. Does your
Do they have red hair?
partner think your description is accurate?
Yes, they do. / No, they don’t.

Speaking my
11 Work in pairs. Play this game.

grammar box. Answer these questions. Student A: Choose a person in the class, but don’t
1 We use be + adjective / have + adjective + noun say who it is. Answer Student B’s questions.
to describe appearance (inherent qualities).
Student B: Ask Student A questions and guess the
2 We use be + adjective / have + adjective + noun person.
to describe specific attributes.
3 With have questions, do you answer Yes, I have, Then change roles and play the game again.
or Yes, I do? A: Is this person female?
4 In these sentences, does ’s mean is or has? B: Yes, she is.
a She’s short. b He’s well-built. A: Does she have long hair?
B: Yes, she does. / No, she doesn’t.
A: Is she tall?
B: Yes, she is. / No, she isn’t.

8c Pink and blue
Reading Word focus like
1 Work in pairs. Compare the two photos in the magazine 5 Read the sentences with the word like.
article. Replace like in each sentence (1–3) with
the words that have a similar meaning
• Say three things that are the same or similar.
(a–c).
• Say three things that are different.
1 There are blue toys like robots,
2 Read the article and match these headings with the dinosaurs, and superheroes.
paragraphs (1–5). 2 Girls like pink make-up, clothes, or
a Are all girls the same? 2 toys for cooking.
b Why does this happen? 4 3 Many of these girls were like
Seowoo and had lots of pink things.
c How it started 1
d Boys’ favorite color and toys 3 a love 2
e Differences between the past and the present 5 b similar to 3
c such as 1
3 Look at these words from the article. Match the words (1–7)
with the definitions (a–g). 6 Complete these sentences in your own
words. Then work in pairs. Tell your
1 toy partner.
2 doll
3 jewelry 1 When I was a child, I liked …
4 make-up 2 In my living room, I have things
5 unusual like …
6 dinosaur 3 I often wear … , like other people of
7 advertisement my age.
a objects you wear on your body, e.g., around your neck, on
your ears 3 Speaking my
b an object for children to play with 1
c a picture or a short video to sell a product or service 7
7 Circle the options to complete the
sentences with your opinion.
d different from others 5
e a toy that looks like a person or a baby 2 1 The information in the article is
f something you put on your face (to improve or change surprising / not surprising.
your appearance) 4 2 The article is interesting /
g a large animal that lived millions of years ago 6 not interesting.
3 What the article says is true / not true
Critical thinking is it in the text? in every country.
4 What the article says is true / not true
4 Read the article again. Decide if the information in these for most boys and girls.
sentences (1–6) is: 5 Boys and girls make different
color choices because of
• in the article (✓). TV and advertising / other things.
• not in the article (✗).
1 Jeongmee is a photographer from South Korea. ✓ 8 Work in groups. Tell one another your
2 She thinks her daughter is similar to other girls of opinions from Exercise 7 and give
her age. ✓ reasons for your answers. Do you agree
3 The types of toys in the girls’ and boys’ rooms were with your classmates’ opinions?
different. ✓ I think the information in the article is
4 Jeongmee thinks the difference between girls’ and boys’ surprising because …
toys might be because of television and advertising. ✓
5 In the past, children had lots of different colors in their In my opinion, it’s not true in my country
bedrooms. ✗ because ...
6 Jeongmee thinks pink for girls and blue for boys is
bad. ✗
98
3
8c Pink and blue • Ask students to read, find, and underline the words in
the article.
Lesson at a glance • Students match the words with the definitions, using
• reading: boys’ and girls’ color choices context in the article as clues. Let students compare
• critical thinking: is it in the text? their answers in pairs before checking as a class.
• word focus: like Please refer to page 189 for Teacher Development notes on
• speaking: opinions of the text guessing words in context.
Reading Critical thinking is it in the text?

1 4
• Optional step Write pink and blue on the board and • Ask students to read the text again and determine
ask students what the colors make them think of. whether each piece of information can be found in the
Elicit ideas. article (or not). Let students compare answers in pairs
• Ask students to work in pairs to compare the two
photos. Elicit ideas in feedback. • In feedback, ask students to show where the
information is in the text.
EXAMPLE ANSWERS
Same: everything in each photo is the same color; clothes
are in both photos; toys are in both photos
Different: the girl’s things are pink and the boy’s are blue;
the girl has lots of dolls and dresses; the boy has cars and
soccer shirts
2 78
• Ask students to read the article and match the headings
with the paragraphs. They can listen and read along to
the recording if required. Let students compare their
Jeongmee Yoon started her first “Pink and Blue Project”
in 2005. She was first inspired by her young daughter, who
had a strong preference for the color pink.
Through this project, Jeongmee Yoon hopes to explore the
influence of advertising and popular culture on the image
of these two colors, and how children and their parents
think about them.
SAMPLE COPY, NOT FOR DISTRIBUTION 8c Pink and blue 98a

Speaking my
Word focus like 7
5 • Ask students to circle the options depending on their
• Read the sentences with the class and ask students to personal view.
replace like with the words that have a similar meaning. • Elicit students’ opinions in feedback.
Check answers as a class.
ANSWERS
6
• Ask students to complete the sentences in their own
words. Then work in pairs and tell their partner. Once
students have talked to their partners, get a few students 8
to share their sentences. • Organize the class into groups of four or five. Ask
students to take turns expressing their opinions and
EXAMPLE ANSWERS agree or disagree with each other.
1 When I was a child, I liked sports / cars / riding bikes. • Write some useful language on the board to help
2 In my living room, I have things like a TV set
students do this task, e.g., I agree. / I don’t agree. / Good
and a vase. point. / I see your point but I think … .
3 I often wear T-shirts and jeans, like other people of
my age.
Extra activity
Ask students these questions:
Who in your family are you like?
What activities do you like doing in your free time?
Give examples of things in your bedroom.

Pink and blue
78
1 Jeongmee Yoon is a South Korean photographer. 20 Boys usually had toys like robots, dinosaurs, and
When her daughter Seowoo was five years old, superheroes, but girls typically liked pink make-
she loved pink, so her mother photographed up, clothes, or toys for cooking.
Seowoo in her bedroom with all her possessions.
Jeongmee’s pink and blue photographs show 4
5 There were plastic toys, animals, dolls, books,
how important these two colors are in the lives
clothes, jewelry, make-up, and things for school.
25 of young children. Jeongmee wonders if parents
And everything was pink.
and children buy products for children in these
2 The photograph gave Jeongmee an idea. She colors because they see them on television and in
asked parents if she could photograph their advertisements.
10 daughters with their possessions. Many of
The historian Jo Paoletti of the University of 5
these girls were like Seowoo and had lots of
30 Maryland says “pink for girls and blue for boys”
pink things. Jeongmee says, “My daughter
wasn’t true in the past. In the 19th century,
is not unusual. Most other little girls in the
people wore clothes of different colors, so men
United States and South Korea love pink clothing
also wore pink and women wore blue. Jeongmee
15 and toys.”
also noticed that the colors children prefer often
3 Next, Jeongmee photographed boys with their 35 changes as they get older.
possessions, and noticed a difference in the color
of objects they showed: the boys’ objects were
blue. The types of objects were also different.

8d The photos of
Reinier Gerritsen
B 5
C 2
D 3
E 1
A 4
Real life talking about pictures and TALKING ABOUT PICTURES

photos AND PHOTOS
General description
1 Work in pairs. Do you take a lot of photos on your phone or with This photo shows …
a camera? What do you often photograph? I can see …
Location
2 Work in pairs. Look at the photo. Discuss the questions.
on the left/right
1 Where are these people? What are they doing? How do they feel? in the middle
2 Do you think it is an interesting photograph? Why or why not? at the front/back
The people (appearance and actions)
3 79 Work in pairs. The photo is by Reinier Gerritsen. Listen
She looks happy/sad/bored/nervous.
to someone talking about him and his photography. Answer the He is reading/sleeping/thinking.
questions.
Your opinion
1 Where are the people in this photo? I think …
2 Why does the person like Reinier’s photos? I like it because it’s a beautiful picture.
3 The speaker talks about the people in the photo. Number the
people 1–5 in the order the speaker talks about them. 5 Pronunciation silent letters
4 79 Listen again and match the beginnings of the sentences 80 Listen to these words. Which
(1–8) with the endings (a–h). letter is silent? Listen again and
1 His photos a scenes of everyday life. repeat.
2 They often show b are very interesting.
interesting sometimes everyday
3 This one c the man and woman are
listening blonde closely
talking.
4 On the right, d is watching her.
5 The other blonde e a bit sad.
6 Work in pairs. You are going to
describe another photo by Reinier
woman on the left f I don’t normally look at
Gerritsen. Look at page 157 and
6 She looks people very closely.
follow the instructions.
7 Look at the other g at the back.
woman h is on the New York
8 I like the photo subway.
because
100
Extra activity
8d The photos of Reinier
To provide students with extra support before they
Gerritsen listen, get students in pairs to describe the people in the
photograph first. Ask questions like: Who is on the right?
Who is in the middle? What are they doing?
Lesson at a glance Possible answers:
• real life: talking about pictures and photos The woman in the middle is reading her book.
• pronunciation: silent letters
The man and woman on the right are talking.
Real life talking about pictures 4 79

and photos • Give students time to look at the sentences first.
1 • Play the recording again. Students listen and match the
• Ask students to work in pairs to discuss the questions. sentence beginnings (1–8) with the endings (a–h). Let
Elicit responses from the class. students compare answers in pairs before checking as
a class.
2
• Have students look at the photo, then ask them where Pronunciation silent letters
the people are. Pre-teach subway (the underground train 5 80
system). Organize the class into pairs to discuss the
• Ask students to look at the words in the box. Explain
questions.
that all these words have silent letters and that a silent
letter is the letter we don’t pronounce. Remind the
EXAMPLE ANSWERS students that they already know some words with silent
1 They are on the subway. One woman is listening to letters, e.g., knee. Write the word on the board and ask:
music / checking her phone while another woman is Which letter is silent? and elicit the answer (k).
looking at what she is doing. One woman is reading.
• Play the recording. Students listen and cross out the
A couple are holding each other close. A woman is
looking at the photographer. silent letters in the words from the box as they listen.
2 Students’ own answers. It’s interesting because it tells
stories—everyone is cramped into a small space on this a class.
journey, but everyone is doing their own thing and • Play the recording again for students to listen and
trying not to get into anyone else’s space. repeat.
Background information ANSWERS

interesting sometimes everyday listening blonde
In American English, the subway or metro is the
closely
underground train system; in British English this is called
the underground or tube.
6
3 79 • Ask students to turn to page 157 and look at another
• Explain that students are going to listen to someone talk photo by Reinier Gerritsen.
about Reinier Gerritsen and his photography. • Read the discussion points with the class, then organize
• Give students some time to read the questions first. Ask: them into pairs to discuss. Have volunteers share what
What do you think? and get students in pairs to make they discussed with the class.
predictions about the questions (see Extra activity).
• Play the recording. Let students check their answers in
pairs before checking as a class. This photo is another one in the Wall Street Stop series of
photographs by Reinier Gerritsen, who, in 2009, after the
financial crash, decided to take photographs of subway
ANSWERS passengers as they came into and left the Wall Street
1 on the New York subway station in New York. Wall Street is one of the world’s
2 The speaker likes Reinier’s photos because normally she largest financial centers.
doesn’t look at people in their everyday life very closely,
but the photographer does.
Extra activity
Ask students to go through the earlier units and choose
a photo or a picture they like and describe it to their
partner.

8d The photos of Reinier Gerritsen 100a
3c
8e Short and simple • Ask students to rewrite the sentences as simple
messages. Change the interaction here by getting
students to work in pairs to write the sentences.
Lesson at a glance
• When students have prepared the messages, ask
• writing: short messages
them to write them on the board. In feedback, discuss
• writing skill: the KISS rules
whether the sentences on the board are accurate.
Writing short messages EXAMPLE ANSWERS

1 1 (I’m) in town today, can we meet?
• Ask students to work in pairs to discuss the questions. 2 Sorry, I’m staying with friends (this week).
Elicit answers in feedback. 3 Have fun! See you in the summer!
• Optional step Ask students to describe, draw, or show
other symbols that they regularly use. Please refer to page 189 for Teacher Development notes on
feedback on the board.
4
These symbols are often called emojis /ɪˈməʊdʒiz/ • Organize the class into pairs. Ask students to read
(originally a Japanese word). They are ideograms and through the flow diagram and make sure they are clear
smileys used in electronic messages and web pages.
about what they have to write about.
Compare them to emoticons—a pictorial representation of
a facial expression using punctuation marks, numbers, and • When students are ready, they decide who is to start.
letters, e.g., ;-) That student writes a message, passes it to their partner,
who then writes the next message. It may be easier
2 to just use one sheet of paper—students write each
message under the previous one.
• Ask students to match the symbols with the messages.
Let students compare their answers in pairs before • Optional step An alternative way of managing this
checking as a class. Note that some answers may vary. activity is to ask students to write the first message
with a partner at the top of a sheet of paper. That pair
Writing skill the KISS rules (keep it short then exchanges paper with another pair. The second
pair writes a message in response to the other pair’s
and simple) message, and so on. This approach allows students to
3a provide peer support.
• Ask students to read the rules. In feedback, ask if the
rules are the same or different when writing short EXAMPLE ANSWERS
messages in their own language.
Can we meet today?
3b Sorry, busy in the afternoon. Let’s meet in the evening?
• Ask students to compare the sentences and decide OK. How about 8?
which one follows a KISS rule each time, as well as Sure. Let’s meet at the café.
which rule(s) it follows. Let them compare answers in Great. See you then.
5
EXAMPLE ANSWERS • Ask students to read through all their messages and
1 4, 5
comment on or edit them according to the KISS rules.
2 2, 3, 6
3 5 Extra activity
4 1, 4 If you have technology in your classroom, you could ask
students to send messages using a computer, laptop, or
phone.

8e Short and simple
Writing short messages c Read these sentences and rewrite
them as short and simple messages.
1 Work in pairs. Do you use these symbols when you send online
1 I’m visiting for the day, so
messages? What do they mean?
would you like to meet me in
a b c d e town?
2 I’m sorry but I’m staying with
friends this week, so I’m not at
home.
3 I hope you have a good time. I
look forward to seeing you in
2 Read five short messages from a cell phone. Which symbol can the summer.
you add at the end of each message? You can use more than one.
Answers will vary. 4 Work in pairs. You want to arrange
1 Good job on passing your exams! d
2 Thanks for the photos. I love the photo of Sam in the funny to meet this week. Look at these
instructions and write the first
costume! c
message. Exchange your messages,
3 I’m at the train station but the train isn’t here. It’s late again! e
read your partner’s message, and
4 Thanks for the invitation to the movie. Yes, I’d love to come. a write a reply.
5 It was nice to see you over the weekend. b
1
3 Writing skill the KISS rules (keep it short and simple) Write a message and ask to meet.
a Read the KISS rules for writing short messages.

2
You are busy in the afternoon,
1 Don’t add unnecessary information. but you can meet in the evening.
2 Use numbers (not words) where possible.

3
3 Don’t use long sentences with lots of You are free this evening.
conjunctions. Suggest a time.
4 Don’t use two sentences when you can use
one sentence. 4
Agree and suggest a place.
5 Use less formal words and phrases for
everyday messages.
6 Leave out some words such as pronouns and 5
Agree and say goodbye.
auxiliary verbs.
5 Work in pairs. Read and check all

b Now compare the pairs of sentences (1–4). Circle the sentence your messages again.
(a or b) that follows a KISS rule. Work in pairs and discuss. Which
rules does the simpler sentence follow? • Are all your messages short
and simple?
1 a I’m sitting in the café at the moment. Would you like to • Did you follow the KISS rules in
meet me here? each message?
b Can you meet me now in the cafe? • Can you improve any of
2 a My English exam is today. Let’s speak at 2. the messages?
b I have an English exam today but I’m free at two in the
afternoon, so we can speak then.
3 a See you next month.
b I look forward to seeing you again in a month.
4 a I called earlier but you weren’t in. Can you please call me
back when you read this?
b Please call me.

8f Festivals and special events
A parade with musicians in

Argentina
102
Videoscript 8.1
8f Festivals and special events
Narrator Today I’m looking at photos of special events
and festivals from around the world. This first photo
Before you watch shows a festival in Scotland. It’s called the Beltane Fire
1 Festival.
• Have students look at the photo and caption. Ask The man on the left has a white mask on, I think. And the
pairs to discuss the questions. Use the photo to explain woman on the right has make-up on and she’s wearing an
parade (a special event when people march past) and get amazing costume.
students to recall the word uniform.
Here’s another man with make-up on. But he’s a clown in
the US. Normally he makes the audience laugh at a rodeo
ANSWERS with horses, but in this photo he’s listening to the national
1 uniforms and special hats anthem before the performance begins.
2 Students’ own answers There’s also music in this photo from a parade in Buenos
Aires, the capital city of Argentina. The musicians are
wearing uniforms and they are playing some loud music.
Key vocabulary
Look at the man at the front. What instrument is he
2
playing? It’s a clarinet. And the man behind is playing a
• Ask students to match the words with the pictures. trumpet.
Check answers as a class.
Here’s one from India. It’s at the Elephant Festival
• Highlight the pronunciation of these key words as in Jaipur. The colors of the make-up and cloth on the
students have to hear them in continuous speech in elephant’s head and body are incredible! There’s yellow,
the video. You could say the words and ask students to orange, pink, red, purple, light blue, and dark blue.
repeat.
This is the last photo. It’s from Venice in Italy. I love the
Pronunciation note woman’s mask and her jewelry. And those gloves are
wonderful.
The stress is on the first syllable of the words. Note the
difficult pronunciations: clown /klaʊn/, glove /ɡlʌv/, jewelry
She looks like a woman from the past, but in fact the
/ ˈdʒuːəlri/. Venice Carnival is every year and you can see lots of
people in colorful costumes like this. I’d love to go there.
3
ANSWERS
Students’ own answers. Possible answers:
You see clowns in circuses, musical instruments in parades
with marching bands, and masks and costumes in plays at
the theater.

8f Festivals and special events 102a
While you watch 4 Look _____ the man at the front.
4 8.1 a on
• Give students some time to read the list of things. b in
• Play the video. Students watch and circle the things c at
they see in each photo on the screen. 5 She looks _____ a woman from the past.
5 8.1 a at
• Give students some time to read the questions and b as
see if they can answer any of them based on the first c like
viewing.
• Play the video again. Students watch and answer the 7
questions. Let students compare their answers in pairs • Ask students to read the sentences, paying attention to
before checking as a class. the words in bold. Discuss the question as a class. Have
students practice saying the sentences in pairs. Make
ANSWERS sure students exaggerate the stress to make the words
in Scotland
1 sound strong.
yes
2
the US
3 ANSWERS
He’s listening to his national anthem.
4 The words are very positive. You use them to describe
Buenos Aires
5 something that is extremely good.
loud
6
in Jaipur, India
7 8 8.1
yellow, orange, pink, red, purple, light blue, and dark
8 • Organize the class into pairs. Play the video with the
blue sound off. Students take turns describing the events on
9 Venice the screen. Encourage them to use vocabulary from the
10 every year lesson, including strong adjectives.
9
After you watch • Ask students to read the email and identify the event.
ANSWER
6 8.2
Beltane Fire Festival
clips from the video containing blanks. They need to
choose the correct word to complete the sentences.
Fire festivals to mark the start of summer are popular in
appears, pause the clip so that students can choose the
Scotland in late April. The Beltane Fire Festival, held on
correct word. You could let students compare answers April 30th on Calton Hill in Edinburgh, was revived in
in pairs before discussing as a class. 1988, and is a modern celebration of an ancient Gaelic
festival.
Videoscript 8.2
10
1 This first photo _____ a festival in Scotland. • Ask students to choose a festival from the video. Get
a takes students to prepare ideas first, and pick out useful
b shows phrases to use from the email in Exercise 9, e.g., We’re
c looks having a great time in … / There were … / They were
wearing… / Someone/Everyone … .
2 The man on the left has a white mask _____ , I think.
• Allow students some time to write their emails. Then
a on get them to exchange their emails with a partner.
b in Partners are to guess the festival that is described, and
c at give feedback on the language used in the email.
3 Normally he _____ the audience laugh …
a does
b makes
c has

Before you watch Photo 5
9 Which Italian city are the
1 Work in pairs. Look at the photo and read the caption. Discuss women in?
these questions. 10 How often is the carnival?
1 What are the musicians wearing in the parade?

2 What festivals or special events in your country have music?
After you watch
2 Key vocabulary 8.2 Watch the clips from
Match these words with the pictures (1–7). the video. Choose the correct
options to complete the sentences.
clarinet 4 clown 5 costume 2 glove 7
jewelry 3 mask 1 trumpet 6 7 Work in pairs. Read these
sentences from the video. Are the
words in bold very positive or
1 2 3 4 very negative? Practice reading the
sentences. Stress the bold words.
1 She’s wearing an amazing
costume!
2 Those gloves are wonderful!
5 6 7
3 The colors are incredible.
8 8.1 Work in pairs. Play the

video again with the sound OFF.
Take turns being the narrator.
Describe each photo when it is on
3 Answer these questions about the objects in Exercise 2. Tell the class. the screen. Talk about:
1 Which of these things can you see in your country? • where it is.
2 When do you see them? (e.g., at festivals, at special events) • what you can see.
• what you like about it.
While you watch 9 Read this email. Which event in
4 8.1 Watch the video. There are five photos in the video and Exercise 4 is the person writing
each one shows a festival or a special event. Circle the things you about?
can see in each photo.
1 Fire Festival: make-up costume fireworks Hi!
2 Rodeo: make-up jewelry clown We’re having a great time in
3 Parade: clarinet trumpet drums Scotland! Last night, we went
4 Elephant festival: make-up gloves mask to a festival. There were lots of
5 Carnival: mask gloves jewelry people and they were wearing
interesting costumes and white
5 8.1 Work in pairs. Watch the video again. Answer these make-up. One woman had a
questions. white dress and an amazing
Photo 1 tall hat. Everyone carried fire
1 Which country is the Beltane Fire Festival in? torches, so it was an incredible
2 Does the narrator like the woman’s costume? event. I’ve attached a photo for
you to look at.
Photo 2
3 Where is the clown from? Bye for now!
4 Is he making the audience laugh or is he listening to his
national anthem?
10 Choose another festival or event
Photo 3 from the video. Imagine you went
5 Which city is the parade in? to it. Write an email to a friend and
6 How does the speaker describe the music? describe it. Then exchange emails
Photo 4 with a partner. Can you guess their
7 Where is this photo? festival?
8 What colors can you see on the elephant?
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit 8 Appearance 103

Grammar Vocabulary
1 ❯❯ MB Work in pairs. Find the photos in 5 ❯❯ MB Work in pairs. Can you remember the words for
Unit 8 to match these sentences. these pictures?
1 These women live in the Philippines. 1 2 3 4 5
2 They are standing on other people’s
shoulders.
3 He has a blue room.
4 A man is wearing a yellow, orange, and
6 7 8 9 10
blue costume.
5 She’s reading a book.
2 ❯❯ MB Work in pairs. Look at Exercise 1

again. Underline the verbs in sentences 1–5
I CAN
and answer these questions.
talk about clothes
• What are the verb forms?
talk about faces and parts of the body
• When do we use them?
3 Complete the sentences with the simple

present or present continuous form of
Real life
the verbs. 6 Circle the correct options to complete these sentences
1 At the moment, they ’re working about the photo in Greece.
(work) in Japan.
2 He always starts (always / start)
work at nine.
3 What are you doing (you / do) now?
4 Currently, she ’s writing (write) a
book about fashion.
5 We live (live) in Los Angeles.
6 Do you like (you / like) this dress?
7 Why are you wearing (you / wear) those
shoes this evening? They’re ugly!
8 A: Where are Eiko and Sam? They’re late.
B: They ’re driving (drive) here
now.
4 Complete the sentences with the correct

form of have.
1 Penelope has blue eyes. (+)
2 I don’t have a beard. (–)
3 The two sisters have the same 1 This photograph shows / takes people in Xanthi, Greece.
dress. (+) 2 Everyone is wearing black and white costumes /
4 He doesn’t have a cap. (–) uniforms.
5 The dancer has white 3 Some people have masks / make-up on their faces.
make-up on his face. (+) 4 Some people are wearing black hats / belts.
6 Does she have brown or 5 The woman on the right / in the middle doesn’t have a hat.
blonde hair? 6 She looks / has happy.
I CAN 7 ❯❯ MB Look at other units in this book and choose a
use the present continuous and the simple photo with people. Write five sentences to describe the
present photo and read them to your partner.
use be and have to talk about appearance
I CAN
describe a picture or photo
104
booster 5 ❯❯ MB
• Ask students to look at the pictures and recall the words
for the items. They can look back at the pages of the
unit to help them. Check answers as a class.
Exercises 1, 2, 5, and 7 are Memory Booster activities. For
more information about these activities and how they ANSWERS
1 mask 2 happy 3 top 4 coat 5 arm 6 angry
7 skirt 8 hand 9 socks 10 eye
As an alternative to students simply checking the I can … Real life
1 to 4 (1 = not very confident; 4 = very confident) for each 6
language area. If students score 1 or 2 for a language area, • Ask students to circle the correct options to complete
refer them to additional practice activities in the Workbook the sentences about the photo in Greece. Let students
and Grammar Summary exercises. compare answers in pairs before checking as a class.
7 ❯❯ MB
Grammar • Ask students to find a photo that they like in the
1 ❯❯ MB Student Book. The photo should have people in it.
• Ask students to work in pairs to find and match photos • Get students to draft five sentences that describe
to the sentences. the photo they have chosen. Monitor and help with
vocabulary as necessary.
ANSWERS • Organize students into pairs to take turns describing
1 page 95 2 page 96 3 page 99 4 page 93 the photo to their partner.
5 page 100 • Optional step Get partners to guess the photo that their
classmate chose.
2 ❯❯ MB
• Ask students to underline the verbs in Exercise 1 and
discuss the questions with their partner. Check answers
as a class.
ANSWERS
Sentences 1 and 3 have verbs in the simple present.
Sentences 2, 4, and 5 have verbs in the present continuous.
We use the simple present for facts, routines, and habits.
The verb have indicates possession of something.
We use the present continuous for things happening now.
3
• Ask students to complete the sentences with the correct
form of the verbs. Let students compare their answers
4
• Ask students to complete the sentences with the correct
form of have. Let students compare their answers in

Unit 9 Entertainment
Opener 4
1 • Organize the class into pairs. Read the instructions
and check that everyone understands what to do. Ask
• Ask students to look at the photo and caption. Discuss
students to make a list and rank the activities. Then
the question as a class.
have students compare their lists in groups giving
• Optional step You could introduce speculation
reasons for the order they have chosen.
language here: She might/could be … because … . This will
help students make guesses about the photo. • Optional step Use a pyramid discussion to make the
most of this speaking activity.
Vocabulary note
Extra activity
Students may query the use of in and at here. We use in
to emphasize the idea that you are “inside” a place and at Organize students into pairs. Ask them to choose one
to emphasize the idea that you are at a specific point. So, place from Exercise 1, then write as many words connected
I’m in the movie theater (= I’m inside), but I’m at the with that place as they can in one minute (e.g., theater:
movies (= I could be inside or outside, but this is where actor, stage, play, audience, program, ticket). They read
you’ll find me). out their list to another pair who must guess the place.
While we always say at home (a fixed expression) and at
a concert (because this is an event not a place), the other
places here could be used with either in or at depending
on a pyramid discussion.
on the context.
2 81
• Play the recording. Students listen and note answers to
the questions. Let students compare answers in pairs
ANSWERS
1 in an art gallery
2 a video
3 watching a movie
3
• Ask students to match the activities with the places
in Exercise 1. Let students compare answers in pairs
ANSWERS
1 in an art gallery 2 in a museum 3 at the movies
4 at home 5 at a concert 6 at a theater
7 at a stadium

Unit 9 Entertainment
Watching
Photo by Volkan Güney, Istanbul, Turkey
F E AT U R E S 1 Work in pairs. Look at the photo. Where do you think the

woman is? Choose from the places below.
106 The Tallgrass Film
at a concert at a stadium in a museum
Festival at the movies at a theater in an art gallery
We look at movies from at home
around the world
2 81 Work in pairs. Listen to somebody talking about the
108 What’s the future for photo. Answer these questions.
TV?
1 Where is the woman?
Are we going to watch all 2 What is she watching?
our favorite shows online in 3 What are the people in the video doing?
the future?
3 Work in pairs. At which of the places in Exercise 1 can you do
110 Nature in art these things?
How different artists work 1 look at a painting or a 4 watch TV
with nature photo in an art gallery 5 listen to music
2 look at old objects 6 watch a play
114 Filming wildlife 3 watch a movie 7 watch sports
A video about the secret 4 Imagine you are going out this evening. Number the activities
lives of animals in Exercise 3 from 1 to 7 (1 = your first choice, 7 = your last
choice). Then compare your answers in groups and give your
reasons.

9a The Tallgrass Film Festival
Vocabulary movies 3 Work as a class. Think of one movie for
each type in Exercise 2. Which types
1 Complete these sentences in your own words. Then work in of movies do you like? Which types of
pairs and compare your sentences. movies do you never watch?
1 I go to the movies … (once a week? once a month?)
2 I usually watch movies … (on TV? on the internet? at a Reading
movie theater?)
3 I like watching movies … (with friends? on my own? with 4 Work in pairs. Read the article. What
a big audience?) types of films can you watch at the
4 The last movie I saw at the movie theater was … Tallgrass Film Festival?
See or watch?
THE TALLGRASS FILM FESTIVAL
I went to see a movie last night. (to talk about the event)
82
I like watching movies with friends. (to talk about the activity)
2 Match the types of movies with the photos (a–h).

E very year, the Tallgrass Film Festival shows
more than 190 movies from 33 different
countries. You can see many different movies
including science fiction, documentaries, and
1 animated 2 comedy 3 documentary 4 fantasy fantasy. Here are some of the movies this year.
5 horror 6 action 7 science fiction 8 romantic comedy
a 6 b 1
MOTHER
This comedy thriller from Estonia is by the
director Kadri Kõusaar. A man is shot in a
small Estonian town and his mother tries to
find out who did it.
BROTHER
In a drama from Venezuela, two brothers grow
up in Caracas with a love for soccer. But life
c 2 d 8 is difficult and sometimes violent for the two
boys as they try to become professional players.
APRIL AND THE EXTRAORDINARY WORLD

It’s 1941 and April lives with her family in
Paris. One day, her family disappears, and
April (with her cat) has to find them. Great
storytelling and animation for the whole
family. (In French with English subtitles.)
e 3 f 5
5 Read the article again. Are these

statements true (T) or false (F)?
1 The festival is once a year. T F
2 You can see movies from T F
around the world there.
3 This year you can see a T F
g 7 h 4 movie from Estonia.
4 Brother is about two T F
soccer teams in Venezuela.
5 April and the Extraordinary T F
World is a horror movie.
6 Work in pairs. Which of the movies at the

festival would you like to see? Why?
106
3
9a The Tallgrass Film Festival • Ask the class to think of one movie they know for each
genre in Exercise 2. Then have a class discussion and
find out which types of movies are most popular in
Lesson at a glance your class.
• vocabulary: movies
• reading: the Tallgrass Film Festival Extra activity
• listening: at the film festival
• grammar: be going to (for plans) Write the names of four or five recent English-language
• pronunciation: /tə/ movies that your students will know on the board. Choose
titles that are likely to be very different in the students’
• speaking: a film festival
L1. Ask students to work in pairs and try to figure out or
guess which movies they are by translating into their L1.
Vocabulary movies Alternatively, do the activity the opposite way around and
give the names of movies in L1 first.
1
• Using the sentences provided, briefly describe your
own experiences of watching movies to your class. In Reading
feedback, ask students what they found out about you. 4 82
• Ask students to complete the sentences with their own • Ask students to read the article and answer the
personal information. Let students share sentences in question. They can listen and read along to the
pairs. recording if required. Let students compare their
ANSWERS
ANSWERS
science fiction, documentaries, fantasy, comedy thriller,
drama, animation
2
• Ask students to match the movie genres with the
photos. Let students compare answers in pairs before Vocabulary note
Difficult words in the text: shot (to shoot), violent,
professional, disappears, subtitles. Ask students to try
Vocabulary and pronunciation note guessing their meaning from the context before checking
Movies often are a mix of genres. A science fiction movie a dictionary.
(set in the future, involving technology) could also be
partially fantasy (set in an alternative time, involving
magical people or animals). Similarly, an action movie (lots 5
of car chases and explosions) could also be described as a • Ask students to read the article again and determine
thriller (exciting plot—you don’t know what will happen). whether each statement is true or false. Let students
You could introduce the word drama to describe any compare their answers in pairs before checking as a
serious fictional movie that isn’t in the categories already class.
given, e.g., period drama—a drama set in the past.
Note the stress: animation, documentary, romantic. 6
• Have students discuss the follow-up question in pairs
before asking the class about their preferences and the
reasons for them.
The movies are:
a Paycheck b The Simpsons Movie
c Dumb and Dumber d When Harry Met Sally
e March of the Penguins f Nosferatu
g 2001: A Space Odyssey h Lord of the Rings

9a The Tallgrass Film Festival 106a
Listening Pronunciation note
7 83 Students should attempt the very weak, barely
• Tell students they are going to listen to a conversation pronounced /tə/ sound, and should not attempt to give
about the film festival in the reading passage. the word its full /tuː/ sound. Note also how am and are
• Play the recording. Students listen and answer the reduce to an /ə/ sound, and how going to is pronounced
with a nasal sound at the end (not a /g/ sound): /ˈɡəʊɪŋ/.
questions. Let them compare answers in pairs before
In fast speech in some varieties of English, going to
checking as a class. reduces further to /ˈɡənə/.
ANSWERS
12
1 Mother 2 to a Japanese restaurant 3 no
• Ask students to complete the sentences in their own
8 83 words. Let students compare their answers in pairs. Get
volunteers to share their sentences with the class.
• Play the recording again. Students listen and complete
the conversation. Let students compare their answers in
pairs before checking as a class. EXAMPLE ANSWERS
This evening, I’m going to watch a movie.
Grammar be going to (for plans) This weekend, I’m going to visit friends.
9 Next weekend, I’m going to see a play.
This summer, we’re going to Spain.
• Ask students to look at the example sentences in the
grammar box and discuss the questions. You could do
13
this in open class or ask students to work in pairs first.
• Ask students to convert their sentences from the
previous exercise into questions. Then have students
ANSWERS
work in pairs to check that their questions are correctly
1 the future formed. Get partners to help correct any errors.
2 ’m not / aren’t / isn’t + going to • Model the activity by getting a volunteer to ask you a
Am / Are / Is + subject + going to
question and giving your own response to it.
3 going to
• Get students to take turns asking and answering their
questions. Monitor as students speak and check on their
Please refer to page 174 for Grammar Notes on be going to.
pronunciation of the /tə/ sound.
EXAMPLE ANSWERS
10 Are you going to watch a movie this evening?
• Do the first item with the class as an example. Ask Are you going to visit friends this weekend?
students to make sentences from the prompts. Let Are you going to see a play next weekend?
students compare their answers in pairs before checking What are you going to do this summer?
as a class.
ANSWERS Speaking my
1 We’re going to see a movie at the new theater. 14

2 I’m not going to buy a ticket. It’s too expensive. • Ask students to read the festival listings briefly. Ask a
3 Are you going to buy the tickets online or at the gist question, e.g., How many movies are playing? (9).
theater? • Optional step Model the activity by saying which three
4 Where are you going to sit? movies you are going to see and why.
5 I’m not going to watch the movie. It starts at midnight. • Ask students to choose three movies that they want
6 Where are you going after the movie? to see. Students should make sure the movies aren’t
playing at the same time.
Pronunciation /tə/ 15
11 84 • Organize the class into groups of four to six students.
• Play the recording. Ask students to listen and notice the • Model the activity by asking a student one or two
weak vowel sound in to. What are you going to…? questions.
• Play the recording again. Ask students to listen and • Ask students to discuss their plans in their groups. All
repeat the sentences. members in a group are to come to an agreement on the
three movies the group is going to see.
• In feedback, ask students to tell the class which movies
they are going to see and why.
107a Unit 9 EntertainmentSAMPLE COPY, NOT FOR DISTRIBUTION
Listening 11 Pronunciation /tə/
7 83 Work in pairs. Two friends are at the 84 Listen to the sentences in Exercise 10.
Tallgrass Film Festival. Listen to their conversation Notice the weak vowel sound in to. Listen again
and answer the questions. and repeat.
1 Which movie does Isabella talk about? 12 Work in pairs. Complete these sentences in your
2 Where does Charles invite Isabella? own words.
3 Does she answer yes or no?
1 This evening, I’m going to …
8 83 Listen again and complete the conversation 2 This weekend, I’m going …
with the verbs you hear. 3 Next weekend, I’m …
4 This summer, …
C = Charles, I = Isabella
C: Hey! Isabella. 13 Make questions about your sentences in Exercise 12.
I: Hi, Charles. Are you enjoying the festival? Then work in pairs. Ask and answer your
I’m going to 1 buy a ticket for the next questions.
movie. It’s called Mother. Are you going to
A: Are you going to see a movie this evening?
2 see it, too? It starts in ten minutes.
B: No, I’m not. But I am going to see one this weekend.
C: No, I’m not, but where are you 3 going
afterward? Didier, Monica, and I are going to
4 have dinner at a Japanese restaurant. Speaking my
Do you want to come?
I: Sorry, but I’m not going to 5 stay out 14 Imagine you are going to a film festival. Choose
late tonight. I’m tired. three movies you want to see and plan your day.
C: OK. No problem.
I: Oh, I have to go. Bye. In Cinema 1
C: Bye. See you later. 2:00–3:30 Deepsea Challenge—a documentary by
James Cameron about the Mariana Trench
3:55–5:25 Black Panther—a Hollywood superhero
Grammar be going to (for plans) movie
5:40–7:15 Mumbai Delhi Mumbai—a romantic
BE GOING TO (FOR PLANS)
comedy set in two cities in India
I’m going to buy a ticket for the next movie.
I’m not going to stay out late.
What are you going to see? In Cinema 2
Are you going to see the movie? 2:00–4:00 Wild Tales—six short, funny movies
Yes, I am. / No, I’m not. from Argentina. Includes some violence.
going to go ➙ going to 4:15–5:35 Best Worst Movie—a fun documentary
Instead of be going to go, we often say: about one of the worst films in history
I’m not going to go to work tomorrow. 5:45–8:15 Macbeth—a new movie version of
Where are you going to go afterward? Shakespeare’s famous play
In Cinema 3
2:00–4:10 Howl’s Moving Castle—a classic
9 Work in pairs. Look at the grammar box. Answer Japanese animated movie for children and adults
these questions. 4:15–5:40 And Your Mother Too—a movie from
1 Does the form be going to + verb (base form) Mexico with a mix of comedy and drama
talk about the present or the future? 5:45–7:05 March of the Penguins—a powerful
2 How do we form the negative and question documentary about the lives of emperor penguins
form of be going to?
3 How can you say going to go in a different way?
15 Work in groups. Imagine you are going to the
10 Work in pairs. Make sentences with be going to. festival with the people in your group. Discuss
1 we / see a movie at the new theater. your plans.
2 I / not buy / a ticket. It’s too expensive. What are you going to see at two o’clock?
3 you / buy the tickets online or at the theater?
4 where / you / sit?
5 I / not watch / the movie. It starts at midnight.
6 where / you / go / after the movie?
SAMPLE COPY, NOT FOR DISTRIBUTIONUnit 9 Entertainment 107

9b What’s the future for TV?
Vocabulary talking Listening
about TV 4 86 Listen to a report about how young people watch videos and
TV. Number a–c in the order the speaker mentions them (1–3).
1 85 Listen to seven clips from
different TV shows. Match the clips a 1
(1–7) with the type of show (a–g).
a a sports program 4
line
b a comedy show 1 On
c a quiz show 6
d a horror movie 5 t
e a drama series 7 a d cas
f a wildlife documentary 2 Bro TV
g the news 3
0 5 10 15 20 25
2 Read the comments about different
TV shows. Which shows from
Exercise 1 (a–g) do they describe? b 3
Find out about new products
1 I love the actors in this show.
They are all so funny! b
2 It’s really interesting how they
filmed these animals under the
ground. f
3 There’s a new episode tonight.
I enjoyed the previous episode
but it was a little violent. e
4 The movie was so scary I
couldn’t watch it alone. d Learn from “How to” videos
5 This is so exciting. They are
both playing really well. a
6 I can never answer the
c 2
questions, but it’s fun. c
7 This is boring. I’m not
interested in politics. Let’s Online video TV
watch a movie instead. g
I can watch it when I want to 81% 28%
3 Work in groups and answer these
questions. It has shows I want to watch 69% 56%
1 Which TV shows from
Exercise 1 do you often watch?
2 Why do you watch them? (e.g.,
Are they funny/interesting?)
3 What are you going to watch 5 86 Work in pairs. Listen again and answer these questions.
tonight when you get home? 1 Which TV shows does the speaker mention at the beginning?
4 Which do you watch more 2 Why do 81% of young people think online TV is better?
often? Shows on TV or online 3 What topics do people talk about on YouTube?
videos (e.g., on YouTube)? 4 Why do people watch “How to” videos on YouTube?
Why?
6 Work in pairs. At the end of the report, the speaker asks, “Are we
going to watch TV at all in the future?” What do you think?
We’re not going to watch TV in the future because …
108
Listening
9b What’s the future for TV? 4 86
• Ask students to look at the three charts and say what
Lesson at a glance information there is in the charts.
• vocabulary: talking about TV • Play the recording. Students listen and number the
• listening: changing habits charts in the order the speaker talks about them. Let
• grammar: infinitive of purpose students compare their answers in pairs before checking
• speaking: your future plans as a class.
5 86
Vocabulary talking about TV • Ask students to read the questions and note what to
1 85 look out for during the second listening.
• Give students some time to look at the list of different • Play the recording again. Students listen and answer the
TV shows. questions. Let students compare their answers in pairs
• Play the recording. Students listen and match the clips before checking as a class.
with the type of show. Let students compare their
answers in pairs before checking answers as a class. ANSWERS
• Note that the recording is a series of short sound effects 1 drama series and comedy shows
to represent each type of show. 2 They can watch them when they want to.
3 video games, fashion, movies, and music
Vocabulary and pronunciation note 4 to learn how to do something new
Notice that show is often used as a synonym for program,
particularly with quiz show and talk show. 6
A series is a set or sequence of related television shows. • Ask students to discuss the question in pairs. Give
Note the stress: program, comedy, documentary students time to prepare and write their opinion first
before sharing it.
2
• Do the first item with the class as an example. Then ask EXAMPLE ANSWERS
students to read the remaining comments and match We’re still going to watch TV in the future because there
them to the shows. Let students compare their answers are great shows / TV shows are better quality.
in pairs before checking as a class. We’re not going to watch TV in the future because you
can find anything online / you can watch shows when you
Vocabulary note want to online / you don’t have to watch ads online.
Use synonyms and antonyms to show meaning here, e.g.,
boring is the opposite of interesting, fun means enjoyable,
scary means frightening. Note that fun means “you enjoy
it,” but funny means “it makes you laugh.”
violent = there was fighting
episode = one part of a series of programs
3
• Organize the class into groups to discuss and answer
the questions. Elicit any interesting or unusual answers.

discussions in groups.

