Achievers A1+ Teacher Book PDF

Teacher’s Book
A1+
Terry Prosser
Richmond ®
58 St Aldates
Oxford OX1 1ST
United Kingdom
© 2016 Richmond/Santillana Educación, S.L.
Additional material by Patricia Chappell
Publisher: María Lera

Senior Commissioning Editor: Tom Hadland
Managing Editors: Ruth Goodman, Catherine Richards
Editorial Team: Brígido Adán Lozano, Stephanie Bremner, Ben Pincus, Paloma Rodríguez Esteban
Cover Design: Marisela Pérez

Design: Dave Kuzmicki, Colin Stobbart
Photo Research: Magdalena Mayo
To consult the credits for the material reproduced here, refer to Achievers A2 Student’s Book.
Printed in Spain
ISBN: 978-84-668-2962-5
CP: 657487
DL: M-7987-2016
All rights reserved.

No part of this work may be reproduced, stored in a retrieval system or
transmitted in any form, electronic, mechanical, photocopying or
otherwise without the prior permission in writing of the Publisher.
Every effort has been made to trace the holders of copyright,

but if any omissions can be rectified, the publishers will be
pleased to make the necessary arrangements.
TOEFL Junior® is a registered trademark of Educational Testing Service (ETS).

This product is not endorsed or approved by ETS.
The publisher would like to thank all those who

have contributed to the development of this course.
Teacher’s Book
Terry Prosser A1+
Introduction and course highlights ................................................... page 2

Student’s Book ................................................................................................. page 4
Exam preparation with Achievers ....................................................... page 8
Workbook .......................................................................................................... page 10
Teacher support ............................................................................................ page 12
Teacher’s i-Book ............................................................................................ page 14
Student’s Book contents .......................................................................... page 16

Starter A, B, C and D .................................................................................... page 18
Unit 1 – Free time ......................................................................................... page 30
Unit 2 – School is cool! .............................................................................. page 56
Unit 3 – Party time! .................................................................................... page 82
Review – Units 1-3 ..................................................................................... page 108
Unit 4 – Wonderful world .................................................................... page 114
Unit 5 – Let’s go out .................................................................................. page 140
Unit 6 – Long ago ....................................................................................... page 166
Review – Units 4-6 .................................................................................... page 192
Unit 7 – Wild world .................................................................................. page 198
Unit 8 – Getting away ............................................................................. page 224
Unit 9 – Digital world .............................................................................. page 250
Grammar Reference ................................................................................ page 301
Prepare for Cambridge Exams .......................................................... page 310
Prepare for the TOEFL Junior® Test ................................................ page 312
Stories .............................................................................................................. page 352
Face 2 Face .................................................................................................... page 360
Pronunciation ............................................................................................. page 361
Communication ......................................................................................... page 366
ACHIEVERS
Achievers is a multi-level course aimed at Each Achievers unit has a number of key features
ambitious teachers who want their teenage which make the course unique:
students to achieve their very best in English.
Achievers aims to motivate and challenge LARGE VOCABULARY SETS
students at every step of the learning process.
Achievers has an ambitious vocabulary and

grammar syllabus and contains thorough and
regular practice of all the key skills – Reading,
Listening, Speaking and Writing.
Achievers has a full component package

including:
● Student’s Book
● Workbook
The Vocabulary lessons contain large numbers of items, both
revised and new, higher level items, which consolidate and
● Teacher’s Book extend students’ personal vocabulary.
containing complete teaching notes EXAM PREPARATION

and reference material
● Teacher’s i-book
for interactive whiteboards
● Teacher’s Resource Book
containing a complete pack of photocopiable

tests and activities as well as further
supplementary worksheets
● Teacher’s Audio Material Pack
containing all the audio for the course

on six CDs
Every unit has Cambridge and TOEFL® exam preparation

lessons based on the language learnt in the unit.
FAST FINISHERS
Every Achievers unit contains four varied Fast Finishers to keep

stronger students busy.
2
COURSE HIGHLIGHTS
WORD ZONE REGULAR SPEAKING ACTIVITIES
All lessons include speaking activities to allow students to share

their prior knowledge of topics, to reflect on them afterwards,
Each Reading lesson features Word Zone, which focuses on a and to practise new language.
useful vocabulary building area seen in a natural context.
CHALLENGE
LISTENING
A whole page of Listening helps develop this crucial skill, with

challenging, substantial listening situations.
The unique Challenge lesson gives students the chance to
prepare and carry out a variety of enjoyable and ambitious
FACE 2 FACE speaking tasks.
Face 2 Face pulls out common idiomatic spoken language

featured in the Listening scripts.
3
Student’s Book
STARTER LESSONS
● There are four optional Starter lessons at the start of the

Student’s Book – Starter A, B, C, D. They give an introduction to the
methodology of the main units, and contain basic grammar and
vocabulary that students at this level should be familiar with.
● Use as many or as few of the Starter lessons as you feel necessary
for your students, depending on which language areas you wish to
revise. The lessons are self-contained, and can be used in any order.
UNIT WALKTHROUGH
Reading
● There are two Reading texts per unit.
● The texts are substantial and cover a variety of modern, relevant
text types such as online blogs, websites, articles and stories.
● The Reading texts are exploited with challenging comprehension
activities and oral and personalized follow-up activities.
1 Each Reading lesson contains

a Word Zone, which highlights
a vocabulary area featured
in the text such as phrasal
verbs, collocations and set
expressions.
1
2
Vocabulary
● The two main vocabulary sets per unit are large – often 2 Extra interactive
practice
consisting of 20–30 items – and contain both familiar and
new, higher level items, to consolidate and extend students’
personal vocabulary.
● The vocabulary is practised through a variety of activities,
including oral and personalized activities.
4
STUDENT’S BOOK
Grammar
● There are two Grammar
sections, each containing a
grammar box with a summary
and examples of the grammar
area being dealt with. An 1
irregular verb list is also
included at the back of the
book.
● The Grammar Reference is also
available on the Teacher’s
3
i-book as Visual grammar
presentations – an animated,
step-by-step presentation.
● The lessons always contain
oral practice to allow students
2
to practise the language in a 4
spoken context and learn the
correct pronunciation.
● The language is practised in 1 A complete Grammar 3 Common spoken language 4 There is also a freer,
Reference with detailed is exploited in Face 2 follow-up interactive
a variety of carefully staged
explanations of each Face – students learn to activity where students
activities. grammar area can be recognize three idiomatic produce their own version
found at the back of the expressions in each lesson of the dialogues or give
book. that often occur in spoken their opinions on
2 Extra interactive practice English. a related topic.
Listening
● Each Listening section contains substantial and
challenging listening input to really stretch students
and develop their listening skills.
● A variety of real-world situations are featured,
including radio interviews, sports commentary,
cookery shows and game shows as well as everyday
conversations.
Challenge
● The Challenge lesson asks students to work in pairs or groups to
prepare and carry out an ambitious, fun speaking task that builds
on language learnt during the unit.
● Each Challenge lesson has a totally different task. It will feel fresh
and motivating.
● The Challenge lessons are in three stages: Preparation, Do The
Challenge, and Follow Up. Students have the opportunity to stretch
their skills as much as possible.
5
STUDENT’S BOOK
Interaction
● The Interaction lessons feature
3
1
three school friends who live in
the UK in a variety of everyday
situations.
● Students are given prompts or
role-cards to stimulate their
speaking, rather than entire 4
dialogues. This gives them the
autonomy that is necessary in
developing the speaking skills. 2
1 Common expressions from

the situations are given in
the Express yourself box.
This features language that
students will need to both use
and understand in order to
interact successfully.
2 Students listen to 3 Writing skill focuses on 4 In Your Turn To Write,

Writing the situations, focus an important language students are guided
on specific language area that students need step-by-step through the
● In the Writing section, students commonly used in each to master, in order to critical stages of planning,
work through a model written situation, and then have improve their ability to taking notes, writing and
the chance to interact produce good written checking that are needed
text, and then write their own themselves in Your Turn To texts. to produce their own text.
version. Speak.
Unit Reviews
● Each unit has an End-of-Unit
Review which revises the key
grammar and vocabulary.
● The audio for each Dictation has
built-in pauses to allow students
to write as they listen.
1 Each End-of-Unit Review

finishes with a Dictation. This
is a paragraph on a subject
related to the topic of the
unit. Each Dictation becomes
progressively longer towards
the end of the book. 1
6
STUDENT’S BOOK
Three-Unit Reviews 1
● There are Three-Unit Reviews
after units 1–3, 4–6 and 7–9. They
revise grammar and vocabulary
from the previous three units in
a fresh context.
● Each Three-Unit Review
contains practice of all the
key skills. They consist of a
substantial reading text, a
listening section, and a follow-
up speaking or writing section.
Video
● Each video contains an original short documentary 1 There is a video lesson 2 Each video lesson ends
which introduces a different English-speaking country after each Three-Unit with Find Out, where
from around the world. Review. In this section, students have the chance
students develop their to find out more about
● Students are introduced to some names, places or other skills in watching and an intriguing aspect of
cultural information before they watch. They find out understanding video, which the country’s culture that
the significance of these, and as well as learning more will increase their ability featured in the video.
interesting information about each country. to enjoy English-language
films and TV.
Stories
● Each Student’s Book contains
three original stories. They
have been specially written
for Achievers, with teenage
protagonists, and deal with
themes from the Student’s Book.
● The stories are rich in new
vocabulary. They contain
comprehension activities,
vocabulary exploitation and
follow-up speaking activities in
order for students to exploit them
as much as possible.
7
Exam preparation with Achievers
This section is aimed at teachers who are preparing their Prepare for Cambridge Exams
students for exams from the Cambridge English Language
Assessment range or from ETS. Each level of the Achievers ● There are nine lessons in the Student’s Book – one per
series focuses on the most appropriate exams for the level unit – covering the Cambridge Key exam. The content
of the book, so Achievers A1+ prepares students for the of the lessons follows the unit topics, so the lessons feel
Cambridge Key (KET) exam and for both the Standard and integrated and can be covered at any point during a unit.
Comprehensive versions of the TOEFL ● Each lesson focuses on a particular task from one of the
Junior® Test. papers of the exam; there is a balance of tasks from all
sections of the exam throughout the section. There is a
The Cambridge Key (KET) exam and the TOEFL Junior® Test series of activities carefully designed to give them practice
are internationally recognized qualifications in the skills they need to perform the task well, and
in English. familiarize them with the format of the task.
● The language level required to complete the activities is
the level of the corresponding Student’s Book unit.
● The Workbook contains a complete page corresponding
to each Student’s Book exams lesson, consisting of further
practice of the task focused on in the Student’s Book.
● There is accompanying audio for Listening tasks.
2
3
1 An exam-style activity at the

end of each lesson. Students
attempt this once they have
learnt about and prepared
for the task. They could do
this under exam conditions.
2 Help and advice to allow

students to maximize their
performance
3 Key information about

the task focused on in
this lesson
8
EXAM PREPARATION
Prepare for the TOEFL Junior® Test

● There are nine lessons in the Student’s Book – one per
unit – covering both the Standard and Comprehensive
versions of the TOEFL Junior Test®. The content of the
lessons follows the unit topics, so the lessons feel
integrated and can be covered at any point during
a unit.
● Each lesson focuses on a particular task from one of
the papers of the Test; there is a balance of tasks from
all sections of the exam throughout the section. There
is a series of activities carefully designed to give them
practice in the skills they need to perform the task well,
and familiarize them with the format of the task.
● The language level required to complete the activities is
the level of the corresponding Student’s Book unit.
● The Workbook contains a complete page
corresponding to each Student’s Book exams lesson,
consisting of further practice of the task focused on in
the Student’s Book.
● There is accompanying audio for Listening tasks.
1 An exam-style activity at the 2

end of each lesson. Students
attempt this once they have
learnt about and prepared
for the task. They could do 1
this under exam conditions.
2 Help and advice to allow

students to maximize their
performance
3 Key information about

the task focused on in
this lesson
9
Workbook
The Workbook provides practice of all the Student’s Book material for students to do
at home or in class. Every lesson in the Student’s Book has a corresponding page of
Workbook practice, on the same page number, for easy reference.
Starter lessons 2
● The grammar and vocabulary
from each Starter lesson are
consolidated in the Workbook
Starter pages.
Units 1–9
● Every language and skills
area from the Student’s Book 1
including the exams sections,
has a corresponding Workbook
page, which gives further
practice of the language or skill
in question.
● Student’s audio is provided
for Listening and Interaction
lessons, for students to continue
developing the listening skill
at home. Students access the audio 1 Word Zone Extra: 2 Want To Know More?:
material to listen or download on Consolidation and A vocabulary extension
the Achievers website. extension of Word section with a new set
Zone in the of vocabulary, related to
● Each unit contains a Webquest, Student’s Book the Student’s Book set,
where students can find out appearing twice per unit
more about topics featured in the
Student’s Book units online.
Three-Unit Reviews
● The grammar and vocabulary
from the previous three units is
pulled together in a number of
activities that provide intensive
language revision.
Video
● Students watch a new video
related to a cultural aspect of the
country featured in the Student’s
Book Video section. They
follow up by researching more
interesting aspects of the topic
to share with their classmates.
10
WORKBOOK
End-of-Unit Reviews Exams

● Students revise grammar and vocabulary from each unit ● The Exams sections help your students to prepare for
through a fun crossword and an error correction exercise. Cambridge or TOEFL exams.
● This page also contains I CAN statements which assess ● Each Exams lessons in the Student’s Book has a
students’ progress through the Common European corresponding page in the Workbook.
Framework. ● Each page
gives further
practice of
the exams
tasks
and skills
developed in
the Student’s
Book unit.
Writing Reference Vocabulary Bank

● The Writing Reference contains all the model texts from ● The Vocabulary Bank is a convenient unit-by-unit reference
the Student’s Book Writing lessons, with a number of key with all the key items from the Vocabulary sections in the
aspects of the text highlighted and explained, for students main Student’s Book units.
to refer to as they write their own texts.
11
Teacher’s Book
This Teacher’s Book is a complete resource for planning your lessons and teaching your classes. It contains:
1
5 Guidance and
1 Reproductions of every answers for all the
Student’s Book page activities in the
5
Student’s Book
6
2 6 Teaching Tips
2 Ideas for Extra 7 Clear signposting

Activities to further 7 to supplementary
exploit the topics support material
for continuous
assessment
8
3
8 Ideas for Warmers
to focus students
on the lesson ahead
3 Flagging up of
Exam-style activities
4 9
4 All transcripts from 9 All answers and

the Student’s Book transcripts from the
Workbook
12
Teacher’s Resource Book TEACHER SUPPORT
The Teacher’s Resource Book contains photocopiable worksheets to supplement

the material in each Student’s Book unit and support students’ learning.
The Teacher’s Resource Book contains the following sections:
Vocabulary and Grammar Worksheets Tests

● These worksheets provide extra practice of the key ● There is a four-page written Test and a Speaking Test
vocabulary and grammar from each Student’s Book unit. for each Student’s Book unit that thoroughly covers key
● They are available at two levels: Support for weaker language and skills. There are also Tests for the end of every
students and Consolidation for average-level students. three units, and two End-of-Year Tests.
● The Tests are available at two levels to ensure that all
Speaking Worksheets students are challenged. Use the Consolidation level Tests
for weaker and average level students, and Extension level
● The Speaking Worksheets provide fun and varied speaking Tests for stronger students.
activities for all students. ● There is a Diagnostic Test to do with students at the
beginning of the course. It will help you identify stronger
Festivals and weaker students.
● These worksheets contain motivating texts and activities See the Introduction of the Teacher’s Resource Book for more
about festivals from throughout the English-speaking details on how to use each of the sections.
world for all students.
Teacher’s Audio Material Pack

The audio for Achievers is provided on 6 CDs in the Teacher’s Audio Material Pack.
● Student’s Book CD1: Units 1–3 + Review Units 1–3
● Student’s Book CD4: End-of-Unit Reviews, Prepare for Exams, Stories, Pronunciation
● Workbook CD
● Teacher’s Resource Book CD
13
Teacher’s i-book
Bring your teaching to life in the classroom. The Teacher’s i-book is a fully interactive
version of the Achievers course for interactive whiteboards, which integrates all the
teaching and learning materials cross-referenced into one single format for use
with a smart board or projector:
● Student’s Book
● Workbook
● Teacher’s Resource Book
● Teacher’s Book
● Interactive Answer key for all the Student’s Book and Workbook exercises
● Audio material and transcripts
● Audiovisual material
● Visual grammar presentations
● Extra interactive practice to reinforce the lesson content
● Additional interactive activities
2
2 Interlinked
components at
page level
1
1 Additional smart board

activities provide digital
alternatives to the lessons.
3 Extra interactive
practice reinforces
3 the lesson content.
4
4 All course materials

included
The one-touch zoom-in feature guarantees the easiest and quickest access to all
the exercises, answers, audio material, transcripts and teaching notes. Touch the
exercises or links to other books on the Student’s Book pages to access:
6
6 Use the Richmond
i-tools to make
the most of the
interactive activities.
5 Interactive Answer key 5
14
TEACHER’S i-BOOK
Audiovisual material
Touch the video screen on the
Student’s Book or Workbook pages to 7 Direct access to all
access the videos. You can also access the videos for the
all the videos for the level using the level.
main book’s bottom menu:
8 Show and hide

8 7 subtitles.
Visual grammar presentations Additional IWB activities

Touch on the Student’s Book pages to Touch on the Student’s Book pages to access the
access the grammar animations: IWB activities:
Extra interactive practice 9 Use the Richmond i-tools

to complete the activities .
Touch on the Student’s Book pages to access the games:
The Richmond i-tools

Take the book and make it yours by inserting notes, links
and external files. It is also possible to write or paint on
the i-book and in the zoom windows.
Save all your teaching sessions to meet

the needs of each individual class.
15
16
17
Starter A B C D Unit overview
Vocabulary Language objectives

● Greetings: Bye Hi How are you? See you Thanks Well ● To revise vocabulary related to greetings (page 4), family
● Family: aunt, brother, cousin, grandfather, grandmother, (page 5), classroom instructions (page 6), home (page 7)
husband, parents, sister, uncle ● To revise subject pronouns (page 4), have got and
● Classroom instructions: Close the door Look at the board possessives (page 5), imperatives and plurals (page 6),
Listen to the CD Open your books Work in pairs a / an and there is / there are (page 7)
Write your name ● To practise giving classroom instructions (page 6)
● In the home: bed, chair, desk, door, shower, sofa, table, tree,
wardrobe, windows
Skills objectives
Grammar ● To listen to and understand students greeting each other
(page 4)
● be ● To ask how someone is (page 4)
● Subject pronouns ● To read and understand a text about families (page 5)
● have got ● To talk about your family (page 5)
● Possessives ● To listen to a teacher giving classroom instructions (page 6)
● Imperatives ● To give classroom instructions (page 6)
● Plurals ● To read and understand a blog about people’s homes
● a / an (page 7)
● there is / there are ● To ask and answer questions about your house (page 7)
18
Assessment criteria
● Students can use be, subject pronouns, have got,
possessives, imperatives, plurals, a / an, there is / there
correctly.
● Students can recognize and use greetings, classroom
instructions, vocabulary for family and in the home
correctly.
● Students can read and understand a text about families
and a blog about people’s homes.
Students can listen to and understand students greeting
each other and a teacher giving classroom instructions.
Resources
● Teacher’s i-book
● Student’s Book CD 1
19
20
Starter A
Starter A, B, C and D are optional, self-contained lessons that 5 Remind students to use contracted forms where possible. Point out
revise basic language and give students an introduction to the that after a word ending in s, such as class in number 1, we use the
methodology of the course. Choose which language, if any, you full form.
feel your students would benefit from revising, and cover those
lessons only. Answers
1 is 2 ’m not 3 ’s not 4 ’re 5 Are 6 Is
Warmer 6 Remind students that there is only one form of subject pronoun
for the 2nd person (you), and that it is the same for both plural and
With books closed, write the following text message singular forms. Also, there is no polite form in English.
abbreviations on the board: HRU? (How are you?), Nd U? (And
you?) CU (See you), CUL8R (See you later), RUOK? (Are you OK?), Answers
B4n (Bye for now), thx (Thanks), UR (You’re/ You are), GR8 (Great),
thnq (Thank you). Tell students they are common greetings and 2 It’s cold today.
salutations. In pairs, ask students to try and work out what the 3 You’re twelve.
4 She’s a teacher.
abbreviations mean.
5 They’re at the cinema.
6 We’re happy.
1 1.2 Transcripts page 28 Tell students they are going to
hear the two girls in the photo, Amy and Eve, having a short 7 Choose a famous person yourself first to model the activity.
conversation. Get them to try and match the questions and Get students to ask you questions with the verb be to find out who
answers before they listen. it is (Is he / she a TV star? Is it a woman? Is she American? Is she old?).
As students are doing the activity themselves, monitor round the
class and give help where necessary.
Answers
1 B 2 C 3 A Answers Students’ own answers
2 1.3 Transcripts page 28 Tell students they are now going to

hear two boys called Chris and Jamie chatting. Get them to try and Extra activity
guess the endings of the sentences before they listen.
This activity practises the 1st and 2nd person forms of be. Write the
names of famous people or TV characters on sticky post-it notes.
Answers
Get students to sit in small groups. Then go round and stick a
1 I’m not feeling very well. post-it note on everyone’s forehead. Students have to guess the
2 I’ve got a cold. name on their forehead by asking yes / no questions, e.g. A: Am I
3 I’m very well, thanks. a man? Am I Spanish? B: No, you’re not. / Yes, you are. A yes answer
4 That’s good.
earns them another question, a no answer means the person
sitting next to them gets to ask a question.
3 Get students to do this individually. After you have checked
answers, put them into pairs to practise the exchanges. They can
swap roles and repeat the exchanges.
Answers
1 thanks 2 See 3 Hi 4 How, fine 5 you, well
4 Encourage students to use the phrases in exercises 1, 2 and 3 to

help them.
After you have checked answers with the class, get students to
practise in pairs. Monitor round the class, and help with stress and
intonation. Check also that students are using contracted forms.
Suggested answers
1 How are you?
2 How’s your brother?
3 I’m fine, thanks.
4 I’m very well, thanks.
5 Bye!
6 She’s fine, thanks.
21
22
Starter B
Starter A, B, C and D are optional, self-contained lessons that Warmer

revise basic language and give students an introduction to the
methodology of the course. Choose which language, if any, you Write two headings on the board in two columns, Men and
feel your students would benefit from revising, and cover those Women. Get individual students to come up to the board and
lessons only. write the name of a family member in the correct column.
4 Students can do this activity in pairs. Get them to cover the

Warmer text while they do it. They can check their answers in the text
afterwards.
Ask students: Have you got any brothers / sisters / cousins?
How old are they? Get students to ask and answer these
Answers
questions in pairs.
2 sister 3 mother 4 father 5 parents 6 granddad/ grandfather
7 grandparents 8 aunt 9 uncle 10 cousins
1 With stronger classes, you could introduce the prefix step and great,
e.g. step-father / mother / brother / sister / son / daughter and 5 Encourage students to confirm their partner’s guesses by saying:
great uncle / aunt / niece / nephew / grandfather / grandmother. Yes, you’re right / No, you’re wrong. Remind them to use
contracted forms.
Answers
Suggested answers Answers Students’ own answers
mother, father, aunt (auntie), uncle, nephew, niece, grandparents,
grandfather (granddad), grandmother (grandma), daughter, son, 6 Refer students to the grammar table and ask: When do we use any?
parents (Before plural nouns in questions and negative sentences).
Check students are using the contracted forms.
2 1.4 The text is available to listen to.
Check students know how to say the numbers in the box. Then, Answers
before they read the text, get them to look at the ages in the box,
2 Have you got a mobile phone?
and guess which of Joe’s relatives they refer to. They can then read 3 Harry’s got two cousins.
the text and check their guesses. 4 My parents haven’t got a car.
5 Has Esther got a sister?
Answers 6 I’ve got three brothers.
Joe – 12
Ben – 14
7 Check that students are familiar with the idea of a family tree.
Erin – 10 Focus their attention on the family tree in the Student’s Book and
Lucy and Mike – 40 ask: Who are the oldest people in the family tree?
Betty and Frank – 88
Bill – 84 Answers
2 Ruth’s 3 my 4 their 5 Rob’s
3 As you are checking answers, get students to correct the false
sentences.
Extra activity
Answers
Get students to draw their own family tree like the one in
1 True 2 False 3 True 4 True 5 False exercise 7. Tell them to swap their family trees with a partner,
then take turns to tell the class something about their partner’s
family using the information in the family tree, e.g. Elena’s mum
Extra activity is Rosa. Elena’s got one brother.
Ask students to write four more True / False sentences about the
text. Tell them to swap their sentences with a partner, and say
whether their partner’s sentences are true or false.
23
24
Starter C
Starter A, B, C and D are optional, self-contained lessons that 5 Monitor round the class helping students with pronunciation and
revise basic language and give students an introduction to the stress where necessary.
methodology of the course. Choose which language, if any, you
feel your students would benefit from revising, and cover those Answers Students’ own answers
lessons only.
Teaching tip
Warmer It’s a good idea to display the classroom language on the
classroom walls to encourage students to use English as much
To revise classroom vocabulary, get students to play I spy. Say: as possible during the lesson. Get students to make posters with
I spy with my little eye something beginning with c. Students speech bubbles containing the instructions, and display them
guess what it is by asking questions with Is it...? , e.g. Is it a coat? around the classroom.
Is it a chair?
1 Ask students: Who is in the picture? (a teacher and four students). Warmer
Ask: Where are they? (in the classroom).
Play Simon Says to practise classroom instructions. Explain
the game to students. You call out instructions, e.g. Simon says
Suggested answers Stand up. Simon says open your book. Write your name.
desk, book, poster, window, paper, pen, notebook, whiteboard, a watch, Students do what you say, but only if the instruction is preceded
glasses by Simon Says. Otherwise they do nothing. If they get it wrong
they are out of the game and have to sit down. If students enjoy
2 1.5 Transcripts page 28 With a stronger class, instead the game, play again, getting one of the students to call out
of students copying the words, get them to close their books, the instructions.
then dictate them. Ask them to check the spellings against the
Student’s book.
Check that students know the following expressions: Don’t shout. 6 To make this more challenging, you could cover up the words
Be quiet. Put your hands up. Pay attention. in the box.
Answers Answers
door, desk, book, notebook, class, window. 1 do 2 don’t stand 3 open 4 don’t wear 5 send 6 don’t eat
3 1.5 Transcripts page 28 After checking answers, you could 7 You could turn this activity into a game. Write the verbs in the
photocopy the audioscript and ask students to underline all the box onto small cards. Put students into groups of 4 or 5. Give each
classroom instructions. Tell them there are 17 in total, and that 4 of group a set of around 12 cards, making sure they have all the verbs.
them are negative instructions containing the word don’t. Students turn the cards face down in a pile, and take it in turns to
Give them a time limit and see how many they can find within pick up a card. They look at the card and give an instruction using
the time. the verb on the card. If they get it right, they keep the card, if not
they put it at the bottom of the pile. The student with the most
Highlight the use of the preposition at in sentence 4. Point out that
cards at the end wins.
we don’t say The grammar section is at page 6. Instead, we say The
grammar section is on page 6
Answers Students’ own answers
Answers
8 When students have finished, model and drill pronunciation of the
1 class 7 2 closes 3 desk 4 25 5 notebooks
plurals. Highlight the different pronunciation of the s sound at the
end of the words: /s/, /ɪz/ or /z/. You could get students to list the
4 Before students do the matching activity, model pronunciation of
nouns in one of the three pronunciation groups. Note the irregular
the instructions, and get students to repeat them.
plural form of person.
After checking answers with the class, elicit more classroom
instructions that students know. Ask them if they remember any
Answers
from the listening in exercise 2.
1 desks 2 boxes 3 diaries 4 sandwiches 5 brothers
Answers 6 children 7 women 8 buses 9 people
1 Open your book.

2 Write your name. Extra activity
3 Look at the board.
4 Close the door. Get students to put the plural nouns in exercise 8 into four
5 Listen to the CD. groups: s, es, ies and irregular plurals. Give them two minutes to
6 Work in pairs add as many other plural nouns as they can to the lists.
25
26
Starter D
Starter A, B, C and D are optional, self-contained lessons that 5 You could do this as a class activity. Write the five categories on the
revise basic language and give students an introduction to the board and get students to stand up. Ask individual students to give
methodology of the course. Choose which language, if any, you you a word for one of the categories. When they have given you a
feel your students would benefit from revising, and cover those word, they can sit down.
lessons only.
Answers
Suggested answers
Warmer Living room: door, chair, sofa, windows, TV, carpet, pictures, cushions
Bedroom: door, chair, window, bed, wardrobe, chest of drawers,
Ask students to draw a floor plan of their flat or each storey in bedside table, lamp
their house, and draw a couple of items of furniture in each Garden: shed, tree, table and chairs
room. They shouldn’t label the rooms. In pairs, get students Bathroom: door, windows, shower, bath, towels, mirror, toilet
to swap plans. Get them to ask and answer questions: Is this Kitchen: door, window, fridge, cooker, microwave, sink, freezer,
the living room? Yes, it is. / No, it isn’t. Get students to label their washing machine, dishwasher
partner’s plan with the names of the rooms.
Extra activity
1 When students have finished, suggest that they swap partners and Ask students to discuss in pairs: What have you got in your
ask their new partner the questions.
bedroom / living room / bathroom?

6 Ask students to look at the grammar table. Ask them when we use
2 1.6 The text is available to listen to. an (when the following noun begins with a vowel).
Before they read, ask students to look at the pictures. Ask: What type
of homes are these? (a flat and a house). Which one would you prefer Answers
to live in? 1 an 2 a 3 a 4 an
Answers 7 Remind students that they need to use any before plural nouns in
negative sentences.
1 Milo 2 twelve 3 four 4 eleven
3 Get students to underline the key words in the sentences (big, desk, Answers Students’ own answers
TV, garden, park) to help them find the relevant information in the
text more quickly. 8 Tell students they should ask questions with there is / there are.
Before they begin, elicit a few examples of other questions they
Answers could ask, e.g. Is there a tree in your garden? Is there a shower in
your bathroom? Allow students to write down the questions first if
1 Annie 2 Simran 3 Annie 4 Annie 5 Simran 6 Simran they need to.
4 Before students do the matching activity, model pronunciation of
the words and get students to repeat them. Answers Students’ own answers
Answers
1 door 2 shower 3 desk 4 tree 5 chair 6 window
7 sofa 8 bed 9 wardrobe 10 table
27
Starter TRANSCRIPTS
1.2 Student’s Book page 4, exercise 1 Workbook page 4

1 1 e 2 c 3 a 4 b 5 d
A = Amy, E = Eve
2 1 A: Hi, Andrea.
A Hi, Eve.
B: Hello, Scott.
E Hello Amy. How are you?
2 A: Bye, Clara!
A I’m fine, thanks. And you?
B: See you, Dani!
E I’m okay, thanks.
3 A: How are you, Luka?
A How is your mum?
B: I’m not feeling very well.
E She’s okay, thanks.
4 A: How is your mum?
A That’s good. See you soon.
B: She’s OK, thanks
E Yes. Bye, Amy. 3 1 Hi
A Bye! 2 How
3 thanks 4 you
5 fine
6 That’s
1.3 Student’s Book page 4, exercise 2 7 Bye
8 soon
C = Chris, J = Jamie 4 1 Alice isn’t 13 years old. She is 12 years old.
2 She isn’t from Liverpool. She is from Brighton.
C Jamie? 3 Her best friends aren’t Eve and Polly. They are Molly and Beth.
J Oh, hey Chris! 4 Her school is Greenwood High. It isn’t Greendale High.
C Hey! 5 She is in Class 10. She isn’t in Class 7.
J How are you? 6 Alice’s favourite teacher isn’t Mrs Williams. It is Mr Samuels.
C I’m not feeling very well. 5 1 Are you happy?
J Really? 2 Is your mum OK?
C Yeah, I’ve got a cold. 3 How are you?
J Oh. I hope you feel better soon! 4 Are you at school now?
C Thanks. How are you? 5 Is your best friend in your class?
J Oh, I’m very well, thanks. And students’ own answers
C That’s good.
6 1 We
2 She
3 They
1.5 Student’s Book page 6, exercises 2–3
4 We
5 You
6 He
MW = Mrs White, S = Students, O = Olivia, H = Harry, 7 It
L = Lily, B = Becky, R = Robbie
7 1 Hi 2 I’m 3 I’m 4 aren’t 5 They’re 6 is 7 she’s 8 are
MW Good morning, class 7.
9 We’re 10 Are you
S Good morning, Mrs White.
MW Okay. Harry, close the door, please. Thank you. Right, Sit down Workbook page 5
please. 1 1 aunt 2 brother 3 cousin 4 dad 5 grandfather
MW Lily, please don’t sit there. Move to this desk. 6 grandmother 7 husband 8 mum 9 sister 10 uncle
MW Thank you. Now open your books at page 25, please.
O Page 5? 2 1 brother 2 sister 3 mum 4 dad 5 grandmother
MW No, page 25, Olivia. Okay. Do exercises 1, 2 and 3, please. 6 grandfather 7 husband 8 aunt 9 uncle 10 cousin
H All of them? 3 1 haven’t got
MW Yes, all of them. 2 Have … got
MW And remember, don’t write in your books. Write in your 3 ’ve got
notebooks. 4 Has … got
MW Class 7. Be quiet! 5 hasn’t got
MW Okay. Stop working, please. Swap books with your partner. 4 1 Has Lisa got a brother? No, she hasn’t. She’s got a sister.
Now, what’s the answer to question 1? 2 Have Dan and Sam got a sister? Yes, they have.
L Red! 3 Has Jenny got a mobile phone? Yes, she has.
MW Don’t shout. Put your hands up. Yes, Becky. 4 Have Mark and Tom got a computer? No, they haven’t
B It’s red.
MW That’s correct. Thank you. Excuse me, Robbie. Pay attention.
Don’t look out of the window!
R Yes, miss.
MW Okay. Now work in pairs and check the rest of the answers …
28
Starter WORKBOOK ANSWERS
5 Possessive adjectives 4 classes

5 activities
1
my
7 1 Do
2
your 2 notebook
3
his 3 Use
4
her 4 pen
5
its
5 pencil
6 Open
6
our 7 sandwiches
7
their 8 Don’t eat
6 1 your Workbook page 7

2 my, Her 1 1 window 2 sofa 3 chair 4 desk 5 shower 6 door
3 Their 7 bed 8 table
4 our Hidden word: wardrobe
5 his
6 its 2 1 kitchen 2 bedroom 3 living room 4 bathroom 5 garden
7 1 John and Alison are Ben’s parents. [P] 3 1 Have your parents got a car?
2 Teresa’s got four sisters. [H] 2 Is there a sofa in the kitchen?
3 My grandfather’s 90 years old. [I] 3 Oh no! I haven’t got an umbrella.
4 Your English teacher’s got a dictionary. [H] 4 I’ve got an apple and a sandwich for lunch.
5 My brother’s name’s Harry. [P and I] 5 There’s a desk and an armchair in the living room!
6 Tim’s got an aunt and a cousinin Australia
8 1 dad 2 mum 3 I’ve got 4 sisters 5 Their 6 ’s got
7 aunts 8 grandfather 9 dad’s 10 grandmother 4 1 a
The person is Bart Simpson. 2 a
3 an
Workbook page 6
4 a
5 an
1 1 Work 6 an
2 Look at 5 1 are
3 Listen to 2 are
4 Open 3 are
5 Close 4 is
6 Write 5 is
2 1 Open 6 are
2 sit 7 is
3 Close 6 1 Is there
4 look at 2 there is
5 Move 3 Are there
6 work 4 there aren’t
3 1 Don’t talk. 5 There’s
2 Sit down. 6 there are
3 Listen to the CD. 7 there is
4 Work in groups. 8 There is
5 Don’t write in your book. 7 1 is 2 shower 3 isn’t 4 table 5 are 6 garden 7 aren’t
6 Don’t eat in class. 8 Is there 9 There’s 10 armchair
4 1 Close the door.
2 Listen to the teacher.
3 Don’t be late for class.
4 Don’t send text messages in class.
5 Don’t talk to other students in an exam.
5 -s: desks, brothers, books
-es: classes, sandwiches, buses
-ies: diaries, families, activities
Irregular: children, women, people
6 1 students
2 diaries
3 woman
29
1 Free time Unit overview

● Likes & dislikes: be able to stand, be into, be keen on, enjoy, ● To learn vocabulary related to likes and dislikes (page 9)
fantastic, favourite, hate, horrible, like, love and free time activities (page 13)
● Free time activities: go bowling / shopping / ● To revise present simple & affirmative (page 10) and
skateboarding /swimming, go for a bike ride / a run / present simple questions (page 14)
a swim / a walk, have a barbecue / a party / a picnic / ● To practise using punctuation (page 17)
a sleepover, play basketball / computer games / football /
a musical instrument
● Adjectives
● -ing forms Skills objectives
● Face 2 Face: Your turn I agree Go ahead
● To read and understand a message board about music
(page 8)
● To discuss likes and dislikes (page 9)
Grammar ● To listen to and understand a dialogue about TV
programmes (page 11)
● Present simple affirmative & negative ● To discuss favourite TV programmes (page 11)
● Present simple questions ● To read a questionnaire about teenagers and their free
time (page 12)
● To practise saying hello and goodbye, introducing people
and asking how people are (page 16)
Pronunciation
● To write a personal profile (page 17)
● Third person -s
● do and does
Assessment criteria
● Students can use the present simple affirmative, negative
Recycled language and questions
● Starter Unit content ● Students can use vocabulary for likes and dislikes and free
time activities
● Students can pronounce third person -s and do and does
● Students can read a message board about music and a
questionnaire about teenagers’ free time
● Students can listen to and understand a dialogue about
TV programmes
● Students can find out about people’s likes and dislikes
● Students can greet people and introduce people
● Students can write a personal profile
30
Resources Go Digital!
● Teacher’s i-book Teacher’s i-book
Use the Richmond i-tools to complete the activities
● Teacher’s Resource Book: with the students on the IWB.
Vocabulary Support Worksheet Unit 1, page 12 offers additional IWB practice to reinforce the lesson
Vocabulary Consolidation Worksheet Unit 1, page 13 content:
Grammar Support Worksheet Unit 1, page 36 Reading
Grammar Consolidation Worksheet Unit 1, page 37 The IWB Reading activities are designed to focus on real
Speaking Worksheet Unit 1, page 60 language in use within the reading texts.
Test Consolidation Unit 1, page 82 The hot spots are designed to highlight potentially difficult
Test Extension Unit 1, page 86 words or cultural information before doing the reading
activities.
Speaking Test Unit 1, page 217
● Reading extra, pages 8 and 12
Listening
Prepare for Cambridge Exams The IWB Listening activities are designed to help students
explore the listening dialogues in greater depth.
Speaking page 122 ● Listening extra, page 11
● Asking for and giving factual information
Writing
The IWB Writing activities are designed to give students
controlled practice with some basic support before they do
the free writing tasks in Your turn to write.
Prepare for the TOEFL Junior® Test ● Writing extra, page 17
Writing page 123
More provides extra interactive practice which can be
● Editing practice
used for fast finishers or as a wrap-up activity.
Alternatively, it can be used as homework.
● Grammar, pages 10 and 14
● Vocabulary, pages 9 and 13
● Pronunciation, pages 10 and 14
Grammar
presentation
provides a step-by-step visual grammar
presentation with a focus on form and use.
31
32
Unit 1 READING
Warmer
Play short extracts of songs from different music genres,
e.g. rap, indie, rock, hip hop, pop, dance music. Ask students
to write down what each type of music is called. Ask them to
discuss their favourite types of music in pairs. Ask: Why do you
like it? How does it make you feel?.
1 Ask students to write down the names of five singers, five groups
and five songs. Elicit some example answers from the class.
2 Put students in pairs to discuss. If any students are keen to sing,

they could sing a line from one of the songs they have written
down, and see if their partner can guess what it is.
Teaching tip
When students are doing pairwork activities, get them to
swap partners and repeat the activity to maximise student
interaction, and so they hear different opinions.

Pre-teach the following words and phrases: I’m into… (I like), tracks
(songs), moves (actions, movements) and vinyl (records).
Answers
Adriano’s favourite groups are Mayday Parade and Red Hot Chilli Peppers.
Jessica’s favourite group is the Black Eyed Peas.
Kolya’s favourite singer is Pharrell Williams.
33
34
Unit 1 READING and VOCABULARY
4 Get students to do this individually. Check answers with the class.

Get students to explain why the false answers are wrong.
Warmer
Write the following adjectives on the board: old-fashioned,
Answers boring, funny, uncool, exciting. Write the following words on the
board: football, walking, sports programmes, rock music, going to
1 True
museums. Ask students what their opinion on these things is.
2 False (He likes old-fashioned records because he thinks they are cool.)
3 True
Ask them to match the words with the adjectives, e.g. I think
4 False (She doesn't like the same music.) football is boring.
5 True
6 False (His favourite song has a music video.)
9 1.9 Transcripts page 52 You could ask students to try and
match the speech bubbles before they listen. Then play the audio
5 Get students to compare their answers in pairs.
for them to check their guesses.
Answers
Answers
1 Jessica 2 Kolya 3 Adriano 4 Kolya
1 B 2 D 3 A 4 E 5 C
6 Elicit the opposites before students check in the text. Elicit other
examples of adjectives which have the prefix un, e.g. unhappy,
10 You could get students to rank the phrases in order, from the
strongest to the weakest (1 favourite, 2 love, 3 fantastic, 4 enjoy,
untidy, uncertain, unclear.
5 like, 6 I’m not into / not keen on, 7 horrible, 8 hate / can’t stand).
They could do this in pairs, as it will lead to interesting discussion.
Answers
1 happy 2 great 3 cool 4 big 5 old-fashioned 6 expensive Answers
Likes: love, enjoy, keen on, fantastic, like, favourite, into
Extra activity Dislikes: I can’t stand, horrible, hate
Strongest: love, favourite, I can’t stand, hate
Ask students to write six of their own sentences containing the
adjectives in exercise 6. 11 Elicit one or two examples from students, as a model. Students
could also write sentences about what members of their family like
7 1.8 Transcripts page 52 Get students to read the sentences and dislike.
carefully before they listen. Play the audio twice, if necessary.
Answers
12 Quickly drill questions such as Do you like...? What's your favourite...?
LORENA to review question forms and to practise pronunciation.
I use online music sites. After a few minutes, get students to change partners and exchange
I watch a lot of videos on my phone. ideas with their new partner.
I like hip hop music.
I listen to tracks on my mobile. Answers Students’ own answers
I’ve got small earphones.
8 When students have completed the table for themselves, elicit Extra activity
questions they can ask their partner, e.g. Do you use online music Make copies of pictures of singers, different sports,
sites? Get them to ask and answer the questions. They could add tv programmes and actors. In pairs, students discuss whether
another column to the table and complete it for their partner. they like / dislike the thing in the picture, e.g. A: Madonna! Do you
Get students to report back to the class. Elicit the phrase Neither like Madonna? B: No! I can’t stand her!
of us … .

Continuous assessment
Teacher’s Resource Book
Vocabulary Support Worksheet: page 12, exercises 1, 2 and 3
Vocabulary Consolidation Worksheet: page 13, exercises 1, 2 and 3
35
36
Unit 1 GRAMMAR
GRAMMAR OPTIONS 4 1.10 Before they repeat, tell students to listen carefully to the s
sound at the end of the verbs. Ask: Is the pronunciation the same or
● The grammar box gives a summary of the grammar areas that different? How many different sounds can they hear? What sounds
students will practise on this page. can they hear? Then get students to listen and repeat.
● The grammar is presented in a complete grammar reference
on page 113. Answers Students’ own answers
● Visual grammar presentation
/s/ walks likes wants thinks hates
/z/ listens has wears loves goes
Warmer /ɪz/ uses watches changes practises dances
Write the following paragraph on the board, but mix up the
order of the sentences. Get students to write the sentences in 5 1.11 Transcripts page 52 Play the audio a second time and
the correct order: get students to repeat the sentences for pronunciation practice.
Tom wakes up every day at seven o’clock. He gets up at a quarter
past seven and has a shower. He cleans his teeth and brushes his Answers
hair. He eats corn flakes for breakfast and drinks a cup of coffee. He 1 On Friday evenings, Maria’s mum goes to dance lessons.
leaves his house at eight o’ clock. He rides his bike to school. 2 Maria’s dad plays volleyball.
3 Maria’s sister, Joanna, works in a restaurant.
4 Maria doesn’t stay at home.
1 Ask students to look at the photos. Ask: What can you say about the 5 Maria watches films at her friend’s house.
people in the photos? Ask: How old do you think they are? What sport
does Jack play? What does the boy with the black cap do? 6 Encourage students to write at least five sentences, including three
Before students complete the text, ask them to quickly read sentences about what other members of their family do so they can
through the whole text first, ignoring the gaps. practise the third person form.
Answers Answers Students’ own answers
1 get 2 go 3 gets 4 watches 5 arrive 6 play

7 leaves 8 works 9 comes 10 goes
7 As an example, ask one student to read out one of their sentences
about their family, then ask another student to report back to the
class, e.g. Elena’s sister does karate on Friday evenings.
Teaching tip Check students are confident using the possessive ’s.
Create a pile of small correction cards. For this lesson, write an Answers Students’ own answers
s on a card and put it in your pocket. If a student forgets to add s
to the 3rd person singular form, e.g. Zach leave the house., take the
card from your pocket and show the student. Correction cards Extra activity
provide helpful, visual prompts for self-correction. Students
often react to seeing you put your hand in your pocket, and Get students to write a paragraph called ‘My day’ like the one in
correct themselves before you can even get the card out! exercise 1. Tell them to leave gaps in the text. When they have
finished, get them to swap texts with their partner, and try to
complete their partner’s text.
2 Do the first one with the class as a model. Remind students to use
contracted forms.
Answers
1 Zach doesn’t get up at 7am. Grammar Support Worksheet: page 36, exercises 1, 2 and 3
2 Jack has breakfast in the kitchen.
Grammar Consolidation Worksheet: page 37, exercises 1, 2 and 3
3 Jack doesn’t watch TV after breakfast.
4 Zach doesn’t study at university.
5 Jack and Zach sometimes play basketball in the park.
6 Jack and Zach don’t work all day.
3 Encourage students to check back in the text in exercise 1 to

help them.
Answers
3 Jack doesn’t watch TV after breakfast. Zach watches TV
after breakfast.
4 Zach doesn’t study at university. Zach works as a DJ.
37
38
Unit 1 LISTENING
Warmer 4 1.13 Transcripts page 314 These expressions are all common
idiomatic expressions in spoken English. They are highlighted in
Ask students: How many TV channels can you name? Which TV
the audio script. Before students go to page 146, ask students which
channels do you normally watch? With books closed, get
one means: It’s time for you to do it now. (your turn), You can carry on
students to brainstorm types of TV programmes. Write them
and do that. (go ahead), I have the same opinion as you. (I agree).
on the board.
Answers
1 They can name the programmes in their own language if they don’t 1 your turn 2 I agree 3 Go ahead
know the English equivalent.
5 Get students to ask and answer the questions with a partner.
Answers Students’ own answers Quickly review the phrases for expressing likes and dislikes on page
9 and remind them to use them.
Get students to report back to the class something they learned
WORDS TO KNOW about their partner.
Check that students know the following words: drawing, snack,
penguin, film-maker. Answers Students’ own answers
2 1.12 Transcripts page 52 Ask students to look at the list of

Teaching tip
TV shows A –H, and to try and guess which programmes the
people watch. Play the audio so they can check if their predictions It’s often helpful to get students to report back their partner’s
were right. ideas and opinions in feedback. This practises 3rd person s, e.g.
Anna thinks... , Sabine really likes... . Students also tend to listen
Answers more carefully to each other if they think they might be asked to
explain what their partner said.
Elena - B Mandy - D Karl - A Matt - G Leila - H
3 1.12 Transcripts page 52 Encourage students to check

answers with a partner afterwards. Then correct the false Fast finishers
sentences. Ask fast finishers to talk about films and clips they watch on the
internet. Write the following questions on the board and ask
Answers students to discuss them in their pairs. Do you watch YouTube?
1 False (Her favourite programme is Spongebob Squarepants.) Do you stream TV shows? Do you like watching films on laptops or
2 False (She doesn’t like reality TV shows. She thinks they’re boring.) tablets or do you prefer TV? Why / Why not?
3 True
4 True
5 False (She doesn’t watch TV every day.)
39
40
Unit 1 READING
Warmer
With books closed, write on the board the following questions:
What percentage of teenagers watch movies … at home, at the
cinema, on their laptop, on a tablet, on a smartphone? What
percentage of teenagers send more than 60 texts a day?
Encourage discussion, but do not confirm their guesses at
this stage.
1 Get students to discuss in pairs. Get class feedback.

2 Focus students’ attention on the statistics at the top of the

questionnaire. Ask them: Are these figures surprising? Ask them to
compare the figures with their own answers from exercise 1.
Teaching tip
Write useful words or phrases, e.g. I think... , I’m not sure... ,
Maybe about... on posters on the classroom walls to help
students give their ideas and predictions.

This activity can be done in pairs.
Answers
Glasses: What is your favourite place to watch films?
Phone: How many text messages do you send each day?
41
42
4 Do the first one with the students as a model and elicit the answer
from the class.
Warmer
When they have finished, get them to correct the false sentences. Write a word on the board, e.g. computer. Tell the class to think of
another word that begins with the last letter, e.g. restaurant, then
a word which ends with the last letter of that word, e.g. television.
Answers
Put the students in pairs and get them to play the game together.
1 True Make it more difficult by setting a time limit (maybe 15 seconds) to
2 False (He doesn’t go to many matches. He watches on TV.) think of each word!
3 False (He plays two or three games online.)
4 Not mentioned
5 False (He goes with this friends.) 9 Explain to the students what a collocation is (words that typically
go together). Do the first one with the class as a model.
5 You could get students to do this activity orally in pairs. Get one
student to read the sentence, their partner has to finish it correctly. Answers
Then they swap roles.
1 go for 2 play 3 go to 4 go 5 have
Answers
1 in Brazil Teaching tip
2 football
Encourage students to write down collocations in their vocabulary
3 for his school team
4 many text messages books instead of words in isolation, e.g. in exercise 9, they should
5 at the cinema record the word a run under the letter r, but precede it with go for
6 lots of different games in brackets. This helps them to remember chunks of language.
6 Read Word Zone with the class. Elicit other ways of saying 10 Read the example with the class.
I love movies. (I love watching movies) and Football is my favourite
sport. (Playing football is my favourite sport). When students have finished, elicit an answer for each of the
pictures from individual students. The main aim of this activity is
After students have found the examples in the questionnaire, elicit
to get students to practise using the collocations correctly, but you
other examples, e.g. playing the guitar, riding a bike.
can also quickly correct any minor grammar mistakes.
Answers
Answers
reading, drawing, watching movies, going to the movies
Suggested answers
7 Encourage students to extend their answers like Matheus has done. Hiro loves playing the cello.
Louisa loves going to the cinema
At the weekend Delia, David and Lisa often go for picnics on the beach.
Answers Students’ own answers Ray loves going skateboarding.
Emma and Ivo sometimes go for a walk on Saturday morning.
8 You could get students to swap partners and repeat the activity
until they find someone who has similar answers to them. 11 Check students understand the verb prefer and how to use it
(prefer + ing form). Encourage them to use the activities from
Answers Students’ own answers exercise 9, but they can also add their own.
Vocabulary Support Worksheet: page 12, exercises 4 and 5
Vocabulary Consolidation Worksheet: page 13, exercises 4 and 5
43
44
Unit 1 GRAMMAR
GRAMMAR OPTIONS Extra activity

The grammar box gives a summary of the grammar areas that Ask students to choose one of their classmates without saying
students will practise on this page. who it is. Put students into pairs and ask them to try and
● The grammar is presented in a complete grammar reference guess which student their partner has chosen. They can ask
on page 113. five questions beginning with: Is it a girl / boy? The remaining
● Visual grammar presentation questions must be Does he / she …? questions. Their partner can
only answer yes or no, e.g. Does he / she like football? Does he / she
walk to school?
Warmer
4 Remind students that if the question word is the subject of the
To revise question words, write simple questions on the board sentence, we do not use do / does.
leaving a gap for the question word, e.g. [Where] is your school?
[What] is your name? [Why] are you late? [When] is your lunch
Answers
break? [Who] is your teacher? [Which] is your favourite subject?
Get students to complete the questions. 2 How much does it cost?
3 Which one do you like best?
4 Why does your sister go to a different school?
1 1.15 Point out that students should feel a vibration in their 5 Where do you want to sit?
throat when they say the word does /dʌz/. 6 Who are the main actors in this film?
5 Encourage students to refer to the grammar box if they need to.

Answers Get students to check their answers with a partner.
1 Does he like action movies?  /dʌzhɪlaɪkækʃənmu:vɪz/
2 Do you buy tickets online?  /djuːbaɪtɪkɪtsɒnlaɪn/ Answers
3 When does the film start?  /wendʌzðəfɪlmstɑ:t/
1 Which film do you like best?
2 Get students to underline the subject of the question to help them 2 Why do you think it’s a good film?
determine whether to use do or does. 3 Which character does Miranda play?
4 I know Miranda is from the US. Where does she live?
Answers 6 Elicit the full questions before students begin. You could get a
2 Do you have a barbecue when the weather is nice? volunteer to ask you the questions first to model the activity.
3 Does your friend play a musical instrument? When students have finished they could change partners and
4 Do you and your friends like having sleepovers? repeat the activity.
5 Do you see many films at the cinema?
6 Does your best friend go for walks or bike rides? Answers Students’ own answers
3 Get students to swap partners and repeat the activity for

extra practice. Teaching tip
The main aim of pairwork speaking exercises on the grammar
page is to reinforce correct use of language, so during pairwork
activities on the grammar page, such as exercise 6, try to correct
errors as you monitor round the class.
Grammar Support Worksheet: page 36, exercises 4, 5 and 6
45
46
Unit 1 CHALLENGE
In this lesson students complete a questionnaire about the Teaching tip

likes and dislikes of the other students in the class, with the
Play gentle background music to create a relaxed atmosphere
aim of finding students who like and dislike the same things as
(music without too many lyrics usually works best). This makes
themselves.
students feel less self-conscious about speaking, as they don’t
feel that others can hear them. It also encourages students to
speak more loudly and clearly.
Warmer
Ask students to stand up in a circle and play a memory game. 4 After students have discussed in pairs, get some of them to report
The first student says their name and something they like, e.g. back to the class. You could teach them the phrases Both Tom
My name is Yvette and I like swimming. The next student has and I like … and Neither Tom or I like … .
to remember what the person before said and add what they
like too, e.g. Yvette likes swimming. My name’s Jonathan and I
like playing video games. The next student will say: Yvette likes
swimming, Jonathan likes playing video games and I like … .
If a student forgets something or gets it wrong, they have to sit
down. The person still standing at the end wins the game.
Fast finishers
Ask fast finishers to write a short paragraph reporting on the
results of their questionnaire. Write a few phrases on the board
1 Elicit the words for the things in the photos (A: shopping, B: football, to help them: A lot of the class … , Not many students … , A few
C: cats, D: basketball, E: sunbathing, F: rollercoasters, G: sushi, students … , No-one … , Everyone … .
H: broccoli, I: aeroplanes, J: chocolate).
Encourage students to use the phrases from the Vocabulary section
on page 9 to give their opinions.
2 Give the class a few minutes to copy the questionnaire and write
their own opinions.
3 Check students understand what they have to do. Before they

begin, elicit other replies they could give, e.g. I hate it too. I think it’s
fantastic / horrible. I’m not very keen on it.
If it’s difficult for students to move around, organise them into
groups of five or six. Once they’ve asked all the students in the
group for their opinions, get three students from each group to
exchange places with three students from another group and
repeat the process.
47
48
Unit 1 INTERACTION
5 Write formal and informal on the board. Ask students what the
Warmer words mean? Who do we say formal or informal things to and why?
Ask students: How many different ways are there of saying hello Do the first one with them and elicit the answer.
and goodbye in your language? When do you use these expressions?
Are some more formal than others? With books closed, ask Answers
students to think of as many greetings as they can in English.
2 Formal 3 Informal 4 Informal 5 Formal
1.16 Express yourself contains a variety of useful expressions for 6 Tell students that they should choose an English-speaking country
the situations in the dialogue. Some of them (but not all of them) to make the activity more realistic.
are used in the dialogue. They are available on the audio if you want
students to hear how they are pronounced. Answers Students’ own answers
1 Ask students also: Who do you think the people are? Which country 7 Make sure the groups have an even number of students,
do you think the girl is arriving in? preferably four. Within each group, get students to work in pairs.
They introduce themselves to each other using the information
Answers from exercise 6, then they join with the other pair in their group,
They are at the airport. and take turns to introduce their partner to them.
They are greeting someone who has just arrived.
2 1.17 Transcripts page 52 Ask students to read the questions
first before they listen. Play and pause the audio as needed.
Teaching tip
Answers When appropriate, in exercises like exercise 7, get some of the
1 Washington 2 Andy 3 Sarah 4 Jessica’s brother more able students to model pairwork activities as an example.
Or you can model the activity yourself. Try to give a funny
3 1.18 Transcripts page 52 Ask students to look at the picture. example to get students’ attention.
Ask: Who are the people in the picture? What are they wearing?
Where are they going? Elicit that the girls are Hannah and Jessica
from exercise 1, and that the boy is probably a school friend.
They are wearing school uniform, and are probably on their way
Fast finishers
to school. Tell students they are going to hear the three of them Ask students to close their books. Give them one minute to
chatting. remember and write down as many expressions as they can
from the Express yourself box.
Answers
1 False 2 True 3 True 4 False
4 1.18 Transcripts page 52 Pause the audio after each

expression to give students time to write them down.
Answers
Hi
Hey
How are you?
Fine, thanks.
This is (my friend)…
Nice to meet you.
You too.
49
50
Unit 1 WRITING
4 Get individual students to come out and write the correct sentences
Warmer on the board for students to check.
Write some facts about a famous person on the board, e.g. Rafael
Nadal, but don’t write the name of the person. Answers
Age: 28
1 My name’s Eduardo, and I’m from Sao Paulo in Brazil.
Country: Spain 2 I like swimming, but I don’t go very often.
Likes: nutella 3 We go to the beach on Saturdays and Sundays.
Dislikes: tomatoes and cheese 4 My favourite group is Coldplay. They aren’t American, they’re British.
Free time: playing golf and going to the beach
5 Ask individual students to give examples for each of the bullet
Get students to guess who the person is (Is it …? Yes, it is . / No, it
points to build up a model answer on the board. Elicit the type of
isn’t.)
information they could include for each bullet point. Tell them
they can closely follow Adrianna’s profile or use their own ideas,
1 Before students read Adriana’s profile, check they know the e.g. personal facts: age, where you live, who you live with; likes and
meaning of hang out (to relax and do nothing very special). dislikes: music, food, animals, sports; free time and hobbies: going
for a walk, having a barbecue, going shopping.
Answers
Age: 12
Country: Poland
Favourite singer: Ed Sheeran 6 Highlight the use of but (in the last line of the third paragraph) and
Outdoor hobbies: going for bike rides, skateboarding so (penultimate line) in Adrianna’s profile. Point out that these are
good connecting words to use in their writing, and they should try
to include at least one example of each.
Extra activity Encourage students to use lots of different expressions to describe
In pairs, ask the students to read the text again and underline their likes and likes. Refer them back to page 9, if necessary.
all the expressions used to describe likes, dislikes and to give When checking punctuation, make sure students have used a
opinions (I like, My favourite, He’s amazing, I love, I can’t stand it, comma before but and so.
it’s horrible, I enjoy, it’s fantastic, I also love, I’m into…).
2 Get students to write their answers in full sentences.
When they have answered the questions, get them to check with
a partner by asking and answering the questions in pairs. A: Where Teaching tip
does Adrianna live? B: She lives in Lublin in Poland. Try to think of natural contexts for communicative activities
(such as writing personal profiles for a dating website).
Answers This makes activities more interesting, real and enjoyable.
It also gives students a reason to do the task (like finding the
1 She lives in Lublin, in Poland.
perfect partner).
2 She talks for hours with her friends.
3 She likes pop music.
4 She doesn’t like rap music.
5 She thinks it’s fantastic. Extra activity
6 She goes to the park.
Ask students to pin their profiles on the classroom wall, with
3 Try to elicit a few examples of sentences with commas, and write their names covered up. Students have to choose the profile
them on the board. of someone they would like to be their friend or girlfriend /
Draw students’ attention to the use of commas before but and so in boyfriend. When they have all chosen one, students reveal
Adrianna’s profile. which of the profiles they wrote.
Ask students to think of examples when we use capital letters in
English but not in students’ own language, e.g. nationalities, school
subjects. Fast finishers
Ask students to write a profile of their favourite actor or singer.
Answers
1 D 2 C 3 B 4 A
51
Unit 1 TRANSCRIPTS
1.8 Student’s Book page 9, exercise 7 M I know this is a boring thing to say, but I really like documentary
programmes. I watch a lot of programmes about animals on the
Discovery Channel. There’s one about penguins. The filmmakers
B = Boy, L = Lorena hide a camera and film the baby penguins and their parents. It’s
B What music do you like, Lorena? fun but there are some sad bits, too.
L Well, I like all kinds of music. Pop music is my favourite and hip P Leila is on the line. Go ahead, Leila!
hop is OK. I use online music sites when I’m at home. They’re L I don’t watch TV every day. I do lots of other things, for example I
really good. like sports and I do a lot of running. My sister watches a lot of TV.
B Do you watch music videos? She doesn’t like sports. I sometimes watch talent shows, though,
L Yes, I watch a lot of videos on my computer but I don’t watch and I’d like to be in one one day.
them on my phone. When I’m not at home I listen to tracks on my P Thanks everyone, that was really interesting to hear your views!
mobile. I’ve got small earphones, but they’re good.
1.17 Student’s Book page 16, exercise 2

Je = Jessica, A = Andy, H = Hannah, S = Sarah, Jo = Josh
B = Boy, G = Girl Je Hey, look! These are passengers from the flight from Washington.
1 B I love this website. I look at it every day. A Is that Hannah?
G Me too. I like all the funny videos. Je No, it isn’t. Wait. There she is! Hannah!
2 G I enjoy dancing in my room, but not at parties! H Oh hi, Jessica!
B Same for me. I’m not into this band, either. Je Hannah, hi! Hannah, this is my dad.
3 B Look, Life with Lions is on TV. I’m not keen on this programme. H Hello, Mr Jackson.
G No! I like wild animals, but I can’t watch when they kill each A Hello, Hannah. Call me Andy. This is my wife, Sarah.
other. I think it’s horrible. H Pleased to meet you.
4 G Jennifer Aniston is in this film. She’s OK, but I can’t stand S You too. Welcome to the UK!
romantic movies. H Thank you!
B I hate them too. I prefer comedies. Jo And I’m Josh.
5 G Listen to Beyoncé’s new track. I think this song’s fantastic. Je Oh, sorry, Josh. This is my brother.
B Yeah. I listen to it all the time. It’s my favourite at the moment. H Hi.
A OK, let’s go.

1 On Friday evenings my mum goes to dance lessons.
2 My dad plays volleyball. J = Jessica, H = Hannah, S = Sarah, E = Eric
3 And my sister Joanna works in a restaurant.
J See you, Mum!
4 But I don’t stay at home.
H Goodbye.
5 I go to my friend’s house and we watch films.
S Bye! Have a nice day!
H I love these houses, Jessica.
J Are they different from houses in the States?
H Yeah. These are so cute and… so British!
1.12 Student’s Book page 11, exercises 2-3
E Hey, Jessica!
J Oh hi!
P = Presenter, E = Elena, M = Mandy, K = Karl, Ma = Matt, L = Leila E How are you?
P Today we’re talking to five young people who want to tell us what J Fine, thanks. Um, this is Hannah, she’s an exchange student.
TV programmes they like. First, it’s Elena. H Hi.
E I love cartoons because I’m interested in drawing. J And this is my friend Eric.
Everyone likes the Simpsons but my favourite cartoon is E Hi. I’m in Jessica’s class at school.
Spongebob Squarepants. He lives in the sea. It’s a very funny H Nice to meet you.
programme. I know it’s for children but I always laugh at E You too. Are you American?
Spongebob. H Yes, I am.
P Thanks Elena. Now, who’s next? Let’s hear from Mandy. J Well done, Sherlock Holmes!
M I don’t like reality TV programmes because they’re boring. I E Cool. Hey, who’s your favourite band?
don’t understand why people watch these programmes. There’s H Um, I really like Haim. Oh, and I like Lorde, too. You know them?
a reality programme on TV this week. It’s about students and E I’m not sure. Do you like Bruce Springsteen?
teachers in a school. It’s just normal life. The people are like you H He’s OK. But he’s a bit old. Why?
and me. It’s not interesting. E I love him!
P Cheer up, Mandy! OK, now Karl, your turn. J Come on, guys! Were late!
K I enjoy watching movies. It’s a nice thing to do at the weekend.
Saturday evening is my favourite time of the week. You can stay
at home and sit in the living room with your friends or your
family. You can have some snacks and drinks. And if there isn’t a
film on TV you can find one online. Perfect!
P I agree, Karl! Matt, what do you think?
52
Unit 1 WORKBOOK ANSWERS
Workbook page 8 5 1 Tom doesn’t live in the city.

2 He doesn’t have a skate park near his house.
1 1 Sport 2 Films 3 Food 3 His dad drives him to the city every Saturday.
2 1 A 2 C 3 B 4 A 5 C 4 He listens to music on his phone in the car.
3 1 expensive 2 near 3 easy 4 old 5 good 6 interesting 5 He doesn’t read books in the car.
6 He arrives at the skate park at 8.30am.
4 1 This film looks interesting. 7 His friends don’t arrive at the skate park at 9.30am.
2 The new French restaurant is expensive.
3 Rihanna’s new music video is really cool. 6 Students’ own answers
4 How near is your new school?
5 Jessica’s brother has got great taste in music. Workbook page 11
1 1 make-up artist
Workbook page 9 2 TV presenter
5 1 into 2 favourite 3 enjoy 4 love 5 fantastic 6 keen on 3 costume designer
7 hate 8 horrible 9 can’t stand 10 like 4 sound engineer
5 producer
6 1 into 2 keen 3 can’t 4 favourite 5 fantastic 6 hate 6 camera operator
7 like 8 love
2 sound engineer
7 Students’ own answers make-up artist
8 LIKES camera operator
I adore … producer
I’m a big fan of … 3 1 C 2 B 3 A 4 C 5 B 6 A
I’m crazy about …
I’m mad about … 4 1 He finds the article on the internet.
I’m very fond of … 2 a talent show
3 They record the voices and the sounds for TV programmes.
DISLIKES 4 They work with a producer.
I can’t bear … 5 M ake-up artists can change a person’s face with make-up and
I’m not a big fan of … make a person look different.
I’m not very fond of …
I really dislike … 5 Students’ own answers
… isn’t really my thing.
9 1 big fan; my thing Workbook page 12
2 mad about; bear 1 She works in TV. / She works for a TV/film company.
3 crazy about; really dislike 2 She’s a runner for a TV company.
4 adore; very fond of
10 Students’ own answers 3 1 F 2 F 3 T 4 T 5 F 6 T
4 VERB NOUN
Workbook page 10 1 run 1 runner
2 produce 2 producer
1 1 speaks 2 play 3 live 4 watch 5 likes 6 works
7 visit 8 has 3 play 3 player
4 sing 4 singer
2 1 Marisa doesn’t speak French very well.
2 The students don’t play in a football team on Wednesday afternoons. 5 teach 5 teacher
3 My grandparents don’t live in Sweden. 6 design 6 designer
4 I don’t watch TV before breakfast every day. 7 dance 7 dancer
5 He doesn’t like the Shrek films. 8 present 8 presenter
6 Stefan doesn’t work in a music shop on Saturdays.
7 You don’t visit your grandparents on Sunday mornings.
5 1 player 2 singer 3 presenter 4 runner
8 Poppy doesn’t have swimming lessons on Tuesdays.
5 teacher 6 producer 7 dancer 8 designer
3 1 We don’t do sport on Saturday mornings. We’ve got a
Drama lesson.
Workbook page 13
2 My dad doesn’t work in a restaurant. He teaches in a school.
3 Joe and Matt don’t like classical music. They love rock music. 6 1 beach
4 Libby doesn’t go to secondary school. She studies at university. 2 cinema
5 I don’t get up at 6am during the week. I wake up at 7am. 3 basketball
6 You don’t watch TV in the mornings. You listen to music on 4 barbecue
your phone. 5 park
4 1 live 6 swim
2 don’t have 7 skateboarding
3 get up 8 sleepover
4 have Hidden word: bike ride
5 leave
6 drives
7 listen
8 don’t read
9 don’t arrive
10 starts
53
7 1 shopping 2 parties 3 go to 4 go for 5 play 6 go Workbook page 16

7 beach 8 go swimming 9 picnic 10 the guitar
8 1 B 2 D 3 H 4 A 5 E 6 F 7 G 8 C 1 1 Hello. / Good morning.
2 This is Tim.
9 1 meets (her) friends 3 Nice to meet you. / Pleased to meet you.
2 play in a band 4 Very well, thanks. / Fine, thanks.
3 designing websites 5 Bye. / See you.
4 do dance lessons
5 does athletics 2 1 Good
6 goes horse riding 2 well
7 taking photos 3 thanks
8 go sailing 4 This
5 Nice / Pleased
10 Students’ own answers 6 You
7 Fine
Workbook page 14 8 bad
9 See
1 1 Do E
2 Does F 3 1 F; She’s an exchange student.
3 Do A 2 T
4 Does C 3 T
5 Do B 4 F ; Max hates One Direction. He’s very keen on kodaline.
6 Does D He’s very keen on Kodaline.
5 T
2 1 Do you watch TV in the mornings? 6 F; They haven’t got time, they’re late.
2 Do your parents like documentaries?
3 Does your best friend collect cartoon pictures? 4 1 Hi, Beth. I’m …
4 Do your grandparents send you text messages? 2 You too.
5 Does your mum enjoy going to the gym? 3 How are you?
6 Does your dad like playing computer games? 4 Not bad, thanks.
5 Are you happy at school here?
3 Students’ own answers
5 Suggested answers:
4 1 What 1 Good morning. / Hello. / Hi.
2 Why 2 Hi. Nice to meet you.
3 How much 3 Very well, thanks. / Fine, thanks. / OK. / Not bad.
4 Where 4 Hello. / Hi. / Hey.
5 How 5 Goodbye. / Bye. / See you!
6 Who
7 When
8 Which Workbook page 17
5 1 When does 1 1 He’s got five Imagine Dragons posters in his bedroom.
2 Where do 2 Luka’s crazy about football.
3 What do 3 I’m Anders and I’m from Croatia.
4 Who do 4 In the summer, he goes to the beach every day.
5 Why does 5 Luka’s my best friend and this is his profile.
6 How much does 2 1 I’m Anders and I’m from Croatia.
6 1 What do you do in your free time? 2 Luka’s my best friend and this is his personal profile.
2 Do you watch films on TV or at the cinema? 3 Luka’s crazy about football.
3 Do you play a musical instrument? 4 He’s got five Imagine Dragons posters in his bedroom.
4 Who is your favourite singer? 5 In the summer, he goes to the beach every day.
5 Does she sing country music? 3 1 No, they aren’t. They’re best friends.
6 Why do you like her? 2 Luka’s favourite sport is football.
3 Luka enjoys playing football computer games.
Workbook page 15 4 Luka has got five Imagine Dragons posters.
Extra Challenge 5 I n the summer, he enjoys going to the beach every day and
going swimming.
Students’ own answers 6 Because he goes swimming before school.
Webquest 4 Students’ own answers
1 The Bronx, in New York City
2 Spotify
3 The X Factor
4 It’s in Hawaii.
5 The Simpsons.
6 It’s a cross between a flugelhorn and a tuba.
Puzzle
What time do you get up on school days?
Who is your favourite actor?
Where do you enjoy listening to music?
And students’ own answers
54
Unit 1 WORKBOOK TRANSCRIPTS
1.2 Workbook page 11, exercises 2–3
J = Jack, S = Sean, A = Amy
J Hey, you two! Look at this article on the internet about jobs in TV.
S Let’s see, Jack … Working in TV sounds great!
J I agree.
A Really? I’m not sure …
J Well, listen to this. ‘Sound engineer wanted for new talent show’.
How cool is that?
S What does a sound engineer do?
J They record the voices and the sounds for TV programmes and
they work with the producer.
S Do they use computers?
J Yes, Sean. It’s all digital. They record and edit all the voices and
sounds on a big computer.
S Wow! I like the idea of working as a sound engineer.
J Come on, Amy. Your turn … You’re very quiet. What do you think?
S Yes, come on Jack. Give Amy a chance!
A I know. I can’t get a word in edgeways!
J Sorry, Amy. Go ahead …
A Well, I think being a make-up artist sounds great.
J Really? I don’t.
A You know, you can make a person look really different with
make-up. For example, you can change a person’s face into an
animal’s face or make a young person look very old. You need a
lot of skill to be a make-up artist.
J Hmm. I suppose so … but you don’t need a make-up artist on every
TV programme, like a documentary about animals for example.
A Excuse me! Who puts the make-up on the TV presenter in a
documentary about animals, and who works with the camera
operator to make sure everyone looks good outdoors or under the
studio lights? Oh wait a minute, that’s the make-up artist … again!
S OK, OK you two. Calm down!
J Well, actually I want to be a producer. You’re in charge of all the
people and the whole TV programme. Imagine that …
S Well, actually …
1.4 Workook page 16, exercise 5
1 Good morning.
2 This is Lewis. He’s the new boy in our class.
3 How are you?
4 Hi.
5 Bye!
55
2 School is cool! Unit overview

● School activities: act in a play, do an experiment / ● To learn vocabulary related to school activities (page 19)
gymnastics / your homework, have a break / lunch, play and school subjects (page 23)
chess / a musical instrument / football, read a book, take an ● To learn and use can / can’t (page 20) and adverbs of
exam, use a computer frequency (page 24)
● School subjects: Art, Citizenship, Drama, English, French, ● To practise using conjunctions and, but and so (page 27)
Geography, German, History, ICT (Information and Computer
Technology), Maths, Music, PE (Physical Education),
Religious Studies, Science, Spanish, Technology
● Days of the week Skills objectives
● Prepositions: on, at, in
● To read and understand a webpage about after-school
● Face 2 Face: Of course! Well What else?
clubs (page 18)
● To practise asking questions with can (page 20)
● To listen to and understand an interview about an
Grammar unusual school (page 21)
● To read and understand a webpage about a summer
● can / can’t for ability and possibility school in Australia (page 22)
● Adverbs of frequency: always, never, often, sometimes ● To discuss the school timetable (page 23)
● To plan a new school and present the plans to the class
(page 25)
Pronunciation ● To practise using classroom language (page 26)
● To write a description of a school (page 27)
● can / can’t
Assessment criteria
Recycled language
● Students can use can / can’t and adverbs of frequency
● Present simple correctly
● Likes / dislikes ● Students can recognize and use vocabulary for school
● Free time activities subjects and activities
● Students can pronounce can and can’t
● Students can read and understand a webpage about
after-school clubs, and a text about an unusual school
● Students can listen to and understand an interview about
an unusual school
● Students can plan a new school
● Students can use classroom language and plan a new
school
● Students can write a description of a school
56
activities.
Listening
Prepare for Cambridge Exams The IWB Listening activities are designed to provide extra
activities to help students explore texts in greater depth.
Listening page 124 ● Listening extra, page 21
● Listening for specific information
Writing
Reading comprehension page 125
● Non-academic text: Email practice
● Pronunciation, page 20
Grammar
presentation
57
58
Unit 2 READING
Warmer
Write on the board: The best days of your life! Tell students that
people often say this about their school days. Ask them if they
agree / disagree. Ask students to talk about their school. Ask:
How big is your school? Where is it? Do you like it? What do you
enjoy most / least about school? What do you think is good / bad
about your school? Get students to discuss in pairs, then ask
them to share their ideas with the rest of the class.
1 Ask students to look at the pictures. Ask: Where are the people?
What are they doing? How do they feel? Then have them discuss the
questions in the Student’s Book in pairs.
Get class feedback and find out which after-school clubs students
go to.