9b What’s the future for TV? 108a
Grammar infinitive of purpose Speaking my
7 10
• Model the activity by telling students about your plans
class. Ask students to answer the questions. Let them
for the coming week.
• Ask students to write their own plans using some of the
ideas in the box. Monitor and help with ideas.
ANSWERS
1 the part of the sentence that is not in bold 11
2 the bold part of the sentence; base form • Get students to share their plans with a partner.
Please refer to page 174 for Grammar Notes on infinitive • As students speak, monitor and note any errors for
of purpose. correction at the end.
information and practice. Extra activity
Using a What’s on? guide to the city the class is in, or using
8 87 the internet to research what’s on over the weekend, ask
• Ask students to read the five phrases (a–e). Tell them students to work in pairs or small groups and plan some
to predict what the interview is about from these activities for the weekend. At the end, ask students to
infinitives of purpose (making a wildlife movie). tell the class their plans using going to. An alternative
is to pick up some brochures from your local tourist
• Ask students to read the paragraph and match the information center and hand them out to each group of
missing phrases to the blanks. Let students compare four in your class. Students should look at the brochures,
their answers in pairs. decide which places or events to go to, and then announce
• Play the recording. Students listen and check their plans for the weekend.
answers.
Dr. Adrian Seymour is a wildlife ecologist who combines
his scientific research with documentary movie-making in
order to document the complex pressures that threaten
both wildlife and local communities. His recent studies
have focused on the ecology of rain forest carnivores,
including the Malay civet in Indonesia.
9
• Ask pairs to match the actions with the reasons.
• Once they have matched the two parts, ask students to
write sentences using going to. They should refer to the
example as a guide.
Martin Scorsese /skɔːrˈsɛsi/ (born in 1942) is an American
movie director. He’s widely regarded as one of the most
significant and influential moviemakers in movie history.
His movies include Taxi Driver, Raging Bull, and The
Departed.

Grammar infinitive of purpose 11 Work in pairs. Take turns telling each other your
plans. Ask your partner for the reason or more
INFINITIVE OF PURPOSE details.
We use the infinitive of purpose to give the reason A: I’m going to London tomorrow.
for an action. B: Why are you going?
Turn on the TV to watch the news. A: To meet some friends.
Go online to find a “How to” video.
I’m going to record this movie to watch it later.

Interview with
these questions.
Adrian Seymour
1 Which part of each sentence describes the main Last week, I spoke to Adrian Seymour
1 to find out about his movies
action? . Adrian makes
2 Which part of each sentence gives the reason? movies about nature and animals. This year he’s
What is the verb form in this part of the sentence? going to Honduras 2 to make a movie
about the rain forest. He’s going in the summer
8 87 Read the passage on the right about an 3 to film wildlife and then he’s going back
interview with the filmmaker Adrian Seymour. to his office in the fall 4 to edit the movie .
Complete the passage with the infinitives of So it’s going to take about six months in total. Then
purpose (a–e). Listen and check. in the winter, when he’s finished the movie, he’s
going to Indonesia 5 to take a vacation !
a to make a movie
b to edit the movie
c to find out about his movies
d to take a vacation
e to film wildlife
9 Work in pairs. Match the actions (1–5) with the

reasons (a–e). Then make sentences starting with
I’m going to …
1 read this book about Martin Scorsese c
2 go to art school e
3 play this video game again b
4 buy theater tickets a
5 watch these videos d
a to see a play by Shakespeare
b to reach level five
c to find out about his life
d to learn how to play the guitar
e to study painting
I’m going to read this book about Martin Scorsese to
find out about his life.
Speaking my
10 Think about your plans. Write sentences about

where you are going, when, and why. Use some of
these ideas.
the movies tomorrow on Friday

a concert on the weekend next week
a museum next month the mall
I’m going to the movies on Friday to see Johnny Depp’s

new movie.

9c Nature in art
Vocabulary nature Critical thinking the writer’s
1 Work in pairs. The four pictures (1–4) on the right preferences
show nature in art. Answer these questions for
each picture. 5 Read the sentence below. Does prefer mean “like” or
“like one thing more than another”?
1 Is the picture modern or traditional?
2 Do you know which country or period in Many people like Witkiewicz’s paintings of people’s
history it is from? faces, but I prefer his paintings of nature and
3 What can you see in the picture? Use these landscapes.
words. 6 Work in pairs. Read the article again. Answer these
questions.
birds flowers grass lakes leaves
mountains rocks sea sky trees 1 Which of the artists does the writer say she
likes?
2 Work in pairs. Do you have paintings or photos in 2 Which of their art does she prefer?
your home? What kind of pictures are they? What
do they show? (e.g., people, animals, places) Speaking my
7 Work in pairs. Discuss the pictures in the article.

Reading
• Say which picture you prefer in each of these
3 Read the article and match each artist to the photo pairs and why. 1 or 2? 2 or 3? 3 or 4? 1 or 4?
of their art (1–4). • Which picture do you like the most? Why?
4 Read the article again. Check (✓) the sentences A: Which picture do you prefer? 1 or 2?
that are true for each artist, according to the B: I prefer 2 because … This is my favorite painting
information in the article. because …
Stanislaw Andoˉ Beatriz Vincent van

Witkiewicz Hiroshige Milhazes Gogh
1 This artist draws the natural environment. ✓ ✓ ✓ ✓
2 This artist is living now. ✓
3 This artist is European. ✓ ✓
4 This artist also makes sculptures. ✓
5 This artist is famous for paintings of

flowers.
✓ ✓
6 This artist didn’t have money when he

died.
✓ ✓
110
2
9c Nature in art • Organize the class into pairs to discuss the questions.

• vocabulary: nature Students’ own answers
• reading: nature in art
• critical thinking: the writer’s preferences Reading
• speaking: paintings you prefer
3 88
• Ask students to read the article and match the artists
Vocabulary nature with the photos. They can listen and read along to the
1 recording if required.
• Optional step Ask students to look at the photos of
artwork. Ask: What are they pictures of? What’s similar in Background information
the pictures? Stanislaw Witkiewicz was a writer, novelist, photographer,
• Organize the class into pairs to talk about the pictures and a painter.
using the questions. Then discuss as a class. Andō Hiroshige (1797–1858), was a Japanese ukiyo-e artist,
and considered the last great master of that tradition. The
EXAMPLE ANSWERS photo is of the print The Sea at Satta, Suruga Province,
from Thirty-six Views of Mount Fuji.
1 Pictures 1, 2, and 4 look modern. Picture 3 looks
Beatriz Milhazes (born 1960) is a Brazilian collage artist
traditional.
and painter known for her work juxtaposing Brazilian
2 Students’ own answers. Actual answers: cultural imagery and references to western Modernist
Picture 1: the Netherlands painting.
Picture 2: Poland, 1907 Vincent van Gogh (1853–1890) was a Dutch Post-
Picture 3: Japan, 19th century Impressionist painter who is among the most famous and
Picture 4: Brazil influential figures in the history of Western art.
3 1: flowers, leaves; 2: rocks, lakes, grass; 3: birds, trees,
sea, sky, mountain, leaves; 4: flowers 4
• Ask students to read the article again and check the
sentences that are true for each artist. Let students
Vocabulary note compare answers in pairs before checking as a class.
You may wish to ask students to find and underline a
lexical set of words connected with art in the text: artists,
paint, paintings, art galleries, landscapes, prints, shapes,
sculptures, man-made materials. Use the visuals and
context to check meaning. You could add other useful
words to this list, e.g., draw, drawing, portrait, self-
portrait, painter.
SAMPLE COPY, NOT FOR DISTRIBUTION 9c Nature in art 110a

Speaking my
Critical thinking the writer’s 7
preferences • Organize the class into pairs. Ask students to decide
5 which pictures they prefer and which they like the
most. Ask students to discuss which pictures they prefer
• Ask students to work in pairs to read the example
in each of the pairs and why.
sentence and discuss the question. Elicit answers in
feedback. • Monitor and note errors while students speak. Write
some example sentences containing errors on the board
and ask students to correct them in pairs at the end of
ANSWER
the activity.
Prefer means to like one thing more than another.
Extra activity
Vocabulary note Choose four famous paintings that you think will interest
Prefer is followed by a noun or -ing (in the same way that your class. Show pictures of these paintings to the class.
like is). Note the use of to when describing one preference Ask students to describe what they can see in each
over another: I prefer tea to coffee. / I prefer going out to painting and to give you any background information they
staying in. already know or can guess (e.g., artist, era, style). Then ask
students to say which painting they prefer and why.
6
• Ask students to read the article again, and to find
answers to the questions. Let students compare answers
in pairs. Then ask individuals to tell the class which
artists the writer prefers.
ANSWERS
1 The writer likes Stanislaw Witkiewicz, Beatriz Milhazes,
and Vincent van Gogh.
2 The writer prefers Witkiewicz’s paintings of nature
compared to those of people’s faces. The writer also
prefers Milhazes’ paintings to her sculptures, and Van
Gogh’s other paintings to those he did of sunflowers.
111a Unit 9 Entertainment SAMPLE COPY, NOT FOR DISTRIBUTION

1 4
Nature in art
2
88
Many artists include drawings of nature in their work,
but the results can be very different. Here are four of the
most famous.
2 Stanislaw Witkiewicz (1885–1939) was a Polish
5 artist. You often see his paintings in art galleries in
Poland. Many people like Witkiewicz’s paintings of
people’s faces, but I prefer his paintings of nature and
landscapes.1 This one (painted in 1907) shows the Hinczow
Lakes in the Tatra mountains. I like this painting because
3 10 of the green fields and blue water—I’d love to go there.
3 Japanese art is famous for landscape paintings.
You can often see sea and sky, and mountains and trees.
Andoˉ Hiroshige worked in the nineteenth century and
he’s one of Japan’s most famous artists. He printed and
15 sold thousands of beautiful prints in his lifetime. However,
he was poor when he died.
4 Beatriz Milhazes is a Brazilian artist from Rio
de Janeiro. She’s famous for her colorful paintings of
flowers and interesting shapes. She also makes sculptures
20 with different types of natural and man-made materials.
Personally, I like all her work, though I prefer her
paintings.
1 Vincent van Gogh, the famous Dutch artist,
made eleven paintings of sunflowers. They were his
25 favorite paintings because he loved the color yellow.
I prefer his other paintings, but many people love these
ones. Nowadays, you see them on cards, postcards,
and T-shirts. Van Gogh died with no money, but in
1987, someone bought the last sunflower painting for
30 $49 million.
1
landscape (n) /ˈlændskeɪp/ a painting of an area outside (with
trees, rivers, mountains, etc.)

9d Making arrangements
Listening INVITING AND MAKING ARRANGEMENTS

Inviting
1 Work in pairs. Look at the photo of some theaters like to come?
Would you 1________
on Broadway, New York. Answer these questions. free ?
Are you 2________
1 Is there a theater in your town or city? want to go?
Do you 3________
What kinds of shows are there? (e.g., plays, Responding to the invitation
musicals, dance performances) ’d love to.
Thanks, I 4________
2 What was the last show you saw? What was ’m sorry , but I’m working late tonight.
I 5________
it about? great .
That’s 6________
Making arrangements
2 89 Work in pairs. Two friends are talking time does it start?
What 7________
about seeing a show at a Broadway theater. meet at seven.
Let’s 8________
Listen to their phone conversations and answer 9 See you at seven.
________
the questions.
Conversation 1 4 Pronunciation showing enthusiasm
1 Which show in the photo are they talking
about? 90 Listen to these phrases for responding to
2 When is the show? invitations. Underline the word with the most stress.
3 Why isn’t Adriana free? Then listen again and repeat.
Conversation 2 1 I’d love to! 3 That’s great!
4 Can Adriana finish work early? 2 I’d really like to! 4 That sounds terrific!
5 What time does the show start?
6 What time are they going to meet?
5 Work in pairs. Practice these telephone conversations.
Student A: You have tickets for the musical Hamilton
Real life inviting and making tomorrow night. It starts at 8 p.m. Call Student B and
invite him or her.
arrangements
Student B: Answer the phone. You are at work. Listen
3 89 Complete the expressions for inviting to Student A’s invitation and say yes. Arrange to meet.
and making arrangements with these words.
Then listen again and check. Then change roles and have a conversation for the
musical Wicked. It starts at 8:30 p.m.
free great like ’d love meet
see ’m sorry time want
112
Real life inviting and making
9d Making arrangements arrangements
3 89
Lesson at a glance • Ask students to complete the expressions with the
• listening: going to a theater words in the box.
• real life: inviting and making arrangements • Play the recording again. Students listen and check.
• pronunciation: showing enthusiasm Let students compare their answers in pairs before
Listening • In feedback, point out any features of form or use
1 students may find challenging (see Grammar Note
below).
• Ask students to look at the photo. Ask: What can you
see? What do you know about Broadway? Please refer to page 174 for Grammar Notes on making
invitations.
• Organize the class into pairs to discuss the questions.
• In feedback, review key words such as plays, musicals,
shows, theater, actors, singers, and directors. Make sure
Pronunciation showing enthusiasm
that you mention the names of some of the shows in 4 90
the photo, particularly The Phantom of the Opera, which • Play the recording. Students listen and underline the
can be seen on the poster with a white mask on it. This stressed words.
musical is mentioned in the audioscript. • Play the recording again. Students listen and repeat.
Background information Extra activity

The photo shows ads for a number of musicals, notably Provide some open class practice by inviting individuals to
Phantom of the Opera, Jersey Boys, The Addams Family, different events and encouraging them to respond using
Wicked, and Chicago. the expressions in Exercise 4. For example, say: Would you
The Phantom of the Opera is a musical by Andrew Lloyd like to go to the movies? Student responds: Yes, I’d love
Webber, and was first performed in London’s West End in to! Correct any errors with pronunciation or form.
1986, and on Broadway in 1988. It’s the longest-running
show on Broadway, and one of the most financially
successful theatrical show in history with box office sales 5
of over $5 billion. It’s based on a 1910 French novel, and • Organize the class into pairs. Ask students to decide
was made into a movie in 2004. who will be A, and who will be B. Ask students to take
Broadway is the main road that runs from north to turns inviting each other to the two musicals.
south through the whole of Manhattan, New York. On • Monitor carefully and make sure students are showing
Broadway, there are numerous theaters, movie theaters,
enthusiasm when responding to invitations.
and restaurants.
2 89 Hamilton (2015) is a musical about the life of American
• Give students some time to read the questions and Founding Father Alexander Hamilton.
predict what the speakers might say. Wicked: The Untold Story of the Witches of Oz (2003) is
• Play the recording. Students listen and note answers a musical with a story told from the perspective of the
to the questions. Let them compare answers in pairs witches of the Land of Oz (originally seen in the 1939
before checking as a class. movie The Wizard of Oz).
ANSWERS Extra activity

1 The Phantom of the Opera 2 tonight Extend Exercise 5 by getting students to make plans for
3 She’s working late. 4 yes 5 seven-thirty 6 seven more events. Write the following list on the board:
The Addams Family, 7 p.m.
Extra activity Priscilla Queen of the Desert, 7:30 p.m.
Ask students to look at the audioscript on page 188 and to Chicago, 8:30 p.m.
practice the conversations in pairs. Cats, 8 p.m.
We Will Rock You, 7 p.m.
listening and taking notes.

9d Making arrangements 112a
9dIt looks
9e
Makingamazing! arrangements ANSWERS
a new building: look
a new café: look, feel, taste, smell
Lesson at a glance a concert: look, sound, feel
• writing: reviews clothes in a store: look, feel
• writing skill: giving your opinion with sense verbs a new type of sports car: look, sound, feel
a new type of chocolate: taste, smell
Writing reviews men’s aftershave: smell
1 a video game: look, sound, feel
• Ask students to discuss the questions in pairs. Ask the
class for their opinions. 4c
• Ask students to match the verbs with the adjectives. Let
ANSWERS them compare answers in pairs before discussing ideas
as a class.
ANSWERS
2
angry: look, sound, feel
• Start by checking the meaning of the words in the box.
These can be illustrated with pictures. beautiful: look, feel
bored: look, sound, feel
• Ask students to match the excerpts with the items in the
delicious: look, taste, smell
box. Let students compare their answers in pairs before
checking as a class. loud: sound
interesting: look, sound, smell, taste
Extra activity nice: look, sound, smell, taste, feel
soft: look, feel
Ask students which words helped them figure out
terrible: look, sound, smell, taste, feel
the answers. Use the opportunity to check vocabulary
connected with each category, e.g., tired: look, sound, feel
1 music: album (a set of songs), track (individual song on
an album) 5
2 a restaurant: meal, seafood, appetizer, main course • As a lead-in, ask students to brainstorm examples of
3 an art exhibition: gallery (building or room with things they could write about under each of the topics
paintings), paintings in Exercise 4b. Then ask students to choose two topics
4 a movie: scared, strange, funny and write about them for a review or a comment on a
website.
5 perfume: smells
6
3 • Ask students to exchange reviews with a partner and
• Discuss the questions as a class or ask students to share use the questions to check their partner’s reviews.
their views with a partner before eliciting answers. • Optional step Display students’ completed reviews
around the classroom. Ask students to read them and
Writing skill giving your opinion with leave a comment. This is an interactive way of getting
sense verbs students to read each other’s work.
4a
Extra activity
• Read the instructions with the class and check that
students understand the five sense verbs. Write the names of different well-known things on the
top of sheets of A4 paper, e.g., the name of a popular
• Ask students to read the reviews again and find and TV show, a famous drink or chocolate bar. Organize the
underline the sense verbs and adjectives. Let students class into pairs and give each pair a sheet of paper with
compare their answers in pairs before checking as a a particular product. They have to write a quick thought
class. or comment about the product, then pass the paper to
another pair. Continue until all the pairs have written
4b something about each product. Then put the pieces of
• Organize the class into pairs to discuss which sense paper on the classroom walls for students to read.
verb(s) to use for each item. Then discuss as a class.

9e It looks amazing!
Writing reviews 4 Writing skills giving your opinion with
sense verbs
1 Work in pairs. People often write reviews on websites.
Do you ever read them? Why or why not? a Sense verbs are look, feel, sound, taste, and
smell. We often use sense verbs + adjectives in
2 Match the excerpts from reviews and comments (1–5) reviews to give our opinion about something.
with these things. Underline five sense verbs + adjectives in the
reviews in Exercise 2.
an art exhibition 3 a movie 4 music 1
perfume 5 a restaurant 2 b Work in pairs. Which sense verbs could
you use to write about these items? You can
1 choose more than one for each item.
I loved her first album, so I was excited about her second.
Some of the tracks are good and full of energy, but in a new building a new type of sports car
others she sounds tired, or even bored! Overall, it’s a bit a new café a new type of chocolate
disappointing. N a concert men’s aftershave
clothes in a store a video game
2
After the show, we had a meal at this new place downtown.
We had seafood for an appetizer and it tasted great. We c Work in pairs. Which of these adjectives can
waited a long time for our main course and when it arrived, you use with the verbs look, feel, sound, taste,
it was cold. N or smell? You can use the adjectives more than
once.
3 The new exhibition in the gallery has paintings by Picasso angry beautiful bored delicious
when he was very young. They look amazing! You can’t loud interesting nice
believe he was only twenty when he painted them. P soft terrible tired
4 I felt scared at the beginning because it starts in the 5 Choose two of the items in Exercise 4b. Write
middle of the night. There are two people in a car and it a short review or comment for a website
breaks down. So the people go to a house and a strange about them. Use sense verbs and adjectives.
man opens the door. But after that it’s very funny.
I laughed for two hours. P 6 Work in pairs. Exchange reviews. Use these
questions to check your partner’s reviews.
5 I bought this because it has the name of my favorite • Are the reviews positive or negative?
actress on it, but it smells awful! N • Did your partner use sense verbs and
adjectives?
3 Which reviews in Exercise 2 are positive (P)? Which are • Are you now interested in the item in the
negative (N)? Write the appropriate letter in each blank. review?
A musical show for the Carnival

in Montevideo, Uruguay

9f Filming wildlife
The photographer
took this photo of
an ocelot in Peru
using a “camera
trap.”
114
Videoscript 9.1
9f Filming wildlife
Narrator This is the rain forest in Honduras.
Thousands of animals live here, but we rarely see them.
Before you watch That’s because they live in the trees and they don’t often
1 come out in the daytime.
• Ask students to describe the photo. Ask: What do you This is Adrian Seymour and his team. Adrian is a
see? What time of day is it? What is the animal doing? filmmaker. He’s working in the Honduran rain forest.
• Ask students to discuss the questions in pairs. Adrian wants to film the animals that humans never see
at night.
ANSWER Adrian is going to use camera traps to film the animals. He
Students’ own answers climbs up into the trees and puts camera traps in different
places. When the animal moves, the camera films it. Adrian
and the team put six camera traps around different parts of
2
the rain forest.
• Ask students to discuss the question in pairs.
Now Adrian has to wait … and wait … and wait … and
wait.
EXAMPLE ANSWERS
Four weeks later, Adrian returns to the trees and collects
It only comes out at night. / It lives in trees. / It’s completely
his camera traps. He hopes they filmed some good
silent. / It likes to hide from humans. / It’s fast. / It’s quick to
smell danger or the presence of humans. / It’s camouflaged
pictures of the animals.
by its skin markings among the leaves. / It’s very rare. Back in his office, Adrian starts to study the film from the
camera. All the camera traps filmed something. But in a
lot of the pictures, Adrian can’t see any animals.
Key vocabulary
He doesn’t know if there is a problem with the cameras
3 or if there is something out there. Then suddenly he sees
• Encourage students to use the context to guess the something in a picture. It’s a kinkajou. In fact, there are
meanings of the words in bold. two kinkajous.
• Ask students to match the words with the definitions. Kinkajous only live in rain forests. They eat meat and
Check answers as a class. fruit. These two are looking for fruit and one of them
• Highlight the pronunciation of these key words as found the camera!
students have to hear them in continuous speech in Adrian’s camera traps worked, so he’s going to use them
the video. You could say the words and ask students to in the future to film a lot of other species of animals.
repeat.
SAMPLE COPY, NOT FOR DISTRIBUTION 9f Filming wildlife 114a

While you watch 7
4 9.1 • Ask students to complete the summary using words
• Play the video with the sound OFF or the volume from the video. Let students compare their answers in
turned down. Ask students to watch and number pairs before checking as a class.
Adrian’s actions. 8
• Read the instructions with the class and check that
5 9.1 • Ask students to work in groups to plan their TV
• Have students read the questions first so they know program. Encourage them to take time to discuss and
what to look out for. agree on each aspect.
• Play the video again with the sound ON. Ask students
to watch and choose the correct answers.
9
• Let students compare their answers in pairs before • Review or introduce some useful language for students
checking as a class. to do their presentation. For example: Our TV program is
called … / We’re going to film … in/at … / Our program is
special because …
After you watch • Once students have prepared their ideas, ask a
Vocabulary in context spokesperson from each group to present their ideas
6 9.2 to the class. Have a class vote and decide which idea is
best.
phrases. They need to choose the correct meaning of
the words.
Videoscript 9.2
1 “Thousands of animals live here, but we rarely see

them.”
What does rarely mean?
a sometimes
b not often
2 “… they don’t often come out in the daytime.”
What does come out mean?
a live outside
b go outside
3 “Adrian returns to the trees and collects his camera
traps.”
What does collect mean?
a leave
b take away
4 “… Adrian starts to study the film from the camera.”
What does study mean?
a look closely at
b practice
5 “These two are looking for fruit …”
What does look for mean?
a wait
b find
115a Unit 9 Entertainment SAMPLE COPY, NOT FOR DISTRIBUTION

Before you watch 4 How long does Adrian wait before he looks at
his camera traps?
1 Work in pairs. Do you watch wildlife a four hours
documentaries on TV? Why or why not? b four days
c four weeks
2 Work in pairs. Look at the photo. Why do you
think ocelots are difficult to photograph? 5 When Adrian looks at the first photos, what
does he think?
a He thinks the cameras don’t work.
3 Key vocabulary
b He doesn’t think there are any animals.
Read the sentences. The words in bold are used c He doesn’t know what the problem is.
in the video. Match the words with the definitions 6 He sees a kinkajou in the pictures. Which three
(a–d). facts are true about kinkajous?
1 There are rain forests across Central and South ✓ They come out at night.
America. ✓ They live in rain forests.
2 You can use a camera trap to photograph They also live in the desert.
animals at night. ✓ They eat meat and fruit.
3 Leopards are a species of big cat like lions and
tigers. After you watch
4 Adrian works with a team who help him.
a something that takes photos when an animal 6 Vocabulary in context
moves in front of it camera trap
species 9.2 Watch the clips from the video. Choose
b type or group of animals
c places with many trees and different types of
wildlife rain forests 7 Complete this summary about Adrian Seymour
d a group of people working together team and camera traps using words from the video.
Dr. Adrian Seymour is a 1 filmmaker and
While you watch his work is often on nature TV programs. Recently,
he went to the Honduran 2 rain forest to film
4 9.1 Watch the video with the sound OFF.
animals that humans 3 rarely see. Working
Number Adrian’s actions in the order you see with a 4 team of people, Adrian put
them (1–7). camera traps in different places, and waited for
1 a He’s walking through the rainforest. four weeks. Then he 5 collected the traps and
3 b He’s putting a camera trap in a tree. 6
studied the pictures back at his office.
5 c He’s taking a camera trap off a tree.
6 d He’s looking for animals in the photos. 8 Work in groups. You are a team of filmmakers. A
4 e He’s taking a bath. TV channel has a lot of money for a new nature
7 f He’s watching an animal on his computer. program and it’s going to give the money to
2 g He’s climbing up a tree. the team with the best ideas. Plan your new TV
program and answer these questions.
5 9.1 Watch the video again with the sound 1 What are you going to call the TV program?
ON. Choose the correct answers for the questions. 2 Where are you going to film?
1 Where is the rain forest? 3 What are you going to film? What species of
a in Guatemala animal(s)? Why?
b in Costa Rica 4 How is your TV program going to be different
c in Honduras from other nature programs?
2 Where do a lot of the animals live? 9 Present your ideas to the other teams. Vote on the
a in rivers best idea.
b in trees
c under the ground
3 How many camera traps does Adrian put in
the trees?
a six
b sixteen
c sixty

Unit 9 Entertainment 115
Grammar 5 Cross out one incorrect word in each group.
1 types of movies: animated thriller fantasy
1 Complete the sentences with be going to and the
news horror
correct form of these verbs.
2 landscapes: rocks mountains fruit sea
buy not drive take meet sky
play watch not write 3 plants: grass birds trees flowers
leaves
1 We ’re going to watch a movie on TV this 4 animals: kangaroos turtles birds
evening. lakes frogs
2 Matt and Raul are going to play tennis.
6 ❯❯ MB Work in pairs. Look at the photos and
3 I ’m going to meet friends for dinner.
answer these questions.
4 They ’re not going to drive here because there’s a
problem with their car. 1 What type of TV shows are they?
5 Are you going to take a 2 What words describe these types of shows?
vacation this year? 3 When you watch them, how do you feel?
6 Rachel ’s going to buy the tickets online
before we leave.
7 The author ’s not going to write another book
ever again.
2 Make five sentences with be going to and the

infinitive of purpose.
the theater to have a drink. 7 ❯❯ MB Work in pairs. Discuss these questions.

a concert to see a musical.
I’m • What’s your favorite TV show at the moment?
an art gallery to listen to music.
going to • What words describe it?
a café to look at clothes.
the mall to buy paintings. I CAN
talk about different types of movies and TV shows
3 ❯❯ MB Work in pairs. Tell each other about: talk about nature
• a plan for this weekend with be going to.

• the reason for your plan with the infinitive of Real life
purpose.
8 Number the lines of the conversation in the correct
I CAN
order (1–8).
talk about future plans with be going to
1 Would you like to see a movie?
use the infinitive of purpose for giving reasons 4 Sorry, but I’m working late.
2 What time does it start?
Vocabulary 6
5
OK. I’d love to go at nine.
There’s another showing at nine.
4 Match these types of movies with the comments (1–6). 7 Great. Let’s meet outside the theater at
quarter to nine.
animated 6 documentary 3 comedy 2 3 At six.
horror 4 science fiction 1 action 5
8 Right. See you there. Bye.
9 ❯❯ MB Work in pairs. Act out a telephone

1 It’s a story in space with aliens.
conversation arranging to meet next week. Then
2 It was very funny, and I laughed for hours
change partners and make another arrangement
afterward.
for a different day next week.
3 It’s all about polar bears and how they live.
4 I couldn’t watch the movie. It was very scary! I CAN
5 There are fast cars, and the hero always wins. invite someone
6 In the past, they drew all the pictures on paper.
make arrangements
Nowadays, they make them with computers.
116
booster • Ask students to cross out the incorrect word in each
group. Let them compare answers in pairs before
6 ❯❯ MB
Exercises 3, 6, 7, and 9 are Memory Booster activities. For
more information about these activities and how they • Ask students to work in pairs. Students look at the
benefit students, see page x. photos and discuss their answers to the questions.

ANSWERS
1 news; sports show; wildlife documentary
1 to 4 (1 = not very confident; 4 = very confident) for each 2 news: boring/interesting; sports show: exciting/ fun/
language area. If students score 1 or 2 for a language boring; wildlife documentary: interesting/funny/
area, refer them to additional practice activities in the exciting/boring
Workbook and Grammar Summary exercises. 3 Students’ own answers
7 ❯❯ MB
Grammar
1 words from the unit. Ask students to work in pairs to
• Ask students to complete the sentences with the correct describe their favorite TV shows.
form of the verbs in the box. Let them compare answers
Real life
2 8
• Model the activity by giving an example of a be going to • Ask students to number the lines of the conversation
sentence: I’m going to the bookstore to buy some books. in the correct order. Let them compare answers in pairs
• Ask students to use the phrases in the chart to make before checking as a class.
five sentences.
9 ❯❯ MB
ANSWERS • This is a pairwork activity that allows students to
I’m going to the theater to see a musical.
practice a similar conversation to Exercise 8 using real
I’m going to a concert to listen to music.
information.
I’m going to an art gallery to look at paintings.
• Optional step You could ask students to draft the
I’m going to a café to have a drink.
dialogue first. Tell them to practice reading their
I’m going to the mall to buy clothes.
dialogue, then to turn over the written dialogue and try
to remember and improvise it.
3 ❯❯ MB • As students speak, move around the class and monitor
• Ask students to work in pairs to discuss their weekend their performance. Note down errors for them to correct
plans. They should use infinitives of purpose to explain in the feedback stage.
the reason for their plan. Ask students to tell the
class anything interesting they found out about their
partner’s plans.
EXAMPLE ANSWERS
I’m going to the movie theater to see a new thriller.
I’m going to my friend’s house to play video games.
Vocabulary
4
• Ask students to match the types of movies with the
comments. Let them compare answers in pairs before

Unit 10 Learning
Opener 3
• Do the first item with the class as an example. Then
1
ask students to match the remaining subjects with the
• Ask students to look at the photo and caption. You topics.
could discuss the questions as a class or ask students
to talk in pairs first. • Let students compare their answers in pairs before
ANSWERS
Pronunciation note
It’s a bookstore. People go there to look at books and buy
them. Point out the stress in the words for the subjects. The
first syllable is stressed in each of these words, except:
geography, biology, mathematics, technology.
2 91 Point out the /f/ sound at the start of physics and /k/ sound
• Play the recording. Ask students to answer the at the start of chemistry.
questions. Let students compare their answers in pairs In American English, literature has four syllables:
before checking as a class. / ˈlɪtərətʃər/. However, in British English, literature has only
three syllables (and a silent e): /ˈlɪtrɪtʃə/.
ANSWERS The pronunciation of the two “g”s in geography are
1 It’s famous as a city of learning and culture. different: /dʒ/ and /g/.
2 books on every subject: geography, history, math, IT is pronounced /aɪˈtɪ/.
chemistry, biology, children’s literature
4
Background information • Ask students to work in pairs or small groups to discuss
the questions. In feedback, ask students to share what
Yangzhou is a city of two million people on the Yangtze they found out about each other.
River in eastern China. The bookstore in the opener
image—Yangzhou Zhongshuge—was designed by
Shanghai-based architects XL-Muse, and has many
imposing and monumental features. At its heart is a virtual
tunnel of books, created by arched shelving and black
mirrored floors that give the illusion of a river flowing
through the tunnel.
117a
Unit 10 Learning
Walking into a new building

in Yangzhou, China
F E AT U R E S 1 Work in pairs. Look at the photo. What do you think this building
is for? What happens here?
118 What have we
2 91 Work in pairs. Listen to part of a travel podcast and answer
learned? the questions.
Modern discoveries and 1 Why is Yangzhou famous?
new questions for science 2 What types of books can you find in the place in the photo?
120 How good is your 3 Match the subjects (1–8) with the topics (a–h).
memory? 1 history a heat, light, and energy
Find out how to improve 2 physics b places in the world
your memory with memory 3 literature c the past
athlete Nelson Dellis 4 geography d living things
5 biology e chemicals
122 Good learning habits 6 mathematics f computers
Learn something new by 7 chemistry g numbers
changing your habits 8 IT (information h books, poems,
technology) plays, etc.
126 Baby math
A video about whether 4 Which subjects do/did you study at school? Which subjects are
babies can do math most interesting to you? Why?

10a What have we learned?
c 1
a 2 b 3
Reading
1 Work in pairs. Look at the three pictures.
What do you think is happening in each
photo?
2 Read the article. Match the paragraphs

(1–3) with the photos (a–c).
92
3 Read the article again. Is the information in these
What have we learned … sentences in the text (✓) or not in the text (✗)?
and what is still to learn? 1

2
Scientists have learned to do many things. ✓
Some people have robots in their homes. ✗
3 Scientists don’t know everything. ✓
1 In recent centuries, scientists have learned a lot.
4 The invisible car isn’t completely invisible. ✓
They’ve learned how to send people into space
5 Self-driving cars work very well. ✗
and they’ve discovered new medicines. More
6 Scientists have tried different solutions to
recently, they’ve designed robots to do routine jobs. transportation problems. ✓
2 However, there are still some things that scientists
can’t do. For example, some scientists have tried to 4 Work in groups. Discuss the questions and give
make objects invisible, but it hasn’t worked very well. reasons for your answers.
The car in the photograph has cameras on one side In the future, do you think we are going to:
so it shows the images on the other side. But, as you
1 use robots for housework?
can see, the wheels still aren’t invisible.
2 make objects invisible?
3 Other scientists are trying to solve the problem of 3 use self-driving cars?
transportation on our busy roads. They’ve made 4 teleport humans?
self-driving cars, but so far they haven’t been able to
move a human from one place to another without
transportation. This is called “teleporting,” and
scientists don’t understand this difficult area of
science yet—in fact, it’s possible they never will!
118
3
10a What have we learned? • Give students time to read the six sentences. Check
the meaning of invisible (you can’t see it), problem
(something that is wrong or difficult), and solution (the
Lesson at a glance answer or way to solve something).
• reading: what scientists have learned
• Ask students to read the article again and decide
• wordbuilding: synonyms and antonyms
whether the information in the sentences is in the text
• grammar: present perfect
or not. Let students compare their answers in pairs
• speaking: experiences
Reading 4
1 • Have students read the questions and note their
thoughts individually.
• Ask students to look at the three photos. Ask: What do
you see? Use the photos to elicit any vocabulary that • Organize the class into groups of four or five. Ask each
students know (e.g., satellite, space, Earth; city, car, group to discuss the questions and give reasons for
buildings, green, trees; man, machine). their opinions.
• Ask students to discuss the question in pairs. Elicit • Discuss as a class. Get volunteers to share their
ideas in feedback. thoughts.
ANSWERS
A An invisible car is traveling on the road.
B A man is in a teleporting machine.
C The international space station is going around the
Earth.
2 92
• Ask students to read the article and match the photos
with the paragraphs. They can listen and read along to
the recording if required. Let students compare their

10a What have we learned? 118a
Wordbuilding synonyms and antonyms Grammar present perfect questions
5 and short answers
• Read the information in the wordbuilding box with 9 93
the class. Provide students with a few more examples of • Read the information and sentences in the grammar box
synonyms to make sure they understand the concept, with the class.
e.g., smart/intelligent. Refresh students’ memory of
• Ask students to complete the conversations with the
antonyms using the opposite adjectives on Unit 7’s
missing words.
opener.
• Ask students to circle the best options to complete the
answers.
sentences. Let students compare answers in pairs before
checking as a class. Please refer to page 176 for Grammar and Pronunciation
Notes on present perfect questions and short answers.
Refer students to Workbook page 83 for further practice.
Extra activity
Prepare a list of word pairs. These words can be either
synonyms or antonyms. Write the words on the board (mix Speaking my
them up). Get students to work in pairs and group the 10
words. For example: • Model the activity by asking students Have you ever played
great/excellent walk/run a musical instrument?
find/discover go/stay • Organize the class into pairs. Ask students to practice
the example conversation and ensure they get the form
and pronunciation correct.
Grammar present perfect
• Give students time to form questions. They may need
6
to look up the past participle forms. However, tell them
• Read the sentences and information in the grammar box not to write but to formulate questions in their heads.
with the class.
• Get students to ask each other questions using the ideas
• Ask students to look at the sentences and discuss the in the box.
questions as a class.
• As students speak, note down any errors you hear.
At the end, write errors on the board and ask students
ANSWERS
to correct them in pairs.
1 the past 2 no 3 have
Please refer to page 176 for Grammar Notes on the present ANSWERS
perfect tense. Questions:
Refer students to page 176 of the Student Book for further Have you ever been on TV?
information and practice. Have you ever failed a test?
Have you ever invented something?
7 Have you ever met a famous person?
• Complete the first space as an example to get students Have you ever written a book?
started. Have you ever worked in another country?
• Ask students to complete the rest of the text with the
words in the box. Tell them to refer to the grammar box
for help.
as a class.
8
• Students may want to refer to the irregular verb list on
page 182 to help them with this exercise. Do the first
item as an example to get students started.
• Ask students to complete the remaining sentences
with the present perfect form of the verbs. Let students
119a Unit 10 Learning SAMPLE COPY, NOT FOR DISTRIBUTION

Wordbuilding synonyms and 8 Complete these sentences with the present perfect
form of the verb.
antonyms
1 I ’ve passed (pass) all my exams! I’m so
WORDBUILDING synonyms and antonyms happy.
Synonyms are words with similar meanings: learn = study
2 There’s nobody in school this week. All the
Antonyms are words with opposite meanings: pass ≠ fail teachers have gone (go) on vacation.
3 I haven’t finished (not finish) the assignment.
For more practice, see Workbook page 83. Can I hand it in next lesson?
4 BMW has designed (design) a new type of
car. The company’s going to sell it next year.
5 Look at the wordbuilding box. Then circle the best
5 He hasn’t done (not do) any homework all
options to complete the sentences.
year.
1 Can you learn / teach me how to speak Spanish?
6 They ’ve lost (lost) our address. I’ll text
2 Everyone in the class is going to pass / fail the
it to them.
test because their English is very good.
7 I haven’t seen (not see) Tom this week. Is he
3 I can’t go out tonight. I need to study / practice
on vacation?
for a history exam tomorrow.
4 My teacher explained it, but I still don’t know / PRESENT PERFECT QUESTIONS and SHORT ANSWERS
understand how it works.
Have you forgotten his phone number?
Yes, I have. / No I haven’t.
Grammar present perfect Has she practiced the piano today?
Yes, she has. / No she hasn’t.
PRESENT PERFECT Questions with Have you ever …?
I’ve learned the vocabulary for the test. We often use Have you ever to ask about past experiences.
He’s invented a new robot. We use never in negative answers.
We’ve discovered a new type of medicine. Have you ever studied French?
No, I’ve never studied French.
I haven’t done my homework.
He hasn’t passed the exam. For more information and practice, see page 176.
They haven’t learned the words.
Note: With regular verbs, add -ed to make the past
participle form. See page 182 for a list of irregular past 9 93 Look at the grammar box. Complete the
participle forms. conversations. Then listen and check.
For more information and practice, see page 176. 1 A: 1 Have you done your homework?
B: No, I 2 haven’t .
6 Work in pairs. Look at the grammar box. Answer 2 A: 3 Has Peter finished his exams?
these questions. B: Yes, he’s 4 finished all of them and now
he’s waiting for his results.
1 Are the sentences talking about an action in the
past or present? 3 A: Have you 5 ever studied Arabic?
2 Do we know exactly when the action B: No, I’ve 6 never studied Arabic.
happened?
3 In the present perfect, the main verb is the past Speaking my
my
participle (e.g., learned). What is the auxiliary verb?
10 Work in pairs. Ask each other Have you ever …?
7 Complete the text with these words. questions using these ideas.
has have haven’t hasn’t has have be / on TV invent / something
write / a book meet / a famous person
fail / test work / in another country
The cell phone 1 has changed our lives
forever. It 2 has become a normal part of
A: Have you ever failed a test?
our everyday life. In fact, most people
B: Yes, I have. I failed my driving test twice!
3 have forgotten what life was like without
it. You probably 4 haven’t called from a public
telephone box in years. Of course, if you are under
25 years old, life 5 hasn’t changed at all.
Phones 6 have always been mobile.
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 10 Learning 119

10b How good is your
memory?
Speaking and reading 3 Tell the students in your group about the
information in your paragraph. Listen to the
1 Work in groups of three. Which things on this list are easy other students and write notes in the chart.
to remember? Which do you often forget?
• people’s names and faces 4 Now read all three paragraphs and
• directions and addresses compare your notes.
• telephone numbers 1 How much information have you
• dates and facts in history remembered?
• food on shopping lists 2 How much information have the other
• the words of a song students remembered?
3 Which memory techniques have you
2 Work in your group. Student A: Turn to page 154.
used before?
Student B: Turn to page 155. Student C: Turn to page 157.
Memorize the important information in your paragraph,
and then write notes on that information in the chart below.
Student A Student B Student C

What was the topic of the Memorizing names Memorizing numbers Memorizing directions
text? and faces and addresses
What memory techniques repeat name; introduce “see” it in your brain; see directions in your
did it describe? to another person; write repeat the number; learn head; repeat road
down name and other it in groups; connect to names; draw a picture
details things you already know using different colors
120
2
10b How good is your memory? • Tell students they are going to do a memory-related
activity. Get students into groups of three. Tell them
to decide who will be A, B, and C, and then turn to
Lesson at a glance their relevant page. You may need to monitor and
• speaking and reading: your memory help with any vocabulary (e.g., PIN number = Personal
• listening: a news report Identification Number—a set of numbers used to access
• grammar: present perfect and simple past your account when using a cash machine).
• speaking: talking about learning
• Allow students some time to read their information and
memorize it (you may want to set a time limit). Have
Speaking and reading students complete their part of the chart. Encourage
1 students to complete the chart after memorizing the
• Write about twelve vocabulary words that students have information.
learned in this book on the board. Choose interesting 3
words and/or words you want your students to have
• Using their notes, students take turns telling their group
learned, e.g., paintings, documentary, flowers (from Unit 9).
members about what they read. Group members are
• Tell students to look at the words for one minute and to complete the other parts of the chart based on what
try to remember them without writing them down. they hear.
After one minute, erase the words on the board (make
sure you’ve made your own copy of them!) and ask 4
students to write down all the words they remember. At • Ask students to turn to the back of the book and read
the end, find out which student remembered the most the other two paragraphs. Have students compare their
words accurately, and ask if any student used a memory notes with the paragraphs. Tell them to reflect on the
technique to remember the words. activity using the questions in the exercise.
• Ask students to work in groups of three to discuss the • In feedback, find out how well your students
questions. In feedback, have volunteers share their remembered and relayed their information.
group’s discussion.
Extra activity
ANSWERS Ask students to say which memory techniques they like or
Students’ own answers would like to use.

10b How good is your memory? 120a
Listening Grammar present perfect and
5 simple past
• Ask students to look at the photo and read the caption. 8
Have students discuss and answer the questions in • Read the sentences in the grammar box with the class.
pairs.
• Ask students to circle the correct options to complete
the rules. Let students compare their answers in pairs
ANSWERS before checking as a class.
1 Nelson Dellis
Please refer to page 176 for Grammar Notes on the
2 He’s won the USA memory championship four times.
differences between the present perfect and the simple past.
Vocabulary note timelines and concept checking questions.
memory (n): the power of remembering information
memorize (v): to remember something Refer students to page 176 of the Student Book for further
forget (v): to be unable to recall something information and practice.
9
6 94
• Do the first item with the class as an example. Ask
• Ask students to read the topics. students to complete the remaining sentences with the
• Play the recording. Students listen and number the correct forms.
topics in the order the speaker mentions them. Let • Let students compare their answers in pairs before
students compare their answers in pairs before checking checking as a class.
as a class.
Please refer to page 176 for Grammar Notes on time
7 94 markers.
• Give students time to read the questions so that they
know what to look out for.
Speaking my
• Play the recording. Students listen and answer the
10
questions. Let students compare their answers in pairs
before checking as a class. • Read the instructions and go over the example with the
class. Check that everyone understands what to do.
ANSWERS • Organize the class into pairs. Give students time to
prepare and draft the questions based on the prompts.
1 99 2 300 3 2011, 2012, 2014, and 2015
In feedback, check that students have used suitable verb
4 the Olympic Games 5 memory techniques
forms.
6 people all over the US
ANSWERS
Background information 1 Have you ever taken an English exam? When did you
Nelson Dellis is a co-founder of Memory League, an online take it?
platform that memory enthusiasts use to challenge each 2 Have you ever studied science? Where did you study?
other. You can find his memory tips at nelsondellis.com. 3 Have you ever taught a subject? What did you teach?
4 Have you ever learned to play a musical instrument?
What did you learn?
11
• Model the activity with a student.
• Ask students to interview their partners. Monitor and
note any errors for correction at the end.
• Ask students to share what they found out about their
partner.

Grammar present perfect and
simple past
PRESENT PERFECT and SIMPLE PAST
Nelson has won the USA Memory Championship four times.
He won the competition in 2011, 2012, 2014, and again
in 2015.
8 Look at the grammar box. Circle the correct

options to complete these rules.
1 We can use the present perfect and the simple
past to talk about the present / past.
2 We use the present perfect / simple past when we
know or say the exact time.
3 We use the present perfect / simple past when we
don’t know or say the exact time.
9 Complete the sentences with two forms of the verb.

Use the present perfect and the simple past.
1 My friend has failed his mathematics exam
twice! He failed it last year and this
Nelson Dellis has won
year. (fail)
the USA Memory
2 Sally has studied English before. When she
Championship
was a child, she studied it at school. (study)
for the fourth time!
3 Google has made different driverless cars.
In 2016, it made a car that traveled
200,000 km with no driver. (make)
4 We saw a movie over the weekend.
I ’ve seen it a few times before, but it was
Listening still funny. (see)
5 Work in pairs. Look at the photo and read the
caption. Answer these questions. Speaking my
1 Who is the man in the photo? 10 In everyday conversations, we often start with
2 What has he won? Has he ever won it before? a question in the present perfect and then ask
another question in the simple past. Write
6 94 Listen to a news report about Nelson Dellis.
conversations with the ideas in 1–4.
Number these topics in the order the reporter
mentions them. A: Have you ever studied in another country?
2 a the USA Memory Championship B: Yes, I studied in Mexico.
1 b what Nelson can remember A: When did you study there?
3 c Nelson’s memory techniques 1 Have / take / an English exam?
When / take it?
7 94 Listen again. Answer the questions. 2 Have / study / science?
1 How many new names and faces can Nelson Where / study?
memorize? 3 Have / teach / a subject?
2 How many different numbers can he hear and What / teach?
repeat? 4 Have / learn / to play a musical instrument?
3 Which years did he win the USA Memory What / learn?
Championship?
4 Which sporting event is the USA Memory
11 Work in pairs. Ask and answer the questions from
Exercise 10. Then ask your own questions to find
Championship similar to?
out more about what your partner has learned.
5 What did he study a few years ago?
6 Who does he teach his techniques to?

10c Good learning habits
Vocabulary daily habits Critical thinking supporting the
main idea
4 Each paragraph in the article has a main idea. Match
the paragraphs (1–3) with these ideas.
a how we can have good and bad habits 2
b how good habits can help us do something well 1
c how we can change our habits 3
5 The writer supports the main ideas in three different

ways. Which paragraph (1–3) uses:
a different examples from everyday life? 2
b information about a real person? 1
c information from research and studies? 3
1 Work in groups. Discuss these habits (a–j) and Word focus up

decide what you think about each one.
6 Underline two verb phrases with up in paragraph 1 and
Write (✓) if you think it’s a good habit. in paragraph 3.
Write (–) if you think it isn’t good or bad. 7 Read the sentences. Match the verb phrases with up in
Write (✗) if you think it’s a bad habit. bold (1–5) with their meanings (a–e).
a drinking lots of coffee every day 1 He gets up at 6:30 a.m. a
b brushing your teeth twice a day 2 They want to give up smoking. d
c swimming every morning 3 We wake up at seven every day. c
d biting your fingernails 4 The cost of food goes up in the winter. e
e buying the same newspaper every day 5 I always dress up for a party. b
f eating chocolate
a get out of bed
g checking your phone during meals
b wear fun or nice clothes
h smoking cigarettes
c stop sleeping
i practicing the guitar for thirty minutes a
d stop (a bad habit)
day
e increase
j learning ten new English words every
day 8 Complete these questions with a verb phrase with up.
Then work in pairs. Ask and answer your questions.
2 Work in pairs. Answer these questions.
1 Do you have any of the habits from the list 1 When you go out with friends, do you …?
in Exercise 1? 2 In the morning, what time do you …?
2 Have you ever tried to change a habit? 3 Which bad habits do you want to …?
What happened? 4 How often does the cost of transportation …?
Reading Speaking and writing my
3 Read the article and answer the questions. 9 Work in pairs. Choose one of these questions or think of
your own question. Write advice about how you can do
1 What was Michael Phelps’s habit before a something well with good habits and routines.
race?
2 What has he won? • How can you run a marathon?
3 What examples of useful habits are there in • How can you stop drinking too much coffee?
paragraph 2? • How can you save more money?
4 How does a bad habit form? • How can you learn to play a musical instrument like
5 How long can it take to stop a bad habit? a famous musician?
6 How can you change a habit? 1 Get up every day at six and eat a healthy breakfast.
122
Reading
10c Good learning habits 3 95
• Ask students to describe the photo (a swimmer in a
Lesson at a glance pool—probably a professional American swimmer).
• vocabulary: daily habits • Have students look at the questions first. Ask students
• reading: how good habits can help you to read the article and answer the questions. They can
• critical thinking: supporting the main idea listen and read along to the recording if required. Let
• word focus: up students compare answers in pairs before checking as a
• speaking and writing: good habits and routines class.
Vocabulary daily habits ANSWERS

1 1 He listened to loud hip-hop music.
• Optional step Start by checking the vocabulary in 2 23 Olympic medals (18 of which are gold)
Exercise 1. Ask students to read through the habits. Then 3 brushing our teeth, traveling to work or school
mime any that you think they might not know (e.g., without getting lost, practicing a musical
brushing your teeth, biting your nails). Students shout instrument 30 minutes a day
out the letter of the activity you are miming. 4 when you do too much of something that is bad for you
• Optional step Tell students about one your habits (either 5 up to 254 days
good or bad). Ask: Is it a good or bad habit? Elicit answers. 6 Change the situation and start a new routine.
• Organize the class into groups of three or four. Ask
students to discuss the habits and decide if they are good,
bad, or neither in particular. Discuss answers as a class. Background information
Michael Phelps (born 1985) is a retired American
EXAMPLE ANSWERS competitive swimmer. He competed in five Olympics from
2000 to 2016, and won eight gold medals at the Beijing
good habits: b, c, i, j
Olympics in 2008 (a record).
bad habits: a, d, g, h
not good or bad: e, f
Critical thinking supporting the
2 main idea
• Ask students to discuss the questions in pairs. In 4
feedback, elicit any interesting or unusual answers. • Ask students to read the text closely to match the
paragraphs with their main ideas. Let students compare
ANSWERS their answers in pairs before checking as a class.
5
• Ask pairs to discuss how the writer supports the main
ideas. In feedback, elicit and check answers.

10c Good learning habits 122a
Speaking and writing my
Word focus up 9
6 • Organize the class into pairs. Students choose a question
• Ask students to underline two verb phrases with up from the list and prepare a few pieces of advice. Model
in paragraph 1 and in paragraph 3. Let them compare the activity by choosing a question and eliciting two
their answers in pairs before checking as a class. or three pieces of advice. Point out the use of the
imperative.
7 • In feedback, get students to work with another pair so
• Ask students to match the verb phrases with the that they can take turns sharing their advice.
meanings. Let students compare their answers in pairs
before checking as a class. EXAMPLE ANSWERS
Marathon: give up smoking and drinking sugary drinks;
Vocabulary note
train every day; run/swim ten kilometers a day; work out
When used in verb phrases (phrasal verbs), the particle in the gym; go to bed early; eat healthy food
up can have two meanings. It can mean “in an upward Coffee: change your morning routine; drink something
direction” (e.g., Prices went up) or it can mean else—tea or milk; give up meeting friends in coffee shops
“completely” (e.g., He gave up smoking). Save money: give up shopping; stay at home on the
Notice how most of the verb phrases are intransitive weekend; buy things only when there’s a sale
(taking no object): get up, wake up, go up, dress up. Give Musical instrument: practice every day; get up early to
up is transitive (He gave up smoking; He gave it up). practice; get a good teacher
8
• Ask students to complete the questions. Monitor and Extra activity
help as necessary. Collect students’ lists of advice and display them around
• Organize the class into pairs to ask and answer their the class. Students walk around and read the advice from
questions. each pair. At the end, students vote on the most useful set
of advice.
ANSWERS
1 dress up 2 wake up / get up 3 give up 4 go up

95
learning habits
1 People who learn to do something really well before breakfast. Of course, habits can also be
almost always have good routines and habits. bad and difficult to change. For example, imagine
Take the Olympic swimmer Michael Phelps. 20 someone who works in an office. He goes to a café
Before he retired in 2016, he trained 365 days a year, during lunch, and buys coffee and cake. He enjoys it,
5 and he had the same training routine every day. He so he does it again the next day—and the next. Soon
got up at 6:30 a.m. and had breakfast. He ate exactly it’s a habit, and he’s spending more money, drinking
6,000 calories every day. Then he swam for six hours more caffeine, and eating too many calories.
a day. Before a race, he always listened to very
25 According to researchers at University College 3
loud hip-hop music. Phelps has won 18 Olympic
London, most people can make something into
10 gold medals and 22 Olympic medals in total.
a habit after 66 days of routine and repetition.
That’s more than any other person in history.
Stopping a bad habit (e.g., giving up smoking),
2 Habits are useful for all of us. We brush our teeth however, can take longer—up to 254 days. One
without thinking. Most people travel to school or 30 conclusion was that the “situation” is important for
work the same way every day and don’t get lost. a habit. So, if you are going to change the habit of
15 And when we want to learn something new— having coffee and cake every day, don’t go to the
like a musical instrument—it’s important to have a café—go for a walk instead. In other words, change
daily routine, such as practicing for thirty minutes the situation and start a new routine.

10d Communication problems
Listening
1 Work in pairs. Look at the photo and discuss
the questions.
1 How does the man feel? What do you
think has happened?
2 Has your cell phone or internet
connection ever stopped working? How
did you feel?
2 96 Work in pairs. Richard works

for Omarox Engineering. He answers a
telephone call from Omar. Listen and answer
the questions.
1 Where is Omar?
in Kuala Lumpur
2 What time is it?

3 p.m.
3 What isn’t working?

Omar’s cell phone
4 What is the name of Omar’s hotel?

Ancasa Hotel 4 Pronunciation contrastive stress (2)
97 Listen and underline the stressed word(s) in each
5 What is the number?
response. Then listen again and repeat the responses.
603-2169-2266
1 A: Is that three in the morning?
6 Where has Richard put the designs? B: No, in the afternoon.
on the company website 2 A: Was that the Encasa Hotel?
B: No, the Ancasa Hotel.
3 A: Is that E for England?
Real life checking and B: No, it’s A for apple.
clarifying 5 Work in pairs. Student A: Look at the information below,
3 96 Look at these expressions for checking and prepare for the telephone call. Student B: Look at the
and clarifying. Then match the responses information on page 155, and prepare for the telephone
(a–e) with the expressions (1–5). Listen again call. Then practice the telephone conversations.
and check.
Student A
CHECKING AND CLARIFYING Call 1
1 Is that three in the morning? b • You are working abroad, but your cell phone isn’t
2 Was that the Encasa Hotel? e working.
• Call Student B from the Ananda Hotel. Your number is
3 The number is 603-2169-2266. a
57-302-570-3022.
4 Is there anything else? d
• Check that Student B has emailed your presentation for
5 Have you called our colleagues? c
tomorrow’s meeting.
Call 2
a So that’s 603-2169-2266? • Student B is abroad. Answer his/her call.
b No, in the afternoon. • Write down information about the hotel (name/number).
c Yes, I have. • You haven’t emailed the video because Student B’s email
d Yes, one thing. isn’t working.
e No, the Ancasa Hotel. A for apple.
124
Pronunciation contrastive stress (2)
10d Communication problems 4 97
• Ask students to read the questions and responses first.
Lesson at a glance • Play the recording. Students underline the words that
• listening: a phone call are the most stressed in the responses. Let students
• real life: checking and clarifying compare their answers in pairs before checking as a
• pronunciation: contrastive stress class.
Listening 5
1 • Organize the class into pairs. Tell students to decide
• Ask students to look at the photo. Discuss the questions who will be A, and who will be B. Tell them to read
as a class or put students in pairs to discuss first. their information and think of what they are going to
say. Monitor and help with vocabulary and question
ANSWERS forming.
1 He seems annoyed or frustrated. He has a problem with • When students are ready, ask students to take turns
his phone. role-playing the conversations. Monitor and note errors
2 Students’ own answers for feedback at the end.
2 96
• Have students read the questions carefully. Ask them
to predict the situation and what is happening (e.g., It’s
a business call. / One of the speakers has a problem. /
Omar gives his contact information).
Kuala Lumpur is the capital of Malaysia.
Real life checking and clarifying

3 96
• Ask students to read the expressions and match them to
the clarifying responses (a–e).
• Play the recording again for students to listen and
check. Let students compare their answers in pairs

10d Communication problems 124a
Writing skill imperatives
10e Please leave a message after 4 100
the tone • Read the information with the class. Point out the use of
the imperative.
Lesson at a glance • Play the recording. Students listen to five messages on
voicemails and rewrite them as imperatives. Pause the
• vocabulary: email addresses and websites
recording between messages if students need more time
• writing: a telephone message
to write. Let students compare their answers in pairs
• writing skill: imperatives
Vocabulary email addresses and imperatives.
websites Please refer to page 190 for Teacher Development notes
1 98 on handling a recorded dictation.
• Ask pairs to guess how to say the email addresses and
websites. To support students, you could write some
5
key words on the board but don’t explain them yet. • Go over the list of details with the class, then give
students time to draft their messages. Monitor and help
with ideas or vocabulary.
answers.
6
ANSWERS • Organize the class into pairs and ask students to take
1 j underscore jones at hotmail dot com turns reading their voicemail message to their partner.
2 www dot ancasa dot com Students have to write the most important information.
3 charity help dot org slash b dash 2
7
• Ask students to check their partner’s phone message.
Vocabulary and pronunciation note In feedback, ask: Is the message clear? Are the details
@ = at // = double slash
correct? (e.g., the spelling, phone numbers, the email
address).
_ = underscore : = colon
. = dot ; = semi colon Extra activity
/ = slash (or forward slash)
Ask students to think of a message to pass on to another
- = dash (or hyphen) classmate, e.g., Don’t forget to do your homework
www is pronounced “double u double u double u” and is tonight. / Remember that there’s a party tomorrow night.
short for World Wide Web When students are ready, organize the class into groups
of six to eight, depending on the size of your class. Ask
2 students to sit in a circle. Nominate one student in each
• Organize the class into pairs to practice dictating group to whisper their message into the ear of the student
email addresses. Monitor and note errors for an error to their right. That student listens, then whispers the
message into the next student’s ear.
Students continue until the message reaches the ear of the
Extra activity student who said the first message. Find out if the message
remained intact or was changed during the whispering.
Ask students to read out the website addresses of three Play the game again with a different student’s message.
language learning sites you think your students might find
helpful.
Writing a telephone message

3 99
• Ask students to read the note. Pre-teach a voicemail
message (a message left on a phone answering machine).
Ask: Who called? Who did he call? What kind of information
is on the message? Elicit answers.
• Play the recording. Students listen and correct the four
mistakes. Let students compare their answers in pairs

10e Please leave a message
after the tone
Vocabulary email addresses and 4 Writing skill imperatives
websites When we write messages, we often simplify what the
speaker said. In this example, the message is written
1 98 Can you say these email addresses and as an instruction and uses the imperative form.
websites? Listen and check your answers.
“He can download them from this address:
1 stk-design.com/e-1” ➙
Download them from stk-design.com/e-1.
j_jones@hotmail.com
100 Listen to five voicemail messages. Write
down the messages as instructions, using the
imperative.
2
1 Call Jim back this evening.
www.ancasa.com 2 Email the date of the meeting.
3 Meet Mrs. Rivers at the airport.
4 Book a room for two nights at the hotel.
3 5 Buy two new cell phones.
charityhelp.org/b-2 5 Prepare to leave a message for a colleague. Include

these details.
• your name
2 Work in pairs. Take turns to say and write down: • your number
• your email address. • your email
• the address of your favorite website. • ask your colleague to do something
6 Work in pairs. Take turns to read your messages

Writing a telephone message from Exercise 5. Listen to your partner and write
down the most important information.
3 99 Listen to a voicemail message and read the
written message. There are four mistakes in the
written message. Correct them. Name of caller:
MESSAGE
Sanger Message for:

Name of caller: Richard Senger
MESSAGE
Message:
Message for: Doctor Omar Al Harbia
Message: He can’t email the designs.

e-1
Download them from stk-design.com/a-1
Call him back on his home number
0770
(077-234-3785) or email him at
.com
rich-sanger@qmail.net.
Urgent
Urgent 7 Check your partner’s written message. Is it clear?

Is everything correct (e.g., the spelling, phone
numbers, email address)?

10f Baby math
Babies usually start to walk or say their first words

by the age of 1, but can they do math at this age?
126
Videoscript 10.1
10f Baby math
Narrator Yale psychologist Karen Wynn believes that
human babies are much smarter than we think.
Before you watch
One popular notion is that the baby starts out in the world
1 with a completely blank slate mind, no expectations, and
• Ask students to look at the photo and read the caption. finds the world incredibly confusing, chaotic—a barrage
Get students into pairs. Ask them to discuss the of impressions and sensations. In fact, this is very, very far
questions and give their opinions. Then have a few from the truth.
volunteers share their thoughts with the class.
Experimenter Where is he going?
ANSWERS Narrator She’s convinced that babies can even do
math. Using toys, she shows them simple math problems.
But it’s not easy knowing what a baby is thinking. So, she
2 relies on what’s called the “Looking Time Method.”
It’s well known that babies look longer at things they find
• Working in the same pairs, ask students to create a list
surprising, or unexpected. So in Wynn’s experiments, she
of things they think babies can or cannot do.
shows babies little magic shows, where they see some
• Discuss as a class. Ask students to give reasons for their
objects being added. Sometimes she shows them a correct
views.
outcome, and sometimes she shows them an incorrect
one.
EXAMPLE ANSWERS
Two minus one equal one. This ten-month-old is bored
Babies can eat, sleep, smile, make noises, move their
arms and legs, and cry. Babies can’t walk, crawl, run, feed and looks away after just a few seconds. But, when things
themselves, or dress themselves. don’t add up …
Experimenter Where’s he going?
Key vocabulary Narrator One …
3 Experimenter Up goes the screen.
• Ask students to complete the definitions with the Narrator … plus one …
correct form of the bold words. Students should use Experimenter Where’s he going?
context to guess the meaning of the words. Narrator … equals one.
• Highlight the pronunciation of these key words as Narrator The baby seems surprised and stares at the
students have to hear them in continuous speech in outcome much longer.
the video. You could say the words and ask students to Experimenter Good job, Bella! Good job.
repeat.
Narrator The results are pretty consistent. And they
reveal that babies as young as six, or even four months,
While you watch know how to add and subtract. For most of us, these
4 10.1 results come as a surprise. But, for Wynn, they make
• Have students read the questions before playing the evolutionary sense.
video. Karen Wynn I would’ve been surprised not to get that
• Play the video. Students watch and answer the finding because it’s actually very consistent with what we
questions. Let students compare their answers in pairs know from findings in a lot of non-human species.
SAMPLE COPY, NOT FOR DISTRIBUTION 10f Baby math 126a

5 10.1 7b
• Ask students to look at the list of events. Play the video • Ask students to work in pairs to ask and answer the
again. Students watch and write the order of the events. questions.
• Let them compare their answers with a partner before
• Ask volunteers to share their thoughts with the class.
6 10.1 ANSWERS
• Ask students to complete the sentences about the video Students’ own answers
using a suitable form of the words in Exercise 3.
8
• Play the video again. Students watch and check their
answers. Let students compare their answers before • Brainstorm with the class possible abilities babies might
checking as a class. have. Write them on the board.
• Organize the class into groups of four or five. Have
After you watch groups choose one ability and design an experiment
to test that. Students should use the questions to guide
Vocabulary in context them.
7a 10.2
• Explain to students that they are going to watch some 9
clips from the video containing some new words and • Ask groups to present their experiment to the class. A
phrases. They need to choose the correct meaning of good way of doing this is to ask each group to describe
the words. the steps of their experiment and write a prediction on
• Play the clips. When each multiple-choice question the board.
appears, pause the clip so that students can choose • As a class, vote for the most interesting experiment
the correct definition. You could let students compare idea.
Videoscript 10.2
1 “One popular notion is that the baby starts out in the

world with a completely blank slate mind …”
What is a notion?
a an idea
b a fact
2 “In fact, this is very, very far from the truth.”
What does far from the truth mean?
a completely true
b completely untrue
3 “She’s convinced that babies can even do math.”
When you are convinced about something, you _____ .
a make a guess about it
b believe strongly in it
4 “But, when things don’t add up …”
When something doesn’t add up, it _____ .
a doesn’t make sense
b doesn’t look real
5 “The results are pretty consistent.”
Dr. Wynn had consistent results from her experiments.
This means she had _____ each time.
a different results
b the same result

Before you watch 3 What result does she get?
Babies as young as 4–6 months can add and subtract.
1 Work in pairs. Look at the photo and read the 4 Does the result support her view?
caption. Do you think babies can do math? Why
yes
or why not?
2 Work in pairs. What can babies do? What can’t 5 10.1 Watch the video again. What happens in
they do? Make a list. the second experiment with the baby? Put the events
in order (1–6).
Babies can … Babies can’t …
1 Karen shows the baby a toy.
3 She shows the baby another toy.
5 The screen goes down.
2 The screen goes up.
6 The baby looks at the result for a long time.
4 She removes the toy behind the screen.
3 Key vocabulary 6 10.1 Complete these sentences about the video

using a suitable form of the words in Exercise 3. Then
Read the passage. Then complete the definitions watch the video and check.
with the correct form of the bold words.
1 Yale psychologist Karen Wynn believes that
Dr. Irene Pepperberg is a psychologist at Harvard human babies are much smarter than we
University. She wanted to know how well birds think.
can think and communicate. In 1976, she started 2 To test her theory, Karen did a(n)
an experiment with a parrot named Alex. For
experiment with babies. She found that
30 years, she taught him to recognize objects babies look longer at things that they find
and colors. The results revealed that Alex was a unusual.
very smart bird—he knew colors and shapes, and 3 Karen’s research reveals/revealed that babies as
he could count and say more than a hundred young as four to six months can add and subtract.
English words. People often think birds aren’t 4 Karen says that the outcome of her
very clever, but the outcome of Dr. Pepperberg’s experiments with babies is similar to findings in
experiment has changed the way people think a lot of non-human species.
about them.
outcome
After you watch
1 A(n) is the result of
something. 7 Vocabulary in context
2 When you reveal something, you
show something that was unknown. a 10.2 Watch the clips from the video. Choose the
3 If you are smart , you have a clever correct meaning of the words and phrases.
mind. b Work in pairs. Ask and answer these questions.
4 A(n) psychologist studies the mind and
behavior of people. 1 Are you convinced by the results of Dr. Karen
5 A(n) experiment is something scientists Wynn’s experiment? Why or why not?
do to see if something is true. 2 Dr. Wynn says that her results are consistent with
findings in some non-human species. What other
animals do you think are able to count?
While you watch
8 Work in groups. Design an experiment to test an
4 10.1 Work in pairs. Watch the video. Then ability that babies might have. Think about the
answer these questions. following questions.
1 What does Karen believe babies can do? • What ability might babies have?
math • What is a way to test this ability? What are the
2 What does she do to find out? steps?
• What kind of result do you think you will get?
She does experiments with babies, showing them
math problems. 9 In your group, present your experiment to the class.
Describe the steps of your group’s experiment and
predict a result.

Grammar 4 Light travels at 299,792,458 meters per second.
physics
1 Write Have you ever …? questions using these ideas. 5 Bolivia became a country in 1825. history
6 Hydrogen and oxygen makes water.
1 see / the Eiffel Tower? chemistry
Have you ever seen the Eiffel Tower?
2 teach / a subject? 6 ❯❯ MB Think of an example for these and tell
3 learn / to play guitar? your partner.
4 ride / a motorcycle?
5 make / a movie? • an important fact about the history of your
country
2 Match these answers with the questions in Exercise 1. • a famous book in the literature of your country
• a scientific discovery in the twentieth century
a Yes, I have. I made one about my family for a
college project. 5 7 Circle the correct options to complete the sentences.
b Yes, I have. I rode across America on a Harley
Davidson last summer. 4 1 I study / invent English every day for an hour.
c No, I haven’t, but I’ve helped my younger 2 Can you know / remember the past tense of the
brother with his homework. 2 verb “go”?
d No, I haven’t, but I’m going to Paris next year. 1 3 I always memorize / forget this word! What does
e No, I haven’t, but I’d like to play it one day. 3 it mean?
4 We can practice / know English together by only
3 ❯❯ MB Work in pairs. Take turns asking and speaking English.
answering the questions in Exercise 1. 5 I need to discover / learn this list of words
before the exam.
4 Complete the conversation with the present
perfect or simple past form of the verbs. 8 ❯❯ MB Complete this sentence. Then compare
with your partner.
A: 1
Have you ever visited (you / ever / visit) Rome?
B: Yes, I have. I was a student at a college there. This week in my English classes, I’ve learned …
A: Really? What 2 did you study (you / study)?
I CAN
B: Art. I also 3 worked (work) in a
museum for three months. talk about subjects
A: When 4 did you do (you / do) that? talk about learning
B: In 2005.
A: 5 Did you learn (you / learn) Italian when
you were there? Real life
B: No, I didn’t. My parents are Italian, so
9 Put the words in the correct order to make
I 6 've spoken (speak) Italian all my life.
questions for checking and clarifying.
I CAN 1 Amsterdam? / as / in / A / is / that
use the present perfect 2 thirteen / that / thirty? / or / was
ask about past experiences 3 675-6475? / number / the / is
4 there / anything / is / else?
5 have / sent / the / email? / you
Vocabulary
10 ❯❯ MB Write down the following.
5 These sentences are from different books in a
• the name of a famous person
school. Match these subjects to the sentences.
• the telephone number of your best friend
biology history geography • the address of someone else in your family
chemistry literature physics
Then work in pairs. Take turns reading your
information aloud. Listen and write down your
1 About 60% of the human body is water. partner’s information. Check and clarify the
biology
spelling and numbers.
2 The Mekong River goes through six countries
in Southeast Asia. geography I CAN
3 Mary Shelley wrote the book Frankenstein. check and clarify information
literature
128
UNIT 10 Review and memory 6 ❯❯ MB
booster • Give students time to think of an example for each
item.
• Ask students to share their examples with their partner.
Exercises 3, 6, 8, and 10 are Memory Booster activities. ANSWERS
benefit students, see page x. Students’ own answers. Scientific discoveries in the 20th
century include antibiotics, relativity theory, human
genome, quantum physics, lasers, and animal cloning.
As an alternative to students simply checking the I can … 7
boxes, you could ask them to give themselves a score from • Ask students to circle the correct options to complete
1 to 4 (1 = not very confident; 4 = very confident) for each the sentences. Let students compare their answers in
language area. If students score 1 or 2 for a language pairs before checking as a class.
Workbook and Grammar Summary exercises. 8 ❯❯ MB
Grammar content from the unit. Students draft a sentence, then
1 tell their partner.
• Ask students to write Have you ever…? questions using
the ideas. Let students compare their answers in pairs Real life
before checking as a class. 9
• Ask students to put the words in the correct order to
ANSWERS form questions. Let students compare their answers in
1 Have you ever seen the Eiffel Tower? pairs before checking as a class.
2 Have you ever taught a subject?
3 Have you ever learned to play the guitar? ANSWERS
4 Have you ever ridden a motorcycle? 1 Is that A as in Amsterdam?
5 Have you ever made a movie? 2 Was that thirteen or thirty?
3 Is the number 675-6475?
2 4 Is there anything else?
• Ask students to match the answers with the questions 5 Have you sent the email?
in Exercise 1. Let students compare their answers in
pairs before checking as a class. 10 ❯❯ MB
• This is a pairwork activity that gets students to practice
3 ❯❯ MB
saying letters, numbers, and addresses. Give students
• This is a pairwork activity. Students ask and answer the time to prepare their own ideas.
questions in Exercise 1. Encourage students to answer
the questions with their own personal information. • Organize the class into pairs. Students take turns
reading out their names, numbers, and addresses for
• In feedback, ask students to tell the class anything their partner to write down.
interesting they found out about their partner.
• Encourage students to clarify with their partner if they
4 are unclear about any details their partner said.
• Ask students to complete the conversation with the
correct form of the verbs. Let students compare their
Vocabulary
5
• Ask students to match the subjects with the sentences.

Unit 11 Tourism
Opener 3
1 • Start by checking the meaning and pronunciation of the
words in the box.
• Ask students to look at the photo and caption. You
could discuss the question as a class or ask students • Ask students to discuss the question with a partner.
to talk in pairs first. Elicit the answer.
• Use the photo on the page to elicit all the things
students can see: desert, sand, mountains, sky, table, kettle,
tray, glass. camping = staying in a tent
backpacking = going to many countries and staying in
ANSWERS hostels with all your things in a backpack
Students’ own answers sightseeing tour = when you have a guide and you go and
look at interesting things
package vacation = a vacation deal that includes hotel and
2 101
food
hiking = walking a long way
questions. Let students compare answers in pairs before
checking as a class. A year off is when a student delays going to college for
one year after school and uses the time to do something
different (e.g., travel, do volunteer work).
ANSWERS
The speaker met some Bedouin who lived in tents in the 4
desert. They put the table outside and made tea. They • Organize the class into groups of four. Ask students
drank tea together and watched the sun go down. to note ideas individually first. Monitor and help with
ideas and vocabulary.
Background information • When students are ready, ask them to talk in their
groups. Then get some students to share their
Jordan is an Arab kingdom in the Middle East. Over half
ideas with the class.
the country is covered by the Arabian Desert. The Bedouin
/ˈbɛduɪn/ are nomadic Arab people who have historically
inhabited the desert regions of North Africa, the Arabian
Peninsula, Iraq, and the Levant.
129a
Unit 11 Tourism
The desert in Jordan
F E AT U R E S 1 Work in pairs. Look at the photo. Why do you think the table
is in the desert?
130 Planning a trip
2 101 Work in pairs. Listen to a man talk about his
How to prepare for your next experience in Jordan. Why was the table in the desert? What
vacation happened?
132 On vacation 3 Which of these trips did the man in Exercise 2 take?
What type of tourist are you? a camping trip
backpacking around the world
134 Should I go there? a sightseeing tour
Travel writer Carlos Gomm a package vacation by the beach
can’t decide on his next hiking in the mountains
vacation
4 Work in groups. Look at the trips in Exercise 3 again and
138 Tiger tourism discuss these questions.
A video about how tourism
• Which vacations do you prefer?
in India is helping to protect
• Which vacations have you done in the past?
wildlife
• Which vacations are you going to go on in the future?
I prefer package vacations to hiking in the mountains because I like to
relax on vacation.
I’ve never been on a camping trip.
I’m going backpacking around Ireland next summer.

11a Planning a trip
Reading 3 Read the comments (1–5) from visitors to
Australia. Have the people followed the
1 Work in pairs. Discuss these questions. information in Exercise 2?
1 When do you normally plan your vacation? (e.g., a 1 I’ve been a tourist here for Y N
year before, six months before, the week before) thirteen months now. I’m
2 What do you do before your vacation? Make a list going to stay a few weeks longer.
and compare it with another pair’s. 2 I got a work visa before I left Y N
home.
2 Read the information for tourists and other 3 I’ve changed most of my money Y N
visitors to Australia. Write the headings in the to US dollars.
information brochure. 4 I’ve been working here for six Y N
months. I’m still using my
Road Travel Weather Money Visas Language
American driver’s license.
5 I brought sun cream because Y N
Information for tourists of the heat.
and visitors to Australia Vocabulary in another country

102 4 Complete the information about Brazil with
these words.
1 Visas 3 Language
• You have to get a • Australia is a climate currency multicultural
tourist visa before multicultural country, right side temperature visa
you arrive. You can so there are many license
do this online. different languages.
• Tourists can stay • Most people speak or
for a maximum of understand English.
three, six, or twelve
months. 4 Weather
• You can’t work in • The climate is different
Australia without in different areas of the
a work visa. You country.
have to get a visa • Summers are very hot
from the Australian and the temperature is
Embassy in your often over 40°C. Always
country or online. use lots of sunscreen
and wear a hat.
2 Money • For employment in Brazil, most people
• The currency is 5 Road Travel need a work 1 visa .
Australian dollars. • Tourists don’t have • The Brazilian real is the national
• Most shops, hotels, to get a new driver’s
2 currency .
and banks in large license. But if you stay • Portuguese is the official language, but
cities accept credit here for more than one Brazil is a 3 multicultural country
cards. year, you have to take with over 200 different languages.
• In smaller towns, an Australian driving • Brazil is a huge country, so the
always have cash test.
4 climate can change between
with you. the north and south. However, it’s usually
warm, and in the summer the
5 temperature is often very high.
• Drive on the 6 right side of the
road.
• You have to carry your driver’s
Uluru, Australia 7 license when you drive.
130
3
11a Planning a trip • Ask pairs to read the comments and discuss whether
the visitors have followed the advice. Ask students
to point out the information in the brochure to justify
Lesson at a glance their answers.
• reading: a tourist information brochure
• vocabulary: in another country
• grammar: have to / don’t have to, can / can’t
Vocabulary in another country
• pronunciation: /ˈhæftə/ 4
• writing and speaking: rules and regulations • Ask students to look at the words in the box and
predict what the text is about from the words. Go over
the meaning of any words that students aren’t familiar
Reading
with.
1
• Ask students to read and complete the text. Let
• Ask pairs to discuss the questions. Elicit their answers students compare answers in pairs before checking
as a class.
as a class.
• In feedback, compile a list of useful travel-related
vocabulary on the board.
ANSWERS
2 Possible answers: get a passport and visa, buy a plane
ticket, pack a suitcase or backpack, buy new clothes, buy
new sunglasses, change money, get a guide book, read
about where you’re going
2 102
• Ask students what they know about Australia. Ask
about the currency, languages, climate, and sights.
• Ask students to read the information for tourists and
match them with the headings. They can listen and
read along with the recording if required. Let students
class.
SAMPLE COPY, NOT FOR DISTRIBUTION 11a Planning a trip 130a

5 Pronunciation /ˈhæftə/
• Have students note their answers to the questions. 9 103
Then organize the class into small groups to discuss the • Play the recording of the sentences with have to in
questions. Exercise 8. Students listen and note the pronunciation.
• If your students are from the same country, use the • Play the recording again. Students listen and repeat.
opportunity to consolidate information about the
country. If your students are from different countries,
Pronunciation note
use the opportunity for students to tell each other about
where they are from. Note that have ends in a /f/ sound here as it precedes to.
To contains the weak sound /ə/.
ANSWERS
Students’ own answers Writing and speaking my
10
Grammar have to / don’t have to, • Organize the class into pairs. Read the instructions with
can / can’t the class and check that everyone understands what to do.
Do an example for the class if necessary.
6
• Ask students to look at the sentences in the grammar • Students draft their sentences. You could elicit one or
box and answer the questions. Let students compare two examples to get them started. Monitor and help
their answers in pairs before discussing as a class. with ideas.
11
ANSWERS • Model the activity with a student by reading out a few
1 have to 2 can 3 don’t have to 4 can’t 5 base form sentences and having the student guess the situation
you are describing.
Please refer to page 178 for Grammar Notes on semi-
• Match each pair in the class with another pair. Tell
modal and modal verbs.
students to take turns reading their sentences. Pairs
Refer students to page 178 of the Student Book for further guess which situation the other pair is describing.
information and practice. Monitor and note any errors for correction and feedback
at the end.
7
• Do the first item with the class as an example. Then ask Extra activity
students to match the remaining items. Let students
Students write a set of class rules or a set of guidelines for
compare answers in pairs before checking as a class. visitors to their city.
8
• Ask students to look at the signs and circle the correct
words. Let students compare their answers in pairs
Extra activity
Find other permission or prohibition signs online
(e.g., signs showing no cell phones, no food, no shoes, free
entry, parking lot, speed limit), show them to your class,
and elicit sentences using the target language.
131a Unit 11 Tourism SAMPLE COPY, NOT FOR DISTRIBUTION

5 Work in groups. Discuss these questions 8 Look at these signs and notices for tourists. Circle the correct
about your country or countries. How verbs.
many answers do you know? Compare
your answers with the class. 1 2
1 What is the currency?

2 Do tourists need a visa?
3 What’s the normal temperature in
the summer and winter?
4 Is the climate different in
different areas? 1 You have to / can drive on the left.
5 Which side of the road do you 2 Tourists can’t / don’t have to take photos here.
drive on? 4
3
6 Do you always have to carry your
driver’s license? Music and disco in the
7 How multicultural is your country? hotel bar tonight. Free
for all guests.
Grammar have to / don’t
have to, can / can’t 3 Guests have to / don’t have to leave before
HAVE TO / DON’T HAVE TO, CAN / CAN’T 11 a.m.
4 Guests have to / don’t have to pay.
You have to get a tourist visa before you arrive.
Tourists don’t have to get a new driver’s license.
5 6
Tourists can stay for a maximum of three, six, or
twelve months.
You can’t work in Australia without a work visa.
PASSPORT CONTROL
6 Work in pairs. Look at the grammar box.