Check students understand what the clubs are. Ask: What do you
think you can do in these clubs? Which of the clubs do you have in
your school?
Get students to read the text quickly for gist and match them with
the clubs.
Answers
1 Drama club 2 Science club 3 Magazine club 4 Chess club
5 Art club 6 Cookery club 7 Sports club
Teaching tip
If you have problems hearing your students because they
speak too quietly, don’t move closer to them, move backwards
so you create more distance between yourself and them. This
encourages students to project their voice more, and enables the
rest of the class to hear them better.
Extra activity
In pairs, get students to choose one of the clubs, but ask them
not to tell their partner which they have chosen. Students tell
their partner something about the club, and their partner has to
guess which it is, e.g. You can eat food in this club, You do this club
on Tuesdays.
59
60
3 Ask students to read all the questions carefully first before reading
the text again.
Warmer
Ask students to look at the pictures. Ask: Which of the things do
Answers you like / not like doing? Which of the things are you good / bad
at? Ask students to discuss in pairs. Invite them to tell the class
1 3pm
about their partner.
2 Monday
3 Drama club
4 Science club and Cookery club 8 Tell students they need to use some of the verbs more than once.
5 4.45pm
6 Magazine club
Ask fast finishers to think of as many other words as they can to use
with the verbs, e.g. tennis, a newspaper, tea /breakfast.
4 Do the first one together with the class and elicit the answer.
Students can then do the rest of the activity in pairs. Get them to Answers
compare their answers with another pair. 1 do 2 have 3 play 4 do 5 do 6 read 7 use 8 have
9 act 10 play 11 play 12 take
Answers
1 Chess club 2 Sports club 3 Cookery club 4 Magazine club
9 Explain that students might have to use the plural form of some of
5 Drama club 6 Art club
the nouns.
5 Try to get students to complete the days of the week first without Answers
looking at the webpage. Then they can check their answers in 1 I have a break at lunchtime.
the text. 2 We do experiments in my Science class. They’re great!
Model pronunciation of the days of the week together and drill 3 My sister plays chess on Tuesdays. I don’t understand the rules!
difficult sounds such as /θ/ in Thursday. 4 I don’t act in plays. I can’t stand drama.
5 My best friend Jack does gymnastics. He’s brilliant!
6 We take exams at the end of the year.
Answers
1 Tuesday 2 Wednesday 3 Thursday 4 Friday 10 Tell students to use the verbs in exercise 8.

Extra activity
Ask students what they do each day after school. Get students 11 Get students to report back to the class about their partner in
to ask and answer in pairs. A: What do you do on Monday after feedback, e.g. Miguel plays football after school. He doesn’t play
school? B: I go to my friend’s house. / I do my homework. Ask a musical instrument.
students to report back to the class about what their partner
does after school.
6 Encourage students to give reasons for their choices. Invite

students to share their opinions with the rest of the class. Continuous assessment
Answers Students’ own answers Vocabulary Support Worksheet: page 14, exercises 1, 2 and 3
Teaching tip
During group work and pair work activities, encourage students
to respond to what their classmates say by asking questions or
making a comment, rather than just taking turns to speak. This
will generate more natural conversation. They can be simple
questions like Why do you like it? or comments like Really?
That’s interesting.
7 Ask students to read the notes. Check they know the meaning of
the word location. You could brainstorm other ideas for clubs, e.g.
running, photography, digital gaming, computers.
61
62
Unit 2 GRAMMAR
GRAMMAR OPTIONS 4 1.21 After you have played the audio and drilled the
sentences, write the following incomplete rules on the board.
● The grammar box gives a summary of the grammar areas that Get students to try and complete them.
students will practise on this page.
1 We use the strong sound /kæn/ ... (for short answers)
● The grammar is presented in a complete grammar reference 2 We say the strong sound /kɑ:nt/... (for negatives)
on page 114. 3 We say the weak sound /kən/... (for questions and longer answers)
Teaching tip
If students have difficulty with the pronunciation of can and
Warmer can’t, tell them they need to keep their mouth wide open
Hold a ‘Silly Olympics’ in class. Get students to challenge each when they say /kæn/ and /kɑ:nt/. Also, highlight the difference
other to do different activities and tricks. Brainstorm ideas between the long vowel sound in can’t /kɑ:nt/ and the shorter
with the class first, e.g. Can you touch your toes? Can you juggle? sound in can /kən/ when we speak quickly.
Can you touch your nose with your tongue? Help them with
translation, as needed. When you have a list of about eight
‘events’, put students into groups to do them. Each student 5 Go through the activities with the class. Check students know
takes a turn, and the other students give them a score for each the meanings and get them to practise saying them.
event. The student with the highest score wins. The group
winners can then compete against each other to find the Answers Students’ own answers
‘Olympic Champion’.
6 Check students understand the rules and get two students to
demonstrate how to play the game.
1 Ask students which of the sentences are talking about possibility
(2, 3 and 5) and which are about ability (1, 4 and 6).
Answers
1 Can you play chess? Extra activity
2 We can use a computer to do our homework.
3 We can’t chat online in the lesson. Show the class an object such as a pen. Ask: What can you do
4 What instrument can she play? with this pen? Put students in pairs and ask them to brainstorm
5 I can’t act in the school play this year. as many ideas as they can, e.g. you can scratch your head with
6 You can have a break now. it, you can dig a hole with it, you can stir your coffee with it. The
team that writes the most sentences wins the game.
Teaching tip
Students often make the mistake of using to + infinitive with Continuous assessment
modal verbs, e.g. She can to run, We can to speak, so monitor
carefully and correct, if needed. Teacher’s Resource Book
Grammar Support Worksheet: page 38, exercises 1 and 2
2 1.20 Transcripts page 78
Before they listen, get students to look at the table and elicit the
meaning of the words scenery and costumes.
Answers
Marina: can play the piano, can’t sing / act
Ryan: can sing / dance / act
Kate: can paint scenery, make costumes, can’t sing / dance / act
3 Get students to correct each other’s mistakes. Ask some students to

tell the class about their partner.
63
CAMBRIDGE TOEFL Junior ®
Exam Practice Exam Practice
64
Unit 2 LISTENING
Warmer 4 1.23 These expressions are all common idiomatic expressions

in spoken English. They are highlighted in the audio script on page
Ask students: Do you ever have any lessons outdoors? Do you do 146. Ask students which one means:
PE lessons indoors or outdoors? Do you go on any school trips?
I suppose (Well)
Where do you go? Which languages can you learn at your school? What other things? (What else?)
Get students to discuss the questions in groups. Certainly! (Of course!)
1 Write ‘An unusual school’ on the board. Get the class to look at Answers
the title and the pictures and try to guess what type of school it is. 1 Well 2 What else? 3 Of course!
Ask: What do the children learn at this school? Elicit ideas, but don’t
confirm or deny their guesses at this stage. 5 Get students to change the words and write their own true and
false sentences.
2 1.22 Transcripts page 78 Tell the students to listen and check
if their ideas were correct. 6 Model the activity with the class. Tell the students to walk around
Get students to go through the questions and the possible answers. the room, read their sentences to each other and guess if they are
Tell them to make a note of the possible answers, e.g. Spanish, true or false. Get students to report back in feedback.
German, French, then play the audio again for them to choose the
correct answers. Answers Students’ own answers
WORDS TO KNOW Fast finishers

Check that students know the following words and expressions: Ask students to write a short paragraph about Pine Ridge School.
outside, outdoor, daily, nature. Encourage them to say what you can do there.
Answers
1 B 2 B 3 A 4 C 5 A
3 1.22 Transcripts page 78 Ask students to answer the

questions in full sentences.
Answers
1 She’s twelve.
2 No, the school is small. There are 60 students.
3 Yes, he likes the exercise classes because they give him lots of energy.
4 Yes, they do. They go out to rivers, fields and mountains.
5 She likes the language lessons.
Extra activity
In pairs, get students to role play an interview with one of the
students form Pine Ridge School. Tell them to imagine they are
one of the students at the school, Lily, Enzo or Amanda, and their
partner is going to interview them. Elicit the questions from the
audio to help them (Tell us about your daily routine. How many
students are there? How do you start your day? What do you like
best? Do you like it at your school?) Monitor round the class while
students interview each other.
Teaching tip
Try to use the recordings as a springboard for speaking activities,
for example, you could carry out role-plays based on the
characters in the audio, using the model language they have
heard. Alternatively, you could get students to think of additional
questions to ask the characters in the audio, or say whether they
agree / disagree with the opinions of the characters.
65
66
Unit 2 READING
Warmer
Ask students: Is it easy to get to Australia from your country?
How long does it take to get there? Would you like to go?
Why / why not? Ask them to discuss in pairs which countries in
the world they would most like to visit and why? Tell them to
agree together on their top five countries and rank them in the
order they would most like to visit them.
1 Ask students to look at the pictures to prompt ideas. Ask them if

they can name any of the places (Sydney Opera House, Harbour
Bridge). Elicit or teach them the word for koala bear.
Get students to discuss questions 1-3 in pairs, then elicit their
answers on the board.

Ask students to look at the heading and guess what they will read
about in the text. Ask: What subjects do you think the students learn?
What activities do you think they can do? Ask students to read the
text quickly. Ask: Were your predictions correct?
Teaching tip
To make reading tasks productive, put students into small
groups. Get them to each read a paragraph of the text, and then
tell the other members of the group what they have read about.
Extra activity
Ask students: What other things would you like to know about
the Australian summer school? Tell them to write five more
questions to ask Tula. Get them to compare their questions with
a partner.
67
CAMBRIDGE TOEFL Junior ®
68
3 Give the students time to read the questions and the three possible
answers carefully before re-reading the text.
Warmer
Ask students: What is your favourite school subject? Which
Answers subjects do / don’t you like? Which subjects are you good / bad at?
Which is your favourite school day? Why? Get students to discuss
1 A 2 C 3 B 4 A 5 A
in pairs, then report back to the class.
4 You could do this as a class activity.
8 Elicit which subjects are being taught in the photos. Then model
Answers pronunciation of all the subjects.
1 high school Ask students which subjects they study at school.
2 kangaroos and koalas
3 surfing or cricket Answers
4 Australia and the Philippines
5 Sydney PE (Physical Education), Maths, Art, Science , French
5 After they have found the missing words, ask students if they can Extra activity
add other words they know to the three lists (at the cinema, in a
tent, on a trip). Play hangman with school subjects. Choose a school subject,
e.g. geography, and write dashes for each letter on the board
Answers _ _ _ _ _ _ _ _ _. Get students to guess the letters. Each time a
student shouts an incorrect letter, write it on the board and
1 hotel 2 school 3 beach draw a section of the hangman’s scaffold. If a student guesses
the word correctly, before you complete the ‘hangman’, then
6 Ask students to look back at the interview with Tula on page 22 they come to board and choose a word themselves.
for ideas.
Answers Students’ own answers 9 1.25 Transcripts page 78 Before students listen, ask them
to look at the timetable and say the times (nine o’clock, 10 o’clock).
To practise the times, ask: What time does Nadia have maths? What
7 Make sure that students swap roles, so that they each get a turn to
does she have at 11 o’clock? What time is lunch?
ask the questions. For more practice, get them to repeat the activity
with a new partner. Play the audio for students to complete the timetable.
Answers Students’ own answers Answers

10.00 – Art 11.15 – History 1.00 – PE 2.00 – PE
10 Encourage students to answer in full sentences, as in the example.

Get them to check answers in pairs afterwards.
Answers
2 She’s got Art before break.
3 After lunch she’s got PE.
4 Art is before History.
5 Her last lesson is at 2.00, and it’s PE.
11 If students need further practice, they can repeat the activity with
a new partner.
69
70
Unit 2 GRAMMAR

● The grammar box gives a summary of the grammar areas that In new pairs, ask students to ask each other the questions
students will practise on this page. in exercise 3. Then tell them to write sentences about their
● The grammar is presented in a complete grammar reference partner, e.g. Sofia always leaves her homework at home.
on page 114. Ask some students to read their sentences to the class.
4 Get students to read through the questionnaire quickly ignoring
the gaps. Check the meaning of any unknown words, e.g. scary and
remind. Then get them to work individually and fill in the gaps.
Warmer
To encourage interaction, you could get students to ask their
Ask students if they live a healthy lifestyle. Ask: How often do you partner the questions in the questionnaire.
do sport / eat fruit and vegetables / walk to school / drink water /
go to bed early? Elicit possible answers, e.g. never, sometimes,
Answers
always, once/ twice / three times a week. Get students to ask
each other the questions in pairs, and then decide whether their 1 always 2 are 3 hates 4 do 5 often / always 6 don’t
partner is healthy or not. Get students to report back to the rest
of the class. 5 If necessary, brainstorm some situations first with the class, e.g.
your friend isn’t very good at maths and can’t do their homework,
your friend wants to buy an ice cream, but hasn’t got any money.
1 An alternative way to do this activity is give six students an A4 sheet Then get them to write three alternative answers A, B and C, as in
of paper with the words of sentence 1 written on them. Tell them to the Friendship test.
stand in a line facing the class and hold up the words. Get the rest of
the class to tell the students where to move so that the words are in Answers Students’ own answers
the correct order. Do the same with the other sentences.
6 Before they do the activity, get students to read through the verbs
Answers and check they know what they mean.
1 I usually ride my bike to school. Model the activity, and then elicit a few examples from students,
2 Our teacher often gives us spelling tests. e.g. We always do this in the science lesson. (do an experiment).
3 We’re always interested in Science. I sometimes do this at the shopping centre. (meet friends). With
4 The students are never lazy.
stronger classes, you could add other activities to make the task
5 My mum sometimes helps me with my homework.
6 I don’t often forget my homework.
more challenging, e.g. do my homework, watch TV, play video games.

Teaching tip
When students do grammar exercises, encourage them to use
different colour pens to highlight key words, e.g. I usually ride Continuous assessment
my bike to school. I am always late to school. Teacher’s Resource Book
This will help them remember the position of the words in the Grammar Support Worksheet: page 38, exercises 3, 4 and 5
sentence. Grammar Consolidation Worksheet: page 39, exercises 4, 5 and 6
2 1.26 After students have listened and checked their answers,

get them to practise the dialogue in pairs.
Answers
1 are usually
2 always make
3 often watches
4 don’t often go
5 normally learns
3 Get students to compare their sentences in pairs. Ask them: Are your
sentences similar or different from your partner’s? Do you think your
partner’s sentences are true?
71
72
Unit 2 CHALLENGE
In this lesson students design and plan their own school. They Extra activity
design the facilities, draw a plan, decide on which lessons you
Tell students that your school has £50,000 to spend. Ask: Which
can study there, and choose a name for the school. Finally, they
things do you think are more important; new sports equipment,
present their school to the class.
tablet devices and laptops for the students, a new school cafeteria
or new books for English lessons? In pairs, tell them to try to
agree on how to spend the £50,000. Encourage students to use
Warmer the expressions in Express yourself and give reasons for their
Ask students: Is your school modern or old? Does it have a gym / opinions. Ask students to report back to the rest of the class.
swimming pool / football pitches / library? What other facilities
has it got? What do you like / dislike about your school? Are the
lessons interesting? Get students to discuss the questions in Fast finishers
groups. Invite them to share their ideas with the class.
Get students to design an Open Day poster for their own school.
1 Ask the students what an open day is (a day when the school is
open to prospective students and their families so they can see the
building, lessons and activities). Go through any other unknown
vocabulary in the advert.
2 As a follow-up, ask students if they like this school. Ask them if they
would like to go there.
Answers
Theatre – Acting
Cinema – Filmmaking
Swimming pool – Swimming and diving
Greenhouse – Care of exotic plants
Music practice rooms – Recording and producing music
Art gallery – Painting and sculpture and photography
3 1.27 The expressions in Express yourself are available to listen to.

Before they begin, get students to practise the expressions for
making suggestions.
Go through the instructions and check students understand what
they have to do. Allow them to use dictionaries to help them with
vocabulary for facilities and unusual lessons.
4 Get students to compare their plans with another pair before

presenting them to the whole class.
5 Get feedback and vote for the best school. You could display the
plans on the classroom wall so that students can see them all.
Ask: Which were the most popular facilities and subjects? Which were
the most unusual lessons?
73
74
Unit 2 INTERACTION
1.28 Express yourself contains a variety of useful expressions for

Extra activity
the situations in the dialogue. Some of them (but not all of them)
are used in the dialogue. They are available on the audio if you want Write the lines of the dialogues from exercises 4 and 5 down on
students to hear how they are pronounced. slips of paper and mix them all up. Put students in pairs and give
them copies of the dialogues. Ask them to put the dialogues in
the correct order. Play the audio again so they can check.
Warmer
Ask students: Do you ever forget your homework? What excuses
6 1.32 Get students to put the dialogue in order. To make the
do you make? What happens if you don’t do your homework? What
activity easier, they could copy the dialogue onto slips of paper and
does the teacher say? How often do you get English homework …
swap them round until they get the correct order.
once / twice a week? What about the other subjects? Get students
to discuss the questions in pairs.
Answers
E, A, F, D, B, C
1 Brainstorm classroom instructions with the class and write them
on the board. 7 1.29 - 1.32 Tell students to first try to complete the activity from
memory. Then play the audio and have them complete the exercise.
Answers Students’ own answers Drill the phrases in and practise pronunciation.
Answers
Teaching tip
Excuse me…
Try to say as many simple classroom instructions as possible How do you say … in (British) English?
in English during the lessons. It’s important to be consistent How do you spell that?
and keep instructions brief so that students understand. Could you speak more slowly, please?
Display classroom language on posters around the classroom Can I borrow your (ruler) please?
to encourage students to use it, e.g. Could you repeat that? Sorry, I don’t understand.
What does that mean? Please can you spell that? Sorry, I’m using it.
2 Ask students what they can say about Eric’s and the teacher’s body Teaching tip
language. Ask: What can you say about the expressions on the other Write the phrases in Express yourself on A4 size pieces of paper
students’ faces? Are they amused? and display them on the wall. This will encourage students to
use the phrases correctly in the classroom.
Answers
Suggested answers 8 Allocate the students roles: A (Student) and B (teacher). Elicit some
Eric is being told off. He is probably saying sorry. questions they can ask, e.g. How do you say calculadora in English?
How do you spell dictionary? What does facilities mean? Can I borrow
3 1.29 Transcripts page 78 Play the audio. Ask students if their a dictionary, please?
predictions were right. Encourage students to answer: Sorry I don’t know. or I’m not sure!
if they don’t know the answer!
Answers
1 his homework 2 in his room at home 3 tomorrow Answers Students’ own answers
4 1.30 Transcripts page 78 Before they listen, ask students if 9 Get students to walk around the class and ask lots of different
they know the answer to the questions. Then get them to listen students.
and check.
Answers
1 holiday 2 dustbin
5 1.31 Transcripts page 78 Before they listen, get students to

read the questions and the possible answers so they know what
to listen for. Also, pre-teach the word recess (American English
for break).
Play and pause the audio, as necessary. Get students to check their
answers in pairs.
Answers
1 a ruler 2 ten
75
76
Unit 2 WRITING
5 Remind students they can look back at the rules in exercise 4 to

Warmer help them, if they need to.
Ask students: What time do lessons start at your school? What
time do they finish? How many times a week do you do sport? Answers
Ask them to write out their school timetable for the week in
1 but 2 or 3 and 4 but 5 or
English. Tell them to look back at page 23 for the names of the
school subjects. Remind them to write in lunch and break times.
6 Tell students to refer back to Jake’s description for ideas. Also
When they have finished, get them to compare their timetables
encourage them to try and use the interesting facts they discussed
in pairs.
in exercise 1. Tell them they can use a dictionary, if they need to.
After students have made their notes, get them to talk through
1 Tell students to try and think of things that are special to their their ideas with a partner. Ask them to ask each other questions and
school and different from other schools. Ask them to think about suggest ways they can develop their ideas.
the facilities, the lessons, the after-school clubs, the meals,
school trips. Answers Students’ own answers
Answers Students’ own answers 7 Ask students: What does Jake describe in each paragraph?
(paragraph 1: the school in general; paragraph 2: lessons;
2 Set a short time limit so students read quickly for gist. Elicit what PE paragraph 3: clubs). Encourage students to structure their
stands for (physical education). descriptions in the same way.

PE
8 When students have checked each other’s work, get class feedback.
3 Ask students to answer in complete sentences. Ask: What did you like most about your partner’s description? What
When checking answers, draw students’ attention to the use of did you find most interesting?
about before numbers (about 1000), and tell students we use this
when we don’t know exactly what the number is. Tell them we
can also say approximately. Also, highlight the fact that we say on Fast finishers
Thursdays / Fridays when we want to say we do something every Get students to imagine they go to Forest View High School. Ask
Thursday / Friday. them to write another description called My School. Get them to
talk about the school, their lessons and the clubs at Forest View
Answers as if they were a student there.
1 It is in Southam, Essex.
2 There are about 1000 students.
3 He walks there.
4 He does Basketball club.
5 It is at lunchtime on Fridays.
6 He can cook pizza.
Extra activity
Ask students to write a paragraph about their ideal day at
school. Write the following phrases on the board to help them:
The school day begins at …., The first lesson is …, After … we have ….,
At 11am we have …, They can write out a timetable for the day if
they want to.
4 Elicit the examples in the text (… and there are about 1000 students,
… but sometimes I get the bus, … and the teacher always gives us
homework, …, but I only have PE on Thursdays, … or after school, …
and I go to basketball, … but I’m the only boy there.)
Ask students what the translation of these words is in their
language.
Answers
1 and 2 or 3 but
77
Unit 2 TRANSCRIPTS
1.20 Student’s Book page 20, exercise 2 1.25 Student’s Book page 23, exercise 9
T = Teacher, M = Marina, R = Ryan, K = Kate N = Nadia, L = Luke
T Hi, Marina. Come in. Can you close the door? Thank you. N Is Science the first lesson today?
So, this year’s school show is Annie, the musical. You want to be L No, it’s Maths.
in the show. What can you do? N And what have we got before break?
M Well, I can’t sing or act, but I can play the piano. L Er … we’ve got Art.
T That’s great. Can you play something for us now? N Great. I love Art.
M Of course. L And then we’ve got History before lunch.
R Hi, I’m Ryan. N Have we got Geography this afternoon?
T Hello, Ryan. So, you want to be in this year’s show. Can you act? L No, we haven’t. We’ve got PE all afternoon.
R Yes, I can. And I can sing and I can dance, too. N Oh no! I haven’t got my PE kit!
T Excellent. Let’s see … Can you sing something for us?
R When you’re sitting on the corner of the street, life decides to
give you a special treat…
T Hello. Are you Kate? 1.29 Student’s Book page 26, exercise 3
K Yes. I’d like to help with the show but I can’t sing or dance or act.
T Oh. What do you want to do, then? Are you good at painting? MC = Miss Clarke, E = Eric
K Yes, I can paint. I’d like to help with the scenery … and I can make
costumes, too. MC Sit down, please. Thank you. OK, let’s take a look at yesterday’s
T Good. We need some help with those things. Thank you, Kate. homework.
E Excuse me, miss?
MC Yes, Eric?
E I’m sorry but I haven’t got my homework.
1.22 Student’s Book page 21, exercises 2–3 MC Really
E I think it’s in my room at home.
P = Presenter, L = Lily, E = Enzo, A = Amanda MC OK. Can you bring it tomorrow?
E Yes, miss.
1 P Hi. This is Matt Price and I’m here at a very interesting school
in Colorado, in the USA. Here at Pine Ridge the classroom
is often outside. That’s because the teachers think outdoor
education is very important. But what about the students? 1.30 Student’s Book page 26, exercise 4
Lily here is twelve. She’s a new student. Lily, tell us about the
daily routine at Pine Ridge. H = Hannah, MC = Miss Clarke
L OK. Er, in the morning we have normal lessons like Math
and English and Art. We learn languages too. But in the H Excuse me, miss. How do you say ‘vacation’ in British English?
afternoon we don’t stay at school and we don’t read books. MC We say ‘holiday’.
We have lessons outside. H Thank you. Oh, and how do you say ‘garbage can’?
2 P So… many schools have about a thousand students or more. MC Dustbin.
What about Pine Ridge? H How do you spell that?
L Well… It isn’t a big school. There are about 60 students! Um, MC D U S T B I N.
what else? We haven’t got many teachers but our classes are H Could you say that more slowly?
small, too. There are 6 students in my class so it’s really friendly. MC Yes, of course. It’s D U S T B I N.
3 P Enzo is in his second year at Pine Ridge. How do you start H Thanks.
your day?
E Well, in the morning I usually get up at 6.30. I have breakfast
at home and I walk to school. I arrive at 7.30. I know it’s really
early, but before our lessons, we have exercise classes. It’s 1.31 Student’s Book page 26, exercise 5
good because it gives me lots of energy.
4 P And what do you like best, Enzo? H = Hannah, E = Eric, J = Jessica
E Oh, I like our ‘adventures’ in the afternoon. We can go to
fields, rivers or mountains. We decide what we want to study, H Can I borrow your ruler, please?
not the teachers. It’s great. We learn about science and nature E Sorry, I’m using it.
and we work in teams with other people. It’s really interesting J It’s OK. You can borrow mine. Here you are.
and it’s so different from my last school. H Thanks. What time is recess?
5 P Let’s ask one more person. Amanda, do you like it here at J Recess? Sorry, I don’t understand.
Pine Ridge? H It’s free time between lessons.
A Me? Of course! I love it and I really enjoy the language lessons. J Oh, that’s ‘break’.
We study Spanish every morning. Our teacher speaks very H OK. When’s break?
good Spanish and we watch films and read books, so we learn J In ten minutes!
a lot. I want to go to Mexico one day.
78
Workbook page 18 Workbook page 21

1 A 1 1 gymnastics school; practise on the beam
2 1 D 2 C 3 A 4 B 2 theatre school; do an audition
3 forest school; have outdoor lessons
3 1 25 students get a place at the school each year.
4 circus school; do tricks
2 They start their day at 7am on weekdays.
3 Students have got two hours of ballet a day during the week. 2 theatre school
4 Students do more dance classes when their lessons finish. 3 1 It’s in central London.
5 They do their homework after dinner. 2 There are about 250 students.
6 At the weekends, they do more dance classes or spend time with 3 T he students are 11 or 12 when they start, but some students start
their friends. at the age of ten.
4 1 on 2 on 3 at 4 during 5 on 6 during 4 They do an audition.
5 O n the first three days each week, they study normal school
5 1 on 2 on 3 at 4 during
subjects.
6 At the end of each year, they do an end-of-year play.
Workbook page 19
4 1 F; She’s 15.
6 1 do an experiment 2 do gymnastics 3 play chess 2 T
4 act in a play 5 have a break 6 use a computer 3 F; It’s very difficult to get a place.
7 do your homework 8 take an exam 4 F; They work with a personal tutor.
9 have lunch 10 play football 5 T
Question: Which instrument can you play? 6 T
Students’ own answer 5 Students’ own answers
7 1 read a book 2 have a break 3 have lunch 4 play chess
5 musical instrument 6 play football 7 do gymnastics Workbook page 22
8 do my homework
1 B My school day
8 1 staffroom 2 canteen 3 library 4 Science lab
5 classroom 6 playground 7 playing field 8 hall 2 1 walk home
9 reception 10 headteacher’s office 11 gym 12 corridor 2 play basketball
3 watch TV
9 1 Science lab 2 classroom 3 canteen 4 reception 4 have dinner
5 playing field 6 corridor 7 library 8 staffroom 9 gym 5 study
10 headteacher’s office 11 playground 12 hall 6 go to bed
Workbook page 20
3 1 B 2 C 3 A 4 C 5 A 6 B
4 1 by bus 2 on foot 3 by bike 4 on the bus
1 1 Naomi can’t sing. 5 by car 6 on my bike
2 Mrs Brown can draw. 5 1 Marcus always goes to school on foot.
3 Lara can’t cook. 2 Do you often travel to school on your bike?
4 George can dance. 3 Kate goes to her Drama club on Thursdays by bus.
5 Mr White can’t use a computer. 4 L et’s go to London on the train. I’ll meet you at the
6 Ben and Ceri can play chess. station at 10am.
2 1 Can Naomi sing? No, she can’t. 5 My parents always go to visit my grandparents by car.
2 Can Mrs Brown draw? Yes, she can. 6 Students’ own answer
3 Can Andy cook? No, he can’t.
4 Can George dance? Yes, he can. Workbook page 23
5 Can Mrs White use a computer? No, she can’t.
6 Can Lara play chess? Yes, she can. 6 1 German 2 ICT 3 History 4 Drama 5 Art 6 Spanish
3 1 P 2 A 3 P 4 A 5 P 6 P 7 A 8 P 9 P 10 A 7 PE 8 French 9 Science
4 1 Jess and Tara can swim 1,000 metres. 7 1 Maths 2 Music 3 Technology 4 Geography 5 Citizenship
2 Tara can’t play the guitar. 6 Religious Studies
3 Jonny and Tara can speak German. 8 1 highlighter pens 2 stapler 3 ruler 4 calculator
4 Jess and Tara can’t skateboard. 5 paperclips 6 notebook 7 drawing pins 8 elastic bands
5 Jonny can’t swim 1,000 metres. 9 hole punch 10 scissors
6 Jess and Johnny can play the guitar. 9 1 calculator 2 highlighter pens 3 drawing pins 4 ruler
5 1 Jess can’t speak German. 5 scissors 6 hole punch 7 Elastic bands 8 notebook
2 Johnny can skateboard. 9 paperclip 10 stapler
3 Tara can’t play the guitar. 10 Students’ own answers
4 Jess and Tara can swim 1,000 metres.
5 Johnny and Tara can speak German.
6 Jess and Johnny can play the guitar.
79

1 never, sometimes, often, usually, always 1 1 What does … mean?
2 1 We always do our homework in the evenings. 2 Can I borrow your dictionary, please?
2 I never play football after school. 3 How do you spell that?
3 They’ve often got a test on Friday mornings. 4 Sorry, I don’t understand.
4 You sometimes forget your homework. 5 Could you speak more slowly, please?
5 Luis always goes to school by bus. 6 Sorry, I’m using it.
6 Isabel doesn’t usually have lunch in the canteen. 2 1 Excuse me
7 Tim is never late for the Chess club. 2 How
8 The girls aren’t often in town on Saturdays. 3 spell
3 1 I always leave for school at 8am on weekdays. 4 Could you repeat
2 They often watch TV in the evenings. 5 Can I borrow
3 He/She sometimes has a sandwich. 6 Sorry
4 I never listen to the radio. 3 1 doesn’t know 2 Tim 3 Lydia 4 sure 5 borrow 6 English
5 I usually meet my friends at the weekends. 7 French 8 homework
6 He always goes to bed at 9.30pm. 4 1 Excuse me, Sam. Can I borrow your calculator, please?
4 Students’ own answers 2 Thanks, Sam.
3 How do you spell ‘algebra’?
5 1 Maddy never walks to school. Sam sometimes walks to school. 4 Sorry. Could you repeat that, please?
2 Maddy always has lunch in the school canteen. Sam usually has 5 Could you speak more slowly, please?
lunch in the school canteen. 6 Can I borrow your dictionary, please?
3 Maddy and Sam often go to an after-school club.
4 Maddy sometimes helps friends with their homework. Sam often 5 Suggested answers
helps friends with their homework. 1 Sorry, I don’t know. / I’m not sure./ I think it means ‘rubbish’.
5 Maddy always does her homework on the computer. Sam never 2 Yes, of course./ Sorry, I’m using it.
does his homework on the computer. 3 Sorry, I don’t know. / I’m not sure. / It’s s-c-h-o-o-l.
4 Sorry, I don’t understand. / Yes, of course.
7 Students’ own answers 5 Yes, of course./ Sorry, I’m using it.
Extra challenge 1 1 D 2 A 3 B 4 C
Students’ own answers 2 1 B 2 D 3 A 4 C
Webquest 3 1 Y 2 N 3 N 4 Y 5 Y 6 N
1 A state school is free. You pay to go to a private/independent 4 Students’ own answers
school.
2 Eton College is a boarding school in Eton, near Windsor in the UK.
3 Juilliard School
4 Hogwarts
5 Jack Black; guitar
6 It’s a school for children in remote parts of Australia. They listen to
lessons on the radio/over the internet.
Puzzle
What is your favourite subject?
Who is your Science teacher?
How many students are there in your school?
What do you usually do after school?
And students’ own answers
80
1.5 Workbook page 21, exercises 2–3
RP = Radio Presenter, E = Erin
RP Good afternoon and welcome! Today we’re at a school with a

difference - the Mario Canti School in central London. And we’ve
got Erin with us to tell us about life at the school. Hi, Erin!
E Hello, and thanks for having me!
RP So, Erin … tell us a bit about yourself and life at the school.
How old are you?
E Well, I’m 15 and I’m in Year 11. It’s a very important year because
I’ve got big exams at the end of it.
RP Is the school big? How many students are there?
E No, it isn’t a big school. I think there are about 250 students.
It’s easy to get to know people and the classes are small.
RP That sounds great! And how old are students when they start
studying at the school?
E You can start at the age of ten, but most students come when
they’re 11 or 12, at the start of secondary school.
RP Is it difficult to get a place?
E Yes, very difficult! All the students do an audition. You can sing or
dance or perform. It’s really tough!
RP So, it was a successful audition for you because you’re here now!
E Yes, I guess so.
RP What’s an average week like? How do you balance school work
and theatre work?
E It’s all very well-organised and we work really hard five days a
week. What else …? On Mondays, Tuesdays and Wednesdays we
study normal school subjects. Then on Thursdays and Fridays,
we all work with a personal tutor and we can do drama, dance
or singing.
RP And what do you do on Thursdays and Fridays?
E Drama is my thing. I spend a lot of time with my tutor working
on different areas of my performance. We also do an
end-of-term play each year. This year, I’ve got the main part!
RP Can I come and see it?
E Of course!
RP Thanks, so now let’s go and meet …
1.7 Workbook page 26, Exercise 5
1 Excuse me. What does ‘garbage’ mean?