Answer these questions about the verbs 5 Business class passengers can’t / don’t have to wait.
in bold. 6 All passengers have to / can show their passport.
1 Which verb means it is necessary?
2 Which verb means it is possible? 9 Pronunciation /ˈhæftə/
3 Which verb means it is not necessary?
103 Listen to the sentences with have to and don’t have to.
4 Which verb means it is not possible?
Notice the pronunciation: /ˈhæftə/. Listen again and repeat.
5 What form of the verb comes after the
verbs in bold?
7 Match the beginnings of the sentences
(1–6) with the endings (a–f). 10 Work in pairs. Choose one situation (a–c) below and
complete the sentences (1–4).
1 I have e
2 They don’t f a visiting another country as a tourist
3 He can’t a b studying at your language school
4 Tourists can pay b c working for your company
5 She can check in c
1 You have to … 3 You can …
6 In my country, you have to d
2 You don’t have to … 4 You can’t …
a smoke in the airport.
b with dollars in this shop. 11 Work with another pair. Tell them your sentences. Can they
c at reception after 3 p.m. guess the situation?
d call 911 for the police.
e to start work at nine every day.
f have to get a visa.
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 11 Tourism 131

?? Section
11b Head
On vacation
A village near Gunung Mulu

National Park, Malaysia
Vocabulary tourism
1 Read the questionnaire from a
What kind of TOURIST are you? tourism magazine. Find words in the
questionnaire to match these definitions.
Look at the questionnaire below and circle the things 1 a ticket for travel to a place and back
that you usually do. round-trip
2 a ticket for travel to a place (but not
Do you ___ back) one-way
1 a buy a round trip ticket? 3 you carry this bag onto
b buy a one-way ticket? the plane carry-on bag
2 a check one or two bags? 4 call for a hotel room (or reserve it
online) before you arrive book
b only take a carry-on bag?
5 special objects you buy
3 a book a hotel in advance? on vacation souvenirs
b find a hotel after you arrive? 6 give your bag to the airline so they
4 a rent a car? can put it on the plane check
b use public transportation? 7 visiting famous and interesting
places sightseeing
5 a buy souvenirs at tourist shops?
8 pay to use something (e.g., a car) for
b shop at local markets? a period of time rent
6 a join a sightseeing tour?
b travel alone or with a friend?
2 Work in pairs. Answer the questions in
the questionnaire. Then turn to page
7 a use a tour guide? 157 and find out what your answers say
b plan your own tour? about you. Tell your partner what kind
of tourist you are.
132
2
11b On vacation • Ask students to answer the questions in the
questionnaire. Students then look at page 157 and find
out what their answers say about them and discuss
Lesson at a glance their result with a partner.
• vocabulary: tourism
• Discuss as a class. Do students agree with the analysis?
• wordbuilding: word families
Ask for a show of hands to see how many of each kind
• listening: advice for tourists
of tourist there is in the class.
• grammar: should/shouldn’t
• word focus: take • Get a few students to share examples of things they
• speaking and writing: advice for a tourist usually do before or during a trip.
Vocabulary tourism
1
• Ask students to read the questionnaire and look for the
words that match the definitions (1–8). Let students
• Use pictures or mime to illustrate the meaning of any
words students are still unclear about.
SAMPLE COPY, NOT FOR DISTRIBUTION 11b On vacation 132a

Wordbuilding word families Please refer to page 178 for Grammar Notes on should and
shouldn’t.
3
• Read the information in the wordbuilding box with the Refer students to page 178 of the Student Book for further
class. Organize the class into pairs to make word families. information and practice.
• Check answers as a class and write them on the board. 9
• Do the first item with the class as an example.
EXAMPLE ANSWERS • Organize the class into pairs. Tell them to take turns
travel (v), traveler (n), travel (n), travel guide (n + n giving advice for the remaining sentences.
collocation)
• In feedback, get some pairs to present their answers by
visit (v), visitor (n), visit (n), visitor center (n + n collocation) reading out the sentence followed by the advice.
drive (v), driver (n), drive (n), driver’s license (n + n
collocation)
ANSWERS
1 You should take a vacation.
Refer students to Workbook page 91 for further practice.
2 You should wear sunscreen.
3 You should learn some words.
Listening
4 You shouldn’t take the bus.
4 104 5 You shouldn’t buy your souvenirs here.
• Play the recording. Students listen and answer the 6 You should go sightseeing.
question. Let students compare their answers in pairs 7 You should take a boat.
8 You shouldn’t go in the winter.
ANSWER Please refer to page 191 for Teacher Development notes on

It’s for independent travelers. prompt drilling.
5 104 Word focus take

• Play the recording again. Students listen and number 10
the places Jan mentions. Let students check their • Ask students to match the words with the examples of
answers in pairs before discussing as a class. how take is used. Let students compare their answers in
6 104
• Give students some time to look at the chart. 11
• Play the recording again. Students listen and make • Students look at the audioscript of Track 104 on pages
notes in the chart. Let students check their answers in 189–190 of their Student Book and find other examples
pairs before checking as a class. of the take + noun form. Let students compare their
7
• Discuss the question as a class or in small groups. ANSWERS
took a short break, take a bus, take a coat, taking a tour,
took a cruise ship
Malaysia is in Southeast Asia. The Gunung Mulu National
Park is in Sarawak, a Malaysian state. Sarawak is a part of
the island of Borneo. The park is a mountainous equatorial Speaking and writing my
rain forest and is famous for its caves.
12
• Introduce some useful language for talking about each
Grammar should/shouldn’t topic, e.g., It’s always hot/cold there. / The most convenient
8 way to get around is by … . Then organize the class into
• Read through the sentences in the grammar box with pairs. Ask students to choose a country they know well,
the class. Ask students to look at the sentences and then prepare advice for a tourist. Monitor and help with
discuss the questions in pairs. ideas and vocabulary.
• Check answers as a class. Elicit the structure of the 13
affirmative, negative, and question forms and write • Match each pair with another pair to form groups of
them on the board. four. Then model the activity by offering advice to a
student and eliciting responses.
ANSWERS • Ask pairs to take turns giving advice and asking
1 base form 2 should + subject + base verb 3 no questions. In feedback, ask students to tell the class
what was the best piece of advice they received.

Wordbuilding word families 9 Work in pairs. Read the sentences. Then use
the words in the chart to give advice for each
WORDBUILDING word families situation.
When you learn a new word, it’s useful to learn other words in 1 I’m very tired.
the same family. For example: to tour (verb) → tourism (noun) → 2 The sun is shining and the temperature is
tourist (noun) → tour guide (noun + noun collocation). 40ºC.
For more practice, see Workbook page 91. 3 I can’t speak the local language.
4 Public transportation is slow to the
downtown area.
3 Work in pairs. Look at the wordbuilding box. Make word 5 This shop is expensive.
families with these words. 6 Italy has very old and beautiful buildings.
7 I want to visit islands in Vietnam.
travel visit drive 8 In Norway, it’s very cold in December and
January.
Listening take a vacation.
go sightseeing.
4 104 Listen to a podcast with travel expert should
take a boat.
Jan Lanting. What kind of tourist is the podcast for?
learn some words.
You
5 104 Listen to the podcast again. Number these places buy your souvenirs here.
in the order Jan talks about them (1–3). take the bus.
shouldn’t
go in the winter.
2 a The jungles of Malaysia
wear sunscreen.
3 b The Arctic
1 c Rockport, on the coast of Maine
6 104 Listen again and make notes about the Word focus take
three places.
10 We use the verb take with different types of
Rockport, Malaysian The Arctic nouns. Match these words to the three types.
Maine, USA jungle
a a taxi b an umbrella c a break
With a tour? no yes yes
Weather and cold and it hot cold 1 take + time when you stop work c
temperature rains 2 take + type of transportation a
3 take + an object b
Transportation bus, car plane cruise ship
Accommodation hotels cabin 11 Find five examples of take + noun in the Track
104 audioscript at the back of the book.
7 Which of the places in Exercise 6 would you like to go to?

Why? Speaking and writing my
12 Work in pairs. Choose a country you know well

Grammar should/shouldn’t and write advice for a tourist. Include these
topics.
SHOULD/SHOULDN’T
• weather • transportation
You should rent a car.
• famous sites • language
You shouldn’t go in the winter.
Should I go with a tour guide? • local food • shopping
Yes, you should. / No, you shouldn’t.
13 Work with another pair. Take turns giving your
For more information and practice, see page 178. advice and ask each other questions.
A: You should go to the beach because the weather is
8 Work in pairs. Look at the grammar box. Answer these hot in this country.
questions. B: Should I take sunscreen?
1 What form is the verb after should and shouldn’t?
2 How do you make a question with should?
3 Do you use the auxiliary do/does in negatives and
questions?

11c Should I go there?
Reading 7 Look at the grammar box.
1 Work in pairs. Look at the photo of tourists on a a Complete these sentences with some-, any-, or no-.
ship in Antarctica. Why do you think tourists go 1 We use words starting with any- in a
there? What do you think they can see? question or with a negative verb.
2 We use words starting with some- with a
2 Read the article. Match the paragraphs (1–5) with
positive verb. The meaning is positive.
the topics (a–e).
3 We use words starting with no- with a
a why Antarctica is a good vacation positive verb, but the meaning is negative.
destination 3
b the writer’s problem with most vacation b Complete these sentences with -thing, -body, or -where.
destinations 2 1 We use -body for a person.
c negative changes in Antarctica 4 2 We use -where for a place.
d which vacations the writer likes and 3 We use -thing for an object or activity.
doesn’t like 1
e the positive effect of tourism in Antarctica 5 8 Complete the sentences with -thing, -body, or -where.
3 Work in pairs. Read paragraphs 1 and 2 again. 1 There’s no thing interesting to do.
Answer these questions. 2 My ticket is some where in my bag.
3 Does any body want to go sightseeing?
1 What does the writer want to do on his next 4 I’m hungry. I need some thing to eat.
vacation? 5 No body in this shop speaks English.
2 What types of vacation does he write about? 6 I didn’t buy any thing at the souvenir shop.
4 Do you like the same types of vacation as the 9 Circle the correct options to complete the text from
writer? Do you agree with him about vacations a travel magazine.
and other tourists? Why or why not?
Yo u s h o u l d v i s i t
Critical thinking reasons for
and against
Florence in Italy
Is there 1 anybody / anywhere in the world like
5 Work in pairs. Read paragraphs 3 and 4 again. the city of Florence? Of course, there are other
What reasons does the writer give: beautiful cities, but—for me—2 somewhere /
nowhere else is as beautiful as Florence. There’s
1 for a vacation in Antarctica?
always 3 anything / something to see on every
2 against a vacation in Antarctica?
street corner. And the local people are
6 Work with another pair and compare your lists very friendly. If you get lost, you can ask
from Exercise 5. Then read the last line of the
4
somebody / something for
article and discuss these questions. directions. And after a long day, you can
sit in a café and do 5 nothing /
1 Does the writer have a conclusion? Give nowhere!
reasons for your answer.
2 What do you think he should do? Why?
Grammar something, nobody,

anywhere Writing and speaking my
SOMETHING, NOBODY, ANYWHERE 10 Work in pairs. Choose a tourist destination and write
We normally use some- in affirmative sentences and a paragraph with the title “You should visit …!”
any- in negative sentences and questions.
I’d like to do something exciting. 11 Post your paragraphs around the classroom. Read
Nobody lives there. about the different vacation destinations. Where
There isn’t anything in my bag! would you like to go to? Tell the class about your
Is there anywhere in the world without other people? choice.
134
4
11c Should I go there? • Discuss the questions as a class or in small groups.
Elicit ideas and opinions in a class feedback.
Lesson at a glance Extra activity
• reading: a travel article
• critical thinking: reasons for and against Use the reading passage to review types of vacations. Ask
• grammar: something, nobody, anywhere students to skim the passage to find: a beach vacation, a
backpacking trip, a sightseeing vacation, a safari, a cruise,
• writing and speaking: a tourist destination
an adventure vacation (swimming with dolphins). Ask
students to say which type of vacation they prefer and why.
Reading
1 Critical thinking reasons for and against
• Ask students to look at the photo of the reading passage 5
and discuss the questions. Elicit ideas before students • Ask students to read paragraphs 3 and 4 carefully to find
read. the reasons. Let students compare their answers in pairs
• Use this lead-in to pre-teach difficult words in the before checking as a class.
reading, e.g., offer, wildlife, cruise.
ANSWERS
EXAMPLE ANSWERS 1 Antarctica is huge and quiet; there’s no pollution or
Tourists go there to see the amazing landscape and wild noisy traffic; it has lots of wildlife; cruise companies help
animals. the wildlife in the region
They can see snow, ice, icebergs, penguins, whales, and 2 A lot of tourists visit Antarctica now; the numbers of
the southern lights. wild animals and birds are decreasing as a result of
increased tours
6
Antarctica is the southernmost continent and contains • Organize the class so that each pair is matched with
the geographic South Pole. It is, on average, the coldest,
another pair in groups of four. Ask students to compare
driest, and windiest continent. It’s also called the Antarctic.
their lists of reasons and discuss the questions.
• In feedback, ask students if they think going to
2 105 Antarctica is a good idea.
• Ask students to read the article and match the
paragraphs with the topics. They can listen and read ANSWERS
along to the recording if required. Let students compare
their answers in pairs before checking as a class. 1 No, he still isn’t sure what to do because he’s asking for
opinions at the end.
3
• Ask students to read the first two paragraphs of the article
again and find answers to the questions. Let students
ANSWERS
1 He wants to do something exciting outdoors.
2 backpacking trips over the Andes, animal safaris in
Africa, swimming with dolphins in Australia
SAMPLE COPY, NOT FOR DISTRIBUTION11c Should I go there? 134a

Grammar something, nobody, anywhere 10
7a • Brainstorm a few tourist destinations. If your students
• Go over the grammar box with the class. Ask students are from the same country, elicit four or five places in
to complete the sentences with some-, any-, or no-. Let that country so that students don’t all write about the
students compare answers in pairs before checking as same place. If your students are studying abroad, they
a class. could choose places in the country you are all in.
• Ask students to work in pairs to write their
7b paragraphs. Tell them first to make brief notes to
• Ask students to complete the sentences with -thing, gather ideas, and to use the text about Florence as a
-body, or -where. Let students compare answers with a model.
partner before checking as a class.
11
Please refer to page 178 for Grammar Notes on indefinite • Collect the paragraphs and display them around the
pronouns. classroom. Students walk around and read the
paragraphs. As a class, vote for the destination that
8 seems the most attractive.
• Ask students to complete the sentences with -thing,
-body, or -where. Let students compare their answers Extra activity 1
with a partner before checking as a class.
While the students are reading the paragraphs on the
9 wall, also look yourself and note errors in the written
descriptions. At the end, write some incorrect sentences on
• Ask students what they know about the city of
the board and ask the class to correct them. Then return
Florence. Elicit ideas (e.g., It’s in Italy, the artist the paragraphs to the pairs and ask them to review their
Michelangelo lived there). writing for any errors.
• Ask students to circle the correct words to complete the
text. Let students compare their answers in pairs before
Extra activity 2
Ask students to research and write about a capital city
Background information that they would like to visit. Tell them to write a text
encouraging people to visit, using somewhere, somebody,
Florence (or Firenze in Italian) is the capital city of the etc.
region of Tuscany in central Italy. It’s considered the
birthplace of the Renaissance. In the fifteenth century,
Michelangelo, Leonardo da Vinci, and Botticelli worked in
the city and left great works of art. It’s one of the world’s
most visited cities.

ITHERE?
GO
105
Travel writer Carlos Gomm is thinking Antarctica should be perfect for me. It’s huge, it’s 3
quiet, and it’s thousands of kilometers away from other
of taking a vacation in Antarctica. countries. It doesn’t have a government and there are
20
But should he go there? no cities, so there’s no pollution or noisy traffic. It has
lots of wildlife.
I
1 don’t like vacations with hotels, beaches, and However, like many places in the world, Antarctica 4
5 swimming pools, and I’m not interested in is changing. Fifty years ago nobody lived there, but
sightseeing in old cities. So for my next vacation, I 25 now between 1,000 and 5,000 scientists live and work
plan to do something exciting outdoors. There are there all year, and over 50,000 tourists visit every year.
so many travel companies on the internet offering that The main way for tourists to visit the continent is by
type of vacation. One company offers backpacking trips ship. There are no hotels, so cruises are very popular.
10 over the Andes in South America. Another company You can leave the ship during the day and there are
offers animal safaris1 in Africa. And you can even go 30 guided tours of areas with wildlife. As a result, some
swimming with dolphins with a tour group in Australia. people think the numbers of wild animals and birds are
2 The problem for me is that when I choose a vacation, decreasing.
I don’t want to go somewhere and see lots of other On the other hand, there is some positive news. Many 5
15 tourists. I want to be the only person there, which is cruise companies teach their passengers about the
difficult these days. Is there anywhere in the world 35 wildlife in Antarctica and give money to environmental
without other people? What about Antarctica? organizations2 in the region. These organizations want
to help the nature and wildlife of Antarctica so it doesn’t
1
safari (n) /səˈfaːri/ a type of trip in Africa to look at animals change in the future. So what should I do? Should I go to
2
environmental organization (n) /ɪnˌvaɪrənˈmentlˌɔrgənɪˈzeɪʃn/ Antarctica, go somewhere else, or stay at home?
a group of people who work to protect nature

11d A vacation in South America
Listening
1 Work in pairs. How do you choose your
vacation? Which of these do you use?
• travel books
• travel websites
• videos about places
• advice from family and friends
• a travel brochure
2 106 Work in pairs. Listen to two friends

talking about a vacation. Answer the questions.
1 Which of the things in Exercise 1 are the
friends looking at?
2 Which countries do they mention?
3 What type of vacation does one speaker
suggest at the end?
Real life making suggestions

3 106 Look at the expressions for making
suggestions. Complete these sentences with two
words. Then listen again and check.
1 I went on a cruise all the way from Brazil to
Argentina. You should go on
that.
2 Yes, but I’m interested in the
wildlife.
3 How about visiting the
Andes? 4 Pronunciation /ʌ/, /ʊ/, or /uː/
4 But the disadvantage is
that there are lots of other people on a 107 Listen and repeat the vowel sounds.
a bus tour. b 108 Match these words with the sounds from
5 But the advantage is that you see
Exercise 4a. Then listen, check, and repeat.
more with a tour guide.
6 Maybe you’re right. could /ʊ/ cruise /uː/ bus /ʌ/ you /uː/ food /uː/
7 Can I make a suggestion? should /ʊ/ but /ʌ/ love /ʌ/ book /ʊ/
8 Actually, that’s a really good
idea .
5 Work in pairs. Read about these people and discuss
MAKING SUGGESTIONS
the best type of vacation for each of them.
Suggesting 1 Rika has two weeks’ vacation to take. She loves

You should go there for a vacation. traveling, but she doesn’t like crowded cities.
How about visiting the Himalayas? 2 Ji-woo is a student. She has three months in the
Can I make a suggestion? summer, but she doesn’t have much money.
Why don’t you go on a tour? 3 Matheus and Luiza are in their sixties. They don’t
You could travel on your own. work anymore and they have lots of free time.
Responding They never traveled when they were young.
Yes, but I’m interested in climbing.
But the disadvantage is that it’s expensive. 6 Work in pairs. Imagine you are one of the people
But the advantage is that it’s with a tour guide. in Exercise 5. Take turns telling your partner your
Maybe you’re right. situation. Your partner suggests a vacation for you.
That’s a really good idea. Respond to your partner’s suggestions.
136
4b 108
11d A vacation in South America • Do the first word with the class as an example. Then
ask students to work in pairs on the remaining words.
Lesson at a glance • Play the recording. Students listen and check their
• listening: choosing a vacation answers.
• real life: making suggestions • Play the recording again. Students listen and repeat.
• pronunciation: /ʌ /, /ʊ/, or /uː/
Pronunciation note
Listening To produce the /ʌ/ vowel sound, put your tongue low and
between the middle and the back of your mouth, then
1 make a short voiced sound with your mouth open.
• Ask students to look at the photo. Ask: What can you see?
To produce the /ʊ/ vowel sound, put your tongue close
Where is this place and what’s happening? Elicit ideas (It’s to the top and near the back of your mouth and make a
a carnival procession celebrating independence day in short voiced sound with your lips protruding slightly.
Bahia—a city in Salvador, Brazil).
To produce the long /uː/ vowel sound, put your tongue
• Organize the class into pairs to discuss the questions high and at the back of your mouth and lightly push your
about choosing a vacation. lips together while making a long voiced sound with your
mouth near closed.
2 106 Note that the pronunciation of these vowels depends
• Ask students to read the questions so they know what on whether a syllable is stressed. When these vowels are
to look out for. unstressed, they are usually said more quickly and in a
• Play the recording. Students listen and answer the flatter pitch.
before checking as a class. 5
• Ask students to read the situations. Ask: What does Rika
ANSWERS like doing? What’s Ji-woo’s problem? What advantages do
Matheus and Luiza have?
1 a travel brochure
2 Brazil, Argentina, Chile • Organize the class into pairs to discuss what type of
3 a tour for two weeks, then two weeks of traveling on vacation is best for each person. Elicit students’ ideas
your own at the end in feedback.
EXAMPLE ANSWERS
1 Rika could go hiking in the mountains, on a tour of the
A cruise /kruːz/ is a vacation on a big ship. The ship goes countryside, or on an adventure vacation with a tour
from place to place. There are restaurants and things to do guide to the rain forest.
on the ship. 2 Ji-woo could go on a backpacking vacation. She could
travel to neighboring countries or to different parts of
Real life making suggestions her country.
3 Matheus and Luisa could go on a cruise, or on guided
3 106 sightseeing tours.
• Read the expressions in the box with the class.
• Ask students to complete the sentences. Let them 6
compare answers in pairs.
• Model the activity first by taking the role of one of the
• Play the recording again. Students listen and check their people in Exercise 5 and asking a student to suggest a
answers. vacation for you. Respond to that suggestion.
Please refer to page 178 for Grammar Notes on making • Ask pairs to take turns playing the role of a person
suggestions. from Exercise 5. They describe their situation to their
partner. Their partner suggests a suitable vacation.
Pronunciation /ʌ/, /ʊ/, or /uː/ They then respond to the suggestion.
4a 107 • Monitor carefully and make sure students are using
• Play the recording. Students listen and repeat the three language for making suggestions in their conversations.
sounds. • As students speak, note down any errors. At the end,
• Check that students can differentiate between these write five or six errors you heard on the board and ask
vowel sounds. students to work in pairs to correct them.

11d A vacation in South America 136a
4b
11e A questionnaire • Discuss the questions as a class.

• speaking: what’s important in a hotel? Yes, it uses both open and closed questions.
• writing: a questionnaire It asks for comments, suggestions, or a description
• writing skill: closed and open questions (How …? Can you comment on …?).
5
Speaking my
• Organize the class into new pairs. Ask students to
1 choose a group of people and write a questionnaire
• Read through the list with the class and check any to get feedback on their experience. Tell students to
unknown words, e.g., facilities (things that are provided use open and closed questions, and to refer to the
for you), location (where something is). questionnaire on the page as a guide.
• Ask students to number the things in the list in order of • As students write, monitor and help with ideas and
importance. vocabulary.
• If you have internet access, students could create online
2
questionnaires using free sites.
• Organize students into groups of four or five to
compare their lists. 6
• When students have drafted their questionnaires,
Extra activity match each pair with another pair. Pairs exchange
This exercise works well as a pyramid discussion. Ask questionnaires. Students then answer the questionnaire.
students to make a list individually, then compare with
a partner and agree on a new list that is a compromise 7
between their two original lists. Then organize the class • Ask students to give feedback on the questionnaires to
into groups of four. Now they have to agree on a new the students who created them. Students should use
compromise. Finally, put together a class list on the board. the questions provided to check and comment on the
questionnaires.
Writing a questionnaire
Extra activity
3
• Ask students to look at the questionnaire and note their Ask students to work in groups to design a feedback form
for the school they are in. Exchange the form with another
answers to the questions about it. Let students compare
group and ask them to complete it. End with a discussion
their ideas in pairs before discussing as a class. about what can be done to improve the school.
ANSWERS
1 to find out what people think and how they can
improve
2 the rooms, gym, and restaurant
3 Students’ own ideas. Possible answers: How were the
internet facilities? Was the room noisy? Was the hotel
good value for money?
Writing skill closed and open questions

4a
• Read the information with the class, and elicit an
example of an open and a closed question.
• Ask students to read the eight questions and indicate
whether they are open or closed. Let students compare
Please refer to page 178 for Grammar Notes on open and
closed questions.

11e A questionnaire
Speaking my 4 Writing skill closed and open
questions
1 What is most important for you in a hotel? Number the
things in this list (1 = most important, 8 = not important). a Good questionnaires use closed
questions and open questions. We
a good restaurant
answer yes/no to closed questions, and
good public transportation (to the hotel)
give longer answers to open questions.
clean and comfortable rooms
Read these questions. Are they open (O)
internet facilities
or closed (C)?
friendly staff
gym and swimming pool 1 How was your bus tour? O C
parking 2 Did the tour guide answer O C
a good location (e.g., near the beach or downtown) all your questions?
3 Were all our staff polite and O C
2 Work in groups. Compare your answers to Exercise 1. helpful?
4 Did you book your vacation O C
Writing a questionnaire online?
5 How easy was our website O C
3 Work in pairs. Look at an online questionnaire from a hotel to to use?
its customers. Answer the questions. 6 Did you use the hotel O C
1 Why do hotels give this type of questionnaire to visitors? swimming pool and gym?
2 Which parts of the hotel does it ask about? 7 Would you recommend O C
3 Would you ask any other questions? this vacation to your
friends?
8 What other suggestions O C
can you make so we can
Thank you for visiting our hotel. We hope you enjoyed your stay. improve our service?
Please answer the questions below. Your answers and suggestions
are very important to us. b Does the questionnaire in Exercise 3 use
a mixture of open and closed questions?
How does it ask for more information
1 What was the reason for your visit? after a closed question?
leisure business other
5 Work in pairs. Write a questionnaire for
2 How was your room? one of these groups.
very comfortable comfortable
• passengers at an airport
not very comfortable
• customers at a restaurant
3 How friendly and helpful were the staff? • visitors at a sports center
very helpful and friendly helpful and friendly
not very helpful and friendly 6 Exchange questionnaires with another
pair. Imagine you are the passenger,
customer, or visitor, and write answers
on the questionnaire.
4 Did you use the gym? yes / no
If yes, how would you describe the facilities? 7 Was the questionnaire you answered
a good questionnaire? Use these
questions to check.
5 Did you eat in the hotel restaurant? yes / no
• Was the questionnaire easy to use?
If yes, can you comment on the food and the service? • Did it use both closed and open
questions?
6 Would you visit our hotel again? yes / no • Did it ask for more information after
a closed question?
7 Would you recommend this hotel to a friend? yes / no
8 What other suggestions do you have to improve our service?

11f Tiger tourism
Tourists at Ranthambore
National Park, India
138
Videoscript 11.1
11f Tiger tourism
Tourist 1 It is a symbol of power, as well as beauty
also.
Before you watch Tourist 2 For me, it’s a king of the cats.
1 Tourist 3 Likewise the tiger. I mean it’s the icing on
• Have students work in pairs and discuss the questions the cake.
about the photo. Then get some students to share their
Narrator This is Bandipur National Park in India.
ideas.
Tourists come here to see the wildlife. Champati works at
the park. He takes tourists around the reserve. In India,
ANSWERS tourists usually can’t see tigers in the wild. But when they
The people are at a national park in India. come to the park, they can see tigers up close.
They are tourists and they are looking at a tiger. Krithi Karanth Tourism is a huge, powerful force
that allows anyone on the street to connect to wildlife,
2 particularly animals like tigers and elephants.
• Ask students to work in pairs to discuss the questions. Narrator Tigers can walk around freely at Bandipur
Then discuss as a class. National Park, and tourists and photographers from all
over the world travel here to see them. They can see the
ANSWERS tigers eat, rest, and care for their young.
Students’ own answers Sarath Champati Wow.
Narrator Because so many tourists come every day,
the park has to make some rules. Only a certain number
Background information of tourists can enter the park each day, and they can only
Ranthambore National Park is one of the biggest national visit some areas. They usually travel around with a guide
parks in northern India. It is especially famous for its tigers, and a driver. They have to stay in the jeeps, and they can’t
and many tourists come to see the wildlife. go too near the tigers.
Tiger tourism is helping to protect the tigers in India. In
Key vocabulary some parts of the country, it brings in 3–5 million dollars
3 a year; parks and wildlife organizations can use this
money for wildlife conservation.
• Ask students to read the sentences and match each
The tourists view a tiger from their jeeps. It’s a special
word/phrase with its definition. Students should use
moment for them to see this beautiful animal up close.
the context of the sentences to infer the meaning of the
words in bold. Environmentalists hope that in the future, tiger tourism
will continue to attract people to India’s national parks,
• Highlight the pronunciation of these key words as
and make more people interested in protecting all of the
country’s wildlife.
repeat.
While you watch

4 11.1
• Play the video. Ask students to watch and choose the
correct main message of the video.
• Let students compare their answer with a partner
SAMPLE COPY, NOT FOR DISTRIBUTION 11f Tiger tourism 138a

5 11.1 6b
• Ask students to look at the list of activities. Play the • Ask students to complete the sentences to make them
video again. Students watch and complete the chart true for themselves.
with activities (a–f). • Get students to share their sentences with a partner.
• Let them compare their answers in pairs before Have volunteers read out their sentences to the class.
• Organize the class into groups of four or five. Ask each
After you watch group to choose a place where people go to see nature
Vocabulary in context and wildlife, and prepare an introduction of the place
to visitors.
6a 11.2
• Encourage students to use the questions to help them
plan their presentation. Monitor and help with ideas and
vocabulary.
words and phrases. 8
• Ask students to present their place to another group.
appears, pause the clip so that students can choose the
As students speak, monitor and note any errors for
correct definition. Let students compare answers in
Videoscript 11.2
1 “It is a symbol of power, as well as beauty also.”

Which of the following is an example of a symbol?
a a flag
b a book
2 “He takes tourists around the reserve.”
To take someone around is to _____ .
a show them the place
b describe the place
3 “Only a certain number of tourists can enter the park
each day, and they can only visit some areas.”
When you have a certain number of things, the
number is _____ .
a fixed
b not fixed
4 “Parks and wildlife organizations can use this money
for wildlife conservation.”
Which of the following is an example of wildlife
conservation?
a clearing forests to build farms
b creating nature parks

Before you watch 5 11.1 Watch the video again. Complete the
chart with activities (a–f) that tourists can and
1 Work in pairs. Look at the photo and read the cannot do at the national park.
caption. Where are the people? What do you think
a walk around freely
they are doing?
b take photos of wildlife
2 Work in pairs. Discuss these questions. c explore the entire park
d see wild tigers
1 Where can people see nature and animals in e feed the animals
your city or country? f travel with a guide
2 What kinds of plants or animals can you see?
Tourists can … Tourists can’t …
3 Key vocabulary b, d, f a, c, e
Read the sentences and look at the words and
phrases in bold. Then match each one to its
meaning.
Yellowstone National Park in the US is famous

for its wildlife—you can see many different
After you watch
types of birds, fish, bears, and so on. 6 Vocabulary in context
Parks and other green spaces in the city connect
people to nature and give them places to relax. a 11.2 Watch the clips from the video. Choose
Like humans, animals care for their young by the correct meaning of the words and phrases.
feeding them and keeping them safe. b Complete these sentences to make them true for
You can see animals up close on a safari tour. you. Then tell your partner your sentences.
The Eiffel Tower attracts more than seven 1 To me, … is a symbol of …
million visitors every year.
2 When friends or relatives visit my city, I take
1 wildlife a to give someone everything them around the …
they need to be comfortable 3 One thing we can do to help in wildlife
2 connect to b animals that live in their conservation is …
natural homes
3 care for c at a near distance 7 Work in groups. Choose a place in your country
4 up close d to feel close to something or where people go to see nature and wildlife (e.g.,
someone a national park, a zoo). Imagine you are a tour
5 attract e to bring people to a place guide there and you have to introduce the place to
visitors. Think about these questions.
While you watch • What kind of place is it? (e.g., a park, a nature
reserve)
4 11.1 Watch the video. What is the main • What is famous there? (Describe two or three
message of the video? things.)
• What can tourists do?
a Tigers in India should be free in the wild • What are tourists not allowed to do?
instead of being kept in zoos for tourists to
view. 8 Present about the place your group chose to
b Animals in India’s national parks are not another group.
doing well because there are too many tourists
around.
c Tiger tourism in India is a way to help protect
tigers and other wildlife in the country.

Grammar I CAN
give advice with should or shouldn’t
1 Complete the sentences about a tour guide’s job
talk about necessity and possibility
with have to, don’t have to, can, or can’t.
talk about places, people, and things
1 I have to wear nice clothes, but I don't have to
wear a uniform.
2 The tourists can't smoke on the tour Vocabulary
bus, but they can outside.
3 At lunchtime, I can eat with the 5 Write these words in the correct category.
tourists, but I don’t have to.
camping hiking round-trip one-way
4 I have to know everything about the city
sightseeing souvenirs tour guide tourist
because the tourists ask a lot of questions.
2 Circle the correct options to complete the sentences. 1 Vacation activities camping , hiking ,
sightseeing
1 This hotel is terrible. We should / shouldn’t stay 2 Type of ticket round-trip , one-way
here. 3 Something you buy on vacation souvenirs
2 She doesn’t speak the local language. She 4 Other people on a vacation tour guide ,
should / shouldn’t take a language class before tourist
she goes to Italy.
3 You should / shouldn’t rent a car because it’s very 6 ❯❯ MB Work in pairs. Say three words that:
expensive.
• are from the same family as the verb tour.
4 Sometimes the hotels are full, so we should /
• collocate with the verb take.
shouldn’t book a room in advance.
• make a word with some-.
3 ❯❯ MB Write four sentences about your job or
I CAN
studies. Use should, shouldn’t, have to, don’t have to,
talk about visiting another country
can, or can’t. Then compare your sentences with a
partner. talk about tourism
4 Complete the words in the text with -body, -thing,

or -where. Real life
7 Match the suggestions (1–4) with the responses
(a–d).
Space Tourism
1 How about going on a camping trip? b
There’s always 1 some where
2 You should visit the beach. c
new to visit on Earth, but
3 Can I make a suggestion? d
maybe you’d like to do
4 Why don’t you go hiking in the mountains? a
2
some thing really
different for your next vacation. a That’s a really good idea. I need some exercise.
Space Adventures is a space b No, thanks. I prefer sleeping in a hotel.
tourism company. They sent c Yes, but the problem is that it’s very crowded in
3
some body into space the summer.
ten years ago. Since then, six d Sure. What is it?
more tourists have traveled
with the company and hundreds 8 ❯❯ MB Work in pairs. Ask and answer these
more have reserved flights in questions about your last vacation.
the future. • Where did you go?
• Who did you go with?
The first female space
• What did you do?
tourist, Anousheh Ansari
• Would you recommend this vacation?
I CAN
make suggestions and talk about vacations
140
booster 5
• Ask students to write the words in the correct category.
Exercises 3, 6, and 8 are Memory Booster activities. For
more information about these activities and how they 6 ❯❯ MB
benefit students, see page x. • This is a pairwork activity that gets students to recall
words from the unit. Ask students to work in pairs to
think of the words. Elicit answers as a class.
EXAMPLE ANSWERS
1 to 4 (1 = not very confident; 4 = very confident) for each 1 tourist, tourism, tour guide
language area. If students score 1 or 2 for a language 2 a break, a taxi, an umbrella, the train, a coat, a tour,
area, refer them to additional practice activities in the a cruise ship
Workbook and Grammar Summary exercises. 3 something, somewhere, somebody
Grammar
Real life
1
7
• Ask students to complete the sentences with have to,
• Ask students to match the suggestions with the
don’t have to, can, or can’t. Let them compare their
responses. Let them compare their answers in pairs
2 8 ❯❯ MB
• Ask students to circle the correct options to complete • This is a pairwork activity that allows students to
the sentences. Let them compare answers in pairs before practice functional language from the unit. Students ask
checking as a class. and answer questions about their most recent vacation.
Monitor and help with vocabulary as necessary.
3 ❯❯ MB
• Ask students to write personalized sentences containing
the indicated words. Get students to share their
sentences with a partner.
EXAMPLE ANSWERS
I have to work long hours.
I don’t have to get in early.
I can drink coffee at my desk.
I can’t eat my lunch at my desk.
4
• Ask students to read the text and complete the words.

Unit 12 The Earth
Opener 3
1 • Pre-teach North Pole and equator using the globe.
• Ask students to look at the photo and caption. Ask • Organize the class into groups to discuss the questions.
them to compare the two places in the photo. You could If you have a range of nationalities in your class, mix
do this as a class or ask students to talk in pairs first. students from different parts of the world. In feedback,
ask a few students to tell the class about the countries of
ANSWERS others in their group.
The main photo shows an Inuit man, his dogs, and his sled
Extra activity
in the Arctic. The place is flat, dry, very cold, and covered in
snow. The man is holding a large photo of a place in South Write the following cities on the board: London, Paris,
Carolina. The place in the photo is green, wet, and looks Brasilia, New Delhi, Bangkok, Moscow, and Tokyo. Ask
hot. There’s a lot of water and tall trees. students to discuss whether each city is closer to the North
Pole or the equator. Tell students to research their answers
on the internet.
2 109 Answers: London, Paris, Moscow (North Pole);
• Give students some time to read through the sentences. Brasilia, New Delhi, Bangkok, Tokyo (equator)
They should predict that the missing words are
numbers.
• Play the recording. Ask students to listen and write the
numbers. Let students compare their answers in pairs
Ira Block was born in New York in 1949. He’s been a
National Geographic photographer since the 1970s.
The word Inuit is used to refer to culturally similar
indigenous people who inhabit Arctic regions of
Greenland, Canada, the US, and eastern Siberia.
South Carolina is in the southeastern United States. It has
a humid subtropical climate.

Unit 12 The Earth
An Inuit man in the Arctic holding a photo of South Carolina
Photo by Ira Block
F E AT U R E S 1 Work in pairs. Compare the two places

in the photo. How are they different?
142 Climate change
2 109 Listen to part of a documentary
Predictions of global rainfall about the photographer—Ira Block—
and temperatures and the two photos. Complete the
sentences with the missing numbers.
144 The unexplored Earth
1 The Inuit man lives about
Discovering places no one 2,500 kilometers from the North
has ever been Pole.
2 The US state of South Carolina is about 2,500 kilometers
146 Looking for a new from the Equator.
Earth 3 56 million years ago, the Arctic probably looked like
Astronomers look into South Carolina.
space for a new home 4 At that time, the temperature in the Arctic was around
25 °C.
150 Earth University 5 Nowadays, the average temperature in the Arctic is around
−10 °C.
A video about a different
kind of university 3 Work in groups. Answer these questions.
1 Is your country nearer to the Arctic, the Antarctic, or
the Equator?
2 Where is it spring or summer at the moment? In the
Northern or Southern Hemisphere?

12a Climate change
Vocabulary measurements 3 The Burj Khalifa is one of the tallest buildings
in the world. What is its high / height?
1 Work in pairs. Match the symbols and their 4 How many kilograms / kilometers equals one mile?
meaning with the type of measurement. 5 What percentage / area of the world’s population
lives in China?
1 % (percentage) a temperature
6 Does a kilogram of metal or a kilogram of
2 °C (degrees Celsius) b area plastic weigh / weight more?
3 km (kilometers) c distance
4 l (liters) d weight Reading
5 m2 (square meters) e quantity of 4 What is the climate in your country (hot, cold, etc.)?
water (or liquid) In recent years, has the climate changed? How?
6 kg (kilograms) f an amount out 5 Work in pairs. Look at the map on page 143 and
of 100 read the article below. Answer these questions.
2 Complete these facts about Earth with the symbols 1 What does the map show?
from Exercise 1. 2 How does it show the change?
6 Look at the map again. Are these sentences true

Earth Fact File (T) or false (F)?
1 The temperature in the Arctic Circle T F
1 The temperature at the center of the Earth is has decreased by 4°C.
about 7,500 ºC . 2 The temperature change in the T F
2 The North Pole is over 20,000 km from the Northern Hemisphere is greater than
South Pole. in the Southern Hemisphere.
3 70 % of the Earth’s surface is water. 3 The temperature in some parts of T F
4 148,940 million km2 of Earth is land. Antarctica has decreased by 2°C.
5 Objects on Earth weigh less on the moon.
7 What does the map show about temperature and
A 100 kg person only weighs 16.5 kg on in your country? Is the information similar to your
the moon. answers in Exercise 4?
6 Every day, 914 trillion l of rain fall on Earth.
CLIMATE
one trillion = one million million (1,000,000,000,000)
WORDBUILDING word forms CHANGE 110

Words often have more than one form: Climate scientists have measured the temperature
(verb) (noun) and rainfall on every part of the Earth over many
It weighs 2 kilograms. / The weight is 2 kilograms. years. They look at the changes and predict the
(adjective) (noun) future. The map shows the temperature change over
It’s 12 meters high. / The height is 12 meters. 30 years. In most parts of the world, the temperature
For more practice, see Workbook page 99. has increased by a few degrees, and scientists think it
will increase in the future.
3 Work in pairs. Circle the correct options and In conclusion, the changes in climate probably won’t
answer the questions. Then check your answers on stop in the near future.
page 157.
1 What’s the long / length of a marathon?
2 How deep / depth is the Mariana Trench?
142
Reading
12a Climate change 4
• Discuss the questions as a class. If your students are
Lesson at a glance from different countries, you could put them in groups
• vocabulary: measurements to discuss the questions and share information.
• wordbuilding: word forms
• reading: climate change map ANSWERS
• grammar: will/won’t Students’ own answers
• pronunciation: ’ll
• writing and speaking: predictions about the future
5 110
• Start by focusing on the map on page 143. Ask students
Vocabulary measurements what it shows and elicit ideas.
1 • Ask pairs to read the article and answer the questions.
• Do the first item as an example. Then ask students to They can listen and read along to the recording if
work in pairs and match the remaining symbols with required. Check answers as a class.
the type of measurement. Check answers as a class.
ANSWERS
Background information 1 global temperature change over 30 years
Celsius is also referred to as centigrade. It is named after 2 It uses different colors (red for an increase in
the Swedish astronomer Anders Celsius (1701–1744). temperature, and blue for a decrease in temperature) to
show the change.
2
• Ask students to read and complete the Earth fact file 6
with the correct symbols. Let students compare their • Ask students to look at the map and determine whether
answers in pairs before checking as a class. each statement is true or false. Let students compare
• In feedback, ask students which facts they found their answers in pairs before checking as a class.
surprising.
7
3 • Discuss the questions as a class or organize the class into
• Read the information in the wordbuilding box with groups. Have students locate their country on the map
the class. and compare the information to what was discussed in
• Get pairs to circle the correct options to complete the Exercise 4.
questions. Then have students answer or guess the
answers to the questions.
• Students can check their answers on page 157 of the
Student Book.
Refer students to page 99 of the Workbook for further
practice.

The verbs here are changed to nouns by adding t or th and
changing the spelling slightly.
Note the irregularity and difficult pronunciation of the
nouns: length /lɛŋθ/, height /haɪt/, weight /weɪt/, width
/wɪdθ/.
Extra activity
Get students to guess or measure the weight, height, and
length of different things in the classroom. Bring in some
scales and/or tape measures and weigh or measure things!
SAMPLE COPY, NOT FOR DISTRIBUTION 12a Climate change 142a

Grammar will/won’t Pronunciation ’ll
8 12a 111
• Read the information in the grammar box with the • Play the recording. Students listen and circle what they
class. Ask students to circle the correct options to hear. Let students compare their answers in pairs before
complete the rules. Let students compare their answers checking as a class.
Please refer to page 180 for Grammar Notes on will
12b 111
and won't. • Have students look at the audioscript of Track 111 on
page 190 of their Student Book. Play the recording again
for students to listen and repeat the sentences.
9 Pronunciation note
• Ask students to find and underline examples of Saying ’ll after pronouns can be difficult for some
will/won’t in the article. Let students compare their students. Point out the following: I’ll /aɪl/, she’ll /ʃiːl/, we’ll
answers in pairs before checking as a class. /wiːl/.
10
• Ask pairs to reorder the words to make sentences. Writing and speaking my
Go over the example to get students started. Check 13
answers as a class. • Elicit ideas to get students started, then give them some
time to prepare sentences about their partner. Monitor
ANSWERS and help with ideas and vocabulary.
1 It will be hotter in my country in the future.
14
2 The rainfall in this country won’t increase in the future.
• Get students to work in pairs. They should take turns
3 I don’t think the number of dry deserts will increase.
reading their sentences to each other and commenting
4 There will be longer summers. on them. In feedback, ask students how accurate they
5 The percentage of people living in cities will increase. think their partners’ predictions were.
6 Everyone will speak English.
7 People won’t use gas in their cars. Extra activity
Ask students to write predictions about their own life. Tell
11 them to imagine where they will be and what their life
• Organize the class into pairs. Ask students to convert will be like ten years from now. Have students share their
the sentences in Exercise 10 into questions. Do the first predictions with a partner.
question with the class as an example.
• After students have formed their questions, do a quick
check to make sure that they have done this correctly.
Then have students ask and answer the questions
with their partner. It’s a good idea to ask and answer
questions in open class first (see Teacher Development
note below).
ANSWERS
1 Will it be hotter in your country in the future?
2 Will the rainfall in this country increase in the future?
3 Do you think the number of dry deserts will increase?
4 Will there be longer summers?
5 Will the percentage of people living in cities increase?
6 Will everyone speak English?
7 Will people use gas in their cars?

on open and closed pairs.
143a Unit 12 The Earth SAMPLE COPY, NOT FOR DISTRIBUTION

Grammar will/won’t 11 Work in pairs. Make the sentences in
Exercise 10 into questions. Ask your
WILL/WON’T partner for his/her opinion.
We use will and won’t to talk about what we think or know about A: Will it be hotter in your country in the
the future. future?
The temperature will increase. B: Yes, it will.
Rainfall won’t increase.
Will the temperature increase?
I/You/He/They’ll feel hotter.
12 Pronunciation ’ll
I/You/He/They won’t feel colder.
a 111 Listen to six sentences. Circle the
I (don’t) think + will form of will you hear.
We often use will with I think. For example: I (don’t) think it will
snow tomorrow. 1 will / ’ll 4 will / ’ll
2 will / ’ll 5 will / ’ll
For more information and practice, see page 180. 3 will / ’ll 6 will / ’ll
b 111 Look at the Track 111 audioscript

8 Look at the grammar box. Choose the correct options to at the back of the book. Listen again and
complete these rules. repeat.
1 We use will/won’t to talk about:
a the past. b the present. c the future. Writing and speaking
2 For the third person form (he/she/it), we:
my
a add -s to will. b don’t add -s to will.
3 The verb after will is the base form:
13 Think about your partner’s future. Write
a with to. b without to.
four sentences about:
9 Underline the sentences with will/won’t + base form of the • his/her future job.
verb in the article. • his/her future travel.
• his/her future home.
10 Work in pairs. Reorder the words to make sentences about • one other thing about his/her future.
the future.
1 it / be / hotter in my country / in the future / will 14 Tell your partner your sentences. Does
It will be hotter in my country in the future. your partner think they will come true?
2 increase / the rainfall in this country / in the future / won’t A: I think you’ll become a musician in the
3 I don’t think / increase / the number of dry deserts / will future.
4 be / longer / will / summers / there B: I don’t think I will. I can’t play a musical
5 the percentage of people living in cities / increase / will instrument!
6 English / everyone / speak / will
7 gas / won’t / people / use / in their cars
Temperature change (°C) over 30 years
SAMPLE COPY, NOT FOR DISTRIBUTION Unit 12 The Earth 143

12b
?? Section
The unexplored
Head Earth
Listening Vocabulary land and water

1 Discuss these questions with your class. 5 Work in pairs. Answer these questions about the
places in Exercise 2.
1 Which place on Earth would you like to visit?
2 Why do you want to go there? 1 Which unexplored places are a body of water?
2 Which unexplored places are on land?
2 112 You are going to listen to a radio show 3 Which place would you like to explore? Why?
about five unexplored places. Work in groups of
three: Student A, Student B, and Student C. Listen 6 Complete the chart with these words.
and complete your sentences in the chart below.
forest island lake
3 In your group, share your information and mountain ocean river
complete the whole chart.
Areas of water Areas of land
4 112 Listen again. Check and complete the
information in the chart. sea desert
lake forest
ocean island
river mountain
Student A Student B Student C

The Black Hole In the Bahamas in the The water is 6 36 °C. The hole is very 12 dark
of Andros 1
Atlantic Ocean so it’s difficult to
13
see what’s in there.
Lake Vostok In 2 Antarctica It’s 7 14,000 square The ice is 14 3.7 km
kilometers. deep, so you can’t get there.
Mount Nobody has ever In the 8 east of the It’s 15 6,135 meters high.
Dinpernalason 3
climbed it. Himalayan 9 mountains
The Merume In Guyana in At the end of the It’s one of the most
Mountains 4
South America 10
500 kilometer 16
dangerous rivers in the
long Mazaruni River world.
The Foja Mountains In a 5 forest in Papua The forest is 11 8,100 There are no 17 maps of
New Guinea square kilometers. the region.
144
12b The unexplored Earth jigsaw listening.
Vocabulary land and water

Lesson at a glance
• listening: unexplored places
5
• vocabulary: land and water • Optional step Ask students to look at the photo on the
• grammar: articles page and say what they see: mountains, sky, snow.
• speaking: guess the place • Ask students to discuss the questions in pairs. Elicit
answers in feedback.
Listening
ANSWERS
1
1 Black Hole of Andros, Lake Vostok
• Ask students to say what the lesson title means.
2 Merume Mountains, Mount Dinpernalason, Foja
(Unexplored means that no human has been there.)
Mountains
• Discuss the questions as a class. 3 Students’ own answers
ANSWERS
6
• Ask students to complete the chart. Let them compare
answers in pairs before checking answers as a class.
2 112 • Use drills to check pronunciation.
• Ask students to look at the list of places in the chart.
Ask if they know any of them or can guess what type of Vocabulary and pronunciation note
place they are.
forest = an area where many trees grow close to one
• Organize the class into groups of three. Ask each another (e.g., Black Forest)
group to decide who is A, B, and C. Tell them to read island = an area of land with water on all sides
the information they have to complete. Point out that (e.g., Sri Lanka, Sicily)
each student should focus on their own column when
lake = a big area of water inland (e.g., Lake Titicaca)
listening to the recording.
mountain = land that rises high above the land around it
• Play the recording. Students listen and complete their (e.g., Mount Everest)
assigned columns.
ocean = the large body of water that covers most of the
3 planet’s surface (e.g., Atlantic, Pacific)
• Let students share their answers in their groups. river = a body of water that flows toward the sea or ocean
(e.g., Amazon, Nile)
Encourage them to read their sentences to their
members instead of simply showing the answers. The Note the pronunciation of island / ˈaɪlənd/ and ocean
/ ˈəʊʃən/.
other members are to write in the missing information
in their charts.
4 112
• Play the recording again. Students listen and check their
answers.
Andros Island is an archipelago within the Bahamas, and is
the largest of the 26 inhabited Bahamian Islands.
Lake Vostok (Vostok means “east” in Russian) is the largest
of Antarctica’s subglacial lakes. Russian scientists drilled the
world’s longest ice core (over 3,000 meters) out of the ice on
the lake to get to the pure water beneath. As soon as the ice
was pierced, water from the underlying lake gushed up the
borehole.
There are over 200 Himalayan peaks that have never been
climbed. Some do not even have a name.
Water snakes, wild pigs, and steep waterfalls are some of
the dangers of the Mazaruni River.
The Foja Mountains are in the Indonesian part of Papua
and access is restricted to scientific groups.

12b The unexplored Earth 144a
7 Extra activity 1
• Ask students to note some examples of the places in
Organize the class into groups to think of new examples
Exercise 6. Then let them share their examples in pairs. for categories a–h in Exercise 8. This could be done as an
• Have a few volunteers share information about their online research exercise.
places with the class. Possible answers:
a the Pyrenees, the Andes, the Rocky Mountains
ANSWERS b Ecuador, Germany, the Philippines
Students’ own answers c Asia, Europe
d Mount Fuji, Mount Etna
Grammar articles e the Thames, the Nile, the Rhine
8 f the Seychelles, the Galápagos Islands
• Read the information in the grammar box with the g Lake Baikal, Lake Victoria
class. h the Pacific Ocean, the Indian Ocean
• Go over the examples. Then ask students to match the
places with the categories and write the or – (no article) Extra activity 2
for each place. Let students compare their answers in
We often link the consonant sound at the end of a word
with the vowel sound at the start of the next word. Read
Please refer to page 180 for Grammar Notes on names. out the places below. Ask students to listen to the names
Refer students to page 180 of the Student Book for further and notice how the sounds are linked:
information and practice. North ‿ Africa the Middle ‿ East Mount ‿ Everest
South ‿ America the Pacific ‿ Ocean the West ‿ Indies
9
• Ask students to look at the map and see if they can
identify the region of the world it shows. Speaking my
• Ask students to complete the text with the or – (no 11
article). Let students compare their answers in pairs • Organize the class into pairs to play the game. Read
before checking as a class. the instructions with the class and check that everyone
Vocabulary note • Model the activity first by getting students to ask you
When we refer to the names of planets in our solar questions to guess the places you are thinking of.
system, we don’t use an article, e.g., Jupiter, Saturn, Mars.
However, we often use an article when saying “the Earth,” Extra activity
“the moon,” and “the sun.”
Make this game competitive. For example, get pairs to think
of and write down ten different places in a list. Join pairs
10 together and get them to declare themselves either Pair A
• Ask students to describe what they can (and can’t) see or Pair B. Then set a four-minute time limit. Pair B asks
on the map. Pair A questions until they guess all the places on the list.
They have to guess each place in order on the list but can
say “pass” if they are stuck. After four minutes, find out
ANSWERS
which pair in the class has guessed the most places. Pair A
The map shows the Mediterranean Sea, Europe, North and B switch roles and repeat the game.
Africa, and the Middle East. You can see islands, lakes,
mountains (the Atlas Mountains), and some cities.
You can’t see North and South America, Australia, or Asia.

7 Look at the places in Exercise 6 and think of
examples from your country. Which places have
you visited? Work in pairs and talk about your w
places.
There’s a forest near my home. We often go there
on weekends.
Grammar articles
ARTICLES
Definite article
We use the with:
• the names of deserts, seas, oceans, and rivers:
the Gobi Desert, the North Sea, the Atlantic Ocean,
the Amazon River.
• plural names or place names with words like kingdom,
states, east/west: the Alps, the Maldives,
the United States of America, the United Kingdom,
the East Coast.
No article
We don’t use an article with the names of continents,
countries, lakes, or a single mountain: Europe, Brazil,
Lake Como, Mount Kilimanjaro.
8 Look at the grammar box. Match the places (1–8) This map of Earth is from the 12th century.
with the categories (a–h). Then write the or – (no
article) for each place. At the time, the king of 1 - Sicily wanted
1 the Bahamas a map of the countries around 2 the

2 - Mount Kilimanjaro Mediterranean Sea. He paid a man called
3 the Pacific Ocean
4 - Africa Al-Idrisi to make one. Al-Idrisi was from
5 the Nile River 3
- Morocco, but he lived in 4 - Spain.
6 the Merume Mountains
7 - Peru Al-Idrisi interviewed thousands of travelers
8 - Lake Titicaca for information about the oceans and the
a group of mountains 6 continents, including Arabia (now 5 the
b name of a country 7
c name of a continent 4 Middle East) and 6 - Asia. The map is
d name of a mountain 2 difficult to understand because old maps
e name of a river 5
used to put south at the top and north at the
f group of islands 1
g name of a lake 8 bottom. So this map shows 7 - North Africa
h name of an ocean 3 at the top and 8 - Europe at the bottom.
9 Look at the article and photo of an ancient map.
Complete the text with the or – (no article).
Speaking my
10 Work in pairs. Turn your book around and look at
Al-Idrisi’s map. Now north is at the top and south 11 Work in pairs. Play this guessing game. Think of
at the bottom. Which continents and countries can a place. Your partner guesses the place by asking
you see? Which parts of the world are not on his yes/no questions only. The winner is the person
map? who guesses with the fewest questions.
A: Is it a continent? B: No.
A: Is it in Asia? B: Yes.

12c Looking for a new Earth
4 Work in pairs. Read the article again and answer
these questions.
1 When astronomers look for a new Earth, what
do they look for in space?
2 When they find a planet, what do they look for?
3 How is Gliese 581g similar to Earth?
4 How is Gliese 581g different from Earth?
Critical thinking the writer’s

opinion
5 Which statement (a–c) do you think gives the
Speaking writer’s opinion? Underline words and sentences
in the text that help you decide.
1 Work in groups. In the future, do you think humans
will live in these places? Choose one answer (a, b, a The writer thinks we will find habitable planets
or c) for each place, and give reasons. in the future, but we may not be able to travel
to all of them.
on the moon on Mars in the sky near the sun b The writer thinks we will find habitable planets in
in Antarctica at the bottom of the ocean the future, but we definitely won’t live on them.
c The writer doesn’t think we will find habitable
a Yes, definitely! planets in the future.
b Possibly, but I’m not sure.
c No, never!
6 With your partner, ask and answer these
questions. Use the phrases for giving opinions.
Reading 1 Do you think it’s important to find a “new

Earth”?
2 Read the article. Match the sentences (a–e) to the 2 Can you imagine life on another planet, or do
end of the paragraphs (1–5). you think it’s impossible?
a As a result, they are too hot and gassy, or too In my opinion, … I think … I don’t think …
cold and icy for human life. 2
b With current space technology, humans will
take 766,000 years to travel there. 5 Word focus how
c And how do you find a “new Earth”? 1
d So even if we can’t see water on a planet, it’s 7 The article asks, “How do you find a ‘new Earth’?”
sometimes there. 3 Is the question asking about:
e Humans can live in those temperatures. 4 a age?
3 Underline these words (1–6) in the article. Then b period of time?
match them with the definitions (a–f). c the distance?
d the way to do something?
1 astronomers 4 orbit e the number?
2 planets 5 air f price or quantity?
3 star 6 rock
8 Match these question words with a–f in Exercise 7.
a large round objects in space made of rock and
metal, or gas (e.g., the Earth) 2 How d How far/near c How long b
b a large round object of burning gas in space How many e How much f How old a
(e.g., the sun) 3
c people who study the planets and stars in
space 1 Speaking my
d going around a planet or star 4
e the gas humans breathe 5 9 Work in pairs. Think of a place you’d like to
f the solid part of the Earth or a planet 6 visit and tell your partner. Take turns asking and
answering questions. Use the question words from
Exercise 8.
146
4
12c Looking for a new Earth • Ask students to read the article again and work in pairs
to find the answers to the questions. Check answers as
a class.
Lesson at a glance
• speaking: a future home
ANSWERS
• reading: a new home in space
• critical thinking: the writer’s opinion 1 They look for a star, and then planets that are around
• word focus: how the star.
• speaking: places you’d like to visit 2 water, air, and rock
3 It’s at a good distance from its star, it has water and rock,
and temperatures are similar to temperatures on Earth.
Speaking 4 It’s bigger and each year is only 37 Earth days long.
1
• Ask students to look at the picture and say what it
shows (a space station on a planet, an astronaut).
Critical thinking the writer’s opinion
• Organize the class into small groups to discuss the
5
question. Elicit opinions and reasons from the class • Give students time to read through the statements
in feedback. and decide which best states the writer’s opinion. Ask
students to find and underline evidence in the passage
to support their choice. Let students discuss their
EXAMPLE ANSWERS
We’ll definitely live on Mars because there is some gravity
and a lot of minerals on the planet. We’ll never live at the 6
bottom of the ocean because it’s too dangerous. • Review language for giving opinions with the class.
• Ask students to discuss the questions in pairs. Have
Reading volunteers share their view with the class.
2 113
EXAMPLE ANSWERS
• Ask students to read the article and match the sentences
with the end of the paragraphs. They can listen and 1 In my opinion, we should think about making Earth a
read along to the recording if required. Let students better place to live instead of finding a new planet to
move to.
class. 2 I think it’s possible because the universe is such a big place.
Discovered in 2010, Gliese 581g / ˈɡliːzə/, which is unofficially
known as Zarmina, is an unconfirmed exoplanet. Steven
Vogt, who discovered it, claims it has a 100% chance of
supporting life because it has water and isn’t too hot, but
this is disputed.
3
• Ask students to find the words in the article and match
them with the definitions. Students should use context
to guess the meaning of the words. Let students compare
Vocabulary note
Note that orbit can be a verb (to orbit) or a noun (the
Earth’s orbit). A moon orbits a planet, and a planet orbits
a star (its sun).

12c Looking for a new Earth 146a
Speaking my
Word focus how 9
7 • Model the activity by giving an example of where you
• Get students to think about the question individually would like to go, e.g., I’d like to visit Rome. Then elicit a
and note their answer. Then check answers as a class. few How questions from your class and answer them,
e.g., How long would you like to go for? I’d like to go for a
8 week.
• Ask students to match the question words with the • Organize the class into pairs. Students take turns
question topics. Let students compare their answers in asking and answering questions about places.
pairs before checking as a class. In feedback, ask different pairs to share their
Please refer to page 180 for Grammar Notes on using how conversation.
with adjectives.
Extra activity
Ask students to choose a famous place in the world
(e.g., Mount Everest, Machu Picchu, the Amazon River).
Tell them to write a short dialogue between a tourist
and an expert tour guide in which the tourist asks How
questions. Allow students to go online to research and
find the answers.

EARTH
LOOKING FOR
1
A NEW
For thousands of years, humans explored the Earth.
113
grow plants, then the plants can produce air for humans
Now astronomers are exploring space, looking for new to breathe.1 Finally, astronomers also look for rocks,
planets or a “new Earth” for humans to live on in the 20 because water is often found under rocks.
future. But what will a new Earth look like? In recent years, astronomers have found a few planets 4
2 5 First of all, astronomers look for a star. That’s that are very similar to Earth, and might be habitable.2
because our own Earth orbits a star (the sun). When For example, Gliese 581g is a planet at a safe distance
astronomers have found a star, they look for planets from the nearest star. Astronomers also think it has
around it. In recent years, astronomers have found 25 water and rock. The average temperature is between
thousands of new planets orbiting suns. Once they 31°C and –12°C: cold, but not colder than Antarctica
10 find a new planet, it’s also important to measure or the Arctic Circle.
the distance between the planet and the sun. That’s However, there are some differences. Gliese 581g is 5
because most planets (unlike our Earth) are either too bigger than Earth, and a year on Gliese 581g is only 37
near to the star, or too far away. 30 Earth days, instead of 365. And the biggest problem is
3 When they find a planet in a good position, the distance. Gliese 581g is 18 trillion kilometers
15 astronomers look for three things: water, air, and rock. from Earth.
Water is important because if humans go there, they 1
breathe (v) /briːð/ to take air in through your nose or mouth
will need water to drink and to grow plants. If you can 2
habitable (adj) /ˈhæbɪtəbl/ good enough to live in

12d Earth Day
Reading
1 Work in pairs. Read about Earth Day.
Answer these questions.
Earth
Day
1 What do people do on Earth Day?
2 When and where was the first
Earth Day?
3 Why did people go to it?
Real life giving a

presentation
2 114 Listen to a presentation by a
college student. Check (✓) the correct
endings to complete the sentences,
according to the presentation. Both
endings may be correct.
Friends at Earth Day in Washington, D.C.
1 Davi is from .
✓ Brazil
the US
2 He talks about Earth Day in the April 22nd is Earth Day. For one day every year, people in
. different countries help the Earth. For example, they clean
✓ past parks, pick up trash, or plant trees. The first Earth Day was
✓ present on April 22, 1970 in the US. Over 20 million people went
3 People in planted 600,000 to an Earth Day in their city. There were politicians, teachers,
trees.
artists, and musicians. As one person said, “We had fun, but
India
✓ China we also wanted to help the Earth and the environment.”
4 In New Orleans, people put
into houses.
✓ energy efficient lights
4 Pronunciation pausing at commas
water-saving systems a 115 Listen to these sentences from a presentation.
5 In Brazil, people picked up trash in the Notice how the speaker pauses at the commas. Then listen
. again and repeat.
✓ cities
✓ countryside 1 Today, I’d like to talk about my company.
2 In conclusion, I think it’s very important.
3 114 Look at the expressions for giving
a presentation. Then listen again. Number b Practice saying the expressions for giving a presentation
the expressions in the order you hear them. in Exercise 3. Remember to pause at the commas.
GIVING A PRESENTATION
5 Prepare a short presentation. Choose one of these topics
and follow the instructions (1–3).
And finally, in my country, lots of people picked
up trash. 5 • your local club or organization
Today, I’d like to talk about an important • an important day in the year
day. 3 • your company or place of study
Thank you very much for listening. 7 • something you think is important
Nowadays, more than 175 countries have an
Earth Day. 4 1 Introduce yourself and your subject.
In conclusion, I really think Earth Day is 2 Talk about its history and present.
important. 6 3 Say why you like it or why you think it’s important.
Good morning, and thank you for coming. 1
My name’s Davi, and I’m from Brazil. 2 6 Work in groups and give your presentations.
148
Pronunciation pausing at commas
12d Earth Day 4a 115
• Play the recording. Ask students to listen and notice
Lesson at a glance the pauses.
• reading: Earth Day • Play the recording again. Students listen and repeat.
• real life: giving a presentation
• pronunciation: pausing at commas 4b
• Ask pairs to read out the expressions from the box in
Exercise 3 and practice pausing naturally at commas.
Reading
1 5
• Ask students to look at the photo and guess what Earth • Tell students that they are going to do a presentation
Day is and what people do on that day. similar to the one Davi did about Earth Day.
• Pre-teach any difficult words in the passage, e.g., pick up • First get students to choose a topic they want to talk
trash, plant (v.), politician. about. Then have students work in pairs to brainstorm
ideas for the topic, using the questions as a guide. Put
• Then ask students to read the text and answer the
students who have chosen the same topic together, if
possible.
• Tell students to use Davi’s talk as a model, and to
ANSWERS include expressions from the box. Point out that the
parts in blue can be replaced with details relevant
1 They help the Earth—they clean parks, pick up trash, or
to their own presentation. Monitor and help with
plant trees.
vocabulary.
2 April 22, 1970, in the US
3 They wanted to help the Earth and the environment. 6
• Organize the class into groups of four or five. Students
Extra activity take turns presenting to their group.
Ask students if they think Earth Day is a good idea and Extra activity
why. Ask what other things people could do on Earth Day.
Compile a list of activities on the board (e.g., save electricity, Ask students to work in groups to research one of the
recycle household trash, save water, avoid driving). following festivals: Holi / Songkran / Thanksgiving.
Tell them to organize the information they find into a short
presentation and to give their presentation to the class.
Real life giving a presentation
Alternatively, ask students to research a festival or special
2 114 day from their own country or another country and
• Give students some time to read the sentences and the prepare a presentation.
options. Point out that in two sentences, both options
are correct.
• Play the recording. Students listen and check the correct
options. Let students compare their answers in pairs
3 114
• Ask students to read the expressions for giving a
presentation.
• Play the recording again. Students listen and number
the expressions in order.
Extra activity
Ask students to listen and repeat the phrases. You could
do this by playing and pausing the recording, or by
reading out the sentences yourself and asking students
to repeat.
SAMPLE COPY, NOT FOR DISTRIBUTION 12d Earth Day 148a

3b
12e Announcing an event • Ask students to read the sentences carefully and
underline key words. Do the first one with the class as
an example.
Lesson at a glance
• Let students work in pairs to check their answers
• writing: an announcement
against the poster before checking as a class.
• writing skill: important words and information
4
Writing an announcement • Organize the class into groups of four or five to design
1 an announcement.
• Start by checking the key words here (see Vocabulary • Ask students to decide on an event first and then
note below). brainstorm the information they want to include. It’s
• Ask students to look at the list of announcements and a good idea to ask one person in each group to make
discuss the questions in pairs or in small groups. Elicit notes. Students will work from these notes when
their answers in feedback. designing their poster or ad.
5
ANSWERS
• Optional step Hand out large sheets of paper and
Students’ own answers colored pens for students to design their posters,
notices, or ads.
Vocabulary note • As students design their posters, notices, or ads,
monitor and help as needed. Make sure students are
An announcement is a statement that tells people about
using short sentences containing only the important
an event or situation.
words.
An ad is something (in the form of a poster, commercial,
etc.) that persuades someone to buy a product. 6
A poster is a large printed sheet of paper that promotes • Get students to display their posters on the classroom
something. wall. Ask students to walk around and comment on
each other’s posters.
2
• Ask students to read the announcement for Earth Day. Extra activity
Tell them to check the questions it answers. Let students Now that students have come to the end of the Student
compare their answers in pairs before checking as a class. Book, get them to design a poster for an end-of-course
party!
Writing skill important words
and information
3a
• Read the information and look at the highlighted words
with the class. Ask students to work in pairs to discuss
the question. Elicit their answers in feedback.
ANSWERS
The writer uses key words, e.g., nouns, verbs, numbers,
dates.
The writer does not use grammatical words that carry little
meaning, e.g., prepositions, auxiliary verbs, pronouns,
possessives, articles.

12e Announcing an event
Writing an announcement 3 Writing skill important words and
information
1 An announcement gives us information about
an event. Which of these announcements do you a We don’t normally write full sentences on
often read? Have you ever written one? announcements such as posters or notices. Look
at the highlighted words in these sentences. They
• an ad for a concert or movie are the words and information on a poster. Which
• a poster for a charity event kind of words doesn’t the writer use?
• an invitation to a friend’s party
1 Everyone is welcome to our Earth Day
2 Work in pairs. Look at the announcement on the celebration at Springfield Park on April 22.
poster. Which of these questions does it answer? 2 We are going to plant 100 trees around
✓ Who is organizing the event? Springfield Park.
✓ What is it? b Underline the key words in these sentences. Then
✓ Where is it? compare your ideas with the poster.
✓ What date is it on?
What time does it start and end? 1 There will be presentations about how to help
✓ How much does it cost? the environment.
✓ What activities are there? 2 You can watch local performers, listen to music,
Is there parking or transportation? and look at art by local artists.
✓ What can you buy? 3 Shops are going to be selling environmentally
✓ Is there food and drink? friendly products.
✓ Where can you read more information? 4 You can also buy hot and cold food.
5 Entrance to the event is free.
Newmarket Environmental and Conservation Group 6 Visit our website at NECG.org/earthday for
more information.
4 Work in groups and choose one of these events.

Discuss the details (1–9) and plan your event.
• Earth Day in your local park
• a party at work or school
• a charity event to raise money
1 the name of the event
2 the reason for the event
3 the time and date
4 the place
5 the activities
6 the cost
7 food and drink
8 transportation and parking
9 What else?
5 Design and write an announcement for your event

as a poster, notice, or ad.
6 Put your announcements on the wall in your

classroom. Look at the posters, notices, or ads by
other groups. Do they include all the important
information? Do they use short sentences?
www.NECG.org/earthday for more information

12f Earth University
Costa Rica exports its

bananas around the world
150
Videoscript 12.1
12f Earth University
Narrator This is a class at Earth University. Earth
University is in Costa Rica.
Before you watch
The school’s principal is José Zaglul, and he says the
1 university wants to give poor students an education in
• Start by asking students about the photo. Ask: Where is agriculture and to teach them the skills to protect the
this place? What kind of place is it? environment.
• Check the meaning of export (sell to other countries). Gaspari Cordova They teach us here how to be very
Have students discuss the question in pairs. respectful to our environment. Not only to the people that
we’re working with, but also to our environment.
ANSWER Narrator The university has 400 students and most are
Students’ own answers from Latin America, but some students also come from
places further away, for example, Africa.
Key vocabulary Robert Lechipan Where we come from, the northern
part of Kenya, Marsabit, is one of the poorest places we
2
have in Kenya.
• Ask students to work in pairs to read the sentences
and match the words and phrases in bold with their Narrator Robert Lechipan says that Earth University
definitions. Encourage students to use the context to teaches many useful skills and he can use these skills in his
guess the meanings. country.
• Check answers as a class. Students study and work six days a week. They are in
the classroom and in the fields eleven months a year.
• Highlight the pronunciation of these key words as There’s even a banana farm where students and professors
students have to hear them in continuous speech in can try out new ways of farming. The farm sells most
the video. You could say the words and ask students to of its bananas to the United States. Money from the
repeat. bananas pays for some of the poorer students to be at the
university.
Pronunciation notes
Mathew Rogers The profits of the banana business
Note the stress: agriculture, protect, environmentally support scholarships for students from poor communities.
friendly, scholarship
Narrator In addition to farming, Earth University
students learn about business management. University
president José Zaglul thinks the students at Earth
University will become leaders who can change farming in
their own countries and communities.
SAMPLE COPY, NOT FOR DISTRIBUTION 12f Earth University 150a

While you watch 6
3 12.1 • Ask students to use the prompts to write personalized
• Give students some time to read the actions. Check any sentences that are true for them.
unknown words (e.g., a tractor is a farm vehicle). • Organize the class into pairs to share their sentences.
• Play the video. Students watch and number the actions
in order. Let students compare their answers in pairs EXAMPLE ANSWERS
before checking as a class. 1 One of my skills is computer programming.
2 Once, I sold a bike and I made a profit.
4 12.1
• Play the video again. Students complete the information.
Let students compare answers in pairs before checking
as a class. 7
• Organize the class into groups of four. Read the
instructions with the class and check that everyone
After you watch
Vocabulary in context • Students work together to decide on a place to make
5 12.2 a video about, and then discuss and make notes about
• Explain to students that they are going to watch some their video. Monitor and help with ideas as needed.
phrases. They need to choose the correct meaning of the 8
words. • When students are ready, ask each group to explain
their ideas to another group.
appears, pause the clip so that students can choose • As students speak, note any errors or examples of good
the correct definition. You could let students compare language use you hear. In feedback, write four or five
answers in pairs before discussing as a class. sentences with errors and ask the class to correct them.
Videoscript 12.2
1 “Not only to the people we’re working with, but also

to the environment.”
The use of not only … but also shows that students at
the university learn _____ .
a to be respectful of one thing
b to be respectful of different things
2 “Where we come from, the northern part of Kenya,
Marsabit, is one of the poorest places we have in
Kenya.”
What does poorest mean?
a with very little money
b with a lot of money
3 “Robert Lechipan says that Earth University teaches
many useful skills …”
What does skills mean?
a things you learn to do well
b things you know a lot about
4 “The profits of the banana business support
scholarships for students from poor communities.”
What does profits mean?
a money you spend in creating a business
b extra money you make from selling something
5 “University president José Zaglul thinks the students
at Earth University will become leaders.”
Who is a leader?
a someone who takes instructions from other people
b someone who manages other people

Before you watch After you watch
1 Work in pairs. Look at the photo and read the 5 Vocabulary in context
caption. What type of food does your country
export? 12.2 Watch the clips from the video. Choose
2 Key vocabulary
6 Work in pairs. Complete these sentences so they
Read the sentences. The words and phrases in are true for you. Then tell your partner.
bold are used in the video. Match the words with
1 One of my skills is …
the definitions (a–d).
2 Once, I sold … and I made a profit.
1 I study agriculture at college. 3 … is the leader of my country.
2 This hat protects me from the hot sun.
3 Plastic bags are not environmentally friendly. 7 Work in groups. Imagine you are going to make a
4 My sister didn’t have any money for college, similar video about a school or college you know
but she got a scholarship. well.
a when a school or an organization pays for a Discuss the video and make notes about what you
student’s classes 4 will film (e.g., students working in a classroom)
b stops someone or something from being and what you will say (e.g., the number of
hurt 2 students, the subjects they study).
c good for the natural world 3
d the subject of farming 1 As you discuss, write your ideas in this chart.
What will you film?

While you watch
3 12.1 You are going to watch a video about
Earth University in Costa Rica. Number these
actions in the order you see them.
a A teacher and his students are in a
classroom. 1
b A cow is eating. 2
c Students are talking and relaxing. 4
d A tractor is in a field. 5
e Students are working on a farm. 3
4 12.1 Watch the video again and complete the

information about the university.
What will you say in the video?
Earth University,
Costa Rica
1 Subject: agriculture
2 Number of students: 400
3 Where students come from: Latin America
and Africa
4 Days a week for study and work:
six
5 Months a year: 11
6 Reason for the banana farm: try out
new ways of farming 8 Join another group and explain your ideas for
7 Which country buys their bananas: the video.
the US
8 Courses: Farming and business management

Grammar 5 Complete the questions about Easter Island with
these words. Then find the answers in the text.
1 Complete the conversations with ’ll, will, or won’t.
tall big many warm
1 A: I think we 1 ’ll live on the Moon in
the future. 1 How big is Easter Island?
B: No, we 2 won’t . It’s impossible. warm
2 How is the average temperature?
2 A: 3 Will the Earth get warmer? tall
3 How is the largest Moai?
B: It depends. It 4 will in some many
4 How people live on the island?
countries, but it 5 won’t in others.
3 A: 6 Will deserts get larger? 6 Circle the correct options to complete these
B: Yes, I think they 7 will . sentences.
2 Write the or – (no article) for these places. 1 I’m from Peru and my family always spends
the summer by the Pacific Ocean / Sea.
1 the Polynesian Islands
2 The Amazon Lake / River flows through six
2 - Michigan
countries.
3 the Atlantic Ocean
3 Greenland is the largest forest / island in the
4 the Atlas Mountains
world.
5 - Africa
4 We usually think of mountains / deserts as hot
6 the Yangtze River
places, but Antarctica—which is one, too—is
7 - Mount Kilimanjaro very cold.
8 the United Arab Emirates
7 ❯❯ MB Work in pairs. Which of the eight areas of
3 ❯❯ MB In the future, which places on Earth do land and water in Exercise 6 do you have in your
you think you will visit? Write your top three country? Tell your partner.
destinations and compare your list with a partner.
I CAN
I CAN
talk and ask about measurements
make predictions with will
talk about areas of land and water
use the definite article or no article with places
Vocabulary Real life

8 Delete the extra word in each sentence from a
4 Work in pairs. Say these symbols in full, e.g., presentation.
degrees Celsius. Then complete the text with them.
1 Good morning you, and thank you for coming.
°C m kg % km2 2 My name’s Eva, and I’m from the Germany.
3 Today, I’m am going to talk about my company.
4 The company has began in 1965.
Easter Island is in the southeastern Pacific 5 In conclusion, I think the company will to grow
Ocean and its area is 163 1 km2 . The in the future.
climate is warm, with an average temperature 6 Thank you very much for your listening.
of about 20 2 ºC . The island is famous
I CAN
for 887 statues, called Moai. The largest Moai
give a presentation
weighs 74,389 3 kg and is
9.8 4 m tall. 3,790 people live on the
9 ❯❯ MB You have reached the end of the book!
island. 60 5 % of the population is Work in groups and prepare a quiz with 12
Rapa Nui. The ancestors of these people built questions about the facts in Life. Look at each unit
the Moai. and write one question about the information in it.
10 ❯❯ MB Work with another group and ask your

twelve questions. Which group answered the most
questions correctly?
152
booster • Ask students to circle the correct options to complete
the sentences. Let them compare their answers in pairs
Exercises 3, 7, 9, and 10 are Memory Booster activities. 7 ❯❯ MB
For more information about these activities and how they • Ask students to work in pairs and tell their partner
benefit students, see page x. which types of natural environments they have in their
country.

Real life
8
1 to 4 (1 = not very confident; 4 = very confident) for each • Look at the example with the class, then ask students
language area. If students score 1 or 2 for a language to delete the extra word in each of the remaining
area, refer them to additional practice activities in the sentences. Let them compare their answers in pairs
Workbook and Grammar Summary exercises. before checking as a class.
9 ❯❯ MB
Grammar
• This is a group activity that gets students to review
1 content in the Student Book. Organize students into
• Ask students to complete the conversations with ’ll, groups to come up with a question about each unit.
will, or won’t. Let them compare their answers in pairs
• If you want to set your class a quiz (instead of asking
them to make one), you could use the one below.
2
Possible questions (answers in parentheses):
• Students write the or – (no article) for the places. Let
1 What is Louise Leakey’s job? (explorer)
them compare their answers in pairs before checking as
a class. 2 Where do the wheels on a Mini car come from? (Italy
and Germany)
3 About how many people in the world speak Mandarin
3 ❯❯ MB Chinese as their first language? (1 billion)
• This is a pairwork activity that gets students to recall 4 What instrument do the Kitt twins play? (the harp)
the grammar taught in the unit. Have students write
5 How old is Haymarket in Boston, US? (200 years old)
three sentences in the form In the future, I will … , then
6 Whose faces can you see on a Mexican 500-peso note?
discuss in pairs.
(Frida Kahlo and Diego Rivera)
7 What’s the deepest place on Earth? (Mariana Trench)
Vocabulary 8 Where do Polga tribesmen come from?
4 (Papua New Guinea)
• Ask students to work in pairs and take turns saying the 9 How many sunflower paintings did van Gogh make? (11)
symbols in full. 10 Who has won the USA Memory Championship four
• Ask students to complete the text with the symbols. times? (Nelson Dellis)
Check answers as a class. 11 How many tourists visit Antarctica every year? (50,000)
12 When did Al-Idrisi design his map of countries around
5 the Mediterranean Sea? (in the 12th century)
• Ask students to complete the questions using the words
in the box. 10 ❯❯ MB
• Tell students to refer to the text in Exercise 4 to answer • You could ask students to exchange questions with
the questions. Let them compare their answers in pairs another group so that they read and write answers, or
before checking as a class. you could put groups together to take turns asking and
answering questions.
ANSWERS • Find out which group answered the most number of
1 163 km2 questions.
2 20ºC
3 9.8 m
4 3,790 people

Unit 6a Exercise 6, page 71 Unit 6b Exercise 10, page 73
Student A Student A
1 Arthur Honegger is on the Swiss twenty-franc

note. Look at the text and complete the questions
about him with was or were.
1 Where was he born?
2 Was he French?
3 Where was he from?
4 Were Arthur and his wife musicians?
5 How long were they married?
6 When was his music very popular?
7 Where were there concerts of his
music?
1 Prepare five questions for your partner with these
2 Ask your questions and complete the text. words.
Arthur Honegger was born

What / do / over the weekend?
in 1 Paris in 1892, but
How / get there?
he wasn’t 2 French .
Did / go with anyone?
He was from 3 Switzerland .
What / see?
Arthur and his wife were
Did / do anything else?
4 musicians
. He was a 2 Take turns asking and answering the questions.
composer, and she was a Then complete the chart about Student B.
pianist. They were married
for 5 29 years . At first, You Student B
Honegger’s music wasn’t went to the Natural visited the center of
popular, but by 6 the 1920s , there were concerts History Museum Rome
of his music all over 7 Europe . His face is on
took the subway by bus and by taxi
the Swiss twenty-franc note.
with a friend from with a group of people
3 Answer Student B’s questions about this person. school from work
dinosaur bones the Colosseum
Ichiyo Higuchi was Japanese.
She was born in 1872. There had lunch at the
did some shopping
were five people in her family. museum
Her father was a businessman,
but they weren’t rich. She was
a writer, and her books were Unit 2d Exercise 9, page 28
very popular. Her face is on Student B
the 5,000 yen note.
1 You are the sales clerk.
• Medium T-shirts are $7.50 in different colors.
• Large T-shirts are $8.50 in green, blue, and
black.
• Small T-shirts are $7 in red only.
2 Now you are the customer. You’d like a bag.

• Ask about different colors and sizes.
• Ask about the price.

Communication Activities 153
Unit 10b Exercise 2, page 120 Unit 3b Exercise 12, page 37
Student A Student A
Memorizing names and faces
Do you often forget names and faces? When you meet 1 Write questions about Joel with these prompts.
someone for the first time, listen to them. Repeat their 1 Who / work for?
name and use it in the conversation. For example, 2 Where / work?
‘‘It’s nice to meet you, Elaine.’’ Look at their face and 3 What languages / speak?
the clothes they wear. Introduce them to another 4 What time / start work?
person and make conversation. With new work
colleagues, write down their name, their job, and 2 Ask Student B your questions and complete the
where you met them. fact file.
Unit 1c Exercise 8, page 14 NAME: Joel Sartore

JOB: Photographer
Student A COMPANY: 1 National Geographic magazine
HOME: Lincoln, Nebraska
How many people (live/work/ Spain The US PLACE OF WORK: 2 All over the world
have/speak/use) …? CHILDREN: three
population 47 million 300 million LANGUAGE: 3 English
NORMAL WORKING DAY: From 4 nine o’clock to
Spanish 100% 13%
six o’clock
a service industry (hotels, 73% 80%
banks, etc.)
Everyone
3 Answer Student B’s questions.
cell phones Everyone
the internet 40 million 280 million Unit 5a Exercise 11, page 59
Unit 2a Exercise 11, page 23
Draw six items of furniture in the first room. Then
describe your room to your partner. Draw your
partner’s room in the second room. Afterward,
compare your rooms.
mushrooms flour
1
Student A
You have a recipe for mushroom pizza.
You have: You need:
• two tomatoes • an onion
• some cheese • some mushrooms
• some flour • some salt
• a pepper • another tomato
• one potato • some olive oil
1 Find out what food your partner has and answer

2 your partner’s questions. Take turns asking and
answering.
A: Do you have an onion? B: Yes, I do. I have six.
B: Do you have any butter? A: No, I don’t.
2 What do you need to buy?
154
Communication Activities
Unit 10b Exercise 2, page 120 Unit 5a Exercise 4, page 58
Student B
Memorizing numbers
Do you often forget new numbers such as telephone
numbers, house numbers, or PIN numbers? Some
people ‘‘see’’ numbers in their brain. Maybe the
numbers are in color, or they see the numbers like a
picture. You can also repeat the number a few times or
learn the numbers in groups. So you might remember
the first two numbers because it’s your age. And the
pizza – Italy ceviche – Peru
next three numbers is the house number of a friend.
We remember numbers better when we connect them
to things we already know.