2 Can I borrow your pen, please?
3 How do you spell ‘school’?
4 Could you speak more slowly, please?
5 Can I borrow your calculator, please?
81
3 Party time! Unit overview

● Telling the time ● To learn vocabulary related to telling the time (page 29)
● Months and dates: April, August, December, February, and months and dates (page 33)
January, July, June, March, May, November, September, ● To learn and use the present continuous to talk about
October, first, second, third, fourth etc. activities in progress at the time of speaking (pages 30)
● Parts of the day ● To learn and use the present continuous to talk about
● once, twice, three times activities in progress and the present simple to talk about
daily routines (page 34)
● Face 2 Face: Are you having fun? Welcome to… What a
great idea! ● To practise using expressions for describing position
(page 37)
Grammar
Skills objectives
● Present continuous
● To read and understand an article about New Year
● Present continuous & present simple
celebrations (page 28)
● To ask and answering questions about daily routines
(page 29)
Pronunciation ● To listen to and understand a report from a festival (page 31)
● To read an article about a birthday photo competition
● -ing
(page 32)
● To talk about birthdays (page 33)
● To describe a picture (page 35)
Recycled language ● To practise language for introducing yourself at a party
(page 36)
● Present simple
● To write a description of a photo (page 37)
● Family
Assessment criteria
● Students can use the present simple & present continuous
correctly
● Students can recognize and use vocabulary for telling the
time and the months and dates
● Students can pronounce the -ing form
● Students can read and understand an article about New
Year celebrations, and a birthday photo competition
● Students can listen to and understand a report from a
festival
● Students can describe a picture
● Students can introduce themselves at a party
● Students can write a description of a picture
82
activities.
Listening
Writing page 126 ● Listening extra, page 31
● Writing down important information
Writing
Speaking page 127
● Read aloud practice
Grammar
presentation
83
84
Unit 3 READING
Warmer
Write the word New Year on the board. Ask students to
brainstorm associated vocabulary in pairs. Ask the following
questions as prompts, if necessary: What do you do at New Year?
What do you eat / drink? Who do you celebrate with? Give them
two minutes to think of as many words as they can. Get feed
back and write the words on the board. Organise them into a
mind map.
1 Focus students’ attention on the countries in the quiz. Elicit what

they know about New Year traditions in these countries. Then get
them to match the countries with traditions 1 – 6. Don’t confirm
their answers at this stage.
2 1.33 Transcripts page 104 Tell students to listen and check if

their predictions were correct.
Answers
1 Denmark 2 Greece 3 Mexico 4 Japan 5 UK 6 China
3 Set a short time limit and ask students to read the text. Elicit the
names of the three cities.
Answers
London, Edinburgh, Lisbon
Teaching tip
When students are reading a text for the first time, set a simple
task or give them a focus question so they have a reason to read,
and set them a time limit to encourage them to scan the text
to get a general understanding. Tell them to write the answer
down when they find it. This gives the teacher a clear visual clue
that they have finished.
Extra activity
Put the students into small teams and get them to close their
books. Tell them you are going to say a word related to the texts in
exercise 3, e.g. beans, snowing, afternoon. Students have to listen
to the word and shout out the correct city, e.g. T: beans S: Buenos
Aires!, T: snowing S: Moscow, T: afternoon S: San Francisco!
The team that shouts the correct answer first gets a point.
The team with the most points at the end wins the game.
85
86

Warmer
Encourage students to compare their answers together. Check with
the class. Play Telling The Time Bingo with the class. Make cards with grids
of 9 squares. In each square write a different time, e.g. 6.15am,
6.30am, then give each student a card. Describe your typical day.
Answers e.g. I get up at quarter past six. I have a shower at half past six.
1 3am 2 8pm 3 midnight 4 9am 5 6pm 6 7am (Make sure you mention all the times on one of the student’s
7 midnight 8 midnight cards.) Students listen and if they have the time on their card,
they cross it off. The first person to cross out all the times on
5 Do the first one with the class as a model. Ask students to work with their card shouts Bingo! and wins the game.
a partner.
Tell fast finishers to correct the false sentences. 8 1.35 Do the first couple with the class, and check they
understand the use of past and to. If necessary, revise quarter
Answers to / past and half past with students before they do the activity.
1 True Students might find it easier to copy the clock face eight times, and
2 True draw the correct time onto each one.
3 False (They are cooking beans. They don’t eat them until
just before midnight.) Answers
4 False (He is with his family having a party at home.)
5 True 1 F 2 B 3 H 4 C 5 E 6 A 7 G 8 D
6 True
7 False (It’s in Februrary or March.) 9 1.36 Transcripts page 104 Pause the audio to give students
8 True. time to write.
6 Highlight that we use in with morning, afternoon and evening, but Answers
we use at with night and midnight.
1 twenty to six 2 half past seven 3 quarter to nine
4 7.30 / half past seven 5 ten past eleven 6 five to ten
Answers
In the morning, at night. 10 Put students into pairs, and tell them to hide the times from their
partner.
Extra activity Answers Students’ own answers

To reinforce the prepositions, ask students questions about their
daily routine, e.g. What do you do in the morning before school, 11 You could get students to write down the times. Students can
Anna? What do you do in the evening? Ask students to ask and change partners and repeat the activity for further practice.
answer in pairs.
7 Monitor round the class and give help where needed. Invite
students to share their ideas with the rest of the class. 12 Elicit other activities students could ask about and write them on
the board.
13 Get individual students to read out their sentences to their class.
87
88
Unit 3 GRAMMAR
4 Do the first one with the class. Write the question on the board.
GRAMMAR OPTIONS Then get students to answer it. Point out that the questions are
● The grammar box gives a summary of the grammar areas that about the students in the picture in exercise 1.
● The grammar is presented in a complete grammar reference Answers
on page 115. 1 Are the students studying?
● Visual grammar presentation 2 What is happening?
3 Is the teacher sitting at her desk?
4 How many students are sleeping?
5 Where is Selina standing?
Warmer 6 Who is Louis talking to?
Mime an activity, e.g. drinking a cup of tea, baking a cake,
5 With weaker students, get them to practise the conversation in the
chopping an onion, making a phone call, and get students to
Student’s Book before they make their own conversations.
guess what you are doing. Put the students in pairs or small
groups and tell them to take turns miming an activity. The other Get some students to read out their conversations to the rest of
students have to guess what they’re doing. the class.

1 1.37 Transcripts page 104 Ask students what the people in the
picture are doing. Elicit or teach the word decorations. Then play the
6 Model the activity first, and get students to guess who you are
audio for students to match.
describing.

A James and Maria B Selina C Pavel D Ivan and Sahar
E Ollie F Mrs Woods 7 Monitor round the class and give help where necessary.
2 Go through the example with the class. Get students to do the rest
of the exercise individually, then check their answers with a partner. Answers Students’ own answers
Answers
2 They aren’t making cakes. They’re making decorations.
3 He isn’t cleaning. He’s sleeping on his desk.
4 They aren’t eating. They’re preparing cakes and drinks. Grammar Support Worksheet: page 40, exercises 1, 2 and 3
5 She isn’t reading a book. She’s writing messages. Grammar Consolidation Worksheet: page 41, exercises 1, 2 and 3
6 They aren’t sitting on chairs. They’re moving chairs and tables.
Extra activity
Ask students to look at the picture carefully for one minute and
remember as much information as they can. Then tell them
to close their books. In pairs, get them to write down as many
present continuous sentences as they can.
3 1.38 Point out that the -ing ending is unstressed. The stress is
always on the main part of the verb, e.g. READing.
89
CAMBRIDGE
Exam Practice
90
Unit 3 LISTENING
Warmer Extra activity

Ask students to think of some national holidays in their country. Give students a copy of the audio. Read it out while students
Ask: What is your favourite national holiday? What do you do on listen and follow the transcript, but include some factual
this day? Who do you spend it with? Is it fun? What do you like best errors. Students have to listen carefully and correct the errors
about it? Ask students to discuss in pairs. as they listen.
1 Ask students to look at the photo and guess which country it is. 5 1.40 These expressions are all common idiomatic expressions
in spoken English. They are highlighted in the audio script. Before
Answers Students’ own answers students go to page 146, ask them which one means:
Hello, we are happy you are here. (Welcome to… )
2 1.39 Transcripts page 104 Ask students to listen to check That sounds like fun! (What a great idea!)
which country the festival is in, at the same time as listening for the Are you enjoying it? (Are you having fun?)
name of the festival. .
Answers
WORDS TO KNOW 1 Welcome to
2 are you having fun?
Check that students know the following words: parade, 3 What a great idea!
celebration, flags, flowers. Also check they know the meaning of
the phrasal verb take part in. 6 Monitor round the class and help students with vocabulary if
necessary.

Children’s day
7 Tell students to imagine they are at the event, and they are
3 1.39 Transcripts page 104 Before they listen, give students reporting back like Eren in exercise 2. Remind them to use the
a little while to study the report. Tell them to look at the gaps, and present continuous.
work out what type of information is missing (number, action verb,
number, noun, person). Answers Students’ own answers
Answers
1 23rd 2 dance 3 14 4 the food 5 Children Fast finishers
Ask fast finishers to discuss in pairs other festivals they have
4 1.39 Transcripts page 104 Get students to read the questions heard about in different parts of the world. Which festivals seem
carefully before they listen. Pause the audio, if necessary, to give interesting, strange and fun?
students time to write their answers.
Answers
1 They are in Bursa.
2 Because it’s a national holiday.
3 There are flags and flowers.
4 She is from Portugal.
5 She is staying with Eren’s family.
6 No.
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92
Unit 3 READING
Warmer 2 1.41 The text is available to listen to.

Ask students to look at the title of the article and the introductory
Write down the dates of the birthdays of three people you know. paragraph. Tell students the aim of this activity is to understand the
Ask students to guess whose birthdays they are, e.g. Is that your gist of the texts, so they shouldn’t stop for unknown words.
brother’s birthday? Yes, it is! Then ask: Is your birthday at the start
of the year / end of the year? Is it in the school holidays? Do you
Answers
know anyone who has their birthday on Christmas day? Do you
think this is a good / bad day to celebrate your birthday? Why? 1 a 2 d 3 c 4 b
Get students to discuss the questions in pairs.
Extra activity
1 Try and elicit the following words: clown, wig, cake, balloons. Ask students if they have experienced any of these birthday
traditions. Ask them if it was fun.
Answers
Suggested answers
a Two adults are swinging a child by their arms and legs.
b A young boy is pulling an older boy’s ear.
c Someone is putting something onto the girl’s nose
d There is a clown holding a cake.
93
94
3 Tell students to read through the sentences before reading the

article again. Ask them if they already know the answer to any of
Warmer
the questions. Ask students: Which month does spring / summer / autumn /
winter begin in? Get students to discuss in pairs. If they are
Answers familiar with climates in other countries, get them to compare
the seasons and when they start /finish.
1 Canada 2 UK, Argentina 3 UK 4 UK
5 Switzerland, Canada 6 Argentina
7 Practise pronunciation of the months with the class. Model each
month and get students to repeat after you.
Extra activity
Ask students to close their books. Write the questions from Answers
exercise 4 on the board with the words jumbled up. The students
1 March 2 May 3 July 4 September 5 November
have to rearrange the words to make the questions. Then they
answer them.
8 You could ask students to change partners and repeat the activity
1 sending why photos their are in people until they find someone who has a birthday in the same month as
2 happens children their what to Jamaican birthday on
them.
3 tradition like UK Melissa the does  
4 old not which tradition is an one  
5 ears you pull why your people on your can birthday think   Answers Students’ own answers
4 Ask students to check their answers in pairs. If they have different Extra activity
answers, they should check back in the text and decide together
which is correct. Tell students to stand in a line at the front of the class. Tell them
to call out the month of their birthday in turn. Then ask them
from memory to change places so they are standing in the order
Answers
of their birthdays. They can each ask one other person When is
1 For a photo competition. your birthday? When they have finished, ask students to call out
2 Friends throw flour in their faces. the months of their birthday again to check if they are in the
3 Yes, she does. correct order.
4 The tradition from Switzerland.
9 This activity can be done in pairs. Practice together pronunciation
5 Model pronunciation of once and twice, getting students to repeat of the ordinals, particularly the th /θ/ sound.
after you.
Answers
3rd – third, 4th – fourth, 5th – fifth, 6th – sixth, 7th – seventh, 8th – eighth,
9th – ninth, 10th – tenth, 11th – eleventh, 12th – twelfth, 13th – thirteenth,
6 Encourage students to give reasons for their opinions (I don’t like 14th – fourteenth, 20th – twentieth, 21st – twenty-first,
the tradition of ‘bumping’ as it can be painful!). 22nd – twenty-second, 23rd – twenty-third, 30th – thirtieth,
31st – thirty-first, 32nd – thirty-second
10 1.42 Transcripts page 104 Get students to say the dates on
the calendar with the birthday cakes before they listen.
Teaching tip
Answers
During speaking activities, try to encourage students to ask each
other questions to extend the dialogue as you would in everyday Mateo – 31st March, Georgia – 22nd March, Paddy – 2nd March,
speech. You could also teach them phrases they can use to express Saki – 12th March
interest and help the conversation flow, e.g. That’s interesting.
Really? I didn’t know that. Is that right?
95
96
Unit 3 GRAMMAR
3 After checking answers with the class, elicit other time expressions
GRAMMAR OPTIONS we use with the present simple (in the mornings / afternoons /
● The grammar box gives a summary of the grammar areas that evenings, every week / month / year, in winter / spring / autumn,
students will practise on this page. during the week). Elicit other time phrases we use with the present
● The grammar is presented in a complete grammar reference continuous (this morning / this evening / this afternoon).
on page 115.
● Visual grammar presentation. Answers
1 on Saturdays 2 tomorrow 3 today 4 every day
5 on Mondays 6 today
Warmer
4 Ask students to underline the time phrases in the prompts to help
Ask students: What things do you do every day? (brush my teeth, them decide which tense to use.
go to bed, eat lunch). In pairs, get them to write down as many
things as they can think of in a minute. Answers
1 Eliza goes swimming every weekend.
2 We’re going to the zoo today.
Teaching tip 3 Students at this school don’t wear a uniform.
Students often confuse the present simple with the present 4 Are you having lunch now?
5 It isn’t snowing this morning.
continuous as they are used differently in many other languages.
6 The teacher is talking to the class at the moment.
A simple way of helping them know when to use the present
continuous in English is to ask themselves Is it happening now? 5 Get students to guess who the people are (teachers / parents).
If the answer is yes, then we use the present continuous. Encourage students to say Maybe they are …
1 Do the first one with the class as an example. Encourage students Answers
to use contracted forms. Suggested answers
They are teachers. They usually teach. Now they are running a race.
Answers
1 wears 2 study 3 doesn’t put on 4 eat 5 don’t usually sing 6 Get students to do the information gap activity. Monitor round the
class and help with vocabulary. Make a note of common errors.
2 Do the first one together, as an example.
When they have finished the matching activity and you’ve checked Answers Students’ own answers
the answers, get them to write sentences linking the information
from exercises 1 and 2 (On Monday morning Amanda usually wears
jeans and a t-shirt to school. Today she’s wearing a carnival costume.) Extra activity
This will help them see the contrast between the two tenses. Write the following phrases on the board:
On Mondays … , Every day … , At the moment …, Today … , At the
Answers weekends …
1 B: Today she’s wearing a carnival costume. Ask students to use the phrases to make true sentences
2 A: Today they’re dancing in the street. about themselves.
3 D: Today she’s putting on face paint.
4 C: Today they’re having street food.
5 E: Today they’re singing with a band.
97
98
Unit 3 CHALLENGE
In this lesson students describe pictures to each other, and have 3 1.43 Transcripts page 104 Play the audio through once and
to spot the difference in a picture that they have in front of them, ask students which of the people in the picture they hear. Play it a
compared to one being described to them. They will practise second time and ask them to make a note of any extra information
using the present continuous and prepositions. that they didn’t include in exercise 2. Elicit that it is Bonfire Night,
which is celebrated on 5th November in England.
Warmer Answers Students’ own answers
Ask students if they have heard of Guy Fawkes. Explain that

on 5th November 1605, Guy Fawkes, with 12 other conspirators,
4 1.44 Go through the phrases in the Express yourself box, and
get students to listen to them. Get them to repeat each phrase a
planned to blow up the Houses of Parliament in London. The
few times.
plot, called the Gunpowder Plot, failed, and Londoners lit
bonfires in celebration. The night of 5th November has been Read through the instructions with the class and check they
celebrated with bonfires and fireworks ever since. It is now understand what they have to do.
commonly called Bonfire Night. Ask students: Do people have
bonfires in your country? When? Do people sometimes use Answers Students’ own answers
fireworks to celebrate special days?
5 Go through the answers with the class and highlight any difficulties
on the board.
1 Set a time limit of two minutes. Go through the words with the
class and write them on the board as a reference for the speaking Answers
activity in exercise 2. Try to elicit: bonfire, fireworks, blankets,
sparkler, barbecue, burgers, garden, night time. Suggested answers
Picture 1: It’s late evening. The sun is going down. The boat in the
Answers Students’ own answers background has a red sail. The boy with the green jumper is sitting
down. The lady is standing up listening to the girl play the guitar. The
man is putting the lid on the barbecue. The boy coming out of the sea
2 Monitor round the class and make a note of any common errors. has a towel round his shoulders.
Get class feedback. Picture 2: It’s in the middle of the day. The sky is blue. The boat in the
background has a blue sail. The boy with the green jumper is standing
Answers up. The lady is pouring a drink. There’s no lid on the barbecue. The boy
coming out of the sea is drying himself with the towel.
Suggested answers
It is night time. There is a family in the picture. The father is cooking on
the barbecue. They are in the garden sitting around a bonfire. They have Fast finishers
blankets around their shoulders. The father is cooking burgers on the
barbecue. The boy is wearing a hat. There are fireworks in the sky. Ask students to find a picture in their Student’s Book. Tell them
to get into pairs, and describe it to their partner. Their partner
has to try and draw the picture.
Extra activity
Write some of the sentences you heard in the previous activity
on the board, including some correct sentences and some
sentences with errors. Ask students to identify the errors and try
to correct them.
99
100
Unit 3 INTERACTION
1.45 Express yourself contains a variety of useful expressions

Teaching tip
for the situations in the dialogue. Some of them (but not all of
them) are used in the dialogue. They are available on the audio if During listening activities, monitor round the class to get an
you want students to hear how they are pronounced. idea of how difficult students are finding it. If necessary, play the
audio for a second time, pausing after the relevant information.
Warmer
5 You could do this together with the class.
Ask students: Do you like going to parties? Why / why not?
Do you meet many new people? What do you say when you meet Answers
someone new? Do you like meeting new people? Get students to
discuss in pairs. 1 Are you a friend of Eric?
2 Are you interested in sport?
3 Have you got any brothers or sisters?
1 Try to elicit that they are at a party. Ask: Do you think the two people 4 What kind of music do you like?
know each very well?
6 You could get students to write real, personal information or invent
Answers Students’ own answers a new identity.

2 1.46 Transcripts page 105 Try to elicit that the two people,
Oscar and Hannah, are meeting for the first time, and they are
exchanging personal information. 7 Play some background music to create a party atmosphere. Get
students to walk around and ‘meet’ lots of different students.
Answers Encourage them to use the phrases from the Express yourself box.
Hannah is at a party.
She’s talking to the boy, Oscar.
They are talking about themselves, their interests and their families.
3 1.46 Transcripts page 105 Give students time to read the Fast finishers
questions before they listen, so they know what they are listening Ask fast finishers to write a dialogue between two people
for. Encourage them to compare their answers in pairs afterwards. meeting at a party. You could give them a copy of the transcript
to help them.
Answers
1 Oscar 2 Westbrook School 3 Edinburgh 4 Eric, his cousin
4 1.47 Transcripts page 105 Get students to read the questions

carefully before they listen. They may know some of the answers
already. If so, get them to listen and check, and then listen for the
other answers.
Tell them to correct the false sentences.
Answers
1 False. It’s her second visit.
2 True
3 False. He’s studying in New York.
4 False. He’s got one sister.
5 True
6 False. She doesn’t know them.
101
102
Unit 3 WRITING
5 Tell students to choose a photo with a lot of people in it, doing

Warmer different things. It could be a holiday photo or a photo they have on
Ask students: Who is sitting next to you? Who is sitting between x their smartphones, or they could find a photo in a magazine.
and y? Who is sitting in front of you?
Ask students to ask and answer in pairs: Who is sitting next to x? 6 As students plan their descriptions, encourage them to think about
Who is sitting in front of x? Who is sitting between x and y? where the people are in the picture in relation to each other, and to
use the expressions in exercise 3.
1 Ask students to cover the text while you discuss the photo. Get Answers Students’ own answers
them to name three things they can see in the photo (tent, picnic
table, camping chairs, table cloth).
7 Students can write up their descriptions as homework.
Suggested answers
They are family / friends.
They are on a camping holiday / having lunch.
8 Ask students how they think they did. Ask them what their partners
2 Get students to try and guess the answers before they read the text. did well / did badly.
Then ask them to read the text to check.
Teaching tip
Answers
When getting students to correct each other’s work, try to get
1 She’s on a camping trip. them to spot positive things as well as errors. You could get them
2 The weather is fantastic.
to write on the bottom: Good points: … Something you could do
3 The adults are preparing lunch.
4 They are Carly’s cousins.
better: … Of course, you should check students’ work yourself as
5 He’s riding a bike in the background. well, as students may miss some of the errors.
6 He’s taking the photo.
3 Before they complete the expressions, you could try and elicit them
by asking: Where is Lucas? Where is Carly’s dad? Where’s her mum? Fast finishers
Where’s her dad? Where is Louisa? Where’s her uncle? Take a photo of the classroom, if possible, and project it onto
the white board. Get students to describe it in pairs, then write
Answers a description.
1 in the background 2 on the right 3 on the left
4 next to 5 in front of 6 between
4 Get students to say other sentences about the picture using the
expressions from exercise 3.
Answers
1 between 2 in the background 3 on the right 4 in front of
Extra activity
Put the students into pairs and ask them to choose an object
in the classroom without telling their partner what it is. They
should describe the location of the object using the words and
expressions in exercise 3, e.g. The thing I’m thinking of is on the
left between the window and Tom’s chair. Ah! Is it the yucca plant?
Yes, that’s right, it’s the yucca plant!’
103
Unit 3 TRANSCRIPTS
1.33 Student’s Book page 28, exercise 2 1.39 Student’s Book page 31, exercises 2, 3 and 4
J = Johnny, S = Sarah E = Eren, M = Maria
J OK, let’s take a look at our New Year’s Quiz. Sarah, have you got E Hi, my name’s Eren. Welcome to our celebrations. I’m reporting
the answers? to you from Bursa in Turkey. Today is 23rd April. It’s a very
S Yes, I have, Johnny. important day here in Turkey because it’s a special day for
J Great! Because I have no idea about some of these questions. children. We celebrate it every year. Schools are closed because
First of all, where do you break plates? it’s a national holiday.
S That’s in Denmark, Johnny. Schools all over Turkey are having their own celebrations today.
J In Denmark? There are special activities for children and big parades, too. You
S Yeah, people break lots of old plates outside their neighbours’ can see decoration everywhere, like flags and flowers. At the
houses to wish them luck for the New Year. moment I’m standing in the main square here in Bursa. People
J Wow. So, number 2. Where do you hang onions on your door? are playing music, and children are dancing and singing. This is
S You hang onions on your door in Greece. my favourite part of the celebration.
J Really? Do you know why? Every year we invite children from other countries to visit us and
S No, I don’t. Sorry! to take part in our Children’s Day. Some of them are only 8 years
J OK, where do you eat 12 grapes for good luck? old, up to about 14 years old. This year, Maria is here. She’s twelve
S In Mexico! And I think you do the same thing in Spain, too. and she’s from Portugal … and she’s staying with my family. So,
J Nice. Number 4. Where do the bells ring 108 times? Maria, are you having fun?
S That’s in Japan. The Buddhist temples ring their bells to greet the M Of course!
New Year. E And what do you think of Children’s Day?
J Fantastic. OK, I know the next one. Where do you join hands and M I like it a lot. It’s very interesting for me. I’m learning lots of things
sing a special song. In the UK! And the song is Auld Lang Syne. about life in Turkey and I’ve got lots of new friends. My favourite
S Brilliant, Johnny! things are the people – they’re so friendly – and the food. It’s
J Thank you. And the last question. Where do you give money to fantastic!
children in red envelopes? E Thanks, Maria. I’m glad you’re having a good time!
S In China. It’s a tradition of the Chinese New Year. Of course, some countries don’t have a special children’s day.
J It sounds a very nice idea. Also, many countries celebrate on different days, for example
1 st June, or 20th November. In Turkey we do one thing which is
very different. In our capital city, Ankara, children are running
the country – just for one day. Of course, adults are helping
1.36 Student’s Book page 29, exercise 9 them and showing them what to do, but the children can give
their ideas to the people in charge and everyone listens to them.
M = Man, W = Woman, B = Boy, G = Girl What a great idea!
1 M Excuse me. Have you got the time, please?

W Oh, hang on. It’s... twenty to six.
M Thanks. 1.42 Student’s Book page 33, exercise 10
2 B Mum, what’s the time?
W It’s half past seven. Time to go to school! P = Paddy, M = Mateo, A = Andy, G = Georgia, S = Saki
B OK
3 G Oh, what’s the time... quarter to nine? Oh no. I’m late! P Hey Mateo, when’s your birthday?
4 M OK, let’s meet at erm... 7.30. M It’s on the 31st of March. Remember to buy me a present!
W Sure. Half past seven. A Isn’t your birthday in March, Georgia?
5 B What’s the time? G Yes, it’s on the 22nd. I’m having a party.
G It’s erm... ten past eleven. S Paddy, your birthday’s next week, isn’t it?
B Ten to eleven? P Yes, on the 2nd March, that’s next Tuesday.
G No, ten past. G Saki, I can’t remember which day is your birthday!
6 It’s coming up to five to ten. And it’s time for the weather. Is it on the third?
S No, it’s on the twelfth. Don’t forget!

L = Louis, O = Ollie
M = Max, L = Luke
L Hi Ollie. What’s happening?
O Hi Louis. We’re having a party for the last day of term, remember? M What do you think? Do you like my picture?
We’re helping Mrs Woods to get the room ready. L Yes it’s really good. The fireworks are amazing in the night sky. Is
L OK. Great. What are you all doing? that you on the left?
O James and Maria are making decorations. M Yes, that’s me in the green hat.
L That’s a good idea. And where’s Selina? L And is that your family?
O Selina’s there. She’s writing messages on the board in English. M Yes, my dad’s making some burgers and my sister’s holding
Ivan and Sahar are putting cakes and drinks on the table. mum’s hand.
L Good! What’s Pavel doing? Is he cleaning the desk? L It looks cold!
O Er …No, he isn’t helping. He’s sleeping! M Yes, we’re all wearing blankets, except my dad.
L What about you, Ollie? L That’s a great picture of New Year.
O Me? Oh, I’m moving the chairs and desks. You can help me. M It’s not New Year. It’s the 5th of November – Bonfire Night in the UK.
L Oh, of course!
104
1.46 Student’s Book page 36, exercises 2–3 Workbook page 28

1 1 C 2 A 3 D 4 B
O = Oscar, H = Hannah
2 1 near Central Park 2 on the train with his dad
O Hi, I’m Oscar. What’s your name? 3 on Fifth Avenue watching the parade
H It’s Hannah. 4 at home in the kitchen 5 in the dining room with his family
O Are you enjoying the party? 3 1 T 2 F 3 T 4 T 5 F 6 T
H Yes, I am. I always enjoy parties.
O Are you from around here?
4 1 seconds
H No, I’m not. I’m from Washington in the US.
2 hour
I’m an exchange student.
3 minutes
O Oh, that’s interesting. Where are you studying?
4 hour
H At Westbrook School.
5 minutes
O Oh yes, of course. So, are you a friend of Eric?
Channing mentions hours and seconds
H Yes, I am. Where do you go to school? 5 1 Students have a break for quarter of an hour between exams.
O Um, I go to school in Edinburgh. 2 There’s a train to London every half an hour.
H That’s in Scotland, right? 3 The parade lasts for one hour.
O That’s right! But I’m staying with Eric this weekend. 4 The fireworks display takes three quarters of an hour.
He’s my cousin. 6 Students’ own answers
Workbook page 29
1.47 Student’s Book page 36, exercise 4 7 1 twenty past eleven 2 ten past three 3 quarter to eight
4 five to twelve 5 four o’clock 6 half past seven
O = Oscar, H = Hannah
7 twenty to nine 8 twenty-five past two
8 1 It’s twenty past six in the morning.
O Is this your first time in the UK? 2 It’s five past three in the afternoon.
H No, it isn’t. It’s my second. But my first time here without my 3 It’s twenty-five to eleven in the morning.
parents! 4 It’s quarter to twelve at night.
O Have you got any brothers and sisters? 5 It’s five to ten in the morning.
H I’ve got one brother, Christopher. He’s 19. 6 It’s quarter past one in the afternoon.
O Does he live in Washington? 7 It’s five o’clock in the morning.
H No, he doesn’t. He’s studying in New York. 8 It’s ten past seven in the evening.
O What’s he studying?
H Movies! You know, ‘films’.
O Wow, that’s cool. 10 1 starts
H Do you have a big family? 2 finishes
O Not really. I’ve got a sister. Maria is an amazing tennis player. She 3 starts
wants to play at Wimbledon. 4 opens, closes
H Cool! Are you interested in sport? 5 leaves, arrives
O I love football. 11 1 A : What time do the auditions for the play start?
H Me too! Oh, wait a minute. No, I don’t! That’s soccer, right? B: They start at 9.30am and they finish at 4pm.
O Yeah! 2 A: What times does our flight leave Gatwick Airport?
H So, what’s your favourite ‘football’ team? B: It leaves at 9.30am and it arrives in Madrid at 12:45pm.
O Celtic. 3 A: What time does the Lakeside pool open on Wednesdays in
H Um, I don’t know them, sorry! the summer?
B: It opens at 7am.
A: Does it close at 11pm at the weekends?
B: No it doesn’t. It closes at 9pm.
Workbook page 30
1 1 Pablo and Luisa aren’t making a cake. They’re wearing costumes.
2 Maria isn’t dancing. She’s opening presents.
3 Laura and Sally aren’t watching TV. They’re listening to music.
4 Lewis isn’t reading a book. He’s playing the guitar.
5 Matt, Joe and Dan aren’t drawing a picture.
They’re taking a photo.
6 Will isn’t playing basketball. He’s eating some cake.
2 1 Are Pablo and Luisa wearing costumes? Yes, they are.
2 Is Maria playing computer games? No, she isn’t.
3 Are Laura and Sally eating lunch? No, they aren’t.
4 Is Lewis playing the guitar? Yes, he is.
5 Are Matt, Joe and Dan taking a photo? Yes, they are.
6 Is Will cleaning his bedroom? No, he isn’t.
105
3 1 are … doing? 10 Students’ own answers

2 ’m revising 11 1 summer 2 spring 3 winter 4 autumn
3 Are … listening
4 ’m practising
12 A winter 6
5 aren’t studying.
B spring 3
6 ’m dancing
C autumn 4
7 are … doing?
D summer 5
8 is working 9 ’m watching
E winter 2
10 is … sleeping?
F spring 1
4 Students’ own answers 13 Students’ own answers
1 1 D 2 C 1 1 We’re celebrating

3 F 4 E 2 don’t wear
5 A 6 B 3 Are you doing
4 is sleeping.
2 1 recite a poem 5 do you go
2 sing a song 6 get up
3 demonstrate a sport
4 tell a joke 2 1 are … laughing
5 perform a magic trick 2 is performing
6 play a musical instrument 3 go
4 aren’t dancing
3 1 Lily is reciting a poem. 2 Zack is performing a magic trick. 5 Do … have
3 Nadia is singing a song. 4 Simran is demonstrating a sport. 6 don’t work
4 1 N 2 N 3 Y 4 Y 5 N 6 N 7 Y 8 Y 7 are coming
5 1 It’s taking place in the evening. 8 isn’t watching
2 She’s nervous but excited. 3 1 A: What do you usually have for breakfast?
3 He’s an American poet. B: I usually have a glass of milk and a biscuit.
4 He uses a pack of cards. A: What are you having today?
5 There are four people. Nadia and her three friends. B: Today, I’m having a traditional full-English breakfast.
6 He’s carrying a tennis racket. 2 A: What are you doing now? Can I come round?
6 Students’ own answers B: No, sorry. I’m doing my homework.
A: I always do my homework when I get home from school.
Workbook page 32
B: Really? I always do my homework in the evenings.
4 1 takes 2 open 3 go 4 ’m dancing 5 don’t usually wear
1 It’s on the fifth day of the fifth month; 5th May 6 ’m wearing 7 aren’t watching 8 ’re cooking 9 are ringing
2 A 4 10 ’re having
B 1 5 1 When does the City Carnival take place?
C 3 It takes place every year in July.
D 2 2 What does Hayley usually do on Saturday mornings?
3 1 People also celebrate the start of the summer. She usually goes to a dance class.
2 Because there are three people in his family. 3 Does Hayley usually wear make-up?
3 People make rice cakes and sweets. No, she doesn’t.
4 Because there are special menus. 4 What is Hayley doing today?
5 They wear traditional Japanese clothes. She’s dancing in the street / performing at The City Carnival.
4 5 We haven’t got time for any more questions. 5 What is Hayley wearing today?
She’s wearing make-up on her face and a special costume.
5 1 got time 6 Are Hayley’s parents watching the parade?
2 times No, they aren’t. They’re cooking food.
3 time
4 all the time Workbook page 35
5 on time
6 Students’ own answers Extra Challenge
1 Cameron is drinking in picture A. He’s eating cake in Picture B.
Workbook page 33 2 Poppy is singing in Picture A. She’s dancing in Picture B.
3 Ellie is opening a present in Picture A.
7 1 August 2 June 3 April 4 October 5 February 6 March She’s sending a text in Picture B.
7 December 8 November 9 January 4 Charlie and Ben are taking a photo in Picture A.
Hidden month: September They’re playing computer games in Picture B.
8 1 May 2 July 5 Seb is playing the guitar in Picture A.
9 1 Dominic’s birthday is on 1st January. He’s playing the piano in Picture B.
2 Josh’s birthday is on 8th February. 6 Lydia is sitting on the sofa in Picture A.
3 Mark’s birthday is on 21st July. She’s standing on a chair in Picture B.
4 Jane’s birthday is on 20th September.
5 Becky’s birthday is on 2nd October.
6 Tom’s birthday is on 23rd November.
106
Webquest 1.8 Workbook page 31, exercises 3–4

1 It’s on 1st November.
2 New York City is 5 hours behind London.
A = Adela, L = Lily, Z = Zack, N = Nadia
3 It is on 5th October.
4 Emma Watson A Good evening and welcome to Green Park High radio. You’re
5 Germany listening to me, Adela Banks. I’m here in the school hall tonight.
6 108 But the students aren’t listening to the headteacher in assembly.
Puzzle Tonight we’re celebrating our school’s talent at the end-of-year
1 When is your best friend’s birthday? talent show! And what a show we’ve got for you! Tonight’s first act is
2 What do you do after school on Wednesdays? Lily. Let’s just have a quick word with her before she goes on stage.
3 Are you listening to music now? Hi, Lily!
4 How do you celebrate New Year’s Eve? L Hi, Adela.
And student’s own answers A How are you feeling?
L Nervous, but excited.
A Good luck!
Workbook page 36 L Thanks.
1 1 Are you having a nice time? A Lily is reciting a poem by heart. What a great idea! It’s called ‘The
2 Where are you studying? Ballpoint Penguins’ by Jack Prelutsky, an American poet. This isn’t
3 Are you interested in …? a very long poem, but it’s very funny and Lily knows it all.
4 That’s interesting / cool / great. There’s Zack. He’s tonight’s second act. Hi, Zack. Are you
5 Me too. / So do I. having fun?
Z Yes, definitely! There’s a great atmosphere and there are so
2 1 enjoying many people …
2 having A All the best!
3 a friend I see … Zack’s performing a magic trick. He’s got some playing
4 What about you? cards and his friend, Billy, is helping him. Billy is choosing a card
5 studying? but Zack isn’t looking at the card. He’s putting the card with the
6 cool other ones. He’s looking at the other cards and … he’s holding
7 Are you interested in Billy’s card in his hand. Amazing! What’s the secret?
8 What kind of And for our next act, it’s Nadia. Are you ready?
9 interesting N Yes, I think so.
10 do I A OK. Off you go.
3 1 They’re at a barbecue. A She’s singing an Ellie Goldstein song. She’s got a great voice! And
2 It’s summer. what’s this? Wow! Three of her friends are singing and dancing in
3 He’s Lizzie’s cousin. the background. They look like a new girl band!
4 She’s from Canada. A What a performance! Well done, Nadia! And now it’s Simran’s
5 She speaks French and English. turn. He’s got a tennis racket … he looks like Rafael Nadal …
6 She invites her to watch a beach volleyball match. It looks like he’s going to demonstrate a sport …
4 1 Are you enjoying the party, Harry?
2 Are you interested in music?
3 What kind of music do you like?
4 Who’s your favourite singer? 1.10 Workbook page 36, exercise 5
5 Me too!
1 Are you a friend of Jack?
5 Suggested answers: 2 I like Mark Wahlberg.
1 Yes, I am. / No, I’m not. 2 Me too. / So do I. / I don’t. 3 I like XXX. 3 Who’s your favourite actor?
4 I like cartoons/ comedies etc. 5 Yes, I am. /No, I’m not 4 What kind of TV programmes do you like?
5 Are you having a nice time?
Workbook page 37
1 1 on the left
2 on the right
3 In the background
4 on the left next to
5 in front of
6 between
2 1 on the left 2 on the right
3 In the background 4 on the left 5 next to 6 in front of
7 between
3 1 F 2 T 3 T 4 F 5 F 6 T
107
108
Units 1–3 REVIEW
3 Before they answer the questions, get students to read for gist
Warmer first by asking: Who do you have most in common with, Sienna, Josh
Play hangman using free-time activity words. Choose a free- or Jorge?
time activity and write a dash for each letter on the board, e.g. Encourage students to write full answers to the questions.
_ _ _ _ _ _ _ (running). Students guess the letters. Each time a
student says an incorrect letter, write it on the board and draw a Answers
section of the hangman’s scaffold. If a student guesses the word
before you complete the ‘hangman’, they win the game. 1 He likes Bayern Munich and Arsenal.
2 His birthday is in June.
3 She runs two miles every morning.
1 If necessary, students can look back through Units 1–3 for ideas. 4 Her birthday is on 14th October.
They should try and write down as many as they can from 5 He takes his dog for a walk in the park next to where he lives.
memory first. 6 He rides his bike after school.
4 Tell students to underline key words in the sentences to help them

find the information more easily.
2 Before students discuss the questions in the Student’s Book, ask Answers
them: What are the people doing in the pictures? (playing football,
1 Sienna 2 Josh 3 Jorge 4 Josh 5 Jorge 6 Sienna
acting and playing the guitar.)
109
110
Units 1–3 REVIEW and VIDEO
5 Try to elicit the following words: farm, animals, vegetables, cow, pig,
to milk, dig up. Encourage students to use there is / are + the – ing
Warmer
form, e.g. There is a boy milking a cow. There is a girl stroking a pig. Ask students: What is the largest city in your country? Where is
it? (in the north / south-west … ) What’s the population? What are
Answers Students’ own answers the most famous sights in the city? Are there any famous beaches?
6 1.48 Transcripts page 112 Before they listen, get students to 1 Invite students to share their ideas and make a note of key
read the questions through, and try to predict what the answers information on the board.
might be. Play the audio a second time, if necessary.
Answers
1 In Somerset in the south-west of England. 2 Get students to discuss in pairs. Don’t confirm students’ guesses at
2 The camp is for 12–14 year olds. this stage. Wait until they watch the video.
3 Marcia enjoys growing and cooking food and learning how to
make ice cream.
4 They stay in tents.
5 It comes from the farm’s garden.
6 Her favourite food is onion soup with homemade bread. 3 Play the video. As they listen, get students to make general
▼
7 They get free time in the evenings after 5pm. notes about Sydney and also check their answers to exercise 2.
8 They can go to the summer camp from 8–24th July or Ask students what new information they learned about Sydney.
2nd–16th August.
7 Model the activity by descibing a photo yourself, and getting Answers

students to find it. Then get students to work in pairs. You could get Lord Sydney: The city was named after him.
students to swap partners and repeat the activity for extra practice. Aboriginal people: They were the first people to live in Australia.
Harbour Bridge: It is one of the most famous sights in Sydney.
Answers Students’ own answers Opera House: It is one of the most famous sights in Sydney.
Surfing Beaches: Sydney is famous for its fantastic beaches. Lots of
Australians use them.
Teaching tip 4 Get students to read the questions carefully. They might be
▼
When the students are doing speaking activities with a partner, able to answer some from memory. If so, get them to make a note.
to encourage good listening, ask individual students at random Then play the video again so they can check, and answer the other
to tell you something they have learned from their partner, questions.
e.g. in the case of exercise 7, you could ask students to tell you
something about the photo their partner has chosen. Answers
1 About 4.6 million people.
8 As students read out their descriptions, get the rest of the class to 2 They arrived in 1788.
3 You can see the New Year’s Eve celebrations.
put up their hands as soon as they have guessed which photo is
4 There are seven places.
being described. 5 One popular beach is called Bondi Beach.
Answers Students’ own answers 5 Invite students to share their ideas and vote on the most famous
building and the most multicultural city.
FIND OUT
Students can do this for homework.
111
Review Units 1–3 TRANSCRIPTS and VIDEO SCRIPT
1.48 Student’s Book page 39, exercise 6 Video Student’s Book page 39, exercise 3–4
▼
P = presenter, M = Marcia, R = Rich Sydney is on the south-east coast of Australia. It isn’t the capital of
Australia, but it’s the largest city. About 4.6 million people live there.
P Hello, and welcome to Wake Up! I am Sammy Petrosa, and my Sydney is very multicultural. 49.1 % of the people who live there
first guests today are Marcia and Rich, who are here to tell us were born in other countries, including the UK and China.
about their summer camp. So Marcia, what’s it called and where
does it take place? The first Europeans who lived in Sydney were prisoners sent on
M It’s called Farm camp. It’s in Somerset, which is in the south-west ships from the UK. They arrived in 1788 with Captain Arthur Phillip.
of England. He named the city after a British lord – Lord Sydney. Before this,
R That’s right. For two weeks teenagers between 12 and 14 can go Aboriginal people lived there, but sadly many died, often from
and learn about working on a farm. They can learn how to take illnesses that the British prisoners brought with them. Only 2%
care of the animals, milk the cows and grow vegetables. When of the people living in Sydney now are aborigines.
you arrive, the helpers put you into groups. For example, if you
like animals, you can go in the farmer group. The most famous sights in Sydney are Sydney Opera House, and
M I’m keen on learning how to grow and cook my own food, so I was Sydney Harbour Bridge. Every year, Sydney’s fantastic New Year’s
in the kitchen group. My favourite activity was learning how to Eve celebrations happen at the Harbour Bridge. It’s the summer
make ice cream. time in Australia! The amazing opera house was opened in 1973.
P What about accommodation? It took 14 years to build. Inside there are 7 different rooms for
R You can stay in a tent. You don’t need to bring anything like camp operas or concerts.
beds, sleeping bags or cooking equipment because it’s all there.
P Do you cook your own food? If you want to see an old part of Sydney, go to the Rocks. This is
M Yes. Everyday a different group cooks lunch. The ingredients are Cadman’s cottage – the oldest building in Sydney. It was built in
dug up from the farm’s garden and cooked in the farm kitchen. I 1815. If you’re into sunbathing and surfing, there are some fantastic
love the onion soup with homemade bread. beaches. This is Bondi beach. But swimmers and surfers should be
P Do you get any free-time? careful. Sometimes sharks swim in these waters.
R Yes, in the evening from 5 o’clock until we go to bed at 10:30pm.
You can go for a walk in the countryside, play football, ride a bike But with beautiful views and fantastic weather, Sydney is a great
or swim in the lake. If it isn’t raining, we usually have a barbecue. place to live.
P It sounds fantastic! And what are the dates?
M Next year’s camps are from the 8th to the 24th of July and the 2nd
to the 16th of August.
P Thanks, guys!
112
Review Units 1–3 WORKBOOK ANSWERS and VIDEO SCRIPT
Workbook page 38 Video Workbook page 39, exercise 2
▼
1 1 History; it’s a school subject
2 August; it’s a month of the year The Australian lifestyle is all about being outside in the sunshine.
3 five o’clock; it’s a time, the others are school subjects Every year, thousands of Brits leave the UK to start a new life in
4 a walk; the others take the verb ‘do’; walk takes ‘go’ Australia.
5 a bike ride; all the others are verbs and are likes
6 chess; it goes with ‘play’, the others go with ‘have’ It’s sunny for most of the year, and 80% of Australians live within
50km of the coast, so it’s easy to see why people spend so much time
2 1 I like going to the beach with my friends. on the beach. You can go to Hyam’s beach, which has the whitest
2 My favourite subjects are Art and Drama. sand in the world. If you live in Queensland you can relax on the quiet
3 Can you play a musical instrument? Mission beach. Many Australians even get married on the beach.
4 We’re into rock music.
5 The break is over. Now it’s time for German. Sport is an important part of the Australian lifestyle. You can play
6 Is Lucy’s birthday in February? cricket or volleyball on the beach. Fishing is also popular. And of
3 1 Mark’s favourite subject is Science. course you can swim, or you can try surfing. Some of the best surfers
2 We can’t stand hip hop music. in the world are Australian, and many surfing fashion brands are
3 My birthday is in March. Australian. Matt Wilkinson is a famous Australian surfer.
4 Today is 23rd July.
5 Are you keen on basketball? Eating outside is very popular. You can have a barbecue, you can
6 A: What’s the time? have a picnic in the park, or eat outside at a restaurant.
B: It’s nine o’clock.
With such great weather and so many outdoor activities, it’s not
4 1 Joanna studies Geography at school. surprising that so many people want to move here and enjoy the
2 Is your brother listening to hip hop now? amazing Australian lifestyle.
3 We don’t play in a football team on Saturdays.
4 Seb is watching TV this morning.
5 Do your grandparents live in Buenos Aires?
6 My dad doesn’t work in a factory.
5 1 E I often get up at six o’clock.
2 G Are you going to the party on 21st May?
3 F What time do you go to bed?
4 B Sandra isn’t doing her homework now.
5 D Our music teacher is always late.
6 C We never go to school on Saturdays.
7 H Can you use a computer?
8 A My brother hates going shopping.
6 1 They can swim 1,000 metres.
2 Emily is watching TV at the moment.
3 Does your brother like romantic films?
4 I always do my homework in the evening.
5 We aren’t taking an exam now.
6 Can we have a break at ten o’clock?
Workbook page 39
7 1 B live
2 A favourite
3 C on
4 B sleepovers
5 A can’t stand
6 C Are you doing
7 B ’m writing
8 A ’s listening
9 C don’t like
10 B Do you like
Video
2 1 Most Australians live within 50kms of the beach and it’s sunny
most of the year.
2 It’s got the whitest sand in the world.
3 surfing
4 a famous Australian surfer
5 barbecue, picnic, outside at a restaurant
113
4 Wonderful world Unit overview

● Countries: Australia, Brazil, Canada, China, Egypt, France, ● To learn vocabulary for countries and nationalities (page
Germany, Great Britain, Greece, India, Ireland, Italy, Japan, 41) and adjectives (page 45)
Mexico, Poland, Russia, Spain, Turkey, USA ● To learn and use comparatives (page 42) and superlatives
● Nationalities: American, Australian, Brazilian, British, (page 46)
Canadian, Chinese, Egyptian, French, German, Greek, Indian, ● To practise using referencing words they, them and it
Irish, Italian, Japanese, Mexican, Polish, Russian, Spanish, (page 49)
Turkish
● Adjectives: big, clean, colourful, dirty, flat, high, large, little,
low, modern, narrow, old, plain, small, wide
● Abbreviations Skills objectives
● Numbers
● To read and understand an article about wonderful places
● Face 2 Face: Cool! What about…? What’s the plan? in the world (page 40)
● To discuss World Heritage Sites (page 41)
● To listen to and understand a discussion about what to do
Grammar on a holiday (page 43)
● To read an article about special places (page 44)
● Comparatives ● To use adjectives to describe places (page 45)
● Superlatives ● To act out a role-play in a tourist office (page 46)
● To practise language for ordering food in a restaurant
(page 48)
Pronunciation ● To write about a building or monument (page 49)
● Comparatives with Than

● Superlatives
Assessment criteria
● Students can use comparatives and superlatives correctly
Recycled language ● Students can recognize and use vocabulary for countries,
nationalities and adjectives
● Present simple ● Students can pronounce superlative forms
● Family ● Students can read and understand an article about
wonderful places in the world, and an article about
special places
● Students can listen to and understand a discussion about
what to do on a holiday
● Students can make a tourist brochure
● Students can order food in a restaurant
● Students can write about a building or monument
114
activities.
Listening
activities to help students explore the listening dialogues in
Reading page 128 greater depth.
● Reading and choosing the right grammar word ● Listening extra, page 43
Writing
Prepare for the TOEFL Junior Test ®
Listening comprehension page 129 ● Writing extra, page 49
● Classroom instruction More provides extra interactive practice which can be
practice
● Pronunciation, page 42 and 46
Grammar
presentation
115
116
Unit 4 READING
Warmer
Find photos of different places round the world. Try to include
photos which show people or famous sights, or landscapes
which are typical of a certain country. Ask students to guess
where the places are, and give reasons for their guesses.
1 Before students do the matching activity, ask them to look at

the names of the places in the box. Ask them if they know which
countries they are in (Statue of Liberty – USA, The Great Pyramid –
Egypt, Machu Picchu – Peru, The Colosseum – Italy, The Lescaux
Caves – France).
Answers
1 The Statue of Liberty
2 The Great Pyramid
3 Machu Picchu
4 The Colosseum
5 The Lascaux Caves
Teaching tip
Reluctant readers, and especially students who do not enjoy
reading in a foreign language, can be encouraged to enjoy it more
by exposing them to materials about subjects they are interested
in, such as the text in exercise 2. This text should be of interest to
most students, as it contains interesting facts and figures.

Get students to read and listen to the text, and check their answers
to the matching activity in exercise 1.
Extra activity
Write the following vocabulary from the text on the board:
to preserve, a gift, a harbour, ancient, a crowd. Ask students to
match the words with the following definitions: very old, place
next to the sea where ships can stay, to protect something so it is
not damaged, a big group of people, present.
Answers
to preserve – to protect something so it is not damaged
a gift – a present
a harbour – place next to the sea where ships ran stray
ancient – very old
a crowd – a big group of people
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118
3 Check any unknown vocabulary in the headings before students do

the matching.
Warmer
After they have done the matching activity, get students to check Put students into teams of four or five and do a quiz game.
their answers with a partner. Write down a list of capital cities, some obvious ones and
some obscure. Call out the names one at a time. In their teams,
Answers students (quietly) discuss which country they think it is and
write it down. Check answers. The team with the most correct
A secret art gallery – paragraph 5 countries wins the game.
A very big gift – paragraph 1
An incredible building – paragraph 2
An exciting stadium – paragraph 4 8 Before students to the matching activity, you could get them to
A city in the mountains – paragraph 3 cover up the countries and nationalities, then guess the nationality
of as many flags as they can. They can use their own language if
4 You could do this as a quick memory quiz to see who can remember they don’t know the English.
most about the text. Then get students to read again to check their
answers. 9 2.2 When students have checked their answers, drill the stress
and pronunciation of the countries and nationalities.
Answers
1 She is holding a torch and tablet. Answers
2 It is 137m tall.
3 It’s an Inca city.
China Chinese flag 19 Germany German flag 10
4 It’s around 2000 years old.
5 Carbon dioxide from visitors damages the paintings. India Indian flag 17 USA American flag 9
Peru Peruvian flag 2 Canada Canadian flag 13
5 Before they do the activity, check to see if students remember how Italy Italian flag 20 France French flag 8
to say the numbers. Spain Spanish flag 12 Greece Greek flag 14
Australia Australian flag 15 Japan Japanese flag 16
Answers Turkey Turkish flag 1 Mexico Mexican flag 18
Great Britain British flag 5 Ireland Irish flag 6
2 The Great Pyramid is 137m tall.
Brazil Brazilian flag 4 Egypt Egyptian flag 3
3 About 1,000,000 tourists visit Machu Picchu each year.
4 There would have been 50,000 people in the crowd at the Colosseum. Russia Russian flag 11 Poland Polish flag 7
5 The paintings at the Lascaux Caves are over 17,300 years old.
10 Do one with the class as an example, e.g. Pizza – it comes from Italy.
6 Encourage stronger students to complete the exercise without Elicit types of categories students could write about (food, sport,
looking at the article. pop stars, film stars).

1 m 2 km
11 Give a few examples as a model, e.g. It’s an Italian food. / It’s a food
7 If students don’t know any other World Heritage Sites, you could set which comes from Italy. He’s a Brazilian footballer. / He’s a footballer
this as a research task to do at home. Ask students to each research who comes from Brazil.
one World Heritage Site.
Extra activity Teacher’s Resource Book
Tell students to find out more about UNESCO sites around Vocabulary Support Worksheet: page 18, exercises 1, 2 and 3
the world on the internet. You could get them to give a short Vocabulary Consolidation Worksheet: page 19, exercises 1 and 2
presentation to the class about one of the sites they discussed
in exercise 7 or one they have researched for homework.
Encourage them to include pictures or video too.
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120
Unit 4 GRAMMAR

● The grammar box gives a summary of the grammar areas that Get students to write four more questions for the quiz. Get them
students will practise on this page. to swap questions with their partner and try to answer their
● The grammar is presented in a complete grammar reference partner’s questions.
on page 116.
● Visual grammar presentation 4 2.4 Write than on the board and ask students to say the word
in isolation /ðæn/. Play the audio and ask them if the pronunciation
of than is the same in these sentences. Elicit that /ðæn/ becomes
Warmer /ðən/. When repeating the sentences make sure they pronounce
the weak form /ðən/ correctly.
Write an adjective on the board with five or more letters, e.g.
amazing. Then get a student to write a different adjective, which 5 Go through the example with the class. Get students to compare
shares one letter with the word on the board, e.g. great. The next their answers in pairs afterwards.
student does the same until they have built a crossword puzzle.
AMA Z I NG
R 6 Monitor round the class as students write. Check the questions with
E the class before students ask and answer the questions in pairs.
F AN T A S T I C
T H Answers
E 2 Which free time activity is more interesting, riding a bike or
A swimming?
P 3 Which school subject is easier, Art or Science?
4 Which special day is more exciting, birthdays or National holidays?
1 Get students to complete the quiz in pairs. Tell them they can look
at the grammar box if they need help. 7 Tell students they can use the adjectives in exercise 6 or different
adjectives. Elicit others they might use (difficult, funny, famous,
Answers successful, tiring, frightening, healthy).
1 longer 2 higher 3 bigger 4 more difficult 5 more modern
6 nearer 7 hotter 8 drier Answers Students’ own answers
2 Do the first one together as a model.

Answers Students’ own answers Teacher’s Resource Book
3 2.3 Transcripts page 136 When students have checked their Grammar Consolidation Worksheet: page 43, exercises 1, 2 and 3
answers, you could ask them to listen again and note down how
long the Amazon is, and how high Mount Everest is.
Answers
1 No, the Amazon is longer.
2 Yes, the Himalayas are higher.
3 No, Russia is bigger.
4 It depends on your first language.
5 Yes, the Greek alphabet is older.
6 No, Chile is nearer.
7 No, Libya is hotter.
8 No, the Sahara Desert is drier.
Teaching tip
Some common mistakes students make with comparatives are:
using more with one-syllable adjectives, e.g. She’s more tall than
me; using more and -er together, e.g. Sabine drives more faster
than me. Correct students when you hear them making these
errors, and remind them of the rules. Ask: When do we use more?
When do we add -er?
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122
Unit 4 LISTENING

Show students pictures of different types of holidays from Tell the students you are going to read the transcript to them, but
holiday brochures, such as a beach or coastline or a mountain there will be about five mistakes. They have to listen carefully
scene. Ask them where they think the places are. Ask: Are there and write down the mistakes when they hear them. Alternatively,
any places like this in your country? Do you prefer to go on holiday they could shout out That’s not right! and correct you.
to the mountains or the sea? Why? Which places would you like to
visit? Get students to discuss in pairs.
6 Ask students to shout out the first five words that come into their
head when they think of London. Then get them to look at the flyer.
1 Get individual students to read the sentences out loud. Elicit Discuss the activities with the class and check they understand
guesses from the class. what they are.

Dubai – The United Arab Emirates
7 Students can use What about …? or other phrases for making
2 Check students know what all the places are. suggestions (Let’s go … , Shall we … ?) Elicit other phrases for
agreeing and disagreeing (That’s a good idea., Yes, OK, let’s do that.,
Answers I’d prefer to … , I don’t like …). For further practice, students can swap
partners and repeat the activity.
1 a desert 2 an indoor ski slope 3 the Burj Khalifa tower

WORDS TO KNOW
Check that students know the following words: camel, shark,
dolphin, aquarium, water slide, (be afraid of) heights.
Extra activity
Ask students what else they know about London. Ask: What are
the most famous sights? What can you do there? Put students in
3 2.5 Transcripts page 136 Play and pause the audio as needed. pairs and give them two minutes to write down as many things
When checking answers, ask students which two places they didn’t as they can.
need (hotel swimming pool and indoor ski slope).
Answers
Monday – a beach
Tuesday – a desert
Wednesday – the Burj Khalifa tower
Thursday – a water park
Friday – a shopping mall
4 2.5 Transcripts page 136 Do the first one with the class as a
model and elicit the answer.
Answers
1 Dad 2 Dad 3 Shelley 4 Liam 5 Mum
5 2.6 These expressions are all common idiomatic expressions

students go to page 146, ask them which one means:
What are we going to do? (What’s the plan?)
Great! (Cool!)
Why don’t we... ? (What about… ?)
After checking answers, ask students what other phrases for
making suggestions they heard in the audio (Let’s go … , Shall we … ,
We can … ).
Answers
1 What about 2 What’s the plan? 3 Cool!
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124
Unit 4 READING
Warmer
Ask students if they know any interesting place names or street
names. Ask them which is the longest / shortest street name or
place name they know? Ask them if they know any place names
or street names which are similar to their own names.
1 You could bring in photos of your home town to help prompt ideas.
Ask the students to guess the location and things you can do there.
When they are making a list of special places, get them to use the
ideas in bubbles to help them.

You might want to let students read without the audio the first
time, so they can read quickly for gist.
Before they read, ask them to look at the photos and try to guess
what is special about these places.
Answers
special streets of squares, place names, interesting buildings
Teaching tip
When you get the opportunity, it is sometimes a good idea
to break up the lesson with a fun activity, for example, in this
lesson you could ask students which letters of the alphabet
are not used in the name Llanfairwllgwyngyllgogerychwyrnd-
robwllllantysiliogogogoch (j, k, m, p, q, u, v, x, z) or get them to
guess how many letters there are in the name (57). Alternatively,
you could get them to try and pronounce the name!
Extra activity
Ask students to read the text again quickly and find all the
adjectives (special, big, little, interesting, narrowest, widest,
careful, stuck, long, short, shortest, popular, longest, pale,
colourful). Write them randomly on the board and give students
thirty seconds to look at them. Wipe them away. Put students
into pairs and get them to remember and write down as many
as they can. Set a one-minute time limit. Get feedback and find
out which pair remembered the most adjectives.
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TOEFL Junior ® CAMBRIDGE
126
3 You could play the audio this time and get students to follow the
text at the same time, if students didn’t listen to it in exercise 2.
Warmer
Choose adjectives from earlier in the unit or from previous units,
Answers and make anagrams with the letters on the board, e.g. ndrome
(modern). The students have to guess what the words are.
1 B 2 C 3 C 4 A
Get them to call out the letters for pronunciation practice.
4 You could do this activity orally with the class.
7 Check students know the meaning of all the adjectives in the box.
Answers
1 It’s 64cm wide. Answers
2 Because they don’t want to get stuck. A: small / little, high, old, dirty, narrow, colourful, hilly
3 It’s a river. B: big / large, low, modern, clean, wide, plain, flat
4 They have their photo taken next to the UK’s longest place name.
8 2.8 Transcripts page 136 You could ask students to listen a
second time and make a list of the adjectives mentioned (hilly, flat,
Extra activity modern, wide, large, new, friendly, little, old, colourful, nice).
Highlight the question form How wide is ... in exercise 4.
Elicit other questions with How + adjective from the unit, e.g. Answers
How heavy is the woman on the Statue of Liberty? How tall is
the Great Pyramid? How old is Machu Picchu? How old are the 1 A 2 B 3 B 4 A
Lescaux Caves?
9 Do the first one as an example.
Get students to check answers in pairs when they have finished.
5 Write twenty-one on the board, with and without a hyphen. Ask
students which one they think is correct. Answers
Read Word Zone together and get them to do the activity. Ask one or
1 little 2 dirty 3 large 4 narrow 5 flat 6 modern
two students to come and write their sentences on the board.
10 Encourage students to use as many different adjectives as they can
Answers Students’ own answers from the list in exercise 7 and other adjectives they know.

Teaching tip
To revise vocabulary, get students to write down three words
from previous units which they think their partner will not Continuous assessment
know. Tell them to test each other on the three words, and then
teach their partner the words they don’t know. This will help
them remember their own three words, but also they will learn
three new words.
6 This could be done in pairs or as a team game or quick quiz.
127
CAMBRIDGE
Exam Practice
128
Unit 4 GRAMMAR
GRAMMAR OPTIONS Teaching tip

● The grammar box gives a summary of the grammar areas that When forming the comparative and superlative form of
students will practise on this page. adjectives, it is helpful to know how many syllables an adjective
● The grammar is presented in a complete grammar reference has. If students have difficulty recognising the syllables, get
on page 116. them to clap the sounds, e.g. ex-cit-ing. Ask: How many parts or
● Visual grammar presentation syllables does it have? (three) Do we add -est at the end of the
adjective? (No) So what do we do when the adjective is long and
has more than two syllables? (We put most before the adjective).
Warmer
4 Go through the instructions with students and check they
Write on the board (or dictate) five to ten adjectives. Put understand what to do. Tell students to imagine they are going on
students in pairs and get them to write down the opposites. holiday and they are trying to decide where to stay. Student A is
In some cases, they might be able to suggest more than one going on a city break and is trying to decide between three different
opposite, e.g. light - heavy / dark. Get feedback and write the places to stay in or near the city. Student B is going on a beach
opposites on the board. Then wipe away the original words you holiday and trying to decide between three different places to stay
gave them, leaving just the opposites on the board, and see if in or near the beach.
they can recall them from the ones remaining.
1 Go through the example with the class. Point out that the Shard
building is the tall triangular building in the photo, if they are not 5 Students are now going to ask their questions in the tourist office.
familiar with it. Model the role-play with two of the students, e.g. Student A: Which
When checking answers, make sure students have spelt scariest place is the most modern? Student B: The apartment. Student A:
correctly. Elicit that the y changes to i, as in the example ugly in the Which place is the most expensive? Student B: The hotel.
grammar box.
Answers
2 The Tower of London has got the most interesting things to do. 6 Tell students to swap roles.
3 The London Eye is the best way to see London. Get feedback and highlight good English and any common errors
4 The London Dungeon is the scariest place to visit. on the board.
5 Baker Street underground station is the oldest in London and the
world.
6 The Houses of Parliament have got the most famous bell in the world Answers Students’ own answers
– Big Ben.
2 Get students to do this individually. When they finish ask them to Extra activity
compare their answers with a partner. Put students in groups and get them to prepare a questionnaire
about students’ favourite celebrities. Elicit a few example
Answers questions, e.g. Who is the best footballer in the world? Who is the
1 most 2 than 3 very 4 the 5 the 6 most most beautiful Hollywood actress? Who is the most handsome
sports star? Who is the worst actor? When they have written their
3 2.9 Point out that the word stress never falls on the superlative questionnaire, tell them to mingle with one of the other groups
suffix -est. If the adjective has more than one syllable, the word and ask and answer each other’s questions. Get class feedback.
stress stays the same in the superlative form (SCAry – SCAriest).
Answers Students’ own answers Continuous assessment

129
130
Unit 4 CHALLENGE
In this lesson, students make a travel brochure about their region,

4 Encourage students to write with enthusiasm and give reasons
why the tourists should visit the places in their brochure.
including photos or drawings. They read a section of a travel
Draw their attention to an example of this in the text in exercise 2.
brochure about Ontario, which provides them with a model for
(It’s a good place for tourists because in the autumn the trees are
their own brochure. Afterwards, they put up their brochures
beautiful colours.) Tell them they can use dictionaries, if necessary.
around the room so the rest of the class can read them.
Warmer 5 Students could do their brochures on computers if they have access

If possible, bring in some travel brochures, and get students to to them, then print them out. Otherwise, they can stick and paste
look through them. Ask them to look at the design features, and their texts and pictures onto a folded A3 sheet of paper.
say what they think is effective. Ask them also to look at the way
photos are used and headlines. Answers Students’ own answers
1 You could do this activity as a class, writing up students’ 6 You could ask students to give each brochure marks out of ten for:
suggestions on the board as reference for them later when they presentation, content, language.
write their own brochures. Ask students to say which place they would most like to visit, and
get them to vote for the best brochure.
2 Highlight some of the language used in the brochure, e.g. extreme
adjectives (amazing) comparatives (more exciting) and superlatives
(the best), and the use of numbers (460 species). Imperatives (Don’t Extra activity
miss… ) are especially common in travel brochures. Put students into pairs and assign them roles A and B. Tell them
to role play a scene from a tourist information office. Encourage
Answers Students’ own answers them to use adjectives, comparatives and superlatives they have
learned in the unit, where appropriate.
Student A
Teaching tip You are a visitor and would like advice on where to go and
Always encourage students to analyse the language used in what to do in the town. You can ask about: famous buildings,
the different type of texts they read. This will help them in shopping, places to eat and drink, music clubs, parks and sports.
their own writing. Student B
You are an assistant at the tourist information centre. You give
3 Tell students it’s a good idea to choose different types of places, e.g. advice to visitors about places to go and things to do in your
a park, a famous building, a museum. town. Answer Student A’s questions and give them advice.

Fast Finishers
Ask students to write a paragraph about a place they have been
to on holiday, or one of their favourite places.
131
132
Unit 4 INTERACTION
Warmer 5 2.12 Transcripts page 136 Tell students to look back at the
expressions in Express yourself before they listen. Pause the audio
Ask students: Who likes pizza? What type of pizza do you like?
to give the students time to write the phrases they hear.
What are your favourite toppings? Where can you get a pizza in
your town? Do you ever get a take-away pizza? Get students to
discuss in pairs.
Answers
What can I get you?
Can I help you?
2.10 Express yourself contains a variety of useful expressions Anything else?
for the situations in the dialogue. Some of them (but not all of Can I have… , please?
them) are used in the dialogue. They are available on the audio if I’d like… , please.
you want students to hear how they are pronounced. That’s [£12.50], please.
Here you are.
1 2.11 Transcripts page 136 Ask students to look at the pictures Here’s your change.
and guess where the people are and what is happening. Ask: What
is the girl carrying? Extra activity
Answers Play the expressions in the Express yourself box again and ask
students to pay attention to the rising and falling intonation.
1 She’s got her a book. Get students to repeat and practise the intonation and also the
2 It’s twelve o’clock. pronunciation of the weak forms, e.g. Enjoy your lunch
3 She wants pizza.
/ɪnʤɔɪjəlʌnʧ/ and Here you are /hɪəju:wɑ:/.
2 Ask students what food they can see in the picture. Ask: What are
Hannah and Eric doing? 6 Choose one of the stronger students to do the role-play with you
first as a model.
Answers Students’ own answers When students have finished, get them to swap roles and repeat
the role-play. Monitor round the class and give help where needed.
3 Go through the menu with the class. Check they understand Make a note of common errors and good use of English.
everything on it. At the end, invite one or two pairs to the front to act out their
role-plays.
4 2.12 Transcripts page 136 Tell students to imagine they are a
waiter or waitress taking down the order.
Ask them who pays for the pizza? (Hannah) Extra activity
Ask students to create a new menu. Dictate a list of food items to
Answers them, and get them to write them down. Ask them to lay out the
Hannah orders a slice of mushroom pizza, a slice of pepperoni pizza items in the style of a menu.
and a lemonade.
Eric orders a slice of ham and mushroom pizza, a chocolate muffin
and a lemonade.
Teaching tip
Dictation can be a useful teaching tool to help reinforce spelling
and sound correlations. It also helps uncover comprehension
and grammatical weaknesses in students, which you can
address in future lessons.
Fast finishers
Give fast finishers different menus with more items on them.
You could cross some items off, and get servers to say Sorry, we
don’t have any… to extend the conversation.
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Unit 4 WRITING
Warmer Teaching tip

Write some names of famous places in New York as anagrams, Students might be interested to know that in American English
e.g. ssbwyua (subway). You could include: Brooklyn Bridge, the word for lift is elevator, and the word for queue is line.
Central Park, New York Public Library, Times Square. Ask
students to try and guess what they are. Get them to call out the
letters in the correct order to give them pronunciation practice. 5 Ask students if they have heard of Angkor Wat and get the class to
guess where it is.
1 Show a picture of New York City. Put the students into pairs and Answers
give them one minute to think of things they associate with it.
Refer them back to the text about the Statue of Liberty on page 40. 1 It 2 it 3 they 4 it 5 them 6 it
Get class feedback.
6 You could carry this out as a class brainstorming activity or you
could get students to research it for homework.