Student B
1 Ichiyo Higuchi is on the 5,000 yen note. Look at

the text and complete the questions about her with
was or were.
satay – Indonesia kabsa – Saudi Arabia
1 What nationality was she?
2 When was she born?
3 How many people were in her family?
4 What was her father’s job?
5 Were they rich?
6 What was her job?
7 Were her books popular?
2 Answer Student A’s questions about this person.

Arthur Honegger was born pierogi – Poland curry – India
in Paris in 1892, but he
wasn’t French. He was from Unit 10d Exercise 5, page 124
Switzerland. Arthur and his
wife were musicians. He was
a composer, and she was a
Student B
Call 1
pianist. They were married for
29 years. At first, Honegger’s
• Student A is abroad. Answer his/her call.
music wasn’t popular, but by
• Write down information about the hotel (name/
number).
the nineteen twenties, there
were concerts of his music all over Europe. His face
• Confirm that you have emailed the presentation for
is on the Swiss twenty-franc note.
Call 2
• You are working abroad, but your cell phone isn’t
3 Ask your questions and complete the text. working.
• Call Student A from the Embassy Hotel. Your
number is 0043-512-0067241.
Ichiyo Higuchi was 1 Japanese .
• Check that Student A has emailed the video for
She was born in 2 1872 .
There were 3 five people
in her family. Her father was a
4 businessman
, but they
5 weren’t rich. She was a
6
writer , and her books
7 were very popular. Her
face is on the 5,000 yen note.

Unit 1c Exercise 8, page 14 Unit 6b Exercise 10, page 73
Student B Student B
How many people (live/work/ Spain The US

have/speak/use) …?
population 47 million 300
million
Spanish 100% 13%
a service industry (hotels, 73% 80%
banks, etc.)
cell phones Everyone Everyone
the internet 40 million 280
million
1 Prepare five questions for your partner with these

words.
What / do / over the weekend?
How / get there?
mushrooms flour Did / go with anyone?
What / see?
Student B Did / do anything else?
You have a recipe for pierogi. 2 Take turns asking and answering the questions.
You have: You need: Then complete the chart about Student A.
• six onions • a potato
• some salt • some flour You Student A
• some tomatoes • some mushrooms visited the center of went to the Natural
• some meat • some butter Rome History Museum
• some olive oil • some cheese by bus and by taxi took the subway
1 Find out what food your partner has and answer with a group of people with a friend from
your partner’s questions. Take turns asking and from work school
answering. the Colosseum dinosaur bones
B: Do you have a potato? A: Yes, I do. did some shopping had lunch at the museum
A: Do you have any mushrooms? B: No, I don’t.
2 What do you need to buy?

Unit 2d Exercise 9, page 28
Student A
1 You are the customer. You’d like a T-shirt.

• Ask about different colors and sizes.
• Ask about the price.
2 Now you are the sales clerk.

• Small bags are $11.30 in pink and blue.
• Large bags are $19.70 in green, yellow, and red.
156
Communication Activities
Unit 11b Exercise 2, page 132 Unit 3b Exercise 12, page 37
Student B
What do your answers mean? 1 Write questions about Joel with these prompts.
Mostly a answers: You don’t have much spare 1 What / do?
time, so your vacations last a week or two weeks. 2 Where / live?
You plan your vacation months before you go, 3 Does / have children?
and your favorite vacations are with other people 4 What time / finish work?
in tour groups. You like taking lots of clothes and
2 Answer Student A’s questions.
staying in comfortable hotels.
Mostly b answers: You go on long vacations (a NAME: Joel Sartore
month or more) and you don’t like planning them. JOB: 1 Photographer
Your favorite vacations are backpacking or hiking. COMPANY: National Geographic magazine
You enjoy meeting local people, eating local food, HOME: 2 Lincoln, Nebraska
and staying at small hotels or camping. You usually PLACE OF WORK: All over the world
travel on your own or with one other friend. CHILDREN: 3 three
LANGUAGE: English
NORMAL WORKING DAY: From nine o’clock to
4 six o’clock

3 Ask Student A your questions and complete the
1 42.195 km fact file.
2 11 km
3 829.8 m
Unit 10b Exercise 2, page 120
4 1.6 km
5 20% Student C
6 the same Memorizing directions and addresses
Some taxi drivers learn hundreds of roads and
Unit 8d Exercise 6, page 100 addresses. How do they do it? Some people see
Look at the photo on this page. the directions in their head. They see a picture of
Discuss these things. the roads or the buildings. Other people repeat the
• The subject of the photo names of the roads or the directions. For example,
• The location of people and things ‘‘Turn left at the end, turn right at the movie
• The people (their appearance and what they are theater.” You can also draw the directions on paper.
doing or wearing) When you draw, use different colors—the brain
• Your opinion of the photo remembers more when it sees color.

GRAMMAR SUMMARY UNIT 1
Am, is, and are And and but
Grammar notes Grammar notes
We use am with the first person I (I am). This is often And and but are conjunctions. We use and to join two
abbreviated to I’m in spoken English and informal written sentences. We use but to join two sentences when there is
English. We add not to make the negative (I’m not) and a contrast between the sentences.
invert with the subject to make the question (Am I …?). In
Note that we often use a comma before but when joining
short answers, we use Yes, I am (not Yes, I’m) and No, I’m
sentences.
not. Note that I amn’t or I’mn’t are not possible.
We use is with the third person (He is, She is, It is). This is
often abbreviated to He’s, She’s, or It’s in spoken English and
informal written English. We add n’t to make the negative
(He isn’t, etc.) and invert with the subject to make the
question (Is she …? etc.). In short answers, we use Yes, he is or
Yes, it is, etc. (not Yes, he’s or Yes, it’s) and No, he isn’t. Note
that He’s not or She’s not are possible but less common uses.
We use are with the second and third person plural forms
(You are, We are, They are). This is often contracted to You’re,
We’re, or They’re in spoken English and informal written
English. We add n’t to make the negative (We aren’t, etc.) and
invert with the subject to make the question (Are you …?,
etc.). In short answers, we use Yes, we are or Yes, they are, etc.
(not Yes, we’re or Yes, they’re) and No, they aren’t. Note that
They’re not or We’re not are possible but less common uses.
Possessive ’s and possessive adjectives
Grammar notes
We use possessive ’s to show possession in English. We add
’s to the end of the noun that has possession.
Note that the position of ’s changes between singular and
plural nouns: My sister’s hat (one sister) but My sisters’ hats
(two sisters).
’s is pronounced /s/ after unvoiced sounds and /z/ after
voiced sounds.
My and your are first person singular possessive adjectives
(your can also be used as the plural form). His and her are
second person singular possessive adjectives. His (like he)
refers to a male possessor. Her (like she) refers to a female
possessor.
Note that its is used to show possession with animals,
objects, countries, etc.
Their is the third person plural possessive adjective. Our
is the first person plural possessive adjective. Unlike some
languages, their and our are used regardless of the gender
of the possessor.
In English, possessive adjectives do not change their
form depending on whether the noun they are showing
possession of is singular or plural, i.e., their mother and
their parents, NOT theirs parents.
158
Exercises 6 My parents ’ house is in the
^
center of town.
1 Complete the sentences with the correct
affirmative (+) or negative (–) form of be. ’s
7 Simon cars are blue and green.
^
1 I 'm a doctor. (+) 5 Complete the sentences with a possessive
2 She isn’t a student. (–) adjective.
3 He is from Sweden. (+)
4 I ’m not married. (–) 1 Marco and Samanta are married. Their
5 They 're on vacation. (+) hobbies are swimming and running.
6 We aren’t from France. (–) 2 He’s from Germany, but his father is
from Brazil.
2 Match the questions (1–6) with the short answers 3 We live in the US, but our
(a–f). grandparents live in Japan.
4 This is a language school. Its name is
1 Are you a teacher? d
“Study Center.”
2 Is he 20 years old? f
5 I’m 40 years old and my wife is 34
3 Are they from New Zealand? e
years old.
4 Is she single? a
6 A: What’s your job?
5 Are you both at the train station? c
B: I’m a filmmaker.
6 Am I late? b
a Yes, she is. 6 Complete the conversation with the words in the
b No, you aren’t. box. Use each word once.
c Yes, we are.
d Yes, I am. her his his my sister’s your
e No, they aren’t.
A: Hello, I’m Maia. What’s 1 your name?
f No, he isn’t.
B: I’m Martina. Where are you from?
3 Complete the conversations. Use contractions A: I’m from Portugal. And you?
when possible. B: I’m from Mexico, but 2 my husband is
from England. 3 His family are all in
1 A: How old are you? England.
B: I ’m 28 years old. his
A: What’s 4 job?
2 A: Where ’s she from? B: He’s a photographer.
B: She ’s from the UK. A: Oh, my sister’s a photographer. 5 Her
3 A: Are they at home now? name is Silvia. Do you have brothers and sisters?
B: Yes, they are . B: Yes, I do. My 6 sister’s name is Eva.
4 A: Is he at school?
B: No, he isn’t .
5 A: Are you a nurse?
B: No, I ’m not .
6 A: What ’s your name?
B: My name ’s Katie.
4 Add an apostrophe or ’s in the correct place in the

sentences.
’s
1 Lisa brother is here.
^
’s
2 This is Hugo house.
^
’s
3 Abby grandmother is Mary Peters.
^
4 Anna ’s husband is a journalist.
^
5 Sara and Pablo ’s father is in Brazil.
^
SAMPLE COPY, NOT FOR DISTRIBUTION Grammar Summary 159

There is/are Plural nouns

Note also that after there is and there isn’t, we use the Note that if -y follows a vowel, it does not change, e.g.,
indefinite article a/an with singular nouns. After there boys, monkeys, and toys.
are, we use some or a number with plural nouns, but after There are some exceptions when a noun ends with -f:
there aren’t or in a question, we use any with plural nouns. knives, wives, halves, but roofs.
Note the question forms: In addition to -ch, -s, and -ss, words ending with -sh, -z, and
Are there any …? requires a yes/no answer, e.g., Yes, there -x also add -es.
are. / No, there aren’t. Irregular nouns often involve people or animals: women,
How many … are there? is asking for the number of children, sheep, deer, mice.
objects, and requires a number in the answer, e.g., There Some words with “oo” have irregular plurals with “ee”:
are three. tooth/teeth, foot/feet, goose/geese.
Prepositions of place Demonstrative pronouns

Some students get confused between opposite and in We use the demonstrative pronouns this and these to refer
front of. In Latin languages, in front of is a false friend as to things that are close to the speaker. This is for singular
it looks similar to the word for opposite. things and these is for plural things.
Opposite (or across from) has the idea of facing something We use the demonstrative pronouns that and those to
across a room, a street, etc. In front of has the idea of being refer to things that are further away from the speaker.
positioned with your back to something. To explain the That is for singular things and those is for plural things.
difference between opposite and in front of, draw two
heads on the board, next to each other and facing each
other, and another two heads, next to each other but facing
in the same direction.
160
Exercises 4 Correct the mistakes in the plural forms in these
sentences.
1 Complete the sentences with the affirmative, people
negative, or question form of there is/are. Add any 1 There aren’t any persons in the café.
when necessary. boxes
2 Are there any boxs in his car?
1 There are two bedrooms in my new
babies
apartment. (+) 3 There are two babyes in the park.
2 There isn’t a table in the living room. (–)
sandwiches
3 Are there any good restaurants in this town? 4 Are there any sandwichs for the picnic?
Yes, there are .
women
4 Is there a garden? 5 The womans are from Russia.
No, there isn’t .
scarves
5 There aren’t any chairs in the living room. (–) 6 There are nice scarfs in the shop.
6 There's a swimming pool near my
train
house. (+) 7 There are two trains stations in my town.
2 Choose the correct options to complete the
conversation.
5 Choose the correct word to complete the
sentences. Use the information in parentheses.
A: How is your new house? (N) = the things/people are near. (F) = the things/
B: It’s nice. There 1 are / is four rooms—a living people are far.
room, a kitchen, a bathroom, and a bedroom.
A: Is there a yard? 1 A: What’s that / this on your arm? (F)
B: No, there 2 isn’t / aren’t. But there a park 3 next to / B: It’s my new watch.
in the house. 2 Is this / that your key? (N)
A: And how is your bedroom? 3 I like these / those boots. (N)
B: It’s OK. There’s a big bed. There aren’t 4 any / 4 Is this / that Max’s car there in the parking lot? (F)
no pictures on the wall. 5 Who are those / that people in front of the
A: 5 There is / Is there a TV in your bedroom? station? (F)
B: Yes, there is. There is a cabinet 6 opposite / under 6 A: Is this / that your jacket? (N)
the bed, and the TV is 7 on / between the cabinet. B: No. It’s Eduardo’s jacket.
A: Are there any windows? 7 Are these / this Teresa’s glasses? (N)
B: Yes, there’s a window 8 above / in the cabinet. 8 What are those / these buildings over there? (F)
3 Look at the picture. Complete the sentences with

these words and phrases.
between in front of on
on the left on the right under
1 There is a car in front of the house.

2 There is a tree on the right .
3 There is a bird on the car.
4 There is a garden on the left .
5 There is a cat between the car and the
motorcycle.
6 There is a ball under the car.

I, you, we, and they Third-person questions

With I, you, we, and they, the main verb in the simple In the third person forms (he, she, it), we make questions
present form is identical to the base form. with does and the base form of the main verb. Note the
sentence order:
Don’t is the negative form of the auxiliary verb do. An
auxiliary verb is a verb that carries no meaning but helps Question word auxiliary verb subject main verb
the main verb to form negatives, questions, or tenses. What does she do?
In short answers, we use the auxiliary verb, so it becomes
Yes, she does.
do + base form of verb
Grammar and pronunciation notes Imperatives and prepositions

We use do + the base form of the main verb in questions.
Note the form: Grammar notes
auxiliary verb + subject + main verb Note that we use the imperative (Go, Take, etc.) to give
Do you like shopping? directions, along with prepositions of movement (up,
Many languages form questions without using auxiliary down, along, across, through, etc.).
forms. They rely on inversion or intonation to make the
question. Watch out for errors such as Like you shopping?
Capital letters
or You like shopping? Students often need lots of practice
to get this form right.
Grammar notes
Notice how the main verb is stressed in simple present
questions, while the auxiliary and pronoun are usually In English, we always use a capital letter at the start of a
unstressed. Point out that do you is generally reduced to sentence. The first letter of many proper nouns, notably
/dəjə/, /djə/, or even /dʒə/. names of people, cities, countries, states, and continents,
are capitalized.
The first letter of words for days and months is capitalized,
Third-person forms but this is not the case for words describing seasons
and parts of the day, e.g., in March, in the spring, in the
Grammar notes afternoon.
In the third person forms (he, she, it), we usually add -s to The first letter of names of buildings and streets is always
the main verb. capitalized, e.g., the Empire State Building, One World
Trade Center, Wall Street.
After -s, -z, -ch, -sh, or -x, we add -es (e.g., washes,
watches). Capital letters are also used in titles (e.g., Sir, Mr., Mrs.,
Ms.) and the names of companies (e.g., Ford, Chrysler).
We also add -es to go and do.
If a verb ends with -y, it changes to -i before adding -es
(e.g., studies).
Note that the auxiliary verb doesn’t takes the third person
ending (-es), so the main verb does not take an ending.
Watch out for errors such as He don’t works and He
doesn’t works.
162
Exercises 4 Write the third person singular (he/she/it) form of
the verbs.
1 Put the words in order to make affirmative and 1 do does
negative simple present sentences. watches
2 watch
1 apartment / live / I / an / in 3 be is
I live in an apartment. 4 go goes
2 have / don’t / a pet / they 5 come comes
They don’t have a pet. 6 finish finishes
3 to work / go / by train / we 7 have has
We go to work by train. 8 speak speaks
4 don’t / swimming / like / I 9 want wants
I don’t like swimming. 10 fly flies
5 eat / in that restaurant / lunch / Julia and Carlo 11 study studies
Julia and Carlo eat lunch in that restaurant.
6 our friends / meet / we / on the weekend / don’t 5 Complete the sentences with the correct form of do
We don’t meet our friends on the weekend. to make negative sentences or questions.
1 John and Fay don’t like living in a big
2 Read the sentences and write questions with you city.
or your. does
2 What time the class start?
1 I like going into the city. 3 Jack doesn’t speak Spanish.
Do you like going into the city ? 4 What do they study in college?
2 I’m 32 years old. 5 She doesn’t know a lot of people.
How old are you ? 6 We don’t watch many movies.
3 I watch TV after work. 7 Does he have a sister?
When do you watch TV? / What do you do after work ?
4 My city is polluted. 6 Use the words in parentheses to write sentences in
Is your city polluted ? the simple present.
5 I like that café. 1 I like watching basketball.
Do you like that café ? (I / like)
6 I live in a small town.
Where do you live? / Do you live in a small town ? 2 Do you want pasta for dinner?
(you / want)
3 Complete the conversation with the simple present 3 We don’t work on the weekend.
form of the verb. (we / not work)
A: 1 Do you go (go) to work by 4 Does she read in the evenings?
car? (she / read)
B: No, I 2 don’t have (not have) a car. I go to
5 He finishes work at 7:00 p.m.
work by bus. And you?
A: Well, I come by car because I (he / finish)
3
don’t live (not live) near my office. 6 My town doesn’t have a lot of parks.
B: What time 4 do you (my town / not have)
finish (finish) work?
7 Some people speak a lot of different
A: At 6 p.m. What 5 do you
languages. (some people / speak)
do (do) after work?
B: I6 like (like) meeting friends.
Sometimes, we 7 go (go) to a
restaurant for dinner. And you?
A: I drive home because I 8 ’m (be)
always tired!

Forming -ing words Can and can’t

Note that, in English, it is possible to say I like dancing Can is a modal auxiliary verb used here to talk about
and I like to dance with little difference in meaning. We general abilities. The negative (an abbreviation of cannot)
use -ing to emphasize the activity and the infinitive to is formed by adding ’t, and the question is formed by
emphasize a specific action. At this level, it’s best to just moving Can before the subject.
teach the more common use with -ing. Adverbs of manner such as well (the irregular adverb
You could point out rules for forming -ing words. When a of good), and adverbs of degree such as a little and
single syllable verb ends consonant-vowel-consonant (e.g., a lot, generally go after the main verb at the end of
swim, run), the consonant doubles (swimming, running). the sentence.
Adverbs of frequency Talking about abilities

Frequency adverbs go before full verbs but they go after Note that we use I’m good at + -ing as well as I can to talk
the verb be and after auxiliary verbs. Examples: about abilities.
I often go …
I am often … Reference words
I don’t often go …
I have often seen … Grammar notes
English uses reference words to replace and refer back to
nouns and phrases that have already been mentioned.
Expressions of frequency This avoids repetition. Reference words can be subject
or object pronouns (e.g., it, him, they, them), possessive
Grammar notes adjectives and pronouns (e.g., her, its, their, theirs) and
Expressions of frequency usually go at the end of the other pronouns such as one, here, and there.
sentence. However, it’s possible to put the expressions at
the beginning of the sentence, especially when you want
to give them emphasis, e.g., Every Christmas, Jack and
Louise come from Australia to visit us.
Note that in expressions such as once a week, a has the
same meaning as per or every.
164
Exercises 5 Write questions for the sentences in Exercise 4.
Use how often.
1 Write the -ing form of the verbs. 1 How often do you go for walks?
1 make making 2 How often do they go on vacation?
2 watch watching 3 How often do you use social media?
3 go going 4 How often does she meet her friends?
4 come coming 5 How often do you visit your parents?
5 swim swimming 6 How often do you go to the gym?
6 shop shopping
7 play playing 6 Complete the conversation with these words and
8 write writing phrases. Use the -ing form of the verbs.
2 Complete the sentences with the -ing form of browse every go often swim
these verbs. once or twice a month three or four times a week
come do listen play A: What’s in your bag?

swim watch write B: My clothes for the gym. I love
1
going to the gym after work.
1 I don’t like writing long emails. A: How often do you go?
2 She loves watching TV in the evenings. B: I go 2three or four times a week .
3 He likes swimming in the ocean. A: That’s a lot! I like 3 swimming .
4 We love listening to music in the car. But I don’t 4 often go to the
5 Sandy and Nick always like coming to pool—only 5 once or twice a month .
our house. B: What else do you do in your free time?
6 Marianne likes doing taekwondo. A: Well, I love 6 browsing the
7 I love playing the piano. internet. I do it 7 every
evening!
3 Put the adverb of frequency in the correct place in
the sentence. 7 Circle the correct option to complete the sentences.
1 I shop online. (sometimes) 1 She can / can’t understand German a little.
I sometimes shop online. 2 He’s a chef at a restaurant, so he can / can’t cook
2 She has coffee after lunch. (always) very well.
She always has coffee after lunch. 3 We can / can’t see well because the room is dark.
3 Michael is in the gym after work. (usually) 4 A: Can / Can’t you speak a foreign language?
Michael is usually in the gym after work. B: No, I can / can’t.
4 I play online games. (never) 5 A: What musical instrument can you play?
I never play online games. B: I can / can’t play the trumpet.
5 The students are late for class. (often) A: Do you / How well can you play?
The students are often late for class. B: I can play it very well.
6 He is hungry in the morning. (rarely)
He is rarely hungry in the morning.
4 Put the words in order to make sentences.

1 go / once / a walk / we / a day / for
We go for a walk once a day.
2 on vacation / twice / go / a year / they
They go on vacation twice a year.
3 every / use / social media / day / I
I use social media every day.
4 her friends / she / every / weekend / meets
She meets her friends every weekend.
5 once / visit / or / I / a month / my parents /
twice
I visit my parents once or twice a month.
6 to the gym / I / times / or / go / three / a /
week / four
I go to the gym three or four times a week.

Countable and uncountable nouns Imperative forms

Countable nouns are so-called because you can count We use the imperative form when writing (or saying)
them. In general, these words add -s or -es to form the instructions. Examples:
plural. Heat the oven.
Uncountable nouns can’t be counted—these include Do not use the barbecue …
liquids (e.g., milk, water) and solids that have mass (e.g.,
Never leave children …
meat, bread).
Of course, this can be much trickier than it looks. Many
languages have no concept of countability, and other
languages use countable nouns when English uses
uncountable ones. Be careful with words like rice and
fruit that may be countable in some languages, but are
uncountable in English.
If you have a monolingual class, it’s a good idea to get
students to say which English words differ from those in
their L1.
A lot of and much/many
Grammar notes
We use a lot of (or, more colloquially, lots of) in affirmative
sentences with both countable and uncountable nouns.
We can use much (with uncountable nouns) and many
(with countable nouns) in negative sentences or with
questions.
Note that native speakers do use a lot of in negative
sentences (I don’t have a lot of time) and many in
affirmative sentences (There are many ways to do this)
but, at this level, it’s best to stick to the basic rules given.
166
Exercises 5 Complete the questions with how much or
how many.
1 Complete the sentences with a/an or some. 1 How many texts do you send in a day?
1 We have a pet cat. 2 How much juice do the school children drink?
2 She wants some pasta for dinner. 3 How much meat do they eat every day?
3 There’s a car outside my house. 4 How many movies does he watch in a week?
4 He always likes some salt on his food. 5 How many bags of rice does she have?
5 I normally meet some friends for lunch. 6 How many kilos of flour do we need?
6 I have an apple in my bag. 7 How much water do they drink?
7 You need some rice to make this dish. 8 How much sauce do you want with your food?
2 Choose the best word to complete the sentences. 6 Complete the conversation with these words and
phrases.
1 Can I have some / any coffee, please?
2 I don’t have some / any vegetables in the fridge. how many a an any
3 Are there any / some people on the bus? how much some much some
4 He has some / any new boots.
5 Do you want some / any tea? A: What do we need to buy?
6 She doesn’t want some / any food because she B: Well, we need 1 a bottle of olive oil
isn’t hungry. and 2 some pasta.
3 Complete the conversation with a/an, some, or any. A: 3 How much pasta do you want?
B: Let’s get two packages.
A: Are you hungry? Do you want 1 some A: OK, here they are. Do we need 4 any
food? tomatoes?
B: Yes, good idea. Can I have 2 some B: Yes, get two. Also, we don’t have 5 much
sandwiches? coffee left—there’s only half a bag. So let’s buy
A: No, sorry. I don’t have 3 any bread. I 6
some .
can make you 4 a salad. A: Here’s the coffee.
B: Thanks, that’s perfect. I can help you. B: OK, and we also need 7 an onion.
A: OK, we need 5 some lettuce, A: Only one?
6 some tomatoes, and 7 an B: Yes, we already have two at home. Right, let’s
onion. go to check out.
B: Oh, no. There aren’t 8 any tomatoes A: OK, 8 how many bags do we have?
or onions in the fridge. I have a good idea. B: One. That’s enough.
Let’s go out for lunch! Are there 9 any
restaurants near here?
A: Yes, there are. Come on, let’s go!
4 Choose the correct option to complete the

sentences. Sometimes both options are possible.
1 There are lots of / a lot of students in the
classroom.
2 Do you write much / many emails at work?
3 Does the town have lots of / many interesting
places to visit?
4 We don’t have much / many milk left.
5 Is there a lot of / many sugar in this cake?
6 This dish doesn’t have much / a lot of cheese.
7 I don’t know many / much people at this party.
8 They eat much / a lot of fresh fruit every day.

Was and were Simple past questions

We use was in first person and third person singular The simple past question is formed with did, which goes
forms, and were in second person and third person plural before the noun or pronoun and the base form of the
forms. The abbreviated form of not (n’t) is added to was main verb.
and were to make the negative. Questions are formed by Q-word auxiliary verb noun/pronoun base verb
inverting was and were with the subject.
Where did you go?
Many other languages do not use an auxiliary verb in past
Simple past regular verbs tense questions, so watch out for students avoiding the
auxiliary and using inversion. Typical form errors include:
Grammar notes Where you went? Did you went there? Yes, I went.
We form the simple past by adding -ed to the base form of
regular verbs.
For verbs ending with a consonant followed by -y (e.g.,
studied, carried), we change y to i and add -ed. Note,
however, that when the -y comes after a vowel, it doesn’t
usually change (e.g., stayed, played). Note that there are
some exceptions, e.g., say ➞ said, pay ➞ paid
Sometimes the final consonant letter of a verb is doubled
when forming the simple past. The final consonant is
doubled when the final syllable is stressed (e.g., begged,
occurred, permitted). If the final syllable of a word is
unstressed, we don’t double the consonant (e.g., visited,
entered, traveled, canceled).
There are many irregular forms in English. The most
common verbs tend to be irregular.
Simple past irregular verbs and negatives
Grammar notes
The simple past negative is formed with didn’t + base verb.
As many languages form the past with a word equivalent
to not in front of the past form, watch out for errors
from students which may include: I no(t) traveled, I don’t
traveled, I didn’t traveled, etc.
Irregular verbs in English tend to be the most common
verbs. There are no rules as to why one verb changes to
another (e.g., make/made, take/took, sit/sat, hit/hit). They
simply have to be learned and memorized.
168
Exercises 5 Write simple past sentences using these ideas.
1 we / not go / on vacation / last year
1 Complete the sentences with the correct form of We didn't go on vacation last year.
was/were. Use the negative when you see (–) in
2 Magda / not like / the movie
parentheses. Magda didn't like the movie.
1 Was he a famous actor? 3 they / live / in the US / for ten years
2 I was a good student at school. They lived in the US for ten years.
3 A: Was the bus late yesterday? 4 Mike / make / a big mistake
B: No, it wasn’t . (–) Mike made a big mistake.
4 There weren’t many people at 5 she / not buy / a ticket
the concert. (–) She didn't buy a ticket.
5 Were the tickets expensive? 6 I / speak / to Bogdan / this morning
6 Clive and Sarah were born in I spoke to Bogdan this morning.
the sixties.
7 We weren’t at the gym this morning. (–) 6 Write simple past questions using these ideas.
8 Were you at home yesterday evening? 1 you / live / in a house or an apartment?
Did you live in a house or an apartment?
2 Write the simple past form of the verbs. 2 What / they / do last night?
1 live lived 6 play played What did they do last night?
2 work worked 7 want wanted 3 Where / Anton / study?
3 travel traveled 8 like liked Where did Anton study?
4 finish finished 9 stop stopped 4 you / watch / the soccer game last night?
5 start started 10 watch watched Did you watch the soccer game last night?
5 the food / taste good?
3 Complete the text with the simple past form of the Did the food taste good?
verbs in parentheses. 6 How / they / build their houses?
Gabrielle-Emilie Le Tonnelier de Breteuil How did they build their houses?
1
was (be) a famous scientist. She
2 was (be) born in Paris, France, in 1706.
7 Complete the conversation with the simple past
form of the verbs in parentheses.
She 3 got (get) married when she was 19
and 4 had (have) three children. But at A: What 1 did you do (you / do) over the
the age of 27, she 5 started (start) to study weekend?
mathematics and physics. She was famous in the B: I 2 visited (visit) my parents on their
world of science and she sometimes farm.
6
worked (work) with the famous French A: I 3 didn’t know (not know) your parents
philosopher Voltaire. She 7 wrote (write) have a farm!
a translation of a famous book by the British B: Really? I 4 grew (grow) up on that
scientist Isaac Newton, and people still use it farm!
today. She 8 died (die) at the age of 42. A: Wow! 5 Did you like (you / like) living
there?
4 Write the simple past form of the verbs. Write R B: Yes, it 6 was (be) great! We
after the verb if it is regular, and I if it is irregular. 7 played (play) outside all day with the
1 go went I animals.
2 grow grew I A: 8 Did you have (you / have) many animals?
3 make made I B: Yes, we 9 did (do). But we
4 do did I
10 didn’t have (not have) many friends
5 find found I because our farm 11 wasn’t (not be)
6 talk talked R near any other houses.
7 buy bought I
8 see saw I
9 paint painted R
10 write wrote I
11 read read I
12 move moved R
13 have had I
14 meet met I
15 listen listened R

Comparative adjectives So and because

All adjectives with three or more syllables use more to So and because are conjunctions or connectors. They join
form the comparative (e.g., more interesting). two clauses and go in the middle of the sentence.
For two-syllable adjectives where the second syllable is -y, We use so to give a result or consequence and because to
drop -y and add -ier to form the comparative (e.g., busy— give a reason (i.e., to say why).
busier, easy—easier, friendly—friendlier). Other two- Note that we often use a comma before so, but not before
syllable adjectives tend to use more (e.g., more modern, because.
more helpful), but there are exceptions (e.g., narrower).
Some irregular adjectives are: far—farther/further, little—
less, much—more.
Superlative adjectives
Grammar notes
We add -est to adjectives with one syllable and use the in
front of the superlative form (e.g., the greatest movie).
With longer adjectives, we use most.
Examples of two-syllable adjectives: busy—busiest,
modern—most modern, narrow—narrowest.
Examples of irregular superlatives: good—best, bad—
worst, far—farthest/furthest, little—least, much—most.
The fact that English (betraying both its North Germanic
and its Norman French roots) has two types of comparative
and superlative forms often confuses students. Speakers
of romance languages often say, more/most big, more/
most young, etc., while speakers of German often say,
*intelligenter or *moderner (* indicates an ungrammatical
construction). It’s worth getting students to compare how
their language forms comparatives and superlatives.
170
Exercises 4 Complete the sentences with the superlative form
of the adjective.
1 Correct the mistakes in these sentences. 1 The blue whale is the biggest (big)
than
1 My car ride was longer as your bus ride. animal on Earth.
taller 2 The giraffe has the longest (long)
2 My sister is more tall than me. neck of all animals.
happier 3 This is the worst (bad) program
3 She feels happyier in the summer. on TV.
hotter 4 The cheetah is the fastest (fast)
4 Today is hoter than yesterday. animal in the world.
more dangerous 5 Mount Elbrus is the highest (high)
5 Cars are dangerouser than planes. mountain in Russia and Europe.
better 6 Australian football is one of the
6 He’s a gooder cook than me. most dangerous (dangerous) sports in
Australia.
2 Write comparative sentences using these ideas. 7 He is the happiest (happy) person
1 The new restaurant in town / good / I know.
the old restaurant.
The new restaurant in town is better than the old restaurant. 5 Look at the information and complete the
sentences using comparative and superlative
2 German / difficult to learn / English.
German is more difficult to learn than English. forms of the adjectives.
3 The book / interesting / the movie.
The book is more interesting than the movie. Fun animal facts heavy light
African elephant 5,000 kg
4 The weather today / bad / the weather yesterday.
The weather today is worse than the weather yesterday. hippopotamus 2,000 kg
crocodile 1,100 kg
5 She / busy / than her husband.
She is busier than her husband.
1 The African elephant is heavier than
6 Traveling by train / nice / traveling by bus.
Traveling by train is nicer than traveling by bus. the hippopotamus.
2 The hippopotamus is lighter than
7 Josh’s house / big / my house.
Josh’s house is bigger than my house. the African elephant.
3 The crocodile is the lightest .
3 Complete the conversations with the comparative
Airplane tickets to Peru cheap expensive
form of these adjectives.
AirPeru $ 550
boring easy expensive fast hot short Flink Air $ 690
Am Travel $ 725
1 A: Are lions faster than horses?
B: No, they aren’t. Lions are slower. 4 Am Travel is the most expensive .
2 A: I paid $100 for my shoes. 5 Flink Air is cheaper than Am Travel.
B: They are more expensive than my shoes. My 6 AirPeru is the cheapest .
shoes only cost $60.
3 A: Your hair is shorter than it was
Lakes short long
Caspian Sea 1,199 km
yesterday.
Lake Superior 616 km
B: Yes, I went to the hairdresser’s!
Lake Victoria 322 km
4 A: Was your meeting interesting this week?
B: No! It was more boring than the meeting
7 Lake Superior is shorter than the
last week. I wanted to go to sleep!
Caspian Sea.
5 A: Was the weather nice on your vacation?
8 Lake Superior is longer than
B: Yes, it was hotter than it is here. I
Lake Victoria.
went to the beach every day.
9 The Caspian Sea is the longest .
6 A: Do you want to walk or go in the car?
B: It’s easier to walk because there’s a
lot of traffic on the roads.

Present continuous Time markers

In English, we use the present continuous when we talk At this level, time markers are the clearest way of showing
about things that are happening now or around now. students when to use the simple present or present
The form of the present continuous affirmative is: subject + continuous. Emphasize that we use the simple present for
be (am/is/are) + verb (-ing) routines with expressions such as every day, usually, often,
always, and the present continuous with now, at the
The negative form is: subject + be (am/is/are) + not +
moment, today, this week, this year, etc.
verb (-ing). The question form is be (am/is/are) + subject +
verb (-ing).
In short answers, we use the present form of be and omit Be vs. have
the main verb, e.g., Yes, he is. No, I’m not. Watch out for
errors such as You studying English? Yes, I studying. Grammar notes
Language learners often don’t have many problems using We use be + adjective to describe appearance (inherent
the present continuous form because they already know qualities), e.g., She is pretty. / They are tall. / We are
the forms of the be verb, but they tend to have problems Japanese.
using it correctly, especially if there isn’t an equivalent
We use have + adjective + noun to describe specific
form in their L1. Students often use the simple present
attributes, e.g., He has blue eyes. / I have long hair. / She
instead of present continuous when talking about things
has a wonderful personality.
that are happening now or at the moment around now
(e.g., She talks to me now instead of She’s talking to me In sentences that describe inherent qualities and specific
now). attributes, we can also use be + adjective + with + noun.
Example: He is tall and he has dark hair. ➞ He is tall with
dark hair.
With the be + adjective structure, we form the question by
inverting the auxiliary verb with the subject (Are you …?).
With have + adjective, the question is formed using the
auxiliary verb do (Do you have ..?).
When replying to the questions, we use short answers
containing the auxiliary verb, e.g., Is she tall? Yes,
she is. / Do they have long hair? No, they don’t.
172
Exercises 3 Complete the conversation with the simple present
or present continuous form of the verb.
1 Write present continuous sentences using these A: Hi! What 1 are you doing (do) here?
ideas. ’m shopping
B: Hi! I 2 (shop).
1 I / wear / my favorite shirt today. A: That’s nice. I 3 ’m going (go) to work!
I’m wearing my favorite shirt today. B: On a Saturday! Why?
2 you / stay / at a hotel downtown? A: Oh, I always 4 work (work) on
Are you staying at a hotel downtown? Saturday! I usually start at 11 a.m. and I
3 She / not work / this morning. 5 finish (finish) at 3 p.m.
She isn’t working this morning. B: Oh. That’s terrible!
4 We / wait / for our train now. A: I know! So, did you buy some new clothes?
We’re waiting for our train now. B: Not clothes—I bought a new bag! Here, look …
5 Claudia and Martin / watch / TV? 6 Do you like (you / like) it?
Are Claudia and Martin watching TV? A: Oh, I love it! 7 Are you going (you / go)
6 I / not go / to class at the moment. home now?
I’m not going to class at the moment. B: No, I 8 want (want) to buy more
7 They / not stay / here for long. things!
They aren’t staying here for long.
8 he / learn / a new language? 4 Complete the sentences with the correct form of be
Is he learning a new language? or have.
1 The boys in my class are tall.
2 Complete the sentences with the present 2 She has long legs.
continuous form of these phrases. have
3 The performers make-up on their
wait for her rain outside
faces.
4 His skin is tanned.
computer not work talk to someone else
5 I have blue eyes.
wear a T-shirt stay at home today
live with my parents browse the internet 6 He ’s well-built.
5 Write questions or answers to complete the

1 We can’t go out because it ’s raining outside . conversations.
2 It’s hot today, so I ’m wearing a T-shirt .
3 He can’t speak to you now because 1 A: Does he have a round face?
he ’s talking to someone else . B: No, he doesn’t .
4 I’m bored, so I ’m browsing the internet . 2 A: Do you have long hair?
5 She needs to leave now because her B: Yes, I do.
friend ’s waiting for her . 3 A: Are they short?
6 I don’t have a place to live at the moment, so B: No, they aren’t.
I ’m living with my parents . 4 A: Is she thin?
7 Merrick doesn’t feel well, so B: Yes, she is .
he ’s staying at home today .
8 Sammir can’t work at home today because
his computer isn’t working .

Be going to (for plans) Making invitations

We use going to + base verb to talk about plans or Note the use of would like when inviting. Using this
intentions that have been made before the moment of conditional form is more polite and tentative than using
speaking. It’s possible to use the forms going to go and want. So, in polite or neutral situations, it’s better for
going to come, but native speakers tend to abbreviate students to say Would you like to …? Yes, I’d love to.
them. Note that the short answer (Yes, I’d like to / Yes, I’d love
The contrast in the use of the present continuous to) ends with to. Students may find this odd. Point out
for fixed arrangements and going to + base verb for that Yes, I’d like is inaccurate and Yes, I’d like to come is
planned intentions is actually quite subtle. They’re often overlong and rarely used.
interchangeable, for example, you might say: We’re Note also Let’s + base form of verb is used to make a
having dinner later (emphasizes the arrangement) suggestion, e.g., Let’s meet.
or We’re going to have dinner later (emphasizes the
intention).
Note that the auxiliary verb to be is used when forming
negatives and questions with the going to form:
I’m
going to see a movie.
They’re
I’m not
going to see a movie.
We aren’t
Are you
going to see a movie?
Is he
Infinitive of purpose
Grammar notes
In English we use the infinitive to express purpose. It
answers the question Why? or What for? Errors students
make include trying to use for or for to instead of simply
to. In formal English, in order to or so as to are also used
to express purpose.
174
Exercises 4 Match the beginnings of the sentences (1–6) with
the endings (a–f).
1 Correct the mistakes in four sentences. Two 1 I’m going to call the waiter f
sentences are correct.
2 He’s going to the store d
I'm
1 I going to meet my friend later. 3 She’s writing her best friend a text
to finish message c
2 We’re going finish work early today. 4 Let’s go to a café e
5 I’m calling my doctor a
3 He’s going to call you after his appointment.
6 The student waited until after the lesson b
aren't
4 They don’t going to watch the soccer game a to make an appointment.
tonight. b to speak to his teacher.
5 Tommy’s going to take his exams next week. c to say “happy birthday.”
d to buy a present for his wife.
Are
6 Do you going to travel by car tomorrow? e to get coffee.
f to ask for a menu.
2 Match the questions (1–8) with the answers (a–h). 5 Rewrite the two sentences as one sentence. Use the
1 Is Sara going to come to our house? e infinitive of purpose.
2 When are we going to watch the movie? f
1 I went to the store. I bought some new shoes.
3 Who are you going to meet this evening? a I went to the store to buy some new shoes.
4 Is he going to get a new car? c
5 How long are they going to be away? d
6 Where are you going to have lunch? g 2 He called the restaurant. He reserved a table.
He called the restaurant to reserve a table.
7 Are you going to work today? h
8 What are we going to do tonight? b
3 Helen is going to the pool. She’s going to take a
a My friend Poppy. swim.
b We’re going to watch a movie. Helen is going to the pool to take a swim.
c Yes, he is.
d For a few hours.
4 They went online. They reserved tickets for the
e No, she isn’t. She doesn’t have time.
movie.
f Tonight. At about 8:00 p.m.
They went online to reserve tickets for the movie.
g In a café near my house.
h No, I’m not. I’m going to stay at home.
5 She went to the supermarket. She got some
3 Complete the conversation with going to and a food for dinner.
verb from the box. She went to the supermarket to get some food for dinner.
do not watch relax not eat watch sit

6 I’m going to the library. I’m going to study for
my exams.
A: 1 Are you going to watch the soccer game
I’m going to the library to study for my exams.
tonight?
B: No, 2 I’m not going to watch it because I
don’t like soccer! What about you?
A: I’m going to a restaurant, but
we 3 ’re not going to eat there.
The restaurant has a TV outside, so
we 4 ’re going to sit at a
table and watch the game there. What
5 are you going to do after work, then?
B: I 6 ’m going to relax at home and read
a book. For me, that’s more interesting than
soccer!