2 Set a time limit so they read quickly for gist, and tell them not to
worry about words they don’t know.
7 Set a time limit. Monitor round the class offering help and gentle
correction if needed. Students could finish the article off for
Answers homework.
The One World Trade Center is the tallest building in New York.
3 Give students time to read the questions carefully before they read
the text again. Check they understand the questions.
8 When students check each other’s work, encourage them to give
positive feedback as well as pointing out errors. You could write the
Answers following checklist on the board:
1 There are 103 floors. Does it contain interesting facts?
2 It takes one minute. Are spellings correct?
3 The best views are from the 102nd floor.
4 There are about four million visitors ever year. Does it avoid repetition by using referencing words?
5 There are long queues. Are there any grammatical errors?
6 It is 541m tall.
4 Do the first one together with the class as a model. You could ask Fast finishers
students to say which of the nouns in the box are singular / plural. Get students to write a text about New York for a travel
That will help them identify the corresponding pronouns in the text. brochure. Refer them back to page 47 and the text about Ontario
to help them.
Answers
It – the Empire State Building
It – the lift
They – visitors
It’s – The One World Trade Center
Them – the tall buildings in Manhattan
135
Unit 4 TRANSCRIPTS
1 Is the Mississippi river longer than the Amazon river? 1 There are lots of cafés and parks here. I like living in a hilly place
No, it isn’t. The Amazon is longer than the Mississippi river. because it’s more interesting than a flat town.
It’s 6,437 kilometres long! 2 Some parts of this town are really modern so the streets are very
2 Are the Himalayas higher than the Andes mountains? wide. Some people think it’s boring because it’s flat, but it’s easy
Yes, they are. Mount Everest is 8,848 metres high. to ride your bike here!
3 Is Turkey bigger than Russia? 3 I live in a large block of flats. They’re new, and there’s a fantastic
No, it isn’t. Russia is bigger than Turkey. view over the city.
4 Is your language more difficult than English? 4 There are lots of friendly people here. My street has little, old
That depends on your first language! But most people think that houses. They’re very colourful, too, so it’s a nice place to live.
English is quite difficult to learn.
5 Is the Latin alphabet more modern than the Greek alphabet?
Yes it is. The Greek alphabet is older than the Latin alphabet. But
they’re both very old. 2.11 Student’s Book page 48, exercise 1
6 Is Australia nearer to the South Pole than Chile?
No, it isn’t. Chile is nearer to the South Pole than Australia. E = Eric, H = Hannah
7 Is Mexico hotter than Libya?
No, it isn’t. Libya is in Africa and it’s hotter than Mexico. E Hey, Hannah!
8 Is Antarctica drier than the Sahara Desert? H Oh hi, Eric.
Well, it never rains in Antarctica! And it rains sometimes in the E Wow, you’re carrying a lot of bags.
Sahara Desert. But it snows in Antarctica, and snow is made of H I know. I love shopping. And it’s Jessica’s birthday on Monday so
water. So no, it isn’t. I’ve got a gift for her.
E What is it?
H This book.
E Hey, that’s nice.
2.5 Student’s Book page 43, exercises 3–4 H What time is it, Eric?
E Um, twelve o’clock. Why?
N = Narrator, D = Dad, R = Receptionist, S = Shelley, H I’m hungry. Shopping is really hard work! Do you want to have an
M = Mum, L = Liam early lunch?
E Sure, why not? There are lots of nice places here. What do you
1 N Monday want to eat?
D It’s really hot now – much hotter than this morning! Let’s go H Oh, that’s easy. Pizza!
swimming. Excuse me? Where can we swim? E I know the best place. Follow me!
R Well, the hotel pool is open, but it’s very busy. The beach is
nice… Or you can go to the Water Park at the Hotel Atlantis.
It’s more expensive but it’s fantastic.
S I’m tired. I think the beach is a good idea. It’s nearer than the 2.12 Student’s Book page 48, exercises 4–5
water park.
2 N Tuesday E = Eric, H = Hannah, S = Server
M Let’s go on an exciting trip today. Where can we go?
D Well, do you like tall buildings? We can go up the BurjKhalifa E This is the place.
tower. It’s taller than the Empire State Building in New York! H Cool.
Or we can try a desert trip with a camel ride. S What can I get you?
M Er, you know I don’t like heights. I think the desert trip is H Can I have a slice of mushroom pizza, please?
better. S Sure.
L Cool! I want to ride on a camel. H Oh, and I’d like a slice of pepperoni pizza, too.
3 N Wednesday S And what would you like?
S I’d like to go to the shopping mall today. I want to buy some E Can I have a slice of ham and mushroom pizza, please. And a
presents for my friends. chocolate muffin.
L Shopping? That’s boring. What about going to the BurjKhalifa? S OK. Anything else?
S Mum doesn’t like heights. E Oh, can I have a lemonade, please?
L But the tower is more exciting than shopping. H Me too.
S Yeah, you’re right. Mum? S Great. That’s £12.50, please.
M Oh, OK then. H Let me pay.
4 N Thursday E Are you sure?
D What do you want to do today? H Definitely. Here you are.
L We can go skiing at the indoor ski slope … S Thanks. And here’s your change.
S Can we go to the water park? I want to go on the big water H Thank you.
slide. You drop 18 metres straight down! S Take a seat. And enjoy your lunch.
L Yes, OK. Let’s go there. I’d like to swim with dolphins. E Wow, two slices of pizza, Hannah.
5 N Friday H I’m hungry!
M So, today’s our last day. What’s the plan?
L Shall we go to the hotel pool?
S I can’t go home without presents for my friends…
M Let’s go to the mall, then. There are lots of interesting things
to do. We can watch the sharks in the big aquarium there.
L Sharks? Cool!
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Workbook page 40 7 Belgian

8 Portuguese
1 1 Athens, Greece 9 Argentinian
2 Tinum region, Mexico 10 Scottish
3 Rio de Janeiro, Brazil 11 South African
2 1 Before 9am in the summer is a good time to visit it. 12 Dutch
2 You can see the Mayan city, a pyramid and some sports courts. 11 1 Swedish
3 They are good times to visit Chichén Itzá because it’s cooler. 2 Switzerland
4 Because it’s quick and cheap. 3 Scottish
3 1 Acropolis; 150 metres above sea level 4 Belgium
2 Acropolis; €12 ticket price 5 Argentina
3 Chichén Itzá; 30m = height of pyramid 6 Dutch
4 Chichén Itzá; 1.2 million visitors 12 1 Finland
5 Chichén Itzá; average summer temperature is 34oC 2 Portuguese
6 Christ the Redeemer; 700m = height of mountain it is at the top of 3 Norway
7 Christ the Redeemer; R$43 for adults is train fare up the mountain 4 Denmark
8 Christ the Redeemer; 635 tonnes = weight 5 South Africa
4 1 am 6 Hungarian
2 o
3 C Workbook page 42
4 €
5 1 $18 1 1 more exciting 2 heavier 3 bigger 4 better 5 easier
2 €10 6 more modern 7 drier 8 worse
3 35oC 2 1 higher than F
4 12% 2 smaller than T
5 8.30am 3 taller than F
6 £11 4 more modern than F
5 more famous than T
Workbook page 41 6 longer than T
3 1 Jacob is taller than Harry.
6 1 Mexican Harry is shorter than Jacob.
2 Russia 2 San Francisco is hotter than Ottawa.
3 Canadian Ottawa is colder than San Francisco.
4 Germany 3 A bus ticket is cheaper than a train ticket.
5 Irish A train ticket is more expensive than a bus ticket.
6 Australian 4 Ana is older than Ella.
7 Greek Ella is younger than Ana.
8 British 5 The Sahara Desert is drier than the Amazon Rainforest.
9 Egypt The Amazon Rainforest is wetter than the Sahara Desert.
10 Italian 4 1 Magic World is cheaper than Thornton Park.
6 1 Spanish 2 Thornton Park is bigger than Magic World.
2 Chinese 3 Thornton Park is more popular than Magic World.
3 Peru 4 Magic World water rides are worse than Thornton Park water rides.
4 Turkey 5 T hornton Park rollercoasters are more exciting than Magic World
5 Indian rollercoasters.
6 the USA 6 Thornton Park is better than Magic World.
7 Japanese 5 Students’ own answers
8 Poland
9 French
10 Brazilian Workbook page 43
8 1 Mitch – Australia 1 1 theme park 2 outdoor concert 3 live sporting event
2 Isabelle –France 4 adventure park 5 safari park 6 musical
3 Tara – Ireland 2 1 Abby: adventure park
4 Jorge – Brazil 2 Josh: live sporting event
5 Christos – Greece 3 Leah: theme park
1 Mitch is from Australia. He’s Australian. 3 1 B 2 C 3 A 4 C 5 B
2 Isabelle is from France. She’s French.
3 Tara is from Ireland. She’s Irish. 4 1 A lot of her friends are away because it’s the school holidays.
4 Jorge is from Brazil. He’s Brazilian. 2 I f the weather isn’t good, it isn’t a good idea and Josh doesn’t
5 Christos is from Greece. He’s Greek. like heights.
3 He suggests tennis .
9 1 China 2 British 3 Japan 4 Italian 5 Australia 6 German 4 Josh can look after their bags.
10 1 Swiss 5 They decide to go to a Theme park.
2 Norwegian 6 They can all go on the water rides.
3 Danish 5 Students’ own answers
4 Finnish
5 Hungarian
6 Swedish
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Workbook page 44 2 1 the most interesting 2 the biggest 3 the smallest

4 the cleanest 5 the busiest 6 the most colourful
1 1 D 2 B 3 E 4 A 5 C 7 the best
2 1 inhabited 2 island 3 harbour 4 view 3 1 Sultan Kösen from Turkey is the tallest person in the world.
3 1 F; It’s on the south east coast. 2 31st October is the scariest night of the year to go to a theme park.
2 T 3 T he Mandarin Oriental Hotel is the most expensive hotel in
3 F; The Rocks is the old part and The Ponds is the modern part. London.
4 F; The Ponds is more modern than The Rocks. 4 Denmark is the happiest country in the world.
5 T 5 Oxford Street in London is the busiest shopping street in Europe.
6 F; the Great Barrier Reef is popular for scuba diving. 6 Minneapolis is the coldest city in the USA.
7 T 4 1 What is the tallest building in London? c
8 T 2 H ow many letters are there in the longest word in the
4 1 4.76 million; 4,760,000 English dictionary? a
2 23.13 million; 23,130,000 3 Which is the widest river in the world? b
3 309 4 What is the smallest country in the world? a
4 1,504 5 Which country has the most colourful flag? c
5 1 365 5 1 the most modern 2 the most expensive 3 the cheapest
2 1,703 4 the hottest 5 the coldest 6 The best 7 nearest
3 2.8 million; 2,800,000 8 the furthest
4 25,472
5 5.3 million; 5,300,000 Workbook page 47
6 999
Extra challenge
Workbook page 45 Students’ own answers
6 1 f 2 d 3 g 4 a 5 c 6 b 7 e Webquest
7 1 The Guggenheim Museum in New York is a modern building. 1 Jordan
2 The Shambles is an area of narrow streets in York. 2 Waterloo; 57,000 people
3 Scotland is a hilly country in the UK. 3 1200
4 Nyhavn is a colourful area of the Danish city of Copenhagen. 4 Arsenal; Piccadilly line
5 Mont Blanc in France is a high mountain. 5 North America
6 Texcoco is a small city in Mexico. 6 Scottish
7 Tokyo is a clean city in Japan. Puzzle
8 Students’ own answers 1 What is the highest mountain in your country?
9 1 fast / slow 2 Is your mobile phone older than your best friend’s?
2 expensive / cheap 3 What’s the most interesting place to visit in your town?
3 noisy / quiet 4 Where’s the hottest place in your country?
4 boring / exciting 5 Is your house nearer to school than your best friend’s?
5 easy / difficult 6 Do you think English is easier than Maths?
6 dangerous / safe And students’ own answers
10 1 expensive
2 difficult Workbook page 48
3 quiet 1 1 What can I get you? / Can I help you?
4 dangerous 2 Can I have … , please?
5 fast 3 That’s £5.25, please.
6 boring 4 Anything else?
11 Students’ own answers 5 Here’s your change.
2 1 What can I get
Workbook page 46 2 Can I have
3 Anything else
1 Adjective Superlative 4 some water
1 ugly the ugliest 5 Here you are
2 big the biggest 6 That’s £4.00
3 exciting the most exciting 7 Here’s your change.
4 good the best
8 Enjoy your lunch.
5 quiet the quietest 3 1 F; She orders a slice of ham and mushroom pizza.
6 scary the scariest 2 T
3 T
7 old the oldest
4 F; There are two types: apple and orange.
8 small the smallest 5 F; She gives the server £6.00.
9 bad the worst 6 T
10 interesting the most interesting
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4 Suggested answers: 1.8 Workbook page 43, exercises 2–3

1 Hello. Can I help you?
2 What type/kind of sandwich would you like?
3 Anything else? L = Leah, J = Josh, A = Abby
4 That’s £6.50, please. L Thanks for coming round you two!
5 And here’s your £3.50 change. J So, come on. Why are we here, Leah?
6 Take a seat and enjoy your lunch. L Well, you know it’s my 13th birthday next month.
5 Suggested answers: J Yes, how could we forget. You’re always going on about it!
1 What can I get you? Actually, just remind us again. When is it?
I’d like a giant cookie, please. L Ha, ha, very funny! 26th July.
2 Can I help you? J Oh yes, so it is. And that’s during the school holidays, isn’t it?
I’d like a lemonade, please. L Yes and that’s part of the problem. A lot of my friends are away
3 Anything else? on the day.
No, thanks./ Yes, I’d like some water. J Never mind! Me and Abby are around.
4 That’s £7.25, please. L I know, thanks!
Here you are, £8.00. A So, what’s the plan?
5 Here’s your change. L Well, let me get straight to the point. I can choose a day out for
Thanks. my birthday and I can invite two friends. Mum and Dad are being
very generous.
Workbook page 49 J Cool!So, come on then. What are the choices?
L Well, that’s the problem. I don’t know what to do!
1 a They date back to the year AD 122. A What about going to that new Forest Adventure Park?
b You can see them as you walk along the path. It looks amazing!
c They sometimes stop and stand on the wall. L That’s a good idea, but if the weather isn’t good then perhaps it
d It is one of the most popular tourist attractions in this part of the UK. isn’t such a good idea.
2 1 D 2 C 3 A 4 B J You know I don’t like heights?
3 1 It’s in the north of England. L Good point!
2 It opens all year round/every day of the year. J What about watching a live sporting event? That’s more
3 The best way to see the wall is on foot. interesting than an adventure park!
4 Because it is dangerous and it damages the stones. A Really? I hate sport!
5 It is 117.5km long. J Well, there are lots of tennis events in July and sometimes it’s
6 You can see 17 small castles and some Roman forts. more about the atmosphere than the sport.
4 Students’ own answers L Hmm, I’m not sure. Abby, what do you think?
A You can count me out!
L Hang on! I’ve got it! It’s better than the adventure park and
more exciting than sport. Let’s go to a theme park! Josh, you can
look after our bags while me and Abby go on the rollercoasters
because you don’t like heights, and we can all go on the
water rides.
J Well, OK. It is your birthday after all …
1.10 Workbook page 48, exercise 5
1 What can I get you?

2 Can I help you?
3 Anything else?
4 That’s £7.25, please.
5 Here’s your change.
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5 Let’s go out Unit overview

● Places in a town: art gallery, cinema, hospital, hotel, ● To learn vocabulary for places in a town (page 51) and
library, museum, park, restaurant, shopping centre, sports irregular past tenses (page 55)
centre, stadium, theatre, train station, university ● To learn and use the past simple of be (page 52)
● Irregular past tenses: drove, gave, get up, had, left, met, ● To learn and use the past simple to talk about finished
ran, saw, took, went actions and situations in the past (page 56)
● Opinion adjectives: amazing, awesome, awful, fantastic, ● To practise using sequencing words and expressions
great, horrible, incredible (page 59)
● Temperature words: cold, cool, hot, warm
● Face 2 Face: At last! So You know what?
Skills objectives
Grammar ● To read and understand a blog entry about a weekend in
Manchester (page 50)
● Past simple of be ● To listen to and understand key information about a day
● there was / there were out (page 53)
● Past simple affirmative: regular and irregular verbs ● To read a story about a day out to a theme park (page 54)
● To tell a story (page 57)
● To practise asking for and giving directions (page 58)
Pronunciation ● To write a blog entry about a day out (page 59)
● -ed endings
Assessment criteria
Recycled language ● Students can use the past simple of be and the past simple
of regular and irregular verbs
● there is / there are ● Students can recognize and use vocabulary for places in a
town and irregular past simple verbs
● has got
● Students can pronounce ed endings
● Present simple
● Students can read and understand a blog about a
● Daily routines
weekend in Manchester and a story about a day out to a
theme park
● Students can listen to and understand key information
about a day out
● Students can tell a story
● Students can ask for and give directions
● Students can write a blog entry about a day out
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activities.
Listening
Reading page 130 ● Listening extra, page 53
● Reading to understand signs and notices
Writing
Language form and meaning page 131
practice
Grammar
presentation
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142
Unit 5 READING
Warmer
With books closed, show students a picture of Manchester,
and ask them which country they think it is, and which city. Ask:
What do you know about the city? Where is it? (in the north-west
of England).
1 Encourage students to discuss what the places might be,

e.g. It looks like China. Maybe it’s a shop. That’s definitely a football
ground, maybe it’s Manchester United’s football ground. Ask students
which place they think looks most interesting. Invite students to
share their ideas with the rest of the class.

You might want to get students to read it quickly for gist first
without listening to the audio. Set a time limit and tell them not to
worry about unknown vocabulary.
Answers
A Afflecks B Chinatown C Castlefield D Old Trafford
Teaching tip
Vocabulary learning by rote is quite boring for students, so try
to think of fun ways for them to learn it, such as the following
activity. Write down one of your favourite words on the board.
Tell the class why you like it. Put students in pairs and ask
them to write three of their favourite words down. These could
be words they think sound nice, words which are very useful
or words which remind them of something. Ask students
to compare their words, explain the meanings and say why
they like them. This is a good way for students to learn new
words and revise words they know. You could get them to find
synonyms, translations and write them down in sentences.
Extra activity
Write the following words on the board and ask students to find
words in the text which have similar meanings:
very big, a lot of, from a particular era, special clothes for a party ,
an important special place from the past.
Answers
very big – huge
a lot of – loads
from a particular era – vintage
special clothes for a party – fancy dress
an important special place from the past – heritage
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144
3 This activity can be done in pairs. Tell students to answer in

complete sentences.
Warmer
Ask students which of the places they have got in their town.
Answers Ask them to write the names, e.g. The Rex cinema. The Burlington
Hotel. Ask: Which of the places do you go to? When do you go
1 She was near Old Trafford football stadium.
there? Who do you go with? What can you do there?
2 She was in a restaurant in Chinatown.
3 She was in Castlefield, a heritage park.
4 He was at the London Science Museum. 7 This activity can be done in pairs. One student says the sentence,
5 He was at Oxford castle. then their partner has to guess where you say it.
6 She was in bed.
4 Tell students to write their answers using complete sentences. Answers

1 cinema 2 museum 3 university 4 hospital 5 shopping centre
Answers 6 hotel 7 sports centre 8 train station 9 park 10 theatre
11 stadium 12 library 13 restaurant 14 art gallery
1 She was staying with her brother.
2 Because there was a match on. 8 Check students know the expression hang out.
3 Because the shops were more unique.
4 She was very tired.
5 It is a heritage park. Answers Students’ own answers
6 It was warmer and not raining.
9 Ask students to swap partners and repeat the activity for further
5 Ask students to find the opinion adjectives in the text. Then write practice.
‘positive’ and ‘negative’ on the board. Get students to put the
adjectives in the correct column. Elicit other opinion adjectives
they know and get them to add them to the lists.
Answers
10 Elicit an example sentence with there is / there are to check
students remember how to use it. Ask: Is there an art gallery?
Positive: awesome, incredible, fantastic, amazing, great Are there any museums? While they are writing their descriptions,
Negative: awful, horrible monitor round the class and give help where needed. Encourage
students to use lots of opinion adjectives and extreme adjectives.
Ask them to read each other’s descriptions afterwards.
Extra activity
Play a word search race with the class. Write down adjectives Answers Students’ own answers
from the text in a random order on the board. Put the students
in pairs and get them to write down what the adjectives refer to
in the text. The first team to finish wins the game. Continuous assessment
cool best fantastic Teacher’s Resource Book
awesome incredible awful huge Vocabulary Support Worksheet: page 20, exercises 1, 2 and 3
delicious ancient amazing Vocabulary Consolidation Worksheet: page 21, exercises 1, 2 and 3
Answers
cool – shops, best – cupcakes, fantastic – restaurant,
awesome – yesterday, incredible – atmosphere, awful – weather,
huge – building, delicious – food, ancient - Roman fort, amazing - day
Teaching tip
To help develop students’ vocabulary, encourage them to use
opinion adjectives and extreme adjectives in pairwork speaking
activities. Learners often over-use the same vocabulary, rather
than trying out new words.
6 2.14 Transcripts page 162 Before students listen, ask them to

identify the places in the pictures (gym, beach / seaside, skate park,
campsite, house, shopping centre).
Answers
1 C 2 B 3 D 4 A 5 F 6 E
Felipe wasn’t very happy.
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146
Unit 5 GRAMMAR

● The grammar box gives a summary of the grammar areas that You might want to highlight pronunciation of the weak forms
students will practise on this page. /wəz/ and /wɜ:/ in affirmative sentences, e.g. I was tired last
● The grammar is presented in a complete grammar reference night. We were at home yesterday. Point out that we retain the
on page 117. strong form in questions and negatives.
4 Encourage students to write both positive and negative sentences.
Warmer Answers
Write Quiztime! on the board. Write the following quiz questions There was a hospital in Newford in 1965.
on the board: Who was the President of the United States in 1962? There weren’t a lot of cars.
(John F Kennedy) Who was the King of England in 1915? (George V). There were a lot of shops.
There was a park.
Put students into groups and ask them to think of five more
There wasn’t a stadium.
questions using was (with the answers). Get them to hand the There was a theatre.
questions to you, and you act as the quiz master. There was a train station.
Read the questions out, including your own two questions, and
get the groups to write down the answers. The group with the 5 Highlight the use of the short answer in the example (No, there
most correct answers wins. wasn’t). Elicit the short answer for positive answers and for the
plural form (Yes, there was. No, there weren’t. / Yes, there were.)
1 Go through the example with the class. Encourage students to use
contracted forms when writing negative sentences. Answers Students’ own answers
Answers
Teaching tip
2 My friend Jimmy wasn’t at school last week.
3 You weren’t at the park on Sunday. A good way to show the contracted form visually is to hold two
4 My cousins were in the restaurant with me yesterday. fingers apart and say I was. Ask the students if we can contract
5 Was our English lesson good this morning? the words was or were in positive sentences in the past (No).
6 Where were you two weeks ago? Hold three fingers up and say I was not. Then close the second
and third fingers together to elicit I wasn’t. Elicit that we can
contract the verb be and not in the past simple negative.
Extra activity
Ask students to write five true sentences about themselves using
the past of be and the time phrases from exercise 1, e.g. I was at
6 If possible, bring in some old photos of your town. If students don’t
know much about their town in the past, get them to do some
a friend’s house yesterday. Get them to read their sentences to
research for homework. They could ask older relatives or check on
their partner.
the internet.
After asking and answering the questions, get students to repeat
2 Tell students to look at the tour dates. Ask: When were the band in the activity with a new partner.
Glasgow? (on 18th July). Get them to complete sentence 1.
Ask students to do the rest of the exercise individually. Don’t check Answers Students’ own answers
their answers at this stage.
Answers Continuous assessment

1 last week 2 three days ago 3 two days ago Teacher’s Resource Book
4 yesterday 5 today Grammar Support Worksheet: page 44, exercises 1, 2 and 3
3 2.15 Transcripts page 162 Ask students to listen to the
conversation between Anna and Daniel, and check their answers.
Play and pause the audio as needed. Elicit the answers to the
questions.
Answers
1 Because it’s Connor’s birthday.
2 Because it’s sold out.
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148
TOEFL Junior ® CAMBRIDGE
Unit 5 LISTENING

Show the students pictures of a variety of objects using a digital Give each pair of students a photocopy of the transcript, but
projector or a laptop. Reveal them one by one. It would be good cut up the conversation, so that each part of the exchange is on
to include vocabulary from this lesson or from previous lessons, different slips of paper. Get them to try and put the conversation
e.g. a banana, a strawberry, a dog, a surfboard, a tent, a theatre. back in the correct order. Then play the audio again for them
Let them look at each picture for about five seconds. to check.
When you’ve revealed all the pictures, ask students what
they saw. Encourage them to make suggestions using:
I think there was… Was there a… ?
Teaching tip
Try to vary activities so they include different learning styles.
1 Get students to rank the words in bubbles in order of importance. The activity above encourages visual, auditory and kinaesthetic
Elicit other things which affect a day out (weather, travel learning. It’s also easy to correct as students can listen again and
arrangements). move the slips of dialogue around without having to cross out or
erase answers from their books.

2 Ask students what they can see in the photo. Elicit fish and chips, in spoken English. They are highlighted in the audio script. Before
surfboard, dog, waves. students go to page 146, ask students which one means:
Listen to this. (You know what?)
Does that mean? (So)
Finally, I’ve been waiting (At last!)
WORDS TO KNOW
Answers
Check that students know the following words: store, souvenirs,
cliffs, beach and pet. 1 At last! 2 You know what? 3 So
7 Students work individually to complete the table. Encourage

3 2.16 Transcripts page 162 Play and pause the audio so stronger students to add their own ideas.
students can check if their predictions are correct.
Answers
She visits Land’s End, she goes surfing, and she eats fish and chips. 8 Ask students to swap partners and repeat the activity for further
practice. You could ask them to keep changing partners until they
4 2.16 Transcripts page 162 Remind students to read the find a student who has a similar perfect day to them.
questions before they listen. Check there are no unknown words in
the questions. Answers Students’ own answers
Answers
1 B 2 C 3 A 4 B 5 C
5 2.16 Transcripts page 162 Ask students: Does Casey’s dad think
Mike is a person? (Yes, he does.)
Answers
He is a dog. Casey describes him as gorgeous, with lovely brown hair,
really funny, and clever.
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150
Unit 5 READING
Warmer
Write Feelings on the board. Elicit adjectives used to describe
feelings and write them on the board. You could act them out,
for example, try to look sad by turning the corners of your mouth
down with your fingers. Ask students: How am I feeling? (sad).
Act out other adjectives, e.g. nervous, excited, or ask students
to act them. Ask students: What makes you feel happy / sad /
nervous? Get students to discuss in pairs.
1 Ask students what they can see in the pictures (a rollercoaster,

people screaming, a theme park, a camera, a café). Get students to
discuss the questions in pairs.
Answers
Suggested answers
They are at a theme park. Most of them are feeling excited. The people
in the café look fed up. Maybe the people on the rollercoaster are
feeling nervous / scared.
Extra activity
Before the students read the text, write four or five key words
from the story on the board, e.g. theme park, ill, cafe, picture and
favourite band. Tell students to study the words and guess what
happens in the story. Invite students to share their ideas with
the class.

Explain that the story is unfinished.
Answers
B, A, D, C
Teaching tip
After reading or listening to a story, it is useful to get students to
relate it back in their own words. You could get students to take
turns to say a sentence at time. This checks their comprehension
and develops story-telling skills.
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152
3 Get students to read the sentences carefully before they read

the story.
Warmer
Write the past tense forms on the board: drove, gave, got up, had,
Answers left, met, ran, saw, took, went. Get students to try and guess the
infinitive forms (drive, give, get up, have, leave, meet, run, see,
1 False. They were the first people to arrive.
take, go).
2 True
3 False. He felt ill.
4 False. It was hot. 8 You could ask stronger students to try and tell the story from the
5 False. Daniel went to the café with Olivia.
pictures, without looking at the text.
6 True
4 2.19 Transcripts page 162 Get students to discuss what Answers

happened next with a partner. Then invite them to share their ideas 1 got up 2 had 3 gave 4 left 5 ran 6 met
with the class. 7 went 8 saw 9 drove 10 took
Play the audio so they can check if their predictions were correct.
9 Go through the verbs in bold and check students know what they
Answers Students’ own answers mean. Ask them to tell you the infinitive forms.
Answers
5 2.19 Transcripts page 162 Do the first one with the class as an
example. Play and pause the audio as needed. When students have 1 felt 2 made 3 thought 4 went, swam 5 drank, ran
finished, get them to compare their answers in pairs.
10 In pairs, get students to swap and correct their sentences. Invite
Answers some students to read out their sentences to the class.
1 ‘Excuse me.’
2 She asked, ‘Can we take a photo?’.
3 The woman replied and said, ‘Of course’.
4 ‘Who were they?’
5 ‘They were Lenny and Tasha, the singers from The Run’. Extra activity
6 He felt much better. Tell students what you did yesterday using the prompts in
7 Then they went to show the others the photo.
exercise 10 and some of the verbs from exercise 8. In pairs, get
them to remember as much as they can and write it down. Ask
6 You could draw the scale on the board and get students to come up
students: What did I do yesterday? (You got up early. You saw …).
and write the words in the correct place.
Answers
1 cold 2 cool 3 warm 4 hot
7 Elicit other associations with the adjectives, e.g. hot / cold food, Vocabulary Support Worksheet: page 20, exercises 4, 5 and 6
hot / cold water. Vocabulary Consolidation Worksheet: page 21, exercises 4, 5 and 6
Answers
hot / cold day, hot / warm / cold weather,
hot / cold drink, warm clothes
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154
Unit 5 GRAMMAR

● The grammar box gives a summary of the grammar areas that This is a fun game to practise past tenses. You will need a
students will practise on this page. balloon. Get students to stand in a circle and hit the balloon to
● The grammar is presented in a complete grammar reference each other. The object of the game is to keep it in the air. As they
on page 117. hit the balloon, they have to say a verb in the present tense, e.g.
● Visual grammar presentation eat. The person receiving the balloon has to call out the past
tense (ate) before they hit the balloon to someone else. They
have to do it quickly before it falls to the ground.
Warmer
5 Quickly check students know the past tense of the verbs in the box
Write a story in the past simple, e.g. Last year I visited my friend before they do the activity. Call out the verbs in turn, and get students
Jane in America. I flew to New York and she met me at the airport. to shout out the past form. Then go through the example together.
Give students a copy of the text with the verbs mixed up
(Last year I played my friend Jane in America. I walked to New York
and she ate me at the airport). Get the students to write the
text correctly.
Teaching tip
1 When checking answers, ask students why the y at the end of Students sometimes make mistakes and use the present tense
play does not change to i. Elicit the rule that only verbs ending in rather than the past simple. Use hand gestures (point over your
y following a consonant change the y into i before adding -ed, e.g. shoulder to indicate the past) to prompt self-correction.
hurry – hurried, carry – carried. In play the y follows a vowel, so it
remains play – played.

1 visited 2 closed 3 studied 4 played 5 loved
6 carried 7 dropped 8 travelled Grammar Support Worksheet: page 44, exercises 4, 5 and 6
2 Get students to read the text quickly first, ignoring the gaps,
to get the gist.
Answers
1 had 2 lost 3 got on 4 fell 5 ran 6 went 7 bought
8 left 9 went 10 saw 11 thought 12 got up 13 said
3 2.20 Transcripts page 162 Play the audio so students can

check their answers.
4 2.21 Get students to add other verbs they know to the three
pronunciation groups.
Answers
1 /t/ 2 /d/ 3 /Id/
155
156
Unit 5 CHALLENGE
In this lesson, students tell a story based on pictures, and then

4 Get pair A to take it in turns to tell a bit of the story. Encourage pair
B to ask questions to clarify what happened, if necessary, e.g. What
predict what happens next. They read their stories out to the
happened next / after that?
class and vote for the one with the best ending.
Warmer 5 When they have finished, ask students if their stories were similar.
Ask students to talk about a time when they lost something. Ask them what differences there were.
Ask: Where were you? Who were you with? What did you lose?
What did you do? How did you feel? Get students to discuss Answers Students’ own answers
in pairs.
6 You could write the following phrases and words on the board as
1 Teach or elicit the words for fairground ride, bumper cars, wallet, prompts, or students could use their own ideas: run after, reward,
pocket. Check they understand lost property. thank you, happy.

A A wallet falls out of a boy’s pocket while he is playing on the
bumper cars. 7 Collect in students’ paragraphs, and check them.
B He realises he has lost it. A little boy sees it.
C The boy and his friend go to the lost property office. Answers Students’ own answers
D The boy and his friend are walking away from the lost property office
just as the little boy and his mum arrive with the wallet.
2 Check students know what the expressions mean. You could ask Teaching tip
them to match them with the pictures. When correcting students’ writing, use a ‘correction key’ to
identify mistakes, but don’t correct them yourself, for example,
Answers write preposition, tense, spelling, article at the end of the line
Fell out of his pocket. which has the mistake. Let students correct the mistake
Got off the ride. themselves.
Couldn’t find his wallet.
Picked up the wallet.
Asked if his wallet was there.
Went into lost property with the wallet.
Fast finishers
Tell students to write a story about an occasion when they lost
3 2.22 The expressions in Express yourself are available to listen something.
to. Put the students in pairs and get them to tell the story to each
other. Encourage them to be creative and use other verbs they
know as well as the ones in exercise 2.
Answers
Suggested answers
Two boys went to the funfair. First they went on the bumper cars, but
one of the boys lost his wallet. It fell out of his pocket. When he got off
the ride he couldn’t find it. Next, he went to the lost property office but
it wasn’t there. Then a small boy found the wallet and picked it up.
After that, the little boy and his mum went to the lost property office
with the wallet.
157
158
Unit 5 INTERACTION
2.23 Express yourself contains a variety of useful expressions 4 2.27 Transcripts page 163 Explain that they are going to hear
for the situations in the dialogue. Some of them (but not all of Eric asking for directions.
them) are used in the dialogue. They are available on the audio if
you want students to hear how they are pronounced. Answers
He’s lost his phone.
Warmer 5 2.28 Transcripts page 163 Get students to compare their

answers in pairs. You could also ask: What did Hannah say about the
Show students a picture of a theme park. Write some questions Ghost Train? (It was terrifying).
on the board: When did you last go to a theme park? Where was it?
Who did you go with? What were you favourite rides? Get students
Answers
to discuss in pairs.
1 The Ghost Train
2 To a pizza restaurant
1 2.24 Transcripts page 163 Ask students to look at the map of 3 He’s lost his phone and his money.
the theme park. Ask them: How many eating places are there? (four) 4 No, it was terrifying.
Which ride do you think looks most fun?
Give students time to read the questions before they listen, so they 6 2.28 Transcripts page 163 Get students to try and write
know what to listen for. the directions to the pizza restaurant down before they listen
and check.
Answers
7 Tell students to advise their partners where they are on the map
1 Eric 2 She doesn’t like heights. 3 on their phones before asking for directions, e.g. I am at 3 on the map.
Where’s … / How do I get to …? Alternatively, give them all the same
2 2.25 Transcripts page 163 Elicit that 1 is the Big Dipper. Explain starting point.
to students that they are going to listen to Eric asking for directions
Tell students to use the phrases in the Express yourself box.
to the place he wants to go. He is at 1 on the map.
Answers
The Floating Jumbos
Extra activity
Extra activity For further practice, you could do the following information
gap activity. Put students in pairs. Tell them that they are at the
Ask students which of the expressions from Express yourself park entrance by the ‘Welcome to Funland’ sign. Student A gives
they heard in the audio in exercise 2 (Go straight on, Excuse me…, directions. Student B listens, follows the directions and guesses
Where’s …, Take the first / second …). where they are going, e.g. A: Ok, go straight on and then take the
first right. Then turn left. Take the second right. It’s on your left.
3 2.26 Transcripts page 163 Tell students they are going to hear B: I know! Is it Viking Lake? A: Yes, it is!
Hannah asking for directions to Treasure Island. Get students to
copy and complete the directions. You could get stronger students
to complete the directions first, then listen and check.
Answers
straight on, second, right, on
159
160
Unit 5 WRITING
4 Alternatively, you could give students a copy of the blog with the
Warmer sequencing words blocked out. Ask students to put them in the
Copy the following word search on the board. Tell students to correct place.
work in pairs and find as many irregular verbs as they can. Set
a time limit and make it into a competition. The team that gets Answers
the most words wins the game.
First (line 3), Then (line 8), After that (line 11), Finally (line 13)
5 After checking the answers, ask students to find the irregular past
Answers forms in the text (had, went, did, met, got, was).
W D D R L D E F B F Answers
R I N A C R M E E O
1 First 2 Then 3 after that 4 Finally
O A U N D A G L M R
T S O U T N U T A G
E L A O N K H G C O Extra activity
K K E I L G E E H T Tell the students to close their books. Dictate the text in exercise
W N T B D S A W L T 5 to the class with gaps where the irregular verbs should be. Tell
O E A T E K O R B D them to listen and shout out the verbs to fill the gaps.
K W H R B O U G H T
E T O L D H E A R D 6 Tell students they can choose somewhere they have been to fairly
recently or when they were small.
1 Ask students if they know what the buildings in the photos are Elicit other ideas they could include, e.g. the weather, things they
(The Shard, The Globe Theatre and The British Museum). Ask them ate / bought.
if they know anything about these buildings.
Get them to brainstorm other London tourist attractions. Answers Students’ own answers
Answers 7 Tell students to try and write about 120 - 150 words. Tell them
They are in London. to start their blog with a time expression. Elicit some examples:
When I was x years old, Last Year, Last summer, Two years ago, Last
2 Ask students to read the blog and complete the place names. Then month. Encourage them to include some opinions, e.g. the food was
ask them how many of the tourist attractions they listed in exercise delicious, it was very interesting, the weather was bad.
1 were mentioned in the text. Monitor round the class helping with vocabulary where needed.

1 Station 2 Theatre 3 Museum
8 Invite some students to read their blogs to the rest of the class.
3 Encourage students to answer in complete sentences. When they Ask other students to comment on them. Ask: What did you find
have finished, get them to check their answers in pairs. interesting / amusing / surprising in the blog?

1 She was in London last Saturday.
2 It is in Bloomsbury.
3 She bought a T-shirt with a picture of a London bus on it. Fast finishers
4 She saw the Houses of Parliament and the Shard.
5 The play was fun. Ask students to write five questions to ask their partner about
6 There weren’t any seats. their day out, e.g Did you buy any souvenirs? How much was the
train? Then get them to ask and answer their questions in pairs.
Extra activity
Ask students to look through the text and find the past forms of
these verbs: catch, buy, see, stand.
Answers
caught, bought, saw, stood
161
Unit 5 TRANSCRIPTS
2.14 Student’s Book page 51, exercise 6 The weather was nice and I took some incredible photos.
D Great! Put them online so we can see them, too.
C Of course. This afternoon we went surfing at a lovely beach but
1 Max Hi Alisha. It’s Max here. How was your weekend? Mine
the water here is cold. The sea is much warmer in Florida! Surfing
was great! I was at the skate park all day Saturday with
wasn’t easy but I enjoyed it. And you know what? Mike can swim
my brand-new skateboard!
and he can surf, too! He’s really good.
2 Ellie It’s Ellie calling. Wow. Last weekend was just awesome. I
D What’s the food like?
was at the seaside. On the beach all day. It was so warm
C It’s good. We had fantastic ice-creams at Lands End. Laura had
and lovely. But the sea was cold!
strawberry ice-cream and I had chocolate. I wanted banana
3 Felipe Hi Alisha. This is Felipe. Last weekend was awful. And I
flavour but there wasn’t any left.
mean awful. We were in a tent in a forest and the weather
Then on the way home this evening - at about 7pm - we stopped
was terrible. I was cold, wet and miserable. Never again!
for some fish and chips at a little restaurant. The chips are much
4 Matilda Hey, Alisha! It’s Matilda. I was in the gym all last
bigger than our fries, but I like them. Mike shared our chips.
weekend – on the running machines, in the pool, doing
He’s gorgeous. He’s got lovely brown hair and he’s really funny …
weight training. I’m getting so fit!
and clever, too!
5 Owen It’s Owen. So, last weekend. Where was I? Oh yeah, I was
M So, did you have a good time?
in the city centre with friends. Why? I can’t remember.
C Yes, today was a perfect day!
But it was fun... I think.
D And, um, who is this Mike?
6 Maya Hiya Alisha, it’s Maya here. Last weekend I was at home.
C Oh! Well he’s Laura’s dog! He’s so cute! Can I have a pet? Please?
I’ve got the new computer game and I just can’t stop
M Well honey, we’ll see when you’re back. Now. Tell us all
playing it! Come round soon and I can show you. Bye!
about ...
2.15 Student’s Book page 52, exercise 3 2.19 Student’s Book page 55, exercises 4–5
A = Anna, D = Daniel
D = Daniel, O = Olivia
A Oh look, Daniel - The Run are in the UK! They were in Scotland
D The man had a cap and the woman had a big hat. They both had
last week, in Glasgow.
dark sunglasses. The woman wanted a large coffee. Olivia looked
D I know. Then on Tuesday they were in Leeds.
at them and waved.
A No they weren’t. It says here they were in Manchester on
O ‘Excuse me, can we take a photo?’’
Tuesday and then they played in Birmingham two days ago.
D She said. The man wasn’t happy but the woman smiled and said
D Yeah. My brother went to it! There wasn’t a concert yesterday
‘Of course.’ Olivia took a photo of all of us together.
but they’re here in Bristol today and I can’t go.
O ‘Thank you’
A Why not?
D called Olivia as they hurried out of the shop with their drinks.
D Because it’s Connor’s birthday today. It’s his party later, at the
‘Who were they?’ I asked.
youth club, remember?
O ‘Daniel! They were Lenny and Tasha, the singers from The Run,’
A Oh yeah. What about London tomorrow?
D Said Olivia. I looked at the photo on Olivia’s phone. ‘You’re right!
D I wanted to go but there weren’t any tickets left.
That’s awesome.’ I said. Suddenly, I felt much better. ‘Come on.
The concert was sold out!
Let’s go and show the others.’
2.16 Student’s Book Page 53, exercises 3–5 2.20 Student’s Book page 56, exercise 3
C = Casey, M = Mom, D = Dad P = Presenter, A = Adam

C Hello? P We’ve got another listener on the line. Adam, it’s been a bad
M At last! Hi Casey! weekend for you, hasn’t it! Tell us about it.
D Hi sweetie! A Yes, last Friday evening my friend had a party in a park near her
C Hey Mom! Hey Dad! house. I was ready to go but then I lost my glasses. I can’t see
M We called earlier but there was no answer. without my glasses and I got on the wrong bus. I missed the party!
C Oh, sorry, we were out all day. P That was a disaster!
M It’s OK. So how are you? A It got worse. On Saturday morning I was in a 200 metre race at
D Are you having fun in Cornwall with Laura? our local sports centre. I was first and I was near the finish line
C Yes, I am. It’s awesome. Laura’s parents are very kind. They live in but then I fell.
a really nice town called Penzance. P Were you OK?
M So where were you earlier? A Well, I wasn’t hurt, but all the other runners ran past me!
C Oh, we went to Land’s End. It’s not far. P So you lost the race!
D Who went? A Then on Saturday afternoon I went to the shopping centre and I
C Laura’s parents, Laura and me. Mike came with us, too. We had bought a present for my mum.
an amazing day. P That’s nice.
M Oh. What’s at Land’s End? A Yes, but then I left it on the bus!
C Oh, Land’s End is really famous here! It’s the furthest west you P I don’t believe it!
can go in England. A That’s not all! On Sunday I went to the cinema. I watched a really
M And what can you do there? scary film and when I saw the monster I jumped a mile.
C Well, there’s a very small store for souvenirs and a movie theatre I dropped my popcorn and it went all over the people in front of me!
with 3D films about the sea. We walked along the cliffs to the And this morning, I thought it was Sunday, so I got up late.
famous Lands End sign. The sea is on both sides of you.
162
Then mum said ‘Hurry up, it’s eight o’clock!’ Of course I was late 2.28 Student’s Book page 58, exercises 5-6
for school. It was a horrible weekend!
H = Hannah, J = Jessica, S = Steward, E = Eric
H The Ghost Train was terrifying.

2.24 Student’s Book page 58, exercise 1 J Where can we go next?
H I’m hungry. Lunch?
E = Eric, H = Hannah, J = Jessica J You bet!
H Excuse me, is there a pizza restaurant near here?
E Wow, this place is awesome. S Yes. Just go straight on, turn left, and then take the second right.
H It’s so big. It’s next to the entrance.
J Where do you want to go first? H Fantastic. Thank you.
E I want to go on The Big Dipper. It’s famous. E Jessica!
J No way. What about you Hannah? J Eric! Are you OK?
H I don’t really like heights. E No. I dropped my phone. And it wasn’t at Lost Property. And I
E Oh man, I don’t believe it! can’t find my money.
J Well, we can meet up later. J Oh no! Come and have some lunch now, we can look for it after.
E OK. Keep in contact on your phone. E OK.
J Sure. See you later! H How was the Big Dipper?
E Now, where’s the Big Dipper? E It was terrifying!
2.25 Student’s Book page 58, exercise 2 Workbook page 50
E = Eric, S = Steward 1 C
2 1 Amsterdam 2 Cartagena 3 Auckland 4 Cartagena
E Excuse me, where’s (beep)? 5 Auckland 6 Amsterdam
S Go straight on. Then take the second right, and take the first left.
E Um, can you say that again, please?
3 1 Robbie 2 Katie 3 Luis 4 Katie 5 Luis 6 Robbie
S Yes, of course. Go straight on. Then take the second right. Then 4 1 cool 2 wonderful 3 delicious 4 terrible
take the first left. 5 great / relaxing 6 brilliant
E Thank you. 5 Students’ own answers
S You’re welcome.
Workbook page 51
6 1 hotel 2 hospital 3 cinema 4 park 5 stadium
2.26 Student’s Book page 58, exercise 3 6 restaurant 7 museum
Hidden word: theatre
J = Jessica, H = Hannah, S = Steward 7 1 art gallery 2 library 3 shopping centre 4 sports centre
5 train station 6 university
J Where do you want to go now?
H Let’s go to Treasure Island. 8 Students’ own answers
J That sounds fun. Where is it? 9 1 bowling alley 2 petrol station 3 newsagent’s
H Let’s ask. Excuse me, how do I get to Treasure Island? 4 police station 5 town hall 6 post office
S Treasure Island? Let me think. Yes. Go straight on. Take the 7 airport 8 bus stop
second left. Then turn right. Go straight on, and it’s on your left, 10 1 post office 2 airport 3 town hall 4 bowling alley
next to The Wild Wood. 5 bus stop 6 police station 7 newsagent’s 8 petrol station
H Thank you very much.
J Can you remember all that? 11 Students’ own answers
H I think so. Come on!
Workbook page 52
1 1 Were 2 was 3 was 4 wasn’t 5 Were 6 weren’t
2.27 Student’s Book page 58, exercise 4 7 were 8 was
2 1 Was Emily at a café with Janey last Monday?
E = Eric, S = Steward No, she wasn’t. She was at the Art club.
2 When was Emily with Janey?
E Excuse me, where’s Lost Property? She was with Janey at 4.30pm last Tuesday.
S Lost property? 3 Were Emily and Charlie at the bus stop at 8am last Tuesday?
E Yeah. I can’t find my phone. I think I dropped it on The Big Dipper. No, they weren’t. They were at the bus stop at 8am last Wednesday.
S OK. Well, go past Treasure Island, then take the third, no the 4 Was Emily at the dentist at 4.45pm last Wednesday?
fourth right. It’s on the corner. Yes, she was.
E Thanks. 5 Where was Emily at 12.30pm last Thursday?
S Good luck. She was in the school library for a revision class.
6 Was Emily at the theatre with her family at 7.30pm last Friday?
No, she wasn’t. She was at the cinema.
7 Were Emily and Katie at Katie’s house last Saturday night?
Yes, they were.
8 Where was Emily last Sunday afternoon?
She was at her gran’s house for lunch.
163
3 1 was 2 wasn’t 3 was 4 were 5 was 6 was 7 were 9 1 D 2 H 3 A 4 I 5 G 6 J 7 E 8 C 9 B 10 F
8 wasn’t 9 weren’t 10 were 11 was 12 was 10 1 lost 2 rang 3 sent 4 came 5 bought 6 ate
4 1 Were you at the bus stop with Lewis yesterday? 7 drank 8 felt 9 did 10 heard
2 I was in Lisbon two days ago. 11 Students’ own answers
3 You weren’t in my class last year, but you are this year.
4 Where were you at 6pm yesterday? Workbook page 56
5 We were at the beach a week ago. We weren’t at school.
6 I wasn’t at the Drama club last week because the teacher was ill. 1
5 1 A: Were there any brownies in the café yesterday? +d + ed
double change –y to
B: Yes, there were. consonant + -ed –i + -ed
2 A: There weren’t any good films on at the cinema last week. 1 arrived 4 looked 7 dropped 10 carried
B: I know, but there was a great new drama on TV last night.
3 A: There was a fantastic play on at the Little Theatre 2 closed 5 visited 8 stopped 11 hurried
last Saturday. 3 loved 6 watched 9 travelled 12 studied
B: Yes, but there were only 50 seats.
4 A: Were there any tickets for the Sam Smith concert? 2 1 Luke visited Paris last month.
B: No, there weren’t. 2 We liked the new sports centre in town.
5 A: Was there a train to Glasgow at 10pm? 3 George and Ruben studied for their exam yesterday.
B: No, there wasn’t. 4 Samir watched a film last night.
5 Emma loved the rollercoaster at the new theme park.
Workbook page 53 6 Susie and Ethan stopped at the café for a drink after school.
7 Chris carried Mrs Smith’s books to the classroom.
1 1 degree 2 ceremony 3 enormous 4 graduation 8 My parents travelled to China last year.
5 suit 6 gown 7 hilarious
3 1 Louisa went shopping.
2 1 brother’s 2 Saturday 3 brothers 4 Spanish 2 Ben did his homework.
5 in a hotel 6 great 3 Sofia fell playing basketball.
3 1 F; She arrives late. 4 Kyle lost his phone.
2 T 5 Amy bought a birthday present.
3 F; he was there on Sunday 6 Nico met his granddad.
4 T 4 1 travelled 2 did 3 left 4 drove 5 arrived 6 took
5 F; It was on Saturday afternoon. 7 hurried 8 waited 9 ran 10 sent 11 felt 12 gave
6 T
7 T 5 1 A: I did my homework last night. It was quite easy.
8 F; The meal was delicious. B: Really? It took me three hours to do it all.
2 A: We played tennis this morning.
4 1 She was late because the bus was late and there was B: Lucky you! We studied for our exams.
a problem with her phone. 3 A: Jack left his English book on the bus.
2 The score was 5-0. B: I know. He bought a new one in town today.
3 He was at his grandparents’ house. 4 A: I thought you were ill.
4 German and Spanish. B: I felt sick this morning, but I’m OK now.
5 He looked hilarious in a suit and wearing a gown and a funny
black hat. 6 Students’ own answers
6 It was long and boring.
7 It was delicious; the best food ever. Workbook page 57
5 Students’ own answers Extra challenge
Students’ own answers
Workbook page 54
Webquest
1 B a travel review 1 Manchester Piccadilly
2 1 guide 2 geyser 3 hot springs 4 snowmobile 2 Mamucium
5 driving licence 3 The Dubai Mall, United Arab Emirates (biggest shopping centre in
3 1 N; It was inside the park. 2 Y 3 Y terms of total area)
4 N; It was freezing. 5 N; they were very relaxing. 6 Y 4 It’s in Salou and it’s called Port Aventura.
4 1 boiling 5 Legoland
2 freezing 6 It’s an American theme park and you can ride on rollercoasters
very hot: scorching, sweltering, baking and you can go to the beach.
very cold: chilly, icy, glacial Puzzle
5 Students’ own answers 1 left I 2 hurried R 3 stopped R 4 drove I 5 played R
6 bought I 7 went I 8 studied R 9 travelled R
Workbook page 55 10 took I 11 gave I 12 loved R
LEFTADHKHURRIEDLPWSCSTOPPEDBTRMDROVEGYSCPLAYED
6 1 drove 2 got up 3 gave 4 went 5 had 6 left 7 met FVOQBOUGHTRDHJLWENTAQWNISTUDIEDCHUTTRAVELLEDDBNM
8 ran 9 saw 10 took TOOKWRUPGAVELFKPLOVED
7 1 went 2 got up 3 took 4 met 5 saw 6 left
7 had 8 gave 9 drove 10 ran
164
Workbook page 58 1.14 Workbook page 53, exercise 2

1 1 How do I get to the train station?
2 Where’s the nearest café? E = Ed, L = Lisa
3 Go past the bank.
E At last! Where were you? I rang your mobile but there was
4 Go straight on.
no answer.
2 1 Excuse me 2 straight 3 go past 4 on your left. L Nice to see you too, Ed. Sorry! I was at the bus stop outside
5 near here? 6 How 7 Take 8 right 9 get to 10 Where school, but the bus was late and there was a problem with my
11 turn 12 on the corner. phone. Anyway, I’m here now.
3 1 She wants to go to the train station. L Wow! That brownie is enormous! It looks good though.
2 It’s about ten minutes on foot from where she is. E Yes, it is! Do you want one?
3 Her train is at 10.15am. L No, thanks. I’ll just have a strawberry milkshake. So, how was
4 Take the first right and then turn left at Coco’s café. your weekend?
5 It’s a café. E OK. I played football on Saturday morning.
4 Suggested answers: L How did it go?
1 You’re on the corner of South Street and West Street. It’s quite E Don’t ask! We lost 5-0.
near the zoo. L Oh, Ed. Not again! Poor you! What about the rest of the weekend?
2 T he zoo entrance is in North Park. Go straight up West Street. E I played a few computer games, did a bit of homework and
3 Then turn right into North Street by the Central Café. we went to visit my grandparents yesterday. What about your
4 Walk straight along North Street. The main entrance is opossite weekend?
the bus stop. L Yeah, it was brilliant!
E What did you get up to?
5 Students’ own answers L Well, it was my eldest brother, Tim’s graduation in Leeds on
Saturday afternoon.
Workbook page 59 E Cool! What was his degree in?
L German and Spanish.
1 1 Then we went out for the day.
E That’s impressive!
2 Finally, we had dinner at a French restaurant.
L Yeah! It was a great day. My mum and dad and my brothers were
3 First, we had breakfast in the hotel.
there and we stayed in a hotel on Saturday night. Mind you, Tim
4 After that, we walked along the River Seine.
looked hilarious.
2 1 First, we had breakfast at the hotel. 2 Then we went out for the E What do you mean?
day. 3 After that, we walked along the River Seine. 4 Finally, we L Well, he was in a suit for the first time in his life. On top of that
had dinner at a French restaurant. there was a blue gown and then this funny blue hat. It was just
3 1 It took 16 hours by bus. SO funny seeing him like that!
2 The students were staying in a hotel. E What was the ceremony like?
3 They had croissants and hot chocolate for breakfast. L It was long and boring, but we went out for dinner after it to an
4 She doesn’t look happy. amazing Spanish restaurant.
5 It’s a library, an art gallery and a museum. E What was the food like?
6 He says they were disgusting. L You know what … ? It was the best food ever. Delicious!
4 Students’ own answers E Sounds great!
L Yes, it was. So, tell me …
1 Excuse me, where’s the cinema?

2 Is the police station near here?
3 Excuse me. How do I get to the post office from here?
4 Is the library near here?
5 Where’s the Science Museum?
165
6 Long ago Unit overview

● Clothes and accessories: earrings, hat, jacket, jumper, ● To learn vocabulary for clothes and accessories (page 61)
scarf, shirt, shoes, skirt, trainers, trousers ● To learn vocabulary for everyday objects (page 65)
● Everyday objects: blanket, bowl, box, camera, clock, comb, ● To learn and use the past simple negative and question
cup, cushion, diary, hairbrush, jewellery, lamp, money, forms (page 62)
picture, plate, towel
● To learn and use the past simple with question words
● Points of the compass: east, north, south, west (page 66)
● Prepositions: behind, in front of, next to, on, under ● To practise giving your opinion (page 69)
● Face 2 Face: Excuse me? Really? Right?
Skills objectives
Grammar
● To read and understand a text about the Vikings (page 60)
● Past simple negative and questions ● To listen to and understand a tour guide in a museum
● Question words (page 63)
● To read and understand an interview with a computer
game advisor (page 64)
● To interview someone about when they were young
Recycled language (page 67)
● Past simple affirmative ● To talk about a day drip (page 68)
● Past simple irregular verbs ● To write a review of a museum (page 69)
● Past time phrases
Assessment criteria
● Students can use past simple question and negative forms
and question words with the past simple
● Students can recognize and use vocabulary for clothes
and accessories and everyday objects
● Students can read and understand a text about the
Vikings and an interview with a computer game advisor
● Students can listen to and understand a tour guide in a
museum
● Students can interview someone and be interviewed
about when they were young
● Students can talk about a day trip
● Students can write a review of a museum
166
activities.
Listening
● Listening for important information
Writing
Writing page 133
● Email practice
Grammar
presentation
167
168
Unit 6 READING
Warmer
Ask students: What do you think life was like 900 years ago?
Did people drive cars? Was there any electricity? What did people
wear? What did they do in their spare time? Get students to
discuss in pairs.
1 Write ‘Vikings’ on the board. Ask: Where were they from? When did
they live? Where did they go? What did they do?
Ask students to look at the pictures and write down five things they
expect to read about in the text. Teach or elicit the words helmet,
ship, sail.
Answers

Ask students how many things they predicted correctly about
the text? Ask: What did you find surprising?
Answers
Teaching tip
Try to use pictures as much as possible to generate interest in
a topic and pre-teach new words. They also help students to
predict what they are going to read about or listen to.
Extra activity
Write the following words on the board: wear, know, sun, wore,
too, their, see. Ask students to find words in the text which have
the same sounds (wear – where, know – no, sun – son, wore –
war, too – two, their – there, see – sea). Tell students these are
called homophones (words which have the same pronunciation
but different spellings.)
169
170
3 Ask the class what funeral means.

Draw students’ attention to the comparative adjectives in two of
Warmer
the questions (2 and 4). Draw four circles on the board with summer, winter, spring and
autumn written in them. In groups, get students to brainstorm
Answers different clothes for each season. Ask: What are you favourite
clothes? Do you follow fashion? Can you wear anything you like?
1 False. Viking helmets did not have horns on.
2 False. Vikings weren’t taller than people from other countries.
3 True 7 Before students do the matching activity, get them to cover the
4 False. Vikings were more interested in comfort than style. words and name as many of the items of clothing as they can.
5 True
6 False. Only important Vikings had big funerals.
Answers
4 Students could try to complete the notes from memory first. Then 1 scarf 2 trainers 3 trousers 4 earrings 5 shoes 6 jacket
they can read again and check. 7 shirt 8 skirt 9 jumper 10 hat
Answers
Teaching tip
Came from: Denmark, Norway and Sweden.
Tell students some items of clothing have different names in
Travelled to: many different countries, including Iceland, Greenland,
North America, Turkey, North Africa and the Middle East and Russia. American English. Explain that in the US, trousers are called
Clothes: men wore trousers and tops, women wore long dresses. pants, a jumper is a sweater and trainers are called sneakers.
Free time activities: horse riding, swimming, wrestling, ice skating,
skiing and games like chess and football.
Beliefs: they believed the world was flat, surrounded by a sea and on
8 Elicit other words students might know and get them to add them
top of a huge tree. They also believed in mythical creatures like trolls, to the groups, e.g. shorts, socks, tie, vest, necklace, rings, gloves, boots.
dragons and sea monsters.
Answers
5 Ask students how they remember the points of the compass in their belt: scarf, earrings boots: shoes, trainers cap: hat
language. Tell them that in English young children learn the points coat: jacket dress: skirt hoodie: jumper
of the compass by memorising the rhyme Never Eat Silly Worms. jeans: trousers t-shirt: shirt
You could try and get them to think of other similar rhymes.
9 Elicit or teach the question Does he ever wear…? Get two students
Answers to model the activity. Students can repeat the activity with a new
partner for further practice.
1 north 2 west 3 south 4 east
Extra activity
You could teach or elicit north-east, south-east, south-west, 10 Describe someone yourself to model the activity and elicit the
north-west. answer. Ask students to write their own descriptions and encourage
them to use as many of the new vocabulary words as possible. They
Ask students: Can you think of a country that is south-east of
should use the present continuous (This person is wearing …).
Australia? Then get students to ask and answer similar questions
in pairs.
6 2.30 With stronger students, you could get them to try and 11 You could invite some students to read out their descriptions to the
complete the paragraph first without looking at the words in class, and get the other students to guess who it is.
the box.
Answers
1 lived 2 grew 3 kept 4 killed 5 ate 6 had 7 didn’t have
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Unit 6 GRAMMAR
3 Go through the example together. When students have done the

GRAMMAR OPTIONS activity, you could get them to practise asking and answering
● The grammar box gives a summary of the grammar areas that the questions in pairs. Monitor round the class and help with
students will practise on this page. pronunciation and intonation.
on page 118. Answers
● Visual grammar presentation 2 Did you go to the beach yesterday? No, I didn’t. I went to the cinema.
3 Did Mr Jones give us homework last lesson? Yes, he did. He gave us
lots of homework!
4 Did your mum make a nice cake for your birthday? Yes, she did. She
Warmer made a chocolate cake.
Write the following verbs on the board: make, buy, drink, watch, 5 Did you and Kathy watch a good film last night? No, we didn’t. We
do, wear. Ask students to match them with the following watched an awful film.
6 Did the students buy a present for the teacher? Yes, they did. They
nouns: trainers, a cake, an orange juice, a present, a film, a cake,
bought a new bag.
homework, and write the collocations down, e.g. make a cake.
In pairs, ask them to tick the things they did yesterday, and cross
the things they didn’t do.
first before they listen. Ask them what the conversation will be about.
1 Ask students which of the verbs in the sentences are regular past Answers
tense verbs. Elicit the infinitive form of the other verbs. 1 Yes, she did. 2 Yes, she did. 3 No, they didn’t.
Get students to do the exercise individually, then check answers 4 Yes, she did. 5 No, he didn’t.
in pairs.
Answers Extra activity

2 Vikings didn’t buy food in shops. To practice questions and short answers, tell students you are a
3 Most Viking houses had one room. (True) famous person from the past. Get them to ask questions to find
4 Rich people didn’t live in castles. out who you are, e.g. S: Were you an actor? You: No, I wasn’t. S: Did
5 Vikings didn’t sleep in beds. you do sports? You: Yes, I did. When they’ve guessed who you are,
6 Vikings lived a simple life. (True) put the students in pairs to play the game together.
7 Vikings didn’t travel to Australia.
5 Tell students to use the verbs and time phrases in the language
Teaching tip boxes to help them. Get students to report back to the class
Warn students that there are no real patterns with past something interesting about what their partner did.
irregular verbs, they simply have to learn each verb. Verbs which
have similar infinitives, e.g. make and take sometimes have Answers Students’ own answers
completely different past forms (made and took).
2 Books closed. Before students do the activity, show them the
picture of Supergirl and ask: What time do you think she got up? Teacher’s Resource Book
What did she eat and drink for breakfast? What exercise did she do? Grammar Support Worksheet: page 46, exercises 1, 2 and 3
What do you think she bought when she went shopping? What did Grammar Consolidation Worksheet: page 47, exercises 1, 2 and 3
she do in the evening? Then get students to read and check if they
guessed correctly.
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TOEFL Junior ® CAMBRIDGE CAMBRIDGE
Exam Practice Exam Practice Exam Practice
174
CAMBRIDGE
Exam Practice
Unit 6 LISTENING

Ask students: Do you like museums? Why / Why not? When did you students go to page 146, ask students which one means:
last go to a museum? Which one was it? When did you go? Who did Is that correct? (Right?)
you go with? What did you see? Get students to discuss in pairs.
Is that true? (Really?)
Sorry, can I interrupt? (Excuse me?)
1 Books closed. Ask the class what they know about the Aztecs. Ask: Drill the phrases and practice intonation with the class.
Where were they from? When did they live? What do you know about
their civilisation? Then get the students to look at the photos and Answers
discuss the questions together.
1 Right? 2 Really? 3 Excuse me?
6 Put the students in pairs and allocate roles A and B. Remind them
not to look at each other’s texts.
WORDS TO KNOW Answers

Check that students know the following words: canal, canoe,
Suggested answers
wheel, lake and basket. Go through the words one at a time. If
one of the students knows it, get them to try and draw it on the Student A:
They used them as money.
board for the others to guess, otherwise you draw it.
They made chocolate drinks with chilli.
One Aztec ruler had 50 cups of chocolate drink each day!
2 2.32 Transcripts page 188 Tell the class they are going to listen A married couple drank chocolate on their wedding day.
to a tour guide at a museum. Ask them to read the information
before they listen. Ask them which of the gaps require numbers Answers
(3 and 4), and which requires a date (2). Suggested answers
Student B:
Answers They made small flat pancakes called tortillas which are still popular
today.
1 calendar 2 1479 3 18 4 five 5 dog
They used corn leaves to wrap their lunch.
They put corn in a hot pan to make popcorn.
3 2.33 Transcripts page 188 In pairs, ask students to guess the They decorated places with strings of popcorn for special festivals.
correct answers. Then play and pause the audio and check together.
Answers Fast finishers

1 A 2 A 3 B Get students to imagine it is 500 years in the future, and they are
writing a fact sheet for a museum about their generation today.
4 2.33 Transcripts page 188 Elicit students’ ideas on the board. Tell them to start with: Mobile phones were very important.
Play the audio again so they can check their ideas. People used them for … or they can use their own ideas.
Answers
They were fantastic artists.
They had good technology.
There were good at making canals.
They were good farmers.
Extra activity
Write the following numbers from the audio on the board:
3.5, 1479, 300, 1790, 365, 18, 5, 20, 50, 200,000. In pairs, get
students to try and remember what they refer to. The pair with
the most correct answers wins the game.
Answers
3.5 – The calendar stone was three and a half metres wide.
1479 – The year the stone was made.
300 – The stone was found 300 years later.
1790 – The year it was found.
365 – Number of days in an Aztec year.
18 – Number of months in an Aztec year.
5 – Each week was 5 days.
20 – Each month had 20 days.
50 – Canoes could carry 50 people.
200,000 – The city of Tenochtitlan had 200,000 people.
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176
Unit 6 READING
Warmer
Write Pioneers on the board. Ask students what they know about
the Pioneers. Brainstorm ideas. Elicit or tell them that the Pioneers
were the first people to settle in the frontiers of North America.
They went to Oregon, Texas and other areas of the frontier to find
a new life. They went in search of inexpensive (or even free) land
for farming. Some went to look for gold or to hunt. Before leaving
their homes, they either saved for the trip, sold their land and
possessions or agreed to work for others on the trip.
1 Get students to discuss the questions together. Monitor round the

class and give help, as needed. If any of the students have done a
very long walk, ask them to describe it, and tell the class about the
difficulties.

Pre-teach difficult words like advisor, wagon, blanket and mud. Set
a time limit so students read for gist first, and tell them not to worry
about other words they don’t know.
Answers
They are the pioneers – people who travelled across the US from east to
west. They walked more than 3000 kms.
Extra activity
Put the students in pairs or small groups. Ask them to imagine
they are leaving their home and travelling to a new place,
but they can only take ten of their favourite things with them
because the car is already nearly full. What would they take with
them and why? Invite students to share their ideas with the rest
of the class.
177
178
3 Do the first one with the class. Tell students to correct the false
sentences.
Warmer
Put ten to fifteen different everyday objects on a tray or table,
Answers e.g. pen, pencil, book, wallet, gloves. Try to choose words the
students know. Cover them up so the students can’t see them.
1 False. Pioneer is the name of a new game.
Then uncover them and tell the students to look at the objects
2 Not mentioned
3 False. Only old people or babies sat in the wagons.
for 30 seconds. Cover the objects up again and get students to
4 True remember as many as they can.
5 Not mentioned
6 True
8 Go through the words with the students. Check the meanings and
model pronunciation. Get them to repeat the words after you.
Extra activity If necessary, revise the phrase there is with students. Ask: Is there a
clock in the wagon?
Get students to write four more true / false sentences, and then
exchange them with a partner. They should read their partner’s
sentences and say whether they are true, false or not mentioned. Answers
Not in the picture: a picture, a diary, a plate
4 You could turn this into a race. Get students to put up their hands as 9 2.36 Elicit other words with the letter o and get students to add
soon as they have found the examples. them to the correct pronunciation groups.

1 wagons and horses
2 tables and chairs 10 Make sure students each take a turn to ask the questions.
3 mountains and rivers
4 babies, old people, adults, children
5 Review the meanings of the prepositions. Ask students how they
say them in their own language.
Encourage students to answer with complete sentences, e.g. The Extra activity
blue ball is on the cube. The blue ball is next to the cube. Get students to find something in the classroom. Tell them to
work in pairs, and tell their partner where the thing is, without
Answers telling them what it is, e.g. It’s next to the wastepaper bin. It’s
under the desk. Their partner has to guess what it is.
1 on 2 next to 3 in front of 4 behind 5 under
6 You could do this together with the class. 11 2.37 Transcripts page 188 Tell students they are going to hear
two children, Jenny and Luke, talking to their mother about things
Answers they want to take on a journey.
Suggested answers
The cat is under the chair. Answers
The piano is behind the wagon. comb, cushion, blanket, diary, box
The chairs are next to the table.
The hat is on the piano. 12 Elicit a couple of examples before students get into groups, e.g.
The men are in front of the wagon. I want to take a blanket because I don’t like being cold.
7 Write phrases on the board like I think that... , Maybe they... , They
probably… . Encourage students to use them when discussing the
questions.

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180
Unit 6 GRAMMAR

● The grammar box gives a summary of the grammar areas that When brainstorming, put students into pairs to generate more
students will practise on this page. ideas. Then change the pairs around or get them to work in small
● The grammar is presented in a complete grammar reference groups. This gives students the opportunity to work with other
on page 118. students’ ideas, sometimes improving them or joining them into
● Visual grammar presentation another idea.
5 You could get students to find the answers first before they ask and
Warmer answer the questions.
Write the word Titanic on the board. Ask students what they
know about it. Elicit that the Titanic was a large passenger ship
which sank in 1912 in the North Atlantic Ocean. It had hundreds
of emigrants from Great Britain, Ireland and Scandinavia
on board travelling to New York to find a better life in North
Extra activity
America. More than 1500 passengers died. Get students to think Write on the board ‘Things we know about the pioneers’ and
of the advantages and disadvantages of travelling across the ‘Things we would like to know about the pioneers’ in two
ocean by ship. columns. First, elicit what students can remember from the
article (They travelled in wagons. They went to Oregon. ) and write
it on the board. Then elicit questions for the other column (What
1 Go through the example with the class. Remind students they can did they eat? How did they protect themselves from wild animals
look at the grammar box to help them. or other dangers?) Get students to guess the answers or they
could research them on the Internet.
Answers
2 How long did the journey take? 6 Ask students to look at the photo. Ask them what the man’s name
3 Where did they start the journey?
is and what nationality they think he is. Tell them to read about
4 What did they take with them?
5 When did they travel?
Antonin and guess what the questions were.
6 Which way did they go?
Answers
2 Read through the answers with the class. Then do the first one 2 Did you fly?
together. 3 Did you enjoy it?
4 Why did you leave home?
Answers 5 Who did you travel with?
6 Were you lonely?
1 C 2 A 3 B 4 F 5 D 6 E 7 Who was that special person?
3 Get students to check their questions in pairs. 7 2.38 Transcripts page 188 You could get students to act out the
interview in pairs.
Answers
1 Why did Abel’s friend ask him to help? Answers Students’ own answers
2 How far did the pioneers travel from east to west?
3 How many kilometres did they travel each day?
4 Where did the pioneers put heavy furniture? Continuous assessment
5 Where did they sleep at night?
6 Why did the pioneers take some things off their wagon? Teacher’s Resource Book
4 Remind students they don’t need did with was / were. Elicit an Grammar Consolidation Worksheet: page 47, exercises 4, 5 and 6
example of a was / were question, e.g. How long was the journey?
Encourage fast finishers to write more questions.
181
182
Unit 6 CHALLENGE
In this lesson, students complete a questionnaire about some Extra activity

of their favourite things when they were young, and then they
interview their partner about when they were young. Get students to write three of their own questions for the
questionnaire. Then ask and answer them with a partner.
Warmer 3 Get students to copy the questionnaire, writing in the questions

they thought of in exercise 2.
Ask students: What are your earliest memories? Do you remember
when you were 3 / 4 / 5 years old? Do you remember your first day
at school? How old were you? Did you like it? Why / Why not? Who
was your first teacher?
4 Students could interview two or three students, if they want to.
1 You could get students to do this in pairs. Help students with Answers Students’ own answers
vocabulary or allow them to use a dictionary.
5 Write We both… or Both of us… on the board so students can
compare their answers and find similarities, e.g. We both had a pet.
2 Go through the examples with the class. Monitor and give help, Answers Students’ own answers
as needed.
6 They could also discuss what they had in common with their
Teaching tip previous partner (Both Kasia and I liked SpongeBob SquarePants.).
Tell students that what and which are normally interchangeable

(Which / What was your favourite lesson?). However, we normally
use which if choosing between just a few options. Write the
following on the board to show the difference:
Fast finishers
What would you like in your sandwich? (it could be anything)
There is cheese or ham. Which would you prefer? (choosing Ask students to write a short paragraph about their best friend
between two) in primary school. Get them to start with My best friend in
primary school was … .
183
184
Unit 6 INTERACTION
2.39 Express yourself contains a variety of useful expressions Extra activity

for the situations in the dialogue. Some of them (but not all of Review the past simple with a writing race. Tell students to listen
them) are used in the dialogue. They are available on the audio if to the audio again and write as many of the past simple verbs
you want students to hear how they are pronounced. down as possible (changed, walked, saw, thought, did, had, was,
fell, went, bought, liked, were). The person with the most at the
end wins the game.
Warmer
Write ‘Victorians’ on the board. Ask students what they know 4 2.41 Transcripts page 189 Get students to make a note of the
about the Victorians. Ask: When did they live? (1837 – 1901), letters of the activities Hannah and Jessica did.
Why were they called the Victorians? (This was the time Queen
Victoria was on the throne. She ruled for 64 years). Elicit what Answers
life was like in these times, e.g. There was no electricity. There
A, C, E, F, G, H
were no cars.
5 2.40, 2.41 Transcripts pages 188 and 189 Check answers,
1 Ask students to look at the flyer. Tell them the bicycle is called a then get students to practise rising intonation of the phrases for
penny farthing bicycle. (A penny farthing is also an old coin). Ask responding to show interest (Really? Did you?), and falling intonation
them if they think it looks easy to ride. of Poor you!
Check students know the meaning of real and steam.
Answers
Answers Last week …
They are in a Victorian town. First of all …
They are skipping down the road. Then …
They are on a school trip. After that …
I had a great day.
Really?
2 2.40 Transcripts page 188 You could pre-teach dressed up,
Did you?
shillings and sticking plaster. Play and pause the audio, as needed, What did you do next?
and check answers together. Poor you!
That’s amazing!
6 Give students time to make notes. Walk around and offer help and
3 2.41 Transcripts page 189 Ask students to look at the useful language, if needed.
statements first so they know what they are listening for. Ask them
to correct the false answers. Answers Students’ own answers
Answers 7 Encourage students to use the responding phrases from Express

yourself. Monitor round the class and make a note of any common
1 True
2 False. They thought it was a very hard life. errors or examples of good English. Go through these with the class
3 False. Hannah enjoyed it more than Jessica. at the end of the activity.
Teaching tip
Get students to notice body language and facial expressions we
use to show interest in what someone else says, for example,
when we use an expression like Really? or Did you? we often raise
our eyebrows. Get them to see how important body language
is by getting them to act out the conversations in exercise 7
without moving at all. They will notice how strange they look.
185
186
Unit 6 WRITING