Present perfect Present perfect and simple past

The present perfect is formed with the auxiliary verb have/ Note the difference in form between the present perfect
has and the past participle form of the verb. and the simple past:
We use the present perfect when the past experience is • The present perfect is formed with the auxiliary verb
important and the past time is unknown, unimportant, or have/has + past participle.
not mentioned. • The simple past is formed with the simple past form
of the verb and only uses the auxiliary verb did when
Difficulties students at this level may have include:
forming negatives, questions, and short answers.
• learning the irregular past participles
• forming and pronouncing the hasn’t and haven’t forms The simple past form of regular verbs is the same as their
past participle form, but this can be either the same or
• confusion with the simple past—in some languages,
different for irregular verbs (e.g., won/won, read/read,
e.g., French, have + past participle can be used with
forgot/forgotten, wrote/written).
past time markers, so students may say I haven’t done
my homework yesterday. Make sure you get across and Note the difference in use. The thing to emphasize is
practice the idea that time expressions are usually not that we say when with the simple past. If there’s a past
used with the present perfect. time marker (e.g. yesterday, in 2012, ten years ago), you
must use the simple past. Timelines and concept checking
questions are a good visual way of showing this difference.
Present perfect (questions and short answers)
Grammar and pronunciation notes Time markers

Note that the auxiliary verb have/has inverts with the Grammar notes
subject to form a question: I’ve done my homework ➞
Have you done your homework? Point out how the time markers reveal when to use each
tense. For example, last year, when she was a child, in
The auxiliary have/has is pronounced weakly in affirmative
2016, at eight this morning, on the weekend all refer to
statements and questions, but stressed and pronounced
completed events that happened at a specific time in the
fully in negative statements and short answers:
past. In contrast, no time markers that refer to a specific
Where have (/əv/) you been? time are used with the present perfect.
I haven’t (/hævnt/) done my homework.
In affirmative statements, have and has are typically
reduced to ‘ve and ‘s when speaking. Make sure students
Imperatives
recognize that here ’s is short for has not is.
Grammar notes
The imperative form of a verb in English is the same as
its base form. The imperative form is simple and direct,
and is used when informing or passing a message when
politeness is less important.
176
Exercises 4 Choose the correct option to complete the
sentences.
1 Write the past participle form of the verbs. 1 Have you spoken to Anna yesterday / today?
Check (✓) the forms that are the same as the
2 Terry has been / went to the US in 2003.
simple past form.
3 We haven’t seen / didn’t see our friend Mary at
1 do done the party last night.
2 begin begun 4 My vacation started / have started two days ago.
3 be been 5 I’ve called her a few times this week / last week.
4 see seen 6 Our class ended / has ended at 11 o’clock this
5 watch watched (✓) morning.
6 hear heard (✓)
7 speak spoken 5 Number the sentences in order to make two
8 eat eaten conversations.
9 make made (✓) Conversation 1
10 get gotten a Yes, I have. I forgot my wife’s birthday! She
11 buy bought (✓) was very angry with me! 2
12 wake woken b Oh, no! Did you buy her something nice
13 understand understood (✓) afterwards? 3
14 know known c Yes, I did. I booked a trip to Paris! 4
15 learn learned (✓) d Have you ever forgotten something
16 work worked (✓) important? 1
2 Make affirmative and negative present perfect Conversation 2
sentences using these ideas. e Yes, maybe. I need to go back and look. 5
f Oh, no! When did you last use it? 2
1 I / not travel / on an airplane.
g I’ve lost my phone! 1
I have not traveled on an airplane.
h OK. Did you leave it in your classroom? 4
2 They / not see / the new movie.
i I think I sent a message to a friend during my
They have not seen the new movie.
last class. 3
3 He / forget / his friend’s telephone number.
He has forgotten his friend’s telephone number. 6 Complete the conversation with the present
4 Isabel / start / a language class. perfect or simple past form of the verbs.
Isabel has started a language class. or: Did, see
5 Leo / become / a member of a gym. A: 1 Have you seen (see) the news
Leo has become a member of a gym. story about this man? It says he
2 's lost / lost
6 She / not eat / her dinner. (lose) his memory—he can’t
She has not eaten her dinner. remember his name or where he’s from!
7 We / not play / any games. B: That sounds terrible.
We have not played any games. A: I know. It says he 3 went (go) into a
8 Our train / leave / the station. police station yesterday and 4 asked (ask)
Our train has left the station. for help.
B: And 5 did the police
3 Complete the questions with the present perfect form help (help) him?
of these verbs. Then complete the short answers. A: No, they couldn’t. He 6 didn't have (not have)
any ID, so they couldn’t do anything.
buy find finish meet write visit B: I’m sure someone is looking for him. A friend
or relative.
1 Have the students finished their A: Yes. The police 7 have spoken (speak) about him
exams? Yes, they have . on all the local radio stations today. And they
2 Has Marcos found a new job? 8
have also put (put) his photo
No, he hasn’t . on Facebook and Twitter. Here’s the photo on
3 Has she ever visited China? Yes, Facebook.
she has . B: Ah, yes. That’s good. I’m sure someone is going
4 Have they bought their plane to recognize him soon.
tickets? Yes, they have .
5 Have you ever met my friend
Carla? Yes, I have .
6 Have you written a text message
to Sarah? No, I haven’t .

Semi-modals and modal verbs Making suggestions

English uses the semi-modal have to to express an The expression You should … makes a strong suggestion or
obligation, and don’t have to to express a lack of recommendation, whereas You could …, How about …?,
obligation. It behaves like a modal in terms of meaning, and Why don’t you …? make suggestions that the speaker
but uses the auxiliary do to form questions and negatives expects the listener to take or leave.
(e.g., Do you have to …?). You should …, You could …, and Why don’t you …? are
The modal verb can is used here to express permission, followed by the base form of the verb. How about …? is
and can’t (or the more formal full form cannot) is used followed by a verb in the -ing form.
to express prohibition. Note that modal verbs have a Alternative phrases include You ought to …, You might …,
variety of functions (students will have learned can for Have you thought of … (verb + -ing)? and What about …
ability before). Make sure students are clear that this is a (verb + -ing)?
different use.
Modal verbs can be tricky if they’re used differently in
students’ L1. Many languages don’t use them, so students Open and closed questions
are more likely to say Is it possible/permitted that I …?
rather than Can I …? Other languages may use them Grammar notes
differently (e.g., in German, a structure that looks like
Open Wh- questions start with question words: What?
must not is used to express don’t have to). Don’t assume
When? How? Why? Who? Where?
that these uses neatly translate. Students will need
extensive practice in context to get used to when and how Closed yes/no questions start with an auxiliary verb, e.g.,
to use the various modal verbs. Do you …? Have you …?
Should and shouldn’t
Grammar notes
Should is a modal auxiliary verb. It forms negatives by
adding n’t or not, and it forms questions by inverting with
the subject. It’s used to express a mild obligation or strong
advice or a strong recommendation.
Notice its pronunciation: should /ˈʃʊd/, shouldn’t /ˈʃʊdənt/
Indefinite pronouns
Grammar notes
These words are used as pronouns.
somebody = one person (but we don’t know who), nobody
and not anybody = no people. We can also use one in
place of body (someone, no one, anyone).
Similarly, somewhere = one place (but we don’t know
where), nowhere and not anywhere = no place. Something
= one thing (but we don’t know which), nothing and not
anything = no thing.
Note that the expressions There’s nothing in the fridge
and There isn’t anything in the fridge have the same
meaning. We don’t use not with nothing (English avoids
double negatives). We can use no- words at the start of a
sentence: Nothing will be the same again. However, you
can’t start a sentence with Not anything.
We can use any- when we mean to say that it doesn’t
matter who or where (e.g., Anywhere near here is great
for a picnic).
We use singular verbs after indefinite pronouns, e.g.,
Everywhere was silent. / Nobody is perfect.
178
Exercises 3 Complete the conversation with can, can’t, or the
correct form of have to.
1 Complete the sentences with a form of have to, and A: What time 1 do you have to be at
complete the short answers.
the airport?
1 A: Do you have to go (you / go) to B: Two hours before my flight. But we still have lots
work by car? of time, so we 2 don't have to leave immediately.
B: No, I don’t . A: OK. How many bags do you have?
2 My son doesn't have to go (my son / not go) B: Two—a big suitcase and a small bag. But I
to school today because the school’s closed. 3
can only take one small bag with me
3 A: What time does Irene have to be on the plane.
(Irene / be) at the train station? A: 4 Can you take food and drink on the
B: At 4 p.m. plane?
4 A: Do people have to get (people / get) a B: No, you 5 can’t . You 6 have to buy
visa to work in this country? food on the plane. It’s a new rule!
B: Yes, they do . A: That’s terrible! Where can I park the car?
5 I don’t have to cook (I / not cook) B: You 7 can’t park. Just leave me near the
tonight because we’re going to eat in a restaurant. entrance. I can go in by myself.
6 A: Does he have to turn off (he / turn off) A: OK, fine.
his cell phone during the exam?
B: Yes, he does . 4 Match the sentences with the advice. Then
7 Julie doesn’t have to wake up (Julie / not wake complete the advice with should or shouldn’t.
up) early tomorrow because it’s the weekend. 1 He feels very tired all the time. c
2 She has a bad cold. e
2 Complete the sentences with can/can’t and a 3 There’s a lot of traffic on the roads. b
correct verb from the box.
4 Hanna’s face is very red. d
eat or drink leave park speak take use
5 They want to get fit. a
a They should play sports together.
1 2 b You should take the train.
c He shouldn’t go to bed so late.
d She shouldn’t sit out in the sun all day.
e She should go to the doctor’s.
5 Complete the conversation with these words.

You can’t leave You can’t speak
your bike here. loudly here. can can’t should
don’t have to shouldn’t should
3 4 A: We’d like to go on a walking tour of Peru.

1
Should we book the hotels now?
B: Yes. A lot of tourists go there, so you
2 can’t always find a room if you don’t
book one in advance. Do you speak Spanish?
A: No, we don’t.
You can park You can’t eat or drink B: Well, not everyone speaks English, so you
your car here. in this store.
3 should learn a few phrases before
you go. But you 4 don’t have to speak
perfectly. People are very helpful.
A: We’d like to go in February. Is that a good time?
5 6
B: No, the best time is from May to September. It’s
not too hot, so you 5 can do lots of
walking.
A: OK.
B: But you 6 shouldn’t go walking alone. It’s
You can take You can’t use easy to get lost! Your hotels will help you find
photos here. your cell phone here. good local guides.

Will and won’t Using how with adjectives

We use will to make predictions about the future based We can use How with an adjective to ask questions. Other
on our knowledge or personal opinions. Note that we use possibilities include: How often, How small, How wide,
going to when the prediction is based on evidence. How interesting.
In spoken English (and written English except when it’s
very formal), we abbreviate will to ’ll and will not to
won’t. We only use will not for emphasis or in formal
correspondence.
Will is a modal auxiliary verb. As such, it’s used to “help”
the main verb form questions by inverting with the subject
(It’ll increase ➞ Will it increase?).
Names
Grammar notes
The way English names places may be counterintuitive to
many students—why say Lake Vostok but the Black Sea,
for example? Why not Vostok Lake or Sea Black? In some
languages, the word for lake, sea, or ocean may be the
same. It’s a good idea to get students to think about the
differences and similarities between their language
and English.
180
Exercises 4 Write the places in the correct column in the table.
1 Choose the correct option to complete the Beijing Czech Republic Green Road
sentences. Himalayas Indian Ocean Kalahari Desert
Lake Garda Lake Victoria Ganges River
1 We think we will / won’t visit Mount Etna next San Francisco South Korea
year. It is easy to go there.
2 I will / won’t be busy tomorrow, so you should
the no article
come and see me now.
3 There will / won’t be many children in the park Czech Republic Beijing
today because it’s raining.
4 She doesn’t think she will / won’t have time to Himalayas Green Road
study over the weekend.
Indian Ocean Lake Garda
5 I think the number of college students will /
won’t decrease because college is so expensive. Kalahari Desert Lake Victoria
6 He will / won’t come to our dinner party. He
has too much work to do. Ganges River San Francisco
7 They will / won’t go camping with us because
they prefer to stay in hotels. South Korea
2 Find the mistakes in six sentences. Two sentences

are correct. 5 Complete the sentences with the or no article (–).
will
1 My parents will to arrive soon. 1 I’d love to go up – Mount Olympus one
day.
2 There will be more things to see in Lisbon.
2 She’s never been to the United Kingdom.
will
3 He wills be tired tomorrow morning because 3 They went on a cruise on the Nile River.
he went to bed late. 4 There are many wild animals that live in the
Arabian desert.
4 There will be a lot more floods and droughts in
5 We’ve moved to – Budapest.
the future. The Mediterranean Sea is the best place to go
will 6
don’t think
5 We think our customers won’t buy the new swimming.
product. 7 I live on – Portland Street.
Will factories
6 Do factories will produce less pollution in the 6 Find four places where the is incorrect and three
future? places where the needs to be added.
won’t
7 I don’t will have time to see you after class.
will Millions of tourists visit the Argentina every year
8 He doesn’t think it won’t snow this winter.
because there is a lot to see and do there. Most
3 Complete the sentences with will and a word from
the box. tourists go to the Buenos Aires to enjoy the great
the
beaches and swim in Pacific Ocean. Tourists who
not remember pass have ^
not use become find want to go somewhere quieter can visit the Lake
the
1 I’m sure I will pass my driving test. I Buenos Aires, or Patagonian Desert in Patagonia.
^
practiced a lot! the
It is found in south of Argentina, but a small part
2 Will Earth become hotter ^
in the future? is also in the Chile. There, you won’t find many
3 I’m sure he won’t remember my name. We’ve tourists, so it’s a good place to go if you want to
only met once.
4 Maria has left her job. But I think she think and be with nature!
will find another job soon.
5 Will you have time to
see me next week?
6 In the future, we won’t use our cars so
often because buses and trains will be better.

TEACHER DEVELOPMENT UNIT 1
Unit 1
Teaching Elementary students Cognates in a text
Teachers at this level of the series need to think in terms Students are often surprised that so many English words
of visuals and mimes. It’s a good idea to compile a set of are cognates in their first language. Getting students
flashcards or pictures that you can use to teach words or to focus on words that are the same in their L1 is a
set up situations. Alternatively, you could use PowerPoint® useful, motivating way of developing a growing passive
or your interactive whiteboard to show visuals. You don’t knowledge of vocabulary. Here are two things to do:
always need to speak to explain words or to set up 1 Ask students to find and underline words in the text
activities. Mime words or use a picture. Act out or model that they think might be cognates before looking them
an activity so that students can see what you want them to up. Then ask them to categorize them. This reveals that
do. Grade your language and limit your talking time. religions may be cognates (Christian, Muslim, Hindu),
It’s also important to make lessons varied at this level. Plan typical places may be cognates (bank, hotel), and
lessons that incorporate some listening, reading, basic countries, languages, and job sectors may often also be
language, writing, and speaking. Activities should be short cognates.
and interaction varied, i.e., mix up pairs and have group
2 Ask students to say how cognates they have found
work and mingles.
(e.g., agriculture, production) are written in their L1.
It’s important to recycle language from one lesson to the Ask: Is its spelling different? What does this say about
next, especially if there are significant breaks between word endings in English? This helps students to see
lessons. Try to include warm-ups or short communicative how English word formation differs from that in their
activities at the start or end of lessons to allow students to L1, thus helping them figure out the meaning of more
reuse and recycle the language they’ve acquired. words.
And, finally, establish good practice. Encourage a
classroom situation where only English is spoken, and
introduce students gradually to the idea of speaking in Using the Review and Memory Booster
pairs and groups. Here are three ways of using the review and memory
booster pages:
Correcting after fluency 1 Do it in class. Incorporate pair work to check answers

and prepare ideas when students have to think of
It’s a good idea to do an error feedback stage at the end their own experiences; and group work when students
of a fluency activity. Avoid correcting while students speak discuss ideas or experiences or act out conversations.
as this interrupts their flow and detracts from the main 2 Set it as homework. If you do this, ask students to write
aim, which is to communicate freely and for real. their personal responses and conversations instead of
By listening carefully, noting a few errors, and writing acting them out.
them on the board for class correction, you gently remind 3 Set it as homework but do the Memory Booster (MB)
students to be aware of their output and to reflect on and sections in class in the next lesson. Go through the
adjust it. It’s an opportunity to focus on the kind of errors answers but ask students to share responses and
students regularly make (i.e., errors that can easily become experiences and act out conversations.
ingrained) and most classes appreciate the work of a
teacher who is prepared to listen carefully and comment
on and correct individual errors.
Reading a text while listening to a recording

Whether you choose to ask students to read with or without
the recording is up to you. Here are some reasons why it’s a
good idea to ask students at this level to listen and read:
• It gets students to read at the same speed, and as a
whole class activity.
• It helps students with comprehension—the way the
speaker uses stress, intonation, and pauses can help
students follow a text more easily.
• Students notice how words in a text are pronounced
and stressed.
• It builds confidence with reading—it signals that
students should read through a text naturally the first
time they read it, and that they should not worry about
unknown words.
182
Unit 2
Varying interaction Reading closely
There is no set way of managing your class when doing
You may wish to give your students some training in
the Opener section of a unit in Life 2. However, it’s
how to approach the close reading of a text. Here is a
advisable to vary interaction between your students so
suggested procedure:
that they get to speak to different people, and so that
activities have greater interest and dynamism. Here are 1 Ask students to read the first statement (In the past, the
some suggestions: Mini was a British car). Tell them to underline key words
(past, Mini, British).
• Do an activity as a class. This is particularly useful when
brainstorming ideas or new words. You (the teacher) 2 Ask students to scan the text to find key words or their
have an opportunity to introduce new words or correct synonyms. Mini and British car are in the first sentence
or improve students’ language. so they should find them quickly.
• Do an activity in pairs. This maximizes speaking as 3 Ask students to read that sentence carefully and
everybody is talking, and allows students to do things compare it to the statement. The phrase “was … until
in their own time. It’s good for figuring things out, 2000” reveals that the statement is true—it is “in the
checking answers, or doing tasks like matching and past.”
categorizing. Think about changing the pairs from one
Encourage students to follow this strategy with each
activity to the next so students don’t always work with
statement: They find key words—scan to find if and
the same partner.
where they are in the text—then they read closely to
• Do group work or mingles. This works well with more see if they are true or false.
extended speaking. It allows students to move around
and speak to new classmates. It also means that they
can practice the same language with different partners. Practicing dialogues in pairs
Here are some ways to manage this activity appropriately:
Listening for specific information 1 Provide preparation time. At this level, you can’t expect
all students to be confident enough to improvise. So, let
In this type of listening activity, students have to listen for
them think of what to say before they speak, or note
specific words. Effectively it is a word spot exercise—can
what they want to say if necessary.
you hear this word in a flow of speech?
Many low-level students find listening difficult so think of 2 Change roles, topics, and partners. Students need
ways of supporting them in doing an exercise of this type. to practice dialogues more than once. Make this
Here are some suggestions: motivating by getting students to change roles, change
what they are talking about (e.g., in Exercise 6 of Lesson
• Show the pronunciation of words they have to listen for 2d, they can change from buying a T-shirt to buying
before playing a recording. You could do this by drilling a rug or a soccer ball), or change partners. By using
the words in the task or by getting students to listen a mingle activity, you give students a chance to speak to
and mark the stress. Students sometimes miss hearing a number of people.
a word because its stress or pronunciation is not what
they expected. 3 Gradually reduce support. One way of improving
students’ confidence is to allow them to read from
• Keep the task simple. In Exercise 4 of Lesson 2b,
a script before moving to fewer and fewer prompts and
students only have to circle words. They can do this
then finally, asking them to improvise dialogues with no
while continuing to listen. Avoid getting students to
support. One way of doing this is to write or show
write words or look at a lot of information.
a dialogue on the board. Students can refer to it as they
• Make the task physical and fun. A simpler variation of practice. Then remove or cover parts of the dialogue as
the task in the exercise above is to write the answers they practice again and again.
on cards (e.g., MOUNTAIN, SCOTLAND, HAT, GLOVES,
CAMERA, FIRST-AID KIT, SHOES) and give each pair a set
of cards. When they hear each word on the recording,
they hold up the relevant card.
• Play the recording until students catch the answers.
Leaving a listening exercise without getting all the
answers is demotivating. Think about playing the
recording more than once, pausing the recording at
answers, or letting your students control the recording
(in a small class, students can listen without you
being in control). Let students check answers in the
audioscript at the end if they feel the need to have
such confirmation.

Unit 3
Bringing the lesson off the page Preparation time
Sometimes, for variety, it’s a good idea to bring a lesson At this level, students often need preparation time before
off the page by using visuals or realia to set a context, and they can perform a speaking task such as an interview or
by practicing new language as a class. roleplay. Here are some ideas to help students prepare
Telling the time is a good opportunity to do this. Bring before performing a task:
in a clock with movable hands or make your own from 1 Brainstorm ideas and vocabulary first. Ask the class to
cardboard and wire. Move the hands and elicit the times. suggest things to talk about and things to say. Write
Then drill the different times and ask students to repeat. anything useful on the board.
This is an opportunity to work on the pronunciation and
2 Get students to make notes. Students can choose to
form as a class.
note things they want to talk about or useful phrases
they want to use. Set a short time limit and monitor
Working on form closely to help with ideas and vocabulary.
3 Let students write dialogues first. To build confidence,
At this level of the series, getting the form right can be
you may want to let your students script what to say
demanding, especially when it’s complex and/or it differs
first. They can then practice reading the script before
from students’ L1. The use of do and does when forming
setting it aside and trying to improvise.
questions is one such challenge. It’s a good idea to get
your students doing lots of accuracy practice. Here are
some suggestions for extra practice:
• Cut up five questions into individual word cards. For
example, cut up DO YOU HAVE A CAR so that each
word is on a separate card. Organize students into small
groups and ask them to put together the cards to make
five questions.
• Make a pile of cards with verbs on them (e.g., LIKE, EAT,
HAVE, FINISH, START) and make a pile of cards with
nouns on them (e.g., WORK, A CAR, SHOPPING, ART).
Give each group a set of verb cards and a set of noun
cards. Students place them face down in two sets and
turn over one card from each set. They then make a
question using the verb and the noun on the cards. You
could easily turn this into a memory game.
• Cuisenaire rods are learning aids for students that
provide a hands-on way to think about how to form
sentences. Buy some rods, or make your own with
colored index cards. If you make your own, make a
number of the following:
• short white rods/cards are auxiliary verbs (do, does,
don’t, doesn’t)
• short red rods/cards are pronouns
• longer blue rods/cards are the main verb
• medium-sized green rods/cards are question words
Start by telling students what the rods or cards represent.
Then ask them to put them in order to show an affirmative
sentence, a negative sentence, a yes/no question, and a
wh- question. Ask them to match the patterns to questions
in their Student Book. Ask them to use the visual prompts
to help them improvise their own questions.
184
Unit 4
Making the most of visuals Using prompt drills
Life 2 has many stunning National Geographic photos. A simple prompt drill is a good way of practicing new
Think of ways to exploit them. Here are some suggestions: forms and tricky pronunciations as a class. Here is a way of
• Ask students to brainstorm questions to ask people in practicing can and can’t:
the photo. • Write a set of verbs and phrases on the board, e.g.,
• Ask students to imagine they’re people in the photo swim, paint, draw, sing, dance, whistle, play the guitar,
and to say what they’re doing, why, and how they’re cook, speak Chinese. Use mime to check the meaning.
feeling. • Establish context by saying, e.g., I can cook, and miming
• Ask students to think of adjectives to describe the a good cook with a smile on your face, and saying, e.g.,
photo. I can’t dance, and miming some awful dancing.
• Ask students to think of questions to ask the • Get students to make their own I can sentences by
photographer who took the photo. nominating a student and pointing to a word on the
board. Correct any errors with form and pronunciation.
• Ask students to say why they want to be in the photo
Once a number of students have produced an I can or I
(or why not).
can’t sentence, model an I can … and … sentence, then
an I can …, but I can’t … sentence and get different
Checking words presented in a box students to make these.
• Use open pair drilling to practice the question and short
Think of the most suitable way of checking a set of answer forms. Start by asking Can you …? questions
vocabulary presented in a box. Here are some possibilities: around the class and eliciting and correcting Yes, I can
• Ask students to categorize the words into those they and No, I can’t responses. Then nominate a student
know and those they aren’t sure of. Organize students and point to a word on the board. Point to another
into pairs and tell them to explain any words their student and get the first student to ask a Can you …?
partner isn’t sure of. Let students use dictionaries to question across the class. Get lots of students asking and
check any words at the end. answering across the class.
• Use pictures, mimes, and realia to check the words. Act Drilling is a fun, inclusive class activity that builds
out reading books and texting friends and ask students confidence by getting students to repetitively practice new
to say the everyday activity. language while being carefully corrected and praised.
• Use concept checking questions to check meaning, e.g.
If you browse the internet, do you look at one website
or many? (many) / Are Twitter and Facebook examples
of social media? (yes).

Unit 5
Live listenings Managing a roleplay
In the classroom, students often only get to listen to
Here are some tips for managing a roleplay (with
people speaking on audio recordings. In real life, however,
reference to Exercise 7 of Lesson 5d):
we mostly listen to people we can see. Think about how
you can expose your students to more “live listening.” • Establish roles carefully. Tell students to decide who will
Here are some suggestions: be the waiter and who will be the customers. Elicit two
or three phrases each person will use so that students
• Give your students an opportunity to listen to you
know their role.
speak in English. Tell short anecdotes about your life
and experiences. This is motivating and interesting and • Provide preparation time. The more students prepare,
builds rapport. It’s also a good way to model a speaking the better the end product. Here, you could get waiters
task (like the one in Exercise 4 of the Unit Opener). You to prepare together, and customers to prepare things
can set a simple gist task so that students have to listen to say together, before mixing students to perform the
to you with a task. roleplay.
• Let your students prepare and ask questions about your • Allow students to really act. Think about moving the
life or experiences. Nothing too personal, of course. classroom furniture so that customers are sitting at a
table with a menu and waiters are standing up. It helps
• Ask colleagues or friends to come into the classroom to
if students really have to act out the scene.
talk to your class or be interviewed by you or by your
students in class. • Add value to the roleplay. You can make a roleplay
more fun and challenging if you add to the roles. For
example, ask students to choose one word to describe
Flashcards their personality before acting out the roleplay. They
could choose friendly, impatient, bored, etc. They have
• Find pictures of all the food items on the page and put to act with that adjective in mind. At the end, their
them on stiff cardboard. Hold up each card and ask: fellow roleplayers have to guess which adjective they
What is it? Elicit the type of food from the class. Say the were “being.” Alternatively, tell customers that they can
food and ask students to repeat. Once students have only spend $20 or that they are vegetarian.
repeated a number of the words, go back to earlier
flashcards and see if students can remember and say
previous words. Keep showing flashcards and eliciting
and saying words. This helps students memorize words
as well as build their confidence in being able to say
the words correctly. Once students remember most of
the words, ask them to do the matching exercise in
the Student Book and note new words in their exercise
book.
• Alternatively, use technology to show pictures of the
food. You can elicit and drill the words in the same way.
186
Unit 6
The information gap Selecting practice activities
An information gap activity is an activity where learners
It’s important to be flexible in the classroom and only
are missing the information they need to complete a task to do the practice activities your students need to do.
and need to talk to each other to find it. Information When learning past forms, students need plenty of
gap activities are useful for various reasons. They provide written and spoken accuracy practice to get the form and
an opportunity for extended speaking practice, they pronunciation right. They also need plenty of fluency work
represent real communication, motivation can be high, to start using the new language for real. Here are some
and they require sub-skills such as clarifying meaning and tips for organizing your approach:
rephrasing.
• Look at the practice provided in the Student Book
Here are some ideas for practicing past forms with and think about what each activity achieves (e.g., lots
information gap activities: of work on form accuracy; a good way of using the
• Find or write a short text about a famous person. Make language for real).
two copies per pair and blank five different pieces of • Look at the practice provided and think about how long
information from each text. Students work together to each activity will take with your class.
share their information and complete the text. • Look at the practice provided and decide how you will
• Organize the class into pairs. Ask students to make correct—if the focus is on accuracy, you want to correct
up (using their imagination) and write four sentences everything, if the focus is on fluency, you want to
about their partner’s past history (e.g., Anna lived in feedback on key errors at the end.
Mexico in the nineties). Tell students to share their • Once you have assessed the practice activities, decide on
sentences, find out which are correct and change the which to use. You could choose to do lots of accuracy
incorrect ones so that they are correct. work if your students are weak or confused in some or
• Organize the class into pairs. Tell students to find five all areas (there’s extra practice in the Workbook). You
could choose to miss out some of the accuracy work and
things they have in common and to write five past
have more time for fluency practice if your students are
sentences (e.g., We both studied English at school). good at past forms.
Listening for key words Correcting phonology

Listening for key words is a very intensive listening skill. It’s often a challenge to correct low-level students when
Students need to recognize words in a flow of continuous they pronounce something incorrectly. One way, of course,
speech. They need to recognize the pronunciation of the is just to model what they are trying to say and get them
word and notice word boundaries. Here are some ways of to repeat it. However, this can break down communication
helping them do the task: and doesn’t get students to think and self-correct. Here
• Encourage students to predict what the word could be, are visual ways of prompting students to self-correct when
or what part of speech the word could be before they they make errors with phonology:
listen. • Use your hand to show errors. For example, you can
show where a strong stress is by holding up fingers
• Ask students to note what they hear in their own way
on your left hand to signal the number of syllables
without worrying about spelling.
and pointing to the finger where the strong stress is.
• Play the recording a second time if necessary, or play You can show that a syllable should not be stressed
and pause after each missing word if students have by folding down a finger. Your hand is also useful
problems. for showing intonation. If students are flat in their
• Provide some feedback on the task. Find out which intonation, hold your hand high, with palm flat, and
words were hardest to hear and why. move it in a sweeping motion up or down to show that
the pattern needs to be more exaggerated.
• Use your mouth or visuals to show problem sounds.
Often students mispronounce sounds because they
don’t know how to make them. Show students visually.
For example, bite your bottom lip to show how to
say /f/, stick your tongue past your teeth to show /θ/,
exaggeratedly widen your mouth to show the long /iː/
sound. You can also point to phonemes on a chart or on
the board (it’s a good idea to keep a phonemic chart
on your classroom wall).

Unit 7
Personalization Planning and writing a paragraph
When introducing new words, think of ways of getting This activity is an example of process writing. The more
students to personalize the word. This makes it usable and time you spend working on ideas and looking at language
memorable. Here are some ideas: students can use, the better the outcome. Here is a
• Encourage students to match words to people, places, possible plan:
or things they know. 1 Start by asking students to choose the type of reader
• Get students to write personalized sentences with the and topic. Once they have chosen, organize students
words. This could be a fact (e.g., I live on the north into pairs or groups with students who have selected
side of my city.) or an opinion (e.g., Learning English the same reader and topic. That way students can work
adjectives is easy.). together to prepare ideas.
• Ask students to use the new words to talk about things 2 Ask students to work together to brainstorm ideas they
happening now or people in their class. could use in their paragraph. If you have access to the
internet, ask students to research ideas online. Make
sure they make notes of information to include rather
Using flashcards than copying whole sentences.
At lower levels, it’s always a nice idea to use flashcards 3 Ask students to look at the article on page 87 and
to set the scene and get students using words. Here, you the text about Cali on page 86 and choose phrases
could bring in pictures or drawings of different vehicles: they could use in their piece of writing. You could ask
a car, a bus, a coach, a train, a plane, a ship, a boat, an students to find five useful phrases to include.
airship, a helicopter, a bike, a motorcycle, a tram. Elicit and 4 Ask students to write their text individually. By
drill the types of vehicles and put the pictures and words restricting students to fifty words you are making
on the board. Then elicit verbs (e.g., drive, ride, fly, sail, them read and edit their work carefully. You could ask
cycle) and travel words (e.g., a journey, a flight, a voyage, students to share their writing with the students they
a bike ride, a drive, a bus trip). worked with earlier in the pre-writing stages. Students
can feedback on information and errors and improve
their writing.
5 Finally, ask students to hand over their paragraph
to somebody they’ve not worked with previously.
Get students to comment on each other’s work.
Alternatively, you could display written work on
classroom walls so that students can walk around and
read various different texts.
188
Unit 8
Eliciting and drilling Guessing words in context
A good way of teaching new vocabulary at lower levels is
Learning how to figure out meaning of words in context is
to elicit, check, and drill words from a visual or situational
a great way of building passive vocabulary and improving
stimulus. Here is a procedure:
reading skills. Here are some steps to take to support
1 Set the context. When teaching clothes, it’s a good students in doing this.
idea to use pictures. You could find pictures of fashion
1 Ask students to find and underline words or phrases in a
models wearing the clothes shown or find individual
text they don’t know. You could tell them which words
pictures of each of the items. Alternatively, of course,
to underline or ask them to choose the words they don’t
use the pictures in the Student Book, ideally shown on a
know.
screen using your classroom technology.
2 Ask students to figure out the part of speech from
2 Elicit the words from context. Point to an item and ask:
the context. Is the unknown word a verb or noun or
What is it? Elicit the word from the class. If nobody
something else?
knows, say the word clearly.
3 Ask students to think about which words (if any) help
3 Model and drill. Say each word clearly and ask the class
describe or define the word. For example, toys in the
to repeat. Then nominate a few individuals and ask
text here goes with plastic (so, toys refers to things that
each to repeat the word after you say it. Insist on good
can be made of plastic) and is grouped with animals,
pronunciation and correct students.
dolls, and books as a child’s possessions (so, toys are
4 Recap. Once you have elicited and drilled five or six things a child owns).
words, recap by pointing to words students were
4 Ask students if there are any other clues to help them
unsure of when you first elicited them, and get them to
figure out meaning. Other clues include general
remember and say them. Then elicit and drill some more
knowledge, the look of the word, or the similarity to a
words and recap these.
cognate in L1.
5 Follow up. While eliciting and drilling, don’t let students
5 Once students have guessed from the context, confirm
see the written word and don’t let them try to write
by defining the word, providing a written definition, or
things down. This way the students are focused on
getting students to use dictionaries to confirm.
remembering and saying the words, and you can
concentrate on pronunciation. At the end, however,
let students see and write the words. Doing the
matching task in the Student Book is the best way of
Feedback on the board
consolidating in this lesson. In the student-centered classroom, it’s a good idea to
think of ways of getting students to take responsibility
for their learning rather than relying on the teacher to
Minimal pairs provide answers. If students have to write answers to an
exercise, get them to check answers in pairs, then ask
In phonology, minimal pairs are pairs of words that differ
pairs, when they are ready, to walk to the board and write
in only one phonological element. For example, pin and
the answers. The class can then discuss and agree on the
bin differ in that they start with a /p/ or /b/ sound but the
answers on the board. Effectively, it cuts out the middle
other sounds are the same. Getting students to listen to,
man—that’s you (the teacher)! Here are some ideas:
recognize, and reproduce minimal pairs allows you (and
them) to see whether they can hear two different but • Ask each pair to write one answer. That way everybody
similar sounds and then try saying them. Use minimal in the class has to contribute to the sentences on the
pairs to differentiate problem sounds your students may board.
have, e.g., /p/ or /b/ (Arabic speakers), /l/ or /r/ (Japanese • Ask students to change or query (by writing a question
speakers), /ɪ/ or /iː/ (Italian speakers). mark) any answers other students have written that
they consider to be wrong.
• Let students write and discuss answers as a group until
they are happy. You only need to intervene if there are
mistakes.

TEACHER DEVELOPMENT UNITS 9–10
Unit 9 Unit 10
A pyramid discussion Timelines and concept checking questions
A pyramid discussion is a good way to make the most of We can use concept checking questions and timelines to
the opinion gap when doing a ranking activity. Here is a visually show the difference between tenses. Here are
simple procedure: example timelines to show the difference between the
1 Ask students to rank things individually. Elicit or provide simple past and present perfect:
useful language to use to argue in favor of their
Nelson has won the USA Memory Championship four times.
ranking (e.g., I think … is good/interesting/important
? ? ? ?
because … / I agree/don’t agree because …)
Past___X_X_X_X________Now___________________Future
2 Ask students to work in pairs to discuss their ranking.
They agree on a new ranking together. Set a realistic Did he win in the past? (yes)
time limit. Do we know when? (no)
3 Ask pairs to join another pair to form a group of four. Is when important? (no)
Students now work on a ranking as a group.
What’s important? (his experience)
4 Ask groups to present their ranking to the class. Have a
class discussion and decide on the best ranking for the Nelson won the competition in 2011.
whole class. Past___X_______________Now___________________Future
Did he win in the past? (yes)

Discussions in groups
Do we know when? (yes)
Group discussion is a way of getting students to share
Is when important? (yes)
opinions or experiences. It’s a free speaking activity in
which students focus on getting their meaning across
more than on being accurate. Here are some ideas for
making them work well:
Handling a recorded dictation
• Think about the size of your group. Three students Here is a procedure for handling a recorded dictation
can be good for sharing stories or experiences because in which students have to listen and note down the
everybody gets to talk. Larger groups of five or six can sentences they hear (or adapt and note down what they
be good for debating or problem solving because there hear):
are more opinions to be shared. 1 Play the first sentence of the recording and pause.
• Set a short time limit for students to read questions, Point out how the example has missed out the first two
or prepare ideas and language, before students start unnecessary words.
talking in their groups. 2 Play the other messages, pausing after each to let
• Make one student the group leader. It’s this student’s students write down their answers.
job to ask questions, make sure everybody contributes, 3 In weaker classes, play the whole of the recording first
and to draw conclusions or summarize what people said and help with any difficulties (e.g., the spelling of first
at the end. names). Then play the recording again. Students write
• Give students autonomy to make the activity work for down their answers.
them. For example, in Exercise 3 of Lesson 9b, students 4 Refer students to the audioscript on page 189 so that
might prefer to just talk about two of the questions they can check and confirm answers.
rather than all of them.
Listening and taking notes

The problem with taking notes when listening is that you
miss what comes next because you’re busy writing what
you just heard. Here is a procedure to avoid this problem:
1 Make sure students have time to read through the
questions or the note-taking task carefully before
listening. Check any unknown words and encourage
students to predict what speakers might say.
2 Play the recording. Tell students to listen for answers
without writing anything down.
3 Once the recording has ended, ask students to quickly
note the answers they heard. Ask students to compare
answers.
4 If necessary, play the recording again so students can
complete their notes. Ask students to compare answers
again before confirming answers.
190
TEACHER DEVELOPMENTExercises
UNITS 11–12
1 Complete the exchanges with the simple present
Unit 11 Unit 12 continuous form of the verbs.
or present
Prompt drilling Open1 A: Theyand closed pairs

pairs (have) really
good seafood here. It’s what I usually
When the pronunciation or intonation of a new structure Open pairs is a useful way of making sure students are
is key to using it appropriately, use prompt drilling to
(eat) when I
accurate before doing a spoken accuracy practice activity
achieve this. (come) here.
in closed pairs. Here is a procedure:
Before doing Exercise 9 of Lesson 11b, take the
B: Oh, I’m vegetarian. I
1 Ask the first question: Will it be hotter in your country
(not /
opportunity to do some prompt drilling to practice eat) seafood.
in the future? Nominate an individual and elicit an
pronunciation, and, in particular, the fact that we start our 2 A: Oh,
answer: Yes, no! It Ask three or four(rain)
it will. again!
students the same
intonation high over You should before letting it fall over B: Yeah,
question I’m afraid
and elicit answers. it (rain) a lot
the stressed verb that follows. here attothis
2 Ask a student timequestion
ask the of year.to another student
Write the prompts from the chart in Exercise 9 (take a 3 A:the
across Youclass. The second student(work)responds.
at the university,
Then get
vacation, go sightseeing, etc.) on the board before doing right?
that student to ask another student across the class.
the exercise. Then say, I’m so tired. Elicit You should take a B: Normally,
3 Introduce yes. But IDo you think the number
a second question: (not /
vacation from the class and ask them to repeat it chorally work)will
of dry deserts there at the Get
increase? moment.
studentsI to ask and
and individually. Continue with all the prompts, making answer in openaclass.
sure students get plenty of repetition practice. At the end,
(take) year off. I (write) a
ask students to do Exercise 9 in the Student Book. Their book,
4 As students askactually.
and answer,I’m correct
about errors
halfway andthrough.
insist on
good intonation and pronunciation. Once students are
pronunciation and accuracy should now be much better.
2 asking
Complete the sentences
and answering well, with the simple
put them in closedpresent
pairs or
to practicecontinuous
present asking the questions.
form of theTheverbs.
confidence and
pronunciation of your class should be better.
1 I (not / remember) my first day
of school.
Jigsaw
2 Welistening (prefer) the blue hats to the
red ones.activity, students have to listen for
In this listening
different
3 Kate information.
isn’t sureThe advantage
about going to ofthe
thisconference,
is that they
then have to
but she work together to share
(think) about it.what they
and discuss
have heard, which results in interactive speaking practice.
4 They’re in the kitchen. They
Here are suggestions
(have) lunch.for handling this activity:
• Give
5 Benstudents time to read(not
through the information
/ realize) what he
in the chart, and predict what they
(need) to do. have to listen for.
Make sure students are clear about their role. Use ICQs
6 I (think) this jacket
(information check questions) to check: Are you A, B,
(belong) to Lauren.
or C? (A) Which column will you complete? (the first
3 column).
Choose the correct options to complete this excerpt
• Iffrom
one task is harder
a book aboutthan
the another,
world’s allocate the easier
cultures.
task to the least able students.
The word
• When “culture”
students comes fromgive
1
share information, / isthem
coming from
plenty
the Latin “colere," which 2
means / is meaning
of time to share and write their notes. Be flexible. If
to cultivate
students needand grow.
to listen Culture
again, is being the
is /recording
play 3the again.
• Ifcharacteristics, knowledge,
you can, allow students to takeand behavior
control of thisoftask.
a
particular
Let group
them decide howofmany
people.
timesThis
they includes /
4 need to listen,
and whether they

is including need to
language, ask you cuisine,
religion, to pause.social
Allow each
group
habits,tomusic,
have control of the
and arts. listening
Today, (groups
cultural could
diversity
go to different rooms) and play the recording as many
across the planet increases / is increasing faster
5
times as they need to.
than ever. This is because people move / are
6
moving more easily and freely around the planet.