Brainstorm types of museums with students. Get them to think Write ‘facts’ and ‘opinions’ in two columns on the board. Get
of as many different types of museum as they can, and write students to read the text and to separate out the facts and
them on the board, e.g. transport museum, science museum, opinions, then write them in the correct columns. This will help
history museum, toy museum, wax museum. Ask students to students recognise typical features of reviews, and help them
name something you can see in each of the museums. Ask them when writing their own reviews.
which museum they would most like to go to.
6 You could do this as a class brainstorming session. Elicit the names
1 Elicit pottery, vases, totem pole. Get students to guess where the of museums in the students’ town, or museums they have visited
things come from, but don’t confirm or deny their guesses at in other towns, and write them on the board. Draw a line from each
this stage. one and get students to come to the board and write down objects
that are exhibited in the museums.
2 Check answers with the class, and ask them if their guesses were
correct. 7 You could get students to do this for homework. Tell them they can
use dictionaries to help them. Get them to try and write between
Answers 100 and 150 words.
The objects come from all over the world. The places mentioned in the
text are: North Quebec, Africa, Egypt, native America. Answers Students’ own answers
3 Explain that the Innu people are native north Americans who lived 8 You could stick the reviews up on the walls, and get students to
in parts of Canada. read each other’s. Ask them which museum sounds the most / least
interesting.
Answers
1 Oxford 2 Entry 3 500,000 4 North Quebec Answers Students’ own answers
5 hunting 6 amazing
4 In pairs, get students to use each of the expressions in a sentence, Fast finishers
e.g. In my opinion, I think history is really interesting. Get students to write a review of a Victorian museum. Tell them
to use the information on the previous page, and think about
Answers what sorts of things you might see in a Victorian museum.
In my opinion, Personally, I think, In my view,
5 Model pronunciation of the sentences, and get students to practise

saying them in pairs.
Answers
1 Personally, I love the Greek vases.
2 I think the Roman jewellery is beautiful.
3 In my view, the audio guide was boring.
4 In my opinion, the Viking museum is the best.
187
Unit 6 TRANSCRIPTS
2.31 Student’s Book page 62, exercise 4 They made small ‘fields’ in special baskets. They put these in
the water so the plants grew very quickly. Corn was the most
popular food. People ate it every day. Now, does anyone have any
G = Gran, N = Naomi more questions?
G Hi Naomi. How are you? W Oh yes, I’d like to ask...
N I’m fine, thanks Gran. How are you?
G I’m OK, yes. Did you have a good weekend?
N Yes, I did. I went to the museum with my cousins, you know,
Holly and Finn. 2.37 Student’s Book page 65, exercise 11
G Did your parents go with you too?
N No, they didn’t. They stayed at home. M = Mum, L = Luke, J = Jenny
G Did you like the museum?
N Yes, we saw an exhibition about Vikings. It was really good. M Jenny, Luke – are you ready? It’s time to go!
There was a Viking boat and everything. Holly and I loved it, but L Not yet. Hang on. I can’t find my comb. Oh, here it is.
Finn didn’t like the model Vikings. He thought they were real J I’m ready. Oh no, wait a minute. I want a cushion to sit on or I can
and he was scared! rest my head on it.
G Oh no! M Oh yes. Here’s a blanket, too. It might be cold at night.
L I’ve got my diary. I want to write about our journey.
M Good idea! Why don’t you put it in that box? Right. Now are we
ready? Let’s go.
G = Guide, V = Visitors, M = Man 2.38 Student’s Book page 66, exercise 7

G Hello everyone and welcome to the National Museum of
Anthropology here in Mexico City. Now, in front of you, you can I = Interviewer, MB = Mr Balestra
see the famous Aztec sun stone.
V That’s cool! Wow! It’s so beautiful! Yeah. I Mr Balestra, when did you come to America?
G We also call it the calendar stone. It’s about 3 and a half metres MB I came to America in 1947 when I was nineteen years old.
wide. An Aztec artist made it in 1479. However, a few years later, I Did you fly?
the Aztecs lost the calendar stone and they forgot about it. MB No, I didn’t fly. Planes were very expensive then. I sailed in a
People found it under the main square in Mexico City about 300 big ship.
years later, in 1790. The pictures on the stone show the Aztec I Did you enjoy it?
calendar. There were 365 days in a year, the same as our calendar. MB Yes, I enjoyed it most of the time, but I was seasick some days.
M So the Aztecs had twelve months in a year just like us, right? I didn’t enjoy that!
G No, they didn’t. There were 18 months in an Aztec year. I Why did you leave home?
One week was five days and each month had 20 days or 4 weeks. MB I left home because I wanted to see the world.
The days all had names, for example, flower, water and dog. I Who did you travel with?
This stone is a good example of Aztec Maths, as well as Aztec art. MB No-one. I travelled on my own.
I Were you lonely?
MB No, I wasn’t lonely. I met lots of interesting people on
the ship… and one special person, too.
2.33 Student’s Book page 63, exercise 3–4 I Who was the special person?
MB A young lady called Angelina. She became my wife!
G = Guide, V = Visitors, W = Woman, M = Man
G Many people know that the Aztecs were fantastic artists. But did
you know they had very good technology, too? They didn’t use 2.40 Student’s Book page 68, exercises 2 and 5
wheels for transport because they didn’t have the right kind of
animals to pull things. But they knew about wheels because they A = Andy, J = Jessica, H = Hannah
used them for children’s toys. You can see an example on this
small toy dog. A Hello girls.
V That’s cool! Wow! It’s so beautiful! Yeah. J Hi, Dad.
Wheels weren’t useful because Aztecs didn’t have many roads. H Hi, Andy.
Their city, Tenochtitlán, was on an island in a big lake. There were A Are you OK?
lots of smaller islands around it. The best way to travel was by J&H Yes, thanks. / Yeah.
water. So the Aztecs made canals. A I forgot to ask you about your school trip last week. It was a
W Really? The Aztecs made canals? I didn’t know that. So how did history project, wasn’t it?
they travel? J That’s right. We went to Coketown last Friday.
G They used canoes. They made the canoes from trees - they were A Coketown?
very good at this. Some of the canoes were very big so 50 or 60 J Yeah. It’s um it’s a Victorian town. You know, there are lots of old
people could travel in them. buildings and shops. It’s like a town over a hundred years ago.
M Excuse me? H It was so cool. All the people there are dressed up in old-
G Yes, sir? fashioned clothes. It was just like watching a movie!
M I have a question. How many people lived in Tenochtitlán? A That’s amazing.
G Well, Tenochtitlán was a very big city, with 200,000 people. H Yes, I had a great day.
M And how did the Aztecs feed all these people in a city? A What about you, Jessica?
G They were good farmers and very clever, because they used the J Well, it was OK.
water in the lake to grow lots of food.
188
2.41 Student’s Book page 68, exercises 3, 4 and 5 Workbook page 60

1 1 C 2 A 3 D 4 B
A = Andy, J = Jessica, H = Hannah
2 C
A So what did you do? 3 1 F; It started its journey in September 1620.
J Well, first of all, we changed our money. So we had pounds, 2 T; They didn’t agree with some of the religious ideas in England
shillings and pence just like the Victorians. at the time.
A Really? 3 T; The passengers read, and played cards and games to pass
J Yeah, the coins were really big and heavy. And we had this money the time.
the whole day, so we could buy sweets and things. 4 F; He took 126 pairs of shoes and 13 pairs of boots with him.
H Then we walked around the town. We went inside the houses 5 F; It went south towards the Hudson River, but bad weather
and saw people doing things like cooking or washing their made it turn back to Cape Cod.
clothes. 6 T; During the winter, the passengers stayed on the ship because
J It was really hard work. They didn’t have any electricity. there weren’t any houses.
H Or central heating. It was a very hard life. 7 F; Only 53 passengers survived. ‘By March 1621, there were only 53
J After that we went shopping. passengers alive.’
H Yeah, that was fun. 8 T; This is now Thanksgiving Day in the USA.
J I thought the shops were a bit boring.
A What did you do next? 4 1 north-west 2 south-west 3 north-east 4 south-east
H We had lunch, and after lunch, we went on a steam train. That 5 Students’ own answers
was amazing. And it was so noisy. And then we had a ride on a
Victorian bus. Workbook page 61
J And after that I had a ride on an old bicycle.
A Did you? What was that like? 6 1 Head or neck: hat, scarf, earrings, cap
J It was terrible. I fell off! 2 Above the waist: jacket, shirt, jumper, hoodie, T-shirt
A Poor you! 3 Above and below the waist: dress, coat
H Yeah, but we went to a traditional pharmacy and I bought Jessica 4 Below or on the waist: skirt, trousers, belt, jeans
a sticking plaster. 5 Feet: shoes, trainers, boots
J Hmmm. 7 1 cap 2 hoodie 3 jeans/trousers 4 hat
H And then I bought you some sweets. 5 belt 6 dress
J Yeah, I liked the sweets! They were delicious! 8 Students’ own answers
9 1 necklace 2 flip flops 3 gloves 4 socks 5 glasses
6 watch 7 shorts 8 ring
10 1 gloves
2 socks
3 glasses
4 ring
5 shorts
6 flip flops
7 watch
8 necklace
11 Exercise 6: a pair of boots, earrings, jeans, shoes, trainers, trousers
Exercise 9: a pair of flip flops, glasses, gloves, shorts, socks
Workbook page 62
1 1 I didn’t go to school yesterday.
2 We didn’t play football last week.
3 Pablo didn’t get up at 6.30 this morning.
4 My parents didn’t cook dinner last night.
5 You didn’t do your homework at the weekend.
6 Libby didn’t wear a hoodie to the prom.
2 1 didn’t speak
2 didn’t wear
3 didn’t go
4 didn’t travel
5 didn’t live
6 didn’t build
3 1 I didn’t watch my favourite TV programme last night.
2 They didn’t visit their grandparents on Saturday.
3 My teacher/He/She didn’t give us homework last Friday.
4 We didn’t run 5 kilometres yesterday.
5 M
y parents/They didn’t have coffee and eggs for breakfast
this morning.
6 You didn’t go shopping with your friends last weekend.
189
4 1 Did … do 4 1 Why did you become an archaeologist?

2 No, I didn’t. 2 Where did you go for your first excavation?
3 Did … go 3 When did you go to Greece / there?
4 Yes, I did. 4 Who did you work with in Greece / there?
5 Did … get 5 What was your first discovery?
6 Yes, she did. 6 how did you feel?
7 Did … buy 5 1 What time did you get up this morning?
8 No, they didn’t. 2 What did you have for breakfast today?
9 Did … tell 3 When did you leave for school yesterday afternoon?
10 Yes, she did. 4 How did you get to school on Monday?
5 1 Did the Vikings like fish and vegetables? Yes, they did. 5 Who did you sit next to at lunchtime on Tuesday?
2 Did Roman men wear trousers? No, they didn’t. 6 Where did you go after school two days ago?
(Roman men wore togas.) And students’ own answers
3 Did the Chinese invent fireworks? Yes, they did.
4 Did Ray Tomlinson send the first email in 2011? No, he didn’t. Workbook page 67
(He sent the first email in 1971.)
5 Did Levi Strauss make the first pair of blue jeans? Yes, he did. Extra Challenge
6 Did Gertrude Bell first visit Mesopotamia in 1999? No, she didn’t. Students’ own answers
(She went there in 1909.)
Webquest
6 Students’ own answers 1 Thor was the Viking God of Thunder.
2 It’s in York, in the north-east of England.
Workbook page 63 3 They wore necklaces and earrings. They used copper, gold, silver and
1 1 tour guide 2 hike 3 archaeologist 4 excavation precious stones like jade, quartz, opal, moonstone and turquoise.
5 micro-climate 6 stone terraces 7 llama 4 A man called John Deere invented the steel plough. This made
their lives easier.
2 C 5 Men: tall hats called top hats (poor men wore caps), waistcoats,
3 1 hike 2 south 3 west 4 excavations 5 design long boots, coats, shirts, ties and trousers. They often used a
6 buildings 7 180 8 fields walking stick or a cane and they sometimes carried a handbag.
4 1 It lasts for five days. 2 It was freezing. 3 It’s at about one o’clock. Women: They wore long skirts or dresses, a hat (or a bonnet) and
4 They used them for planting and growing vegetables. a shawl.
5 You can see pictures of llamas and people. 6 He was an English archaeologist from Yorkshire. He gave his collection
6 They used special white stones. of 22,000 objects to the University of Oxford to start a museum.
5 Students’ own answers Puzzle
1 Sonia watched TV.
Workbook page 64 2 Adam cooked a meal for his family.
3 Poppy rang her best friend.
1 He is Rory McKenzie, a Scottish treasure hunter. He found Viking 4 Luke played computer games.
treasure last week.
2 1 treasure 2 metal detector 3 spade 4 coins Workbook page 68
3 1 A 2 C 3 B 4 A 5 C
1 1 First of all, …
4 1 up 2 down 3 out of 4 into 2 No way!
5 1 into 2 up 3 out of 4 down 3 I had a great day. / It was a great / fun day.
4 What did you do next?
Workbook page 65 5 It was terrible. / I had a terrible day.
6 Poor you!
6 1 money 2 blanket 3 jewellery 4 camera 5 comb 2 1 First of all
6 plate 7 cushion 2 Really?
7 1 clock 2 picture 3 towel 4 cup 5 diary 6 bowl 3 What did you do next?
7 box 8 hairbrush 9 lamp 4 Then
8 1 napkin 2 fork 3 spoon 4 knife 5 glass 6 jug 5 No way!
7 mirror 8 toothbrush 6 After that
9 1 mirror 2 knife, fork, spoon 3 jug 4 napkin 5 toothbrush 7 Lucky you!
6 glass 8 I had a great day.
10 Students’ own answers 3 1 She went to Bath.
2 She went to the Roman Baths.
3 She met some Romans.
Workbook page 66 4 S he looked at Georgian objects, designed some Georgian
1 1 C 2 A 3 G 4 B 5 F 6 E 7 D clothes and learnt a Georgian dance.
5 She thought it was fun.
2 1 What 2 Why 3 Where 4 How 5 When 6 She ate it with a knife and fork.
3 1 A: Where were you after school yesterday? 4 Suggested answers:
2 A: How many cakes did you make for the party? 1 You: How was your day trip to Paris yesterday?
3 A: Who did you meet at the cinema? 2 You: That’s great. What did you do first?
4 A: Which towel did you choose? 3 You: What did you do after that?
5 A: How much was your watch? 4 You: No way!
5 That’s amazing! Lucky you!
190
5 Suggested answers: 1.17 Workbook page 63, exercise 2

1 It was great/terrible/boring/fun.
2 First of all, I went to the British Museum.
3 Then I went to the waxworks museum. M= Miguel, T1 = Tourist 1, T2 = Tourist 2,
4 No way! / Lucky you! T3 = Tourist 3, T4 = Tourist 4
5 Poor you! M Good morning, everyone! I’m Miguel and I’m your tour guide
for Day 3 of your five-day hike through the ancient wonders of
Workbook page 69 Peru. First, did you all sleep well last night?
1 A my view T1 Not really. It was freezing!
B think M Ah, that’s because in this part of Peru we have a micro-climate
C opinion and you can experience four seasons in one day. Last night
D Personally it was like winter! Now today we’re here in the lost city of
Choquequirao …
2 1 A 2 C 3 D 4 B T2 Excuse me, what time is lunch today?
3 1 on the internet M Well, it depends. Hopefully about one o’clock.
2 didn’t visit T2 OK, thanks.
3 fast M Now, just a reminder of where we are. Our exact location is
4 difficult here, in the south of Peru, about 160 kilometres west of the
5 camera famous city of Cuzco. You can see Choquequirao in front of
6 stayed at home you. Juan Arias Díaz discovered the city in 1710. However,
4 Students’ own answers archaeologists didn’t start the excavations until the 1970s.
T3 Really?
M Yes, really! It isn’t that long ago, is it?
T3 It certainly isn’t. That’s when I was born!
M So, the Incas built the city some time between 1471 and 1527.
No one is sure of the exact date. Choquequirao has a similar
design to Machu Picchu, with a lot of buildings in different
areas, as well as stone terraces. Over there, you can see one
of the terraces. Recently, archaeologists found 180 new stone
terraces.
T4 What were the terraces for?
M Well, the Incas were good farmers and they planted and grew
vegetables like maize and corn on the terraces and in the fields.
The Incas were also good artists. They used special white stones
and they made pictures in the terraces. We call it rock art.
T4 What kind of pictures?
M Look at that terrace over there. There’s a llama and there’s
a person.
T4 Wow! That’s incredible!
M Right, so let’s start walking down …
1 How was your day trip to London?

2 What did you do first?
3 What did you do next?
4 I had a ride on a horse.
5 I fell off the horse.
191
192
Units 4–6 REVIEW
2 Ask students which photo they think is most attractive; Dubai now
Warmer or Dubai in the past.
Information gap Before students discuss the differences in pairs, give an example
Copy the following information about some of the world’s to model the language, e.g. in the top photo there are lots of
tallest buildings. Put students in pairs, and give one copy of the skyscrapers, in the bottom one there are only a few tall buildings.
information to each student. Tell students they need to take
it in turns to ask their partner for the missing information to Answers
complete their table. Before they begin, elicit the questions they
need (How tall is …? How many floors does … have? Where is … ? ) Suggested answers
Photo of Dubai ‘now’
Student A There are a lot of skyscrapers.
There is lots of traffic.
Number The road is wider.
Building location height
of floors
Burj khalifa 828 m Photo of Dubai ‘then’
There aren’t many tall buildings.
Shanghai tower Shanghai, China 121 There aren’t many cars.
Makkah Clock It looks like a desert.
601 m
Royal Tower
3 Get fast finishers to correct the false sentences.
One World
New York, USA 104
Trade Center
Answers
Tapei 101 509 m
Suggested answers
1 False. It was a poor fishing village.
Student B
2 True.
Number 3 False. It’s one of the oldest markets in Dubai.
Building location height
of floors 4 False. They sold them in the past.
5 True.
Burj khalifa Burj, Dubai 162
Shanghai tower 632.11 m 4 Make sure students read all the questions before reading the text
again. Get them to underline key words in the questions to make it
Makkah Clock Makkah, Saudi
121 easier to find the answers.
Royal Tower Arabia
One World Trade
541.33 m Answers
Center
Tapei 101 Taipei, Taiwan 101 1 It was a poor fishing village.
2 They travelled around by camel.
3 The sold food in small markets.
4 They can find souvenirs, watches, jewellery, handbags and clothes.
1 Invite students to share their ideas with the rest of the class. Note 5 The hotel was opened in 1999.
down key vocabulary on the board. Elicit or teach the following
words: skyscraper, tall buildings, car, trees, desert, grass.
Extra activity
Answers Students’ own answers Write the following words on the board, and ask students to
find words in the text with the opposite meaning: rich, slow,
tiny, big, modern.
Answers
rich – poor,
slow – fast,
tiny – huge,
big – small,
modern – traditional
193
194
5 Ask students: Which country do you think this is, and why? Elicit or
teach the words: pier, tower and donkey.
Warmer
Invite pairs to share their ideas with the class. Write the names of the following cities on the board: Manchester,
Birmingham, Glasgow, Leeds, London, Sheffield, Liverpool.
Answers Students’ own answers If possible, provide students with a copy of a map of the UK with
the location of the cities marked on it, but not the names. Get
students to guess the location of the seven cities. Alternatively,
6 2.13 Transcripts page 196 Get students to read the sentences
you could get students to draw a map of the UK and mark cities
and to try to guess the missing words. Play the audio so they can
on it. Ask students: Where is Liverpool / Manchester / Leeds …?
check their answers.
Elicit: in the north, south, west, east, north-west, north-east,
south-west, south-east.
Answers
1 10
2 train
1 If students need prompting, write a few key topics on the board,
3 bed and breakfast e.g. famous people, football teams, weather, location.
4 donkey
5 pier Answers Students’ own answers
8 Ask students to swap descriptions with a partner and correct any 2 Get students to discuss in pairs. Invite them to share ideas from
mistakes they find. exercises 1 and 2 with the rest of the class. Don’t confirm students’
guesses at this stage. Wait until they watch the video.
9 If you have a large class, you could put students into groups of
four or five, and get them to read their descriptions to the rest of 3 ▼
Play the video. Then discuss the answers to exercises 1
the group. and 2. Ask students what new information they learned about
To encourage good listening, when students have finished reading Manchester.
their descriptions, ask individual students: What did you find
interesting / surprising about X’s favourite holiday place? Answers
Football: Manchester is home to the famous Manchester United, as
well as Manchester City.
The industrial revolution: Manchester produced cotton and was the
centre of the industrial revolution.
Factories: The Industrial Revolution resulted in lots of factories being
built, and many people moved from the countryside to work in them.
Shopping: It has one of the UK’s largest shopping centres.
Music: Lots of famous bands have come from Manchester.
4 In pairs, first get students to answer the questions from

▼
memory. Then play the video again for students to fill in any gaps.
It may help to pause the video after each answer to give them time
to complete their answers.
Answers
1 Manchester is in the north of England.
2 You can find out about the city’s history, have a coffee and watch the
world go by.
3 They won in 2012.
4 There are 41 million visitors a year.
5 You can eat Chinese food in Chinatown.
5 In question 1, provide vocabulary if necessary.
FIND OUT
Students can do this in groups. Get one person in each group to
present the information to the rest of the class.
195
2.42 Student’s Book page 71, exercise 6 Video Student’s Book page 71, exercises 3–4
▼
T = Thomas, M = Mary Manchester is the largest city in the north of England. People from
Manchester are called Mancunians. The city is home to one of
T Mary, tell me about where you went on holiday when you were the world’s most famous football clubs, but there’s a lot more to
young. Manchester than football.
M Well, the first time I went on holiday was when I was 10 years
old. That was in 1955. We didn’t go abroad to places like Australia, It rains a lot here! The rainy climate is perfect for producing cotton,
Egypt or Greece like people do now because that was far too and in the 18th and 19th centuries Manchester become the centre of
expensive. We lived in a town called Preston and every summer the Industrial Revolution. Thousands of men, women and children
my family and I went on holiday to the seaside town, Blackpool. moved to Manchester from the countryside to work in the factories
It was one of the most popular places to visit then. We didn’t and mills. Today, it’s easy to find signs of Manchester’s industrial
have a car, so we took the train. past. This area is called Castlefield. Visitors come here to find out
T Where did you stay? about the city’s history and to relax, have a coffee and watch the
M There were a few hotels in the town, but they were for richer world go by.
people. We stayed in a small bed and breakfast that was opposite
the central beach. It had the best views of the sea and the tastiest Today, Manchester is most famous for football. Everybody has heard
breakfast. of Manchester United, the most successful club in England. There
T How did you spend your time there? are Man United fans all over the world. But are Man United the
M Well, just like today, we enjoyed playing on the beach and best team in Manchester? If you support Manchester’s other club -
paddling in the sea. We built sandcastles and had donkey rides. Manchester City, you might disagree! In 2008 a new owner, Sheikh
However, the beach was very busy. When the weather was nice, Mansour, bought the club and spent millions on the best players.
there were thousands of visitors. There were sometimes so many Four years later, Man City first won the Premier League, and are now
people that you couldn’t see the sand. The main attraction was one of England’s biggest clubs.
the Blackpool tower. We took rides to the top in the lifts. There
was a post box at the top and we always sent our postcards from Lots of cool music bands also come from Manchester. Have you
there. We also enjoyed walking along the piers and eating fish heard of the rock band Oasis? And what about the boy band, Take
and chips. That, who are still popular today?
T It sounds great!
Manchester is great for shopping. The Arndale centre is one of the
UK’s largest shopping malls, with about 41 million visitors every
year. This is Afflecks, an indoor market where you can buy all kinds
of amazing things. And if you’re feeling hungry, how about some
delicious Chinese food in Chinatown?
Manchester is a friendly, exciting and beautiful city, and it’s got

something for everyone.
196
▼
1 Countries Australia, China, Japan, Poland When people think of British weather, they usually think of rain.
Nationalities Brazilian, French, German, Turkish They think of when rain stops the tennis at Wimbledon in the British
Places in a hotel, sports centre, train station, university summer. Or when music festivals are rainy and muddy.
town
But is it really true that Britain has so much rain? The British
Clothes & belt, boots, earrings, hat, hoodie, jacket, scarf,
weather usually comes across the Atlantic sea from the west, so
accessories trousers
it is often wet. But surprisingly, London only gets about 56 cm of
Everyday bowl, clock, comb, cushion, towel rain per year which is less than Rome, or Sydney. And what about
objects Manchester … the so-called ‘rainy city’? It gets 86.7 cm, which is a lot
less than the rainiest city in the UK – Cardiff, the capital of Wales,
2 1 American with 115 cm!
2 modern
3 cinema British summers can be really sunny. And when the sun comes
4 Egypt out people rush to the city parks, or to the beautiful beaches.
5 diary Unfortunately you can never be sure that the sun will shine, so
6 jumper many Brits like to holiday abroad, often in Spain. But lots of tourists
also come to Britain. They mostly come for the sightseeing. But
3 1 Italy 2 Greek 3 met 4 colourful 5 stadium 6 clock some are happy to leave the extreme heat of home and spend their
7 picture summers in the UK.
4 1 A: What did you have for breakfast this morning?
B: I had some toast. But it’s certainly true that it can rain at any time of year in Britain. So
2 A: Was there a problem at school yesterday? it’s no surprise that 70% of Brits talk about the weather and check
B: No, there wasn’t. the forecast every single day.
3 A: Did you go a restaurant last week?
B: Yes, we did.
4 A: Was your brother happy yesterday?
B: Yes, he was.
5 A: Where did you go after school yesterday?
B: I went to the sports centre.
6 A: Were there any tickets for the concert?
B: No, there weren’t.
5 1 oldest
2 most expensive
3 bigger
4 more colourful
5 best
6 taller
6 1 A: Were you late for school yesterday?
B: No, we weren’t.
2 Rachel got up at 7 o’clock this morning.
3 Was there a restaurant in the hotel?
4 We didn’t enjoy the film. It was awful!
5 Chris met his friends at the park on Saturday afternoon.
6 They went to the beach on the train yesterday.
7 Millie wasn’t at school last week. She was ill.
8 We drove to France on holiday last summer.
Workbook page 71
7 1 C Who 2 A lived 3 B Mexico 4 B had 5 C jewellery
6 C skirts 7 A trousers 8 B didn’t go 9 C richest
10 A There weren’t
Video
2 1 tennis at Wimbledon and music festivals
2 Rome and Sydney
3 Cardiff
4 abroad to places like Spain
5 70%
197
7 Wild world Unit overview

● Animals: bat, bear, camel, coyote, crocodile, eagle, horse, ● To learn and use vocabulary for animals (page 71) and
lion, lizard, mosquito, mouse, scorpion, snake, spider parts of the body (page 75)
● Parts of the body: ankle, arm, back, body, elbow, face, ● To learn and use some and any with countable and
feather, finger, foot, hair, hand, head, knee, leg, shoulder, uncountable nouns (page 74)
skin, tail, toe, wing ● To learn and use quantifiers much, many, a lot, a few, a
● Negative prefixes little (page 78)
● such as & like ● To practise using because and because of (page 81)
● Face 2 Face: Gross! Don’t be silly! Hang on
Skills objectives
Grammar ● To read and understand a survival guide to extreme
● Countable & uncountable nouns nature (page 72)
● some / any ● To listen to and understand questions and a zoo keeper’s

answers about animals (page 75)
● Quantifiers: much, many, a lot, a few, a little
● To read and understand newspaper stories about survival
situations (page 76)
● To give a presentation about an animal (page 75)
Pronunciation ● To practise asking for and giving opinions about films
(page 80)
● some
● To write a description of an animal (page 81)
Recycled language Assessment criteria

● there is / there are ● Students can use some and any with countable and
● Likes & dislikes uncountable nouns and quantifiers
● Students can recognize and use vocabulary for animals
and parts of the body
● Students can pronounce some
● Students can read and understand a survival guide
to extreme nature and two newspaper articles about
survival situations
● Students can listen to and understand questions and
answers about animals
● Students can choose items for a survival weekend
● Students can ask for and give opinions
● Students can write a description of an animal
198
activities.
Listening
Reading page 134 ● Listening extra, page 75
● Reading for detailed understanding
Writing
Reading comprehension page 135
● Non-academic: News Article practice
Grammar
presentation
199
200
Unit 7 READING
Warmer
Show students pictures or video clips of different deserts. Ask
them how many different deserts they can name, e.g. Sahara,
Gobi, Sinai, Atacama, Colorado. Ask them which continents they
are in. In pairs, get students to try and list some characteristics
of deserts (lack of precipitation, lack of plant and animal life,
extreme temperatures – very hot during the day, but cold or even
freezing at night). Explain that in English the adjective deserted
means empty, e.g. The shopping centre was deserted.
1 Elicit students’ ideas, but don’t deny or confirm them at this stage.
Tell students to be careful not to mix up the words desert and
dessert (meaning sweet course at the end of a meal!).

Get students to look at the picture, and try to predict what they will
read about in the text.
Ask them to read the text and check their answers to question 1.
Answers
A desert is an area of land that receives less than 250 mm of rain per year.
The Antarctica is the world’s largest desert.
The Sahara, the world’s hottest desert, reaches 58°C.
Teaching tip
You could carry out an information gap activity using the text.
Put students into groups of four. Give each student a paragraph
to read, and then get them to summarise what they read to
the other students in the group. You can carry out this activity
with any reading text. It is a useful way to practise reading
comprehension, summarising and listening skills.
Extra activity
Draw students’ attention to the end of the text and get students
to write to Mark with any questions they have.
201
202
3 Ask students to read the questions carefully and underline key

words to help them find the answers in the text. Check answers
Warmer
with the class. Write the following words on the board: mammal, reptile, bird,
insect. Write one animal under each heading, e.g. whale, lizard,
Answers pigeon, bee, and ask students to try and guess what the headings
mean (if they don’t know already). Ask students to list as many
1 Jungles, mountains, rivers, seas and deserts are mentioned.
other animals as they can under the four headings.
2 Because deserts are inhospitable environments and can be
dangerous.
3 You can survive for three weeks. 8 Model pronunciation of the animals before students do the activity.
4 You can survive for three days.
5 You could collect rainwater, dig a hole in a dry river bed or drink the
liquid from inside a cactus. Answers
6 You can drink the liquid inside it and eat its fruit. 1 mouse 2 spider 3 bear 4 scorpion 5 coyote 6 lizard
7 He thinks coyotes, snakes, scorpions and spiders are dangerous. 7 mosquito 8 eagle 9 crocodile 10 bat
The following animals are not illustrated: camel, horse, lion, snake
Teaching tip 9 Read through the descriptions together. Check the meaning of any
When checking answers in feedback, try to avoid letting stronger unknown vocabulary, e.g. fur, wings, sting.
students answer all the time. Encourage shy or weaker students
to get involved. Nominating students to give you the answer can Answers
be de-motivating if they don’t know it, so, while students are
1 coyote 2 lion 3 snake 4 eagle 5 camel 6 scorpion
doing the activity, monitor round the class and make a note of
who has the correct answer. Then, in feedback, you can ask those 10 When they have finished the activity, ask students if they can add
students to give you the answers. other animals they know to the groups.
4 Go through phrases and expressions 1 - 7 first, and check students Answers

understand them before they try to find words with similar They can fly: bat, eagle, mosquito
meanings in the text. They can swim: crocodile, bear, lizard, snake
They can climb: lizard, spider, bear
Answers They can be poisonous: scorpion, snake, spider, lizard
They live underground: mouse, scorpion, spider
1 incredible 2 inhospitable 3 a spade 4 carpet 5 flares They eat insects: bear, bat, lizard, spider
6 break down 7 cactus They drink blood: mosquitos
5 When students have found the other example, ask them to rewrite 11 You could get each pair to get together with another pair to
the sentence using such as (Some animals such as lizards, bats and compare answers. Tell them to ask and answer questions: Which
mice are no problem). animals can fly? Which animals can swim?

Some animals like lizards, bats and mice are no problem.
6 Ask students to note down the equipment listed in the blog, then Extra activity
try and match each item with their ‘uses’ in the list. Write If I was an animal, I would be... To model the activity, tell the
students which animal you would like to be and why (If I were an
Answers Students’ own answers animal, I would be a lion because I’m lazy and I like sleeping in the
afternoon. And I love eating meat for dinner). Then put students
7 3.2 Transcripts page 220 Tell the class they are going to listen in pairs or small groups and get them to tell each other which
to Mark Hamelin giving advice about essential desert equipment. animal they would be.
Get them to check if their ideas for exercise 6 were right. Get
feedback. Ask: What things did you guess correctly? What things
surprised you? Continuous assessment
Answers Teacher’s Resource Book
a spade – to look for water, to dig the car out of sand, to hit snakes Vocabulary Consolidation Worksheet: page 25, exercises 1, 2 and 3
some extra fuel – to fill up the car
a first aid kit – to use for burns, bites and accidents
lots of water – to drink
a wool blanket – to keep warm at night
some pieces of carpet – to help you move your car
203
204
Unit 7 GRAMMAR
GRAMMAR OPTIONS 4 3.4 Transcripts page 220 Ask students what they think
monkeys eat. Draw their attention to the list of food on the menu.
● The grammar box gives a summary of the grammar areas that
Ask them which of the food items they think monkeys eat. Then
play the audio for students to listen.
When checking answers, ask students if they guessed correctly or
on page 119.
whether they were surprised by what they heard.
Answers
cooked chicken, tomatoes, rice, yoghurt, apples
Warmer Bananas have too much sugar in them and aren’t good for the
monkeys’ teeth.
Brainstorm food items on the board. Try to get students to think
of at least twenty different foods. In pairs, get students to divide
them into two lists, healthy and non-healthy. Then get them to
5 Go through the example together. Elicit an example with any,
e.g. They haven’t got any carrots. After students have completed
discuss which items they eat. Ask them if they eat more foods
the exercise, get them to compare their sentences in pairs.
from the healthy list or the non-healthy list. Invite students to
tell the class what their partner eats, e.g. He / She eats fruit, meat,
chocolate, but he doesn’t eat fruit or fish. Answers
They haven’t got any carrots.
They’ve got some tomatoes.
1 Tell students that in order to help them decide whether a noun is They’ve got some rice.
countable or uncountable, they can ask themselves questions like: They haven’t got any eggs.
Can you have three moneys? (No, so it’s uncountable) Can you have They’ve got some yoghurt.
three apples? (Yes, so it’s countable). They’ve got some apples.
They haven’t got any bananas.
Answers
6 Go through the food items in the box and check the meanings and
1 uncountable 2 countable 3 uncountable 4 uncountable pronunciation.
5 countable
With stronger classes, you could elicit alternative phrases for
making suggestions, e.g. Let’s take... , Why don’t we take... , How
2 Before students complete the text, ask: Do you like going to the zoo?
about... , We could take... , What about... .
Why / Why not? What are your favourite animals? Then ask them to
find the names of five animals in the text. Monitor round the class while students do the activity, and check
students are using some and any correctly. In class feedback, find
out which were the most popular picnic foods.
Answers
1 animals 2 fruit 3 food 4 insects 5 fish 6 leaves 7 bird Answers Students’ own answers
8 water
3 3.3 When students have listened to and repeated the

sentences, ask them when we stress the word some (when it is at
Extra activity
the beginning of the sentence). Get students to write down the ingredients for one of their
favourite recipes. In pairs, Student A tells Student B what they
need for their recipe, e.g. You need two eggs, some rice, two carrots.
Teaching tip Tell students to write down the ingredients for their partner’s
A really clear way to show sentence stress on the board is by recipe. Ask them if they can guess what dish the recipe is for.
writing the stressed words / syllables in bigger letters. You could
get students to write out the sentences in exercise 3 showing the
stress in this way. Continuous assessment
Some people like reptiles. Teacher’s Resource Book
There are some reptiles in the zoo. Grammar Support Worksheet: page 48, exercises 1, 2, 3 and 4
I’ve got some food for the giraffes. Grammar Consolidation Worksheet: page 49, exercises 1, 2, and 3
Some animals don’t eat meat.
205
CAMBRIDGE
206
Exam Practice
Unit 7 LISTENING

Ask students to look at the photos. In pairs, ask them to make a students go to page 149, ask them which one means:
note of any facts they know about the animals. Then brainstorm Horrible! (Gross!)
with the class. Ask: Do you know where these animals live? Which
Wait (Hang on)
countries? What sort of habitat? Which of the animals can you see
in your country? What do they eat? Are they dangerous? Do you
Of course not! (Don’t be silly!)
know how long they live?
Answers
1 Hang on 2 Don’t be silly! 3 Gross!
1 Ask students if they know what the difference is between reptiles
and amphibians. Read the definitions together and see if students
6 You could set this as homework, so that students can find
were correct.
interesting facts about the animal they choose. They can also find
nice pictures to stick on their poster.
Answers
1 Reptile 2 Amphibian Answers Students’ own answers
2 Write ‘reptiles’ and ‘amphibians’ in two columns on the board. Get 7 Get the students to do short poster presentations in class.
students to come to the front and write the names of the animals in Encourage the other students to ask questions to find out more
the correct category. information.
WORDS TO KNOW Answers Students’ own answers
Check that students know the following words: species, enclosure,

stone, flat (adj.), pancake, underground, poisonous, rare. Teaching tip
Put students’ factfiles on the classroom wall. This will motivate
Answers them to produce good work, and will help them remember new
vocabulary they have learned.
Reptiles: snake, crocodile, tortoise, alligator, lizard
Amphibians: frog, toad
3 3.5 Transcripts page 220 Tell students they are going to listen Fast