At the same time, and as a result, more and more
people, especially the younger generation, 7 feel /
are feeling that they 8 don’t belong / aren’t belonging to
a particular culture.

Workbook: answer key
Unit 1 1c (page 8)
1a (pages 4 and 5) 1
Check 1, 3, 4, 6, 8
1
1 First name 2 Last name 3 Age 4 Job 5 Country
2
6 Marital status 7 Address 1 28 2 1.6 3 27 4 60 5 English 6 60
2 3
Students’ own answers. 1c 2d 3a 4b 5e
3 4
1h 2f 3e 4b 5d 6c 7a 8g Students’ own answers.
5 5
1 What’s 2 name’s 3 Are 4 I’m 5 I’m not 6 are 1 They live in the United States.
7 is 8 Is 9 isn’t 2 55% of the population works in agriculture.
3 We live in Dubai.
6 4 Amanda and Nigel work in a store.
1 are 2 Are 3 ’m 4 Is 5 is 6 isn’t 5 49% of the people live in the countryside.
7 1d (page 9)
1 What’s your name?
2 Are you from England? 2
3 How old are you? A: H J K
4 Are you married or single? B: C D E G P T V Z
5 Are you a student? F: L M N S X
6 What is your address? I: Y
O
8 Q: U W
Students’ own answers. R
9 4
1 What’s 2 is not 3 I’m 4 You’re 5 are not Name: Doctor Zull Country: Australia
Name: Beata Polit Country: Poland
1b (pages 6 and 7) 5
1 I’m from
1 2 Nice to meet you
a2 b3 c1 3 Nice to meet you, too
4 this is
2 5 My name’s
1c 2c 3b 4c 5c 6 where are you from
7 Nice talking to
3 8 See you later
1 wife 2 boys 3 son 4 daughters 5 father 6 children
4 1e (page 10)
1 Charles / Ingma 2 George / Mason 3 Ranci 4 George
5 Joanne 6 Tom 7 Julie 8 Ranci 1
1 but 2 and 3 but 4 and 5 but 6 but
5
1 It 2 my 3 our 4 her 5 their 6 ’s 7 they 8 he 2
a3 b4 c5 d2 e1
6
Students’ own answers. 3
Example answer:
7 Hi! My name’s Brendan and I’m 22. I’m single and I’m a
1 a They’re b Their 2 a Are b Our university student. I’m from Australia, but I live in Italy now.
3 a You’re b Your I can speak English and Italian. I have two brothers, but no
sisters.
192 Workbook: answer key

Wordbuilding / Learning skills (page 11) 2
1 hat 2 first-aid kit 3 map 4 shoes 5 boots
1
1 in-law 2 grand 3 step 4 first 5 last 6 middle
3
7 sister 8 brother 9 father 1 cell phones 2 people 3 boxes 4 knives 5 cities
6 cameras 7 men
3
4a
/s/ backpacks, hats, maps
4 /z/ keys, knives, cell phones
/ɪz/ boxes, cities, compasses
B 1
R C
2 5
A C 3
O 4
N 1 those, gloves 2 that, backpack 3 these, keys
4 this, map
Z H U I
5
M I L L I O N E 6
L N T C 1 backpack 2 maps 3 boots 4 first-aid kit 5 flashlights
6
M A R R I E D 6 compass 7 gloves 8 hat
Y
2c (page 16)
S
P O
7
P U L A T I O N 1
D a3 b1 c2 d4
8
M O T H E R
2
1 global 2 300 3 36 4 five million
Unit 2 5 furniture 6 beds 7 cabinets 8 desks
9 Sweden 10 Poland 11 restaurants 12 United Kingdom
2a (pages 12 and 13)
3
1 1 Burberry is a British company.
1 red 2 yellow 3 blue 4 black / green 2 BMW is a German company.
3 Gucci is an Italian company.
2 4 Sony is a Japanese company.
Students’ own answers. 5 Petrobras is a Brazilian company.
6 Google is an American company. (or Google is a US company.)
3
1 19 2 747 3 15 45 5 1976
4
6 24 7 27 8 3 1 France, Greece, Spain
2 England, Poland, Sweden
4 3 Brazil, Japan, Peru
1T 2F 3F 4T 5T 6T 7F 8F 4 Canada, Germany, Italy
5 2d (page 17)
1 take off 2 hostel 3 on foot 4 cheap
5 expensive 6 double 1
1c 2a 3b
6
1 are 2 is 3 aren’t 4 Is 5 isn’t 6 are 7 is 8 is 2
1e 2a 3c 4b 5d
7
1 on 2 next 3 the right 4 left 5 above 6 under 3
8
1 couch 2 chair 3 rug 4 computer 5 desk 6 curtains 4
Mystery word: carpet 1 T-shirt 2 one 3 black one
4 water 5 one 6 small one 7 gloves 8 ones
2b (pages 14 and 15) 9 large ones / big ones / thick ones
1 5
1 hat 2 first-aid kit 3 flashlight 4 camera 5 gloves 1 This, that 2 red, blue 3 This, that 4 long, short
6 map 7 cell phone 8 backpack 9 boots 10 shoes
Workbook: answer key 193

2e (page 18) 6
1 big 2 quiet 3 clean 4 beautiful 5 modern, new
1 6 crowded 7 intelligent, smart
1 slow, fast 2 expensive, cheap 3 small, large
4 useful, useless 5 modern, old 7
1 big 2 dirty 3 modern 4 uncrowded 5 old
2
1 new green 2 fast Japanese 3 small white 8
4 old Italian 5 useful French 6 strong blue 1 go 2 don’t have 3 don’t like 4 work 5 study
6 don’t eat 7 meet 8 don’t live
3
Example answers: 9
BUY NOW! I have a beautiful old kitchen clock. Cheap at 1 What do you do?
$5. Call 555-7456. 2 Where do you live?
FOR SALE! A pair of new gray-and-black roller skates. 3 Do you go to work by car?
Good for children. Email j_taylor@mfs.com 4 What time do you eat lunch?
SALE! Tall brown bookshelf. In good condition. Perfect for all 5 Do you like shopping?
your books! Call Jim at 555-4857.
3b (pages 22 and 23)
Wordbuilding / Learning skills (page 19)
1
1 a doctor b photographer c pilot d sailor e student
1 worker 2 teacher 3 saxophone 4 Brazil 5 guitarist f teacher g waiter h accountant
6 Vietnamese 7 piano 8 Spanish
2
2 1a 2g 3d 4h 5e 6c 7f
1 ish 2 n 3 ist 4r 5 an 6 ese 7 ian 8 er
3
5 1 hospital 2 restaurant 3 boat
1 possession 2 climber 3 furniture 4 Dutch 5 Mini 4 office 5 college 6 plane 7 classroom
6 currencies
4
1F 2F 3T 4T 5T
Unit 3 5
1 comes 2 works 3 doesn’t spend 4 likes 5 studies
3a (pages 20 and 21) 6 goes 7 doesn’t work 8 sails
1 6
1 Where does Brad come from?
1d 2f 3h 4g 5a 6e 7c 8b 2 Where does he work?
2 3 Does he spend a lot of time there?
4 Does he like being under the water?
1 It’s five o’clock. 5 What does he study?
2 It’s five past seven. 6 Does Gina go with him on expeditions?
3 It’s a quarter past nine. 7 Does she work under the water?
4 It’s twenty-five past one.
5 It’s half past four. / It’s four-thirty. 7
6 It’s twenty-five to four. /s/ likes, starts, works
7 It’s a quarter to nine. /z/ comes, goes, spends
3 /ɪz/ dances, finishes, teaches
1 an airport 2 Australia 3 San Francisco 4 a bus station 3c (page 24)
4
1
Australia a bus station
1B 2A 3C
2
an airport San Francisco
1 450 2 160 3 85 4 15 5 78 6 19 7 15 83
5 3
1 No 2 Yes 3 Not Given 4 No 5 Yes 1 seven, five, two 2 first 3 six 4 third
6 Not Given 5 twenty 6 one hundredth
4
1 30 2 15th 3 66 4 3rd 5 80

3d (page 25) 2 Brian likes playing tennis.
3 I love learning languages.
1 4 They like watching soccer.
1 tourist information center 2 museum 3 park 5 Do you like going to the gym?
4 parking lot 5 library 6 theater 7 hotel 8 aquarium 6 My brother doesn’t like dancing at nightclubs.
7 The twins don’t like doing homework.
2 8 We like eating foreign food.
1 bank 2 theater 3 tourist information center 7
3 Students’ own answers.
1B 2C 3A
4b (pages 30 and 31)
4
1 near 2 straight 3 turn 4 Where 5 away 6 past 1
7 take 8 here 9 Go 10 across 1D 2C 3B 4A
2
3e (page 26) 1 A 2 C 3 A 4 A 5 A 6 B 7 B, C 8 A, B, D 9 B 10 B, D
1 3
1 Karachi 2 George 3 Monday 4 July 1 never 2 always 3 sometimes 4 usually 5 often
5 Cannes 6 I 7 Morocco 8 Haversham 6 often
2 4
1c 2b 3a 4e 5d 1 I often read a book before I go to bed.
2 I always go to work at eight.
3 3 I sometimes go shopping.
Students’ own answers. 4 I’m always busy.
5 At work, I never take lunch breaks.
Wordbuilding / Learning skills (page 27) 5a
1 a4 b6 c4 d5 e6 f4
1 language 2 hotel 3 park 4 city 5 café 6 friends 5b
7 transportation 8 work a John often travels abroad.
2 b Shannon and Knicole are always busy.
c Megan is always on line.
1 first 2 comfortable 3 local 4 crowded 5 popular
d How often does Shannon surf?
6 old 7 public 8 full-time
e I read a newspaper every morning.
4 f Michael is often tired.
1 Melbourne 2 Tokyo 3 Bogotá 4 Atlanta 5 China 4c (page 32)
6 Vanuatu 7 Australia 8 Moscow
1
1b 2c 3a 4d 5h 6e 7f 8g
Unit 4
2
4a (pages 28 and 29) 1h 2g 3a 4c 5b 6e 7f 8d
3
1 2, 3, 5, 6
1 play a musical instrument 2 watch a movie 3 meet
friends 4 play video/computer games 5 do taekwondo 4
6 play golf 7 go hiking 8 go to the gym 1F 2T 3F 4F 5F 6T 7T
2 5
1 No 2 Yes (judo) 3 Yes 4 No 5 Yes, sometimes 1 can’t 2 English well 3 can
4 can’t 5 well 6 How well can you
3
1c 2d 3a 4e 5b 4d (page 33)
4 1
1 swimming 2 singing 3 living 4 going 5 running
1 22 2 American and Italian 3 English, Italian, and French
6 watching 7 fishing 8 cycling
4 tennis and basketball 5 plays the guitar
6 2
1 We like listening to music. 1c 2f 3e 4a 5b 6g 7d

4 5
1a 2b 3a 4a 5b 1 Yes 2 Yes 3 Don’t know 4 No 5 Yes 6 Don’t know
7 Yes 8 Don’t know
5
1 speaking 2 doing 3 playing 4 painting 5 going 6
6 watching 1C 2U 3U 4C 5U 6C 7C 8C 9 U 10 C
6 7
Students’ own answers. 1 some 2 an 3 a 4 some / any 5 any 6 a 7 an 8 some
4e (page 34) 5b (pages 38 and 39)
1 1
1E 2B 3C 4A 5D 6F 1 a lot of 2 a lot of 3 a lot of / many 4 a lot of / much
5 a lot of / many 6 a lot of / many 7 a lot of 8 a lot of /
2 much
1 the office 2 the cycling race 3 Sandy’s cousin Circle: 1, 3, 5, 7
4 Sandy 5 the cyclists 2
1c 2d 3a 4b 5e 3
1 water 2 bread 3 lemons 4 juice 5 eggs
4 6 coffee 7 salt 8 chocolate
Example answer:
Hi Matt 4
I can help you. I’m good at fixing computers and printers. 1 bag 2 bottle 3 piece 4 can 5 packet 6 kilo 7 slices
I can come to your office later today. Yes, I’m interested in 8 glass
going to the restaurant. That sounds great. Where is it?
5
1d 2b 3e 4c 5f 6a
6
1 1 sparkling water 2 a kilo 3 a bottle 4 a piece of
1 go shopping 2 play chess 3 listen to, the radio chocolate 5 a slice 6 a can
4 do, homework 5 Read the article 6 meet clients
7 time, spend 8 watch TV
7
1 How much rice do you want?
2 2 How many apples do you want?
Collocations in the text: go to work, spend all day, use … 3 How much bread do you want?
computers, spend an hour a day, visit … sites, play … games, 4 How many eggs do you want?
send emails, watch videos, do online shopping, browse the 5 How much pasta do you want?
internet 6 How many packets of pasta do you want?
7 How much chocolate do you want?
3 8 How many bananas do you want?
1 Washington 2 twins 3 harp 4 polar bears 8
5 Arctic 6 cliff diving 7 highlining 8 judo
a2 b4 c7 d5 e3 f6 g1 h8
5c (page 40)
Unit 5
1
5a (pages 36 and 37) a1 b3 c2
1 2
1a 2b 3b 4a 5b 1a 2c 3b 4c 5b 6c
2 3
1–2 onions/peppers 3–4 lemons/grapes 5–6 butter/ 1d 2c 3b 4a
milk 7 rice 8–9 chicken/lamb 10 salt 4a
3 It is stressed in all the sentences.
11 22 33 41 52 62 71 81 91 10 2
11 1 12 2 13 3 14 2 5d (page 41)
4 1
1d 2e 3c 4b 5a 1 Appetizers 2 Soups 3 Main Dishes 4 Salads
5 Desserts 6 Drinks

2 Unit 6
A glass of still water bottle, sparkling
Onion soup tomato 6a (pages 44 and 45)
Large green salad small
Cheesecake no dessert
A cup of tea coffee
1
1 one thousand years ago
3 2 metalwork and beautiful objects
a Can I get you anything? 3 in a field near the city of Birmingham
b Here is the menu. 4 1,500
c I’d like some water. 5 thousands
d I’ll have a small green salad. 6 nearly £3.3 million
e Could I have the bill?
f I’d like a cup of coffee.
2
g That was very good. 1 was 2 wasn’t 3 were 4 was 5 was
h Are you ready to order? 3
1b 2a 3c 4h 5d 6g 7f 8e 1 Who was the President of the United States in 1801?
5 2 Was there a road from the east to the west coast?
1 I’d like 2 We would like 3 They’d like 4 He would like 3 Who were the leaders of the group the president sent?
4 When was Sacagawea’s face on the US gold dollar coin?
5e (page 42) 4
We stress the verb in negative sentences.
1 2 He wasn’t on the dollar.
1 Mix 2 Chop 3 Pour 4 Put 5 Spread 6 Slice 5 They weren’t Spanish.
2 5
1 store, but you can also make 1 in 2 this 3 of 4 on 5 last 6 when 7 during
2 You need the following: an egg, some
3 Put the flour 6
4 mix the egg and olive oil 1 lived 2 worked 3 discovered 4 agreed 5 studied
5 Next, you need a pasta machine 6 tried 7 received 8 died
6 Put the pasta 7
7 cut the pasta into long,
1 /t/ 2 /d/ 3 /ɪd/ 4 /ɪd/ 5 /t/ 6 /ɪd/ 7 /d/ 8 /ɪd/
4
8
Example answer:
1 Crack the eggs into a bowl. 1 traveled 2 was 3 arrived 4 died 5 discovered
2 Pour some milk into the bowl. 6 pulled 7 were 8 learned
3 Mix the eggs and milk.
4 Pour the mixture into a frying pan and cook. 6b (pages 46 and 47)
5 Put the scrambled eggs on a plate.
1
1
G O T
1 R
1 chips 2 mobile phone 3 lift 4 pavement
5 biscuit 6 motorway 7 petrol 8 football 9 full stop E 2
L
2 W
3
E N 4
T M
5
A D E
a6 b3 c2 d1 e9 f4 g8 h7 i5 O E F
3 B
6
R O U G 7
H T T
1 petrol ➙ gas 2 lift ➙ elevator 3 mobile ➙ cell K A
4 biscuit ➙ cookie 5 football ➙ soccer
6 motorway ➙ freeway 7 full stop ➙ period 8
D I D
4 3
a1 b4 c5 d6 e2 f7 g3 h8
1 left 2 went 3 died 4 tried 5 didn’t survive 6 flew
6 7 won 8 didn’t win 9 came 10 went 11 broke
kabsa: Saudi Arabia; chicken (or fish), onion, salt, pepper, 4
spices, tomatoes, rice, nuts, raisins, eggs
1 Q: Where did Magellan travel to first?
pizza: Italy; flour, tomatoes, cheese, olive oil, salt
A: To a port in Brazil.
ceviche: Peru; fish, lemon juice, onions
2 Q: Where did he die after many years of traveling?
spaghetti Bolognese: Italy; carrots, meat, onions, tomatoes
A: In the Philippines.

3 Q: What did Raymond Orteig offer in 1919? 2
A: He offered $25,000 to the first pilot to fly non-stop from Dear Barbara,
New York to Paris. Thank you for your time in Salt Lake City. I was pleased with
4 Q: When did Charles Lindbergh fly from New York to Paris? our work and I enjoyed our meal at the restaurant. See you
A: In 1927. again next year.
5 Q: How did Ellen MacArthur do in her race in 2001? Best regards, Mike
A: She came in second.
6 Q: How fast did she sail/go around the world in 2004? 3
A: In 71 days, 14 hours, 18 minutes, and 33 seconds. Dear Mr. Smith,
5 Thank you very much for your interest in our tours.
Please find enclosed the brochure for our vacations.
Check photos 2, 3, 4, 6 I look forward to hearing from you in the future.
6 Yours sincerely, Michael Lee
1b 2g 3a 4d 5f 6c 7e
7
In 2001, I lived in France. I studied French at college. After 1
college, I wanted to live in France, so I returned in 2003. I 1 nightclub 2 basketball 3 apple juice 4 handbag
worked in a currency exchange office in Paris. I liked the job 5 ice cream 6 tourist office 7 bookshelf
and I traveled all over the country on weekends. Last year, I 8 video games 9 cell phone
started a job in a bank and I married a French woman. 3
1 George Washington: US / first president of the US
6c (page 48) 2 Frida Kahlo and Diego Rivera: Mexico; artists
3 Arthur Honegger: Switzerland; composer
1 4 Ichiyo Higuchi: Japan; writer
a3 b1 c2 5 Samuel Pepys: England; writing a diary
2
1 a, c 2c 3b 4a 5b 6 b, c
Unit 7
3
1 down 2 about 3 to 4 in 7a (pages 52 and 53)
6d (page 49) 1
1d 2b 3a 4c
1
1 How 2 Did 3 Was 4 What 5 Where 6 Who 7 Were 2
1 6 million 2 3.5 3 200,000 4 1,000 5 13,000 6 1,500
2
a3 b5 c2 d1 e4 3 and 4
1 are longer than any other bird
3 2 are more dangerous and difficult
1 JJ 2K 3L 4K 5 JJ 3 is colder than other parts of the world
4 4 for longer than two hours
1 funny 2 bad 3 terrible 4 boring 5 fine 6 great 5
6 1 shorter 2 easier 3 bigger 4 busier 5 cheaper
6 sadder 7 wetter 8 nicer
6
6e (page 50) 1 cheaper 2 hotter 3 more expensive 4 faster 5 safer
6 older 7 better 8 worse
1
7 and 9
1 Hi 2 Thanks 3 Love 4 Thank you for 5 See you
6 Best regards 7 Dear Mrs. 8 Thank you very much 1 My brother is shorter than me.
9 I look forward to 10 Yours sincerely 2 Walking is slower than cycling.
3 I think rock climbing is more difficult than surfing.
2 4 Giraffes are taller than elephants.
Example answers: 5 Camping is cheaper than staying in a hotel.
6 Canada is bigger than Iceland.
1 7 A taxi is more expensive than a public bus.
Hi! 8 Cities are more crowded than towns.
Thanks for the money! Here’s a check.
It was very useful!
See you soon.
Love, Mike

7b (pages 54 and 55) 4 The meeting was long and boring because the managing
director spoke for two hours!
1 5 The restaurant didn’t take credit cards, so I paid cash.
6 The hotel restaurant was closed, so we went into the center
1 fly 2 drive 3 ride 4 take 5 sail 6 travel of town for a meal.
2 3
1b 2a 3d 4c Example answer:
3 I took a train across the country. We went past mountains and
1F 2T 3F 4F 5T 6T 7F 8T there was snow. Suddenly we stopped. The train couldn’t move
because there was a lot of snow on the tracks. It was night.
4 We spent hours on the train and it was very cold. Fortunately,
1 shortest 2 easiest 3 biggest 4 slowest 5 cheapest a man on the train had a guitar and he played songs. In the
6 fastest 7 saddest 8 nicest morning, the sun melted the snow, and the train finally started
moving again.
5
1 highest 2 best 3 largest 4 shortest 5 most populated Wordbuilding / Learning skills (page 59)
6 furthest 7 easiest
6a 1
Land: bicycle, car, drive, train, walk, wheels 1 take 2 go by 3 drive 4 travel 5 travel by / go by
Sea: boat, sail, ship 6 take / have 7 sails 8 ride
Air: airplane, fly, hot air balloon, wings 2
6b 1c 2a 3b
Students’ own answers. 4
1 Male saiga antelopes can walk 35 kilometers a day.
7c (page 56) 2 Loggerhead turtles travel 14,000 kilometers in fifteen years.
3 Tree frogs travel 30 meters to lay eggs.
1 4 The Mariana Trench is 11 kilometers deep.
a3 b1 c4 d2 e5 5 James Cameron found 68 new species at the bottom of the
2 Mariana Trench.
1 biggest 2 fast 3 quiet 4 interesting 6 The ruins at Ciudad Perdida in Colombia are over a
5 fantastic, beautiful 6 hottest, best thousand years old.
7 famous, popular
3
1d 2b 3c 4a
Unit 8
7d (page 57) 8a (pages 60 and 61)
1 1
1 change 2 borrow 3 lend 4 spend 5 pay 6 buy 1 suit 2 pants 3 jeans 4 hat 5 skirt 6 belt
7 dress 8 socks
2 Mystery word: sneakers
1 No 2 Yes 3 No 4 Yes
2
3 1j 2s 3t 4b 5s 6o 7r
1d 2e 3a 4h 5b 6g 7c 8f
4
4 1a 2d 3b 4c
1J 2L 3J 4L
5
7e (page 58) 1 No 2 England 3 the United States 4 on a reservation
5 red and black 6 long and black 7 selling things
1 8 traditional, with a red dress and white hat
1 a bicycle ride 2 fifteen kilometers 3 faster 6
4 very busy 5 lots of cars 6 quieter 7 other animals 1 isn’t wearing, ’s wearing 2 ’s buying, isn’t selling
8 trees and flowers 9 in the summer 10 hotter 3 isn’t taking, ’s designing 4 isn’t playing, ’s reading
11 hot and tired 12 grandmother 13 cold drinks
7
2
1 What’s Max wearing?
1 The bus was canceled, so we waited for the next one. 2 Is Trisha buying or selling clothes?
2 The flight was canceled because the weather was 3 What is Georgio doing?
terrible. 4 Is Tim playing a video game?
3 The food was hot and spicy, so we drank a liter of water
with our meal.

8 2 Well done on your exam! Let’s go for dinner to celebrate.
1 comes 2 ’re staying 3 take 4 are, standing 3 Great to see you yesterday! Hope to see you again soon.
5 Do, know 6 ’m walking 7 Are, learning
4
8b (pages 62 and 63) Students’ own answers.
1 Wordbuilding / Learning skills (page 67)

1 head 2 ear 3 mouth 4 shoulder 5 hair 6 eye 7 nose
8 neck 9 arm 10 hand 11 leg 12 foot 1
1 Put on 2 get up 3 eat out 4 Look at 5 call, back
2 6 Take off 7 look up
1 foot 2 hand 3 neck 4 back 5 leg 6 shoulder
7 knee 8 arm 3
1 T (put on) 2 I (get up) 3 I (eat out) 4 T (look at)
3 5 T (call back) 6 T (take off) 7 T (look up)
1 Eyes 2 Head 3 Arms 4 Legs 5 Mouth 6 Body
4
4 1 in the Philippines 2 Rags2Riches 3 Papua New Guinea
1F 2T 3F 4T 5T 6T 7F 4 a human tower 5 South Korea 6 to find out how
important these colors are in children’s lives
5 7 Reinier Gerritsen 8 the KISS rules
1 have 2 are 3 are 4 has 5 is 6 has
8c (page 64) Unit 9

1
Check 1, 3, 5, 6, 7, and 9 9a (pages 68 and 69)
2 1
1 Yes 2 No 3 No 4 Not Given 5 No 6 Yes 7 No 1–3 actor, audience, musical
8 Yes 4–6 actor, audience, movie
3 7–8 artist, painting
9–11 audience/fan, music, musicians
1 We like buying new clothes. 2 Your new dress is like mine.
12–13 fan, team
3 These shoes are like my old ones. / My old shoes are like
these ones. 4 I don’t like my uniform. 2
4 1 romantic comedy 2 horror 3 documentary
4 animated 5 Science fiction 6 comedy
1 1 and 4 2 2 and 3
3
8d (page 65) 1d 2b 3c 4a
1 4
1 a family 2 dinner 3 the boy 4 serious / hungry 1a 2b 3a 4c 5a 6b 7c 8c
5 The women’s hats and clothes are from that region.
5
2 1d 2b 3e 4c 5f 6a
1 This photo 2 On the right 3 in the middle
4 beside her 5 The family looks 6 They are wearing 6
7 I think 8 The photo is interesting 1 ’m going to watch 2 ’re going to play 3 ’s going to buy
4 ’s going to meet 5 ’re going to have 6 ’re going to make
4
1 listen 2 who 3 Wednesday 4 climb 7b
5 what 6 knee 7 blonde 1 / tə / 2 / tə / 3 / tuː / 4 / tə / 5 / tuː / 6 / tə /
8e (page 66) 9b (pages 70 and 71)
1 1
1 Don’t add 2 Use 3 long 4 one sentence 1e 2c 3d 4h 5a 6g 7b 8f
5 less formal 6 can 2
2 1d 2c 3b 4a 5f 6e
1 Can 2 let’s 3 See 4 me 5 meet 6 Well 7 free 8 Bye 3
3 1 funny 2 interesting 3 violent 4 scary 5 exciting
Example answers: 6 boring
1 In San Diego today, can we meet for lunch 12 to 2?

4 it’s a really interesting story. My only negative comment is the
1 I’m going to borrow this book to read about filmmaking. music. It sounded very loud.
2 I’m going to download this song to listen to it. 3 Digital Hero II is a new computer game. The graphics on
3 I’m going to book tickets to see a play. the screen look modern, but I felt a little bored at times
4 I’m going to buy this movie to watch it later. playing it. I think that’s because it isn’t very different to
5 I’m going to evening classes to learn French. Digital Hero I.
6 I’m going to drama school to study acting.
5
: concert, horror, program, scary 1
: theater, comedy, fantasy, gallery 1 student 2 musician 3 writer 4 painter 5 explorer
6 artist
: exciting
: animation, documentary 2
1 watching 2 listen 3 on 4 at 5 much 6 play
6 7 interesting 8 handsome
1 to make his next movie
2 to live there for two years 3
3 to play their new songs a4 b6 c7 d1 e2 f3 g5
4 to watch a TV documentary
5 to show the artist’s most famous paintings
6 to book tickets Unit 10
9c (page 72)
1
1 birds 2 trees 3 fruit 4 kangaroos 5 mountain 1
6 leaves 7 rock 8 sea 1 geography 2 chemistry 3 IT 4 physics
5 biology 6 literature 7 history 8 mathematics
2
The play: 2 The book: 1 The movie: 3 2
1 literature 2 IT 3 history 4 biology
3
1T 2F 3T 4T 5F 6T 7F 8T 3
First question: c
9d (page 73) Second question: a
Third question: b
1 4
1 to a meeting 2 They are free. 3 tomorrow night
1 in 1901 2 Canada 3 the length of the sounds
4 He’s working late. 5 at seven 6 outside Max’s office
4 sending messages 5 in the first century
2 6 north and south 7 the Blue team
1 Do you want 2 would you like to 3 I’d love 4 Are you 5
5 I’m sorry 6 Let’s meet 7 That’s 8 See you
1 ’ve learned 2 haven’t called 3 ’s forgotten 4 hasn’t
3a understood 5 ’s rained 6 ’ve answered 7 haven’t had
1J 2L 3J 4L 6
4 1 Have you ever used 2 ’ve used 3 have you ever made
Students’ own answers. 4 haven’t 5 ’ve never seen 6 ’ve done 7 has 8 ’s left
9 ’ve pressed 10 Have you turned 11 haven’t
9e (page 74) 7
1 loud 2 worried 3 well 4 very old 5 good 6 delicious 8
2 a4 b5 c5 d3 e5 f3
1 sounds 2 tastes 3 feels / felt 4 look 5 smells 9
3 a I’ve printed the photos.
b She hasn’t sent a letter.
Example answers: c Have you ever studied Spanish?
1 The Alhambra is a new Middle Eastern café in the center of d No, I haven’t.
town. Its sandwiches taste delicious. There’s a nice mix of old e Has he sent the email?
and new furniture, and the staff is very friendly. f Yes, he has.
2 War Horse is a play at the theater about a horse named Joey
during the war. The horse looks amazing on stage and also

10b (pages 78 and 79) 3
1 Call Stacey back.
1 2 Send everyone a letter.
1b 2d 3a 4c 3 Take Mr. D’Souza to the station.
4 Buy more paper.
2 5 Print these reports, please.
1 Reason 1: It’s a historic city with lots of interesting places 6 Call the hotel.
to visit. Reason 2: It has difficult roads.
2 Because visitors can get lost in the old streets. 4
3 in 1865 4 over two years 5 No. 6 No. 1 Name of caller: Lisa Farrell
7 The hippocampus. It stores memories. Message for: Dr. Nakao
8 It’s bigger than in the brains of other people. Message: Meet her in the hotel reception at 2 p.m.
2 Name of caller: Richard Nowitz
3 Message for: Dan Moore (Design)
1a 2c 3a 4c 5b Message: Email the designs before 12 tomorrow.
His email is r_nowitz@nowitz.com.
4 Urgent ✓
1 do 2 done 3 went 4 forget 5 forgotten 6 made 3 Name of caller: Jane Lloyd
7 see 8 took 9 taught 10 win Message for: Christine
5 Message: Friend of George. Interested in renting the room.
Call her on 618-555-8823 or email her:
1 taken / taught / done 2 won 3 do 4 teach
j36.lloyd@hotmail.co.us.
5 made / won 6 taken 7 forgotten
6 Wordbuilding / Learning skills (page 83)
1 Have, taken, took 2 Have, studied, studied
3 Have, taught, ’ve taught 4 Have, learned, learned 1
1 send 2 Study 3 memorize 4 Search 5 show 6 find
10c (page 80) 7 call 8 stop working
1 2
1h 2e 3b 4c 5g 6f 7a 8d 1 a forget, b remember 2 a take, b leave
3 a teach, b learn 4 a receive, b send
2
4
1 Nearly every day
2 Mid-morning, Late afternoon Example answers:
Other comments: Why not open in the evening? a biology, chemistry, geography, history
3 Coffee, Tea, Cake b send people into space, make robots
4 It’s near the office, it’s quiet, and there’s always a free table. c make things invisible, teleport
d doing exercise, brushing your teeth, practicing an
3 instrument
1 get; e 2 give; b 3 wake; d 4 go; a 5 dress; c
10d (page 81) Unit 11

1
1a 2c 3a 4b 5b
2 1
1g 2b 3d 4e 5a 6h 7c 8f 1 camping 2 sightseeing 3 backpacking 4 hiking
3 2
1 three 2 A 3 afternoon 4 seven 1b 2a 3e 4d 5c
10e (page 82) 3

1 Asia 2 a coat and a sweater 3 England 4 People
1 drive on the left. 5 Everyone 6 the US embassy in your
country 7 a phrase book 8 in smaller towns 9 before
1 at 2 dot com 3 slash 4 dash 5 www dot
10 when paying for a hotel or a meal in a restaurant
6 double slash 7 colon 8 dot org 9 underscore
10 dot co dot uk 4
2 Down: 1 visa 2 left 3 cultural 4 currency
Across: 4 climate 5 temperature 6 license
1 h_schmitt@hotmail.co.de
2 www.concordia.com 5
3 www.instolisten.org/dailypod-2 1a 2c 3b 4c 5c 6a 7b 8a

6 2
1 flight DL3345 have to go to 1 Do 2 Do 3 Don’t 4 Do 5 Don’t 6 Don’t 7 Do
2 You can’t carry, in your bag 8 Do
3 in business class don’t have to wait
4 with children can get on the plane 3
1 thing 2 where 3 body 4 thing 5 body 6 where
7 7 thing 8 body
1 /hæftə/ 2 /hæftə/ 3 /haeftuː/ 4 /haeftuː/ 5 /hæftə/
6 /haeftuː/ 4
1 anybody 2 something 3 nowhere 4 anything
11b (pages 86 and 87) 5 Nobody 6 somewhere 7 Somebody 8 anything
1 11d (page 89)

1 round-trip ticket 2 sightseeing 3 check in, carry on
4 rent 5 tour guide 6 souvenirs 7 book 1
1F 2T 3T 4F 5T 6T 7T
2
1 Yes 2 Yes 3 Don’t know 4 No 5 Don’t know 6 Yes 2
7 Yes 8 No 1 Can I make a suggestion?
2 You should go to Morocco.
3 3 You could travel on your own.
1d 2e 3b 4c 5a 4 Why don’t you go with a tour?
5 How about booking a vacation package?
4
1 should 2 shouldn’t 3 should 4 should 5 shouldn’t 3
6 should a5 b4 c2 d3
5 4
1 You should book a hotel room. Students’ own answers.
2 He shouldn’t work late.
3 Should we buy a ticket here? 5
4 She should check in her bag. 1 /ʌ/ 2 /ʊ/ 3 /ʌ/ 4 /ʊ/ 5 /uː/ 6 /uː/
5 You shouldn’t rent a car.
6 What should we eat? 11e (page 90)
6 1a
Hi! 1 Did 2 Was 3 How many 4 How 5 Would 6 Were
I’ve booked my tickets and I’m arriving on the 21st! Before I 7 What 8 Why
arrive at your house, I’m going to travel around the country.
Should I rent a car or go by public transportation? Also I’m 1b
going to spend some time in the capital. What should I see a3 b1 c4 d2 e5 f8 g6 h7
there? And should I book my hotel in advance? Can you give
me any advice? Oh! And what’s the weather like? Is it cold? Wordbuilding / Learning skills (page 91)
Should I bring lots of clothes?
See you soon! 1
Mike 1 manager 2 photograph/photo/photography
7 3 photographer 4 study 5 backpacker
6 visit 7 visitor 8 blogger 9 design 10 designer
Example answer:
Dear Mike, 2
I’m really happy that you’re coming! Here is my advice: 1 manage 2 photograph/photo 3 student 4 backpack
When you travel around the country, you should go by public 5 visitor 6 blog 7 designer
transportation because it’s cheaper than renting a car and
there are lots of buses and trains. 3
In the capital city, you should see the parliament buildings photograph (3) / photo (2) / photographer (4)
and the old castle. study (2) student (2)
For hotels, I think you should book a room online. It’s very easy. backpack (2) backpacker (3)
At the moment the weather is very cold, so you should bring visit (2) visitor (3)
a warm coat! blog (1) blogger (2)
See you soon! design (2) designer (3)
4
11c (page 88)
a2 b1 c4 d5 e6 f3
1
Greece, South Korea

Unit 12 3
1 old; 49 years old 2 high; 39 km above Earth
3 tall; 100 m 4 well; very well 5 long; 10 minutes
12a (pages 92 and 93) 6 fast; 1,342 km/h 7 far; 31 km
1 12d (page 97)

1 Arctic Circle 2 North Pole 3 Northern hemisphere
4 Equator 5 Antarctic Circle 6 South Pole 7 Southern 1
hemisphere 1 Jamaica 2 the first Friday 3 50,000
2 4 everyone from schoolchildren to businesspeople
5 in local parks and communities
1c 2b 3e 4a 5f 6d
6 in the gardens of a home for old people
3 7 have a National Tree Planting Day
1 14,000,000 km2 2 0°C 3 2.5l 4 30% 5 130 m 2
6 419,455 kg
1c 2g 3b 4a 5f 6d 7e
4 3
1d 2a 3b
1 Today, I’d like to talk about an important day.
5 2 First of all, my country’s national day is on July 4th.
1a 2b 3a 4b 5c 6a 3 Since then, people have always celebrated this day.
4 Nowadays, everyone has a day off.
6 5 Next, families have a big meal together.
1 cars will 2 houses will 3 children won’t 6 In conclusion, I really think it’s important.
4 the summer won’t 5 the winter will 6 people won’t
7
12e (page 98)
1 ’ll 2 ’ll 3 will 4 ’ll 5 will 6 will 7 ’ll 8 ‘ll 1a
12b (pages 94 and 95) Possible answers:
1 Everyone is invited to our New Year’s Party!
2 The Annual Party is at the Town Hall on May 1st.
1 3 There is a huge sale at the Big Bed Shop all this week.
1 island 2 Ocean 3 forest 4 mountain 5 Lake 6 Sea 4 You can eat delicious sandwiches at Jill’s Café.
7 River 8 Desert 5 Visit the website www.greenfest.org for details.
2 6 The entrance to the disco is free.
7 Listen to live music and look at local art at the Mayberry
1 the 2 – 3 – 4 the 5 – 6– 7 the 8 – 9– Arts Festival.
10 the 11 the 12 the 8 You are welcome to our Midsummer Party at nine.
3
2 Which ocean is the Madagascar in? 1b
4 Where is the Lake Vostok? Possible answer:
6 Where is the Mount Ararat? You are invited to plant a tree on October 7th for National
5 Tree Planting Day. We will give you free seeds to plant
in the local park. There will be lots of people there
1b 2d 3a 4c 5e and lots of entertainment, so bring the whole family.
6 We’ll have hot and cold food, and local stores will sell
Check 1, 3, 5, 7 environmentally friendly products. We’ll also have
presentations about how to help the environment and
7 information about gardening. The event is in Tenant Park.
Kamchatka is a region in eastern Russia. It’s about as big as It starts at two o’clock, and it finishes at five o’clock. The
California, but only half a million people live there. A lot of the entrance is five dollars for adults, and free for children
area is unexplored, and there aren’t many roads. Also, it has under 16. You can call us at 317-555-9001 for more
more than 300 volcanoes. It’s a good place for animals, and it has information.
many brown bears. Different types of salmon live in the rivers.
12c (page 96)
1
1 1 depth 2 height 3 weight 4 length 5 width
1 star 2 planets 3 orbit 4 Astronomers 2
5 rock 6 travel
1 a long b length 2 a height b high 3 a weight b weigh
2 4 a deep b depth 5 a wide b width
1a 2b 3b 4a 5b 6a

3
Adjectives: long, high, deep, wide
Verb: weigh (note the adjective for weigh/weight is “heavy”)
6
1 914 trillion liters: the amount of rainfall on Earth every day
2 37 Earth days: the length of a year on Gliese 581g
3 12th century: when Al-Idrisi made his map of Earth
4 18 trillion: distance in kilometers between Earth and
Gliese 581g
5 (over) 20 million: the number of people at the first Earth Day
in 1970


Life 2 - 2nded - TB

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The following new and updated features of Life, Second Edition

are based on extensive research and consultation with teachers

Shoppers in a shopping mall tunnel featuring 400 QR codes

Life Teacher’s Guide

Australia • Brazil • Mexico • Singapore • United Kingdom • United States

SAMPLE COPY, NOT FOR DISTRIBUTION

Cover: © VCG/Getty Images.

Printed in China by CTPS

SAMPLE COPY, NOT FOR DISTRIBUTION

Student Book Contents iv

Introduction and Unit Walkthrough viii

Units 1 to 12: Notes and Answer Key 9

Student Book Communication Activities 153

Teacher Development 182

Workbook: Answer Key 192

SAMPLE COPY, NOT FOR DISTRIBUTION iii

VIDEO: World party page 18 REVIEW page 20

VIDEO: A thousand words page 30 REVIEW page 32

VIDEO: Cowley Road page 42 REVIEW page 44

VIDEO: Urban biking page 54 REVIEW page 56

VIDEO: The world food quiz page 66 REVIEW page 68

VIDEO: Objects from the past page 78 REVIEW page 80

SAMPLE COPY, NOT FOR DISTRIBUTION v

VIDEO: The final journey page 90 REVIEW page 92

VIDEO: Filming wildlife page 114 REVIEW page 116

VIDEO: Baby math page 126 REVIEW page 128

VIDEO: Tiger tourism page 138 REVIEW page 140

VIDEO: Earth University page 150 REVIEW page 152

SAMPLE COPY, NOT FOR DISTRIBUTION vii

Before you watch

SAMPLE COPY, NOT FOR DISTRIBUTION Introduction ix

SAMPLE COPY, NOT FOR DISTRIBUTION Introduction xi

The unit lesson headers let students

The long journey

F E AT U R E S 1 Work in pairs. Look at the photo of a ladybug. Why do you

905633_U07_081-092_HiRes_doubleink_032118.indd 81 22/03/18 4:19 PM

SAMPLE COPY, NOT FOR DISTRIBUTION Introduction xiii

The primary focus is on the

learner’s attention is drawn to

Target grammar is presented

through a variety of voices

and listening on these first

Filmmaker James Cameron with his

The independent wordbuilding syllabus offers

belong to the same morphological area. or by plane?

work on the train. 4 69 Work in pairs. Compare your notes from

905633_U07_081-092_HiRes_doubleink_032118.indd 84 22/03/18 4:19 PM

learner’s perspective is on content and fluency rather than

905633_U07_081-092_HiRes_doubleink_032118.indd 85 22/03/18 4:19 PM

SAMPLE COPY, NOT FOR DISTRIBUTION Introduction xv

Word focus time

taxi drivers, or people walking in the streets.

For a very different kind of Colombian city, take a D

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2 72 Listen to three conversations about money.

905633_U07_081-092_HiRes_doubleink_032118.indd 88 22/03/18 4:20 PM

SAMPLE COPY, NOT FOR DISTRIBUTION Introduction xvii

7e The end of the road

5 Work in pairs. Exchange your travel blog posts. Use

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7f The final journey

This section introduces

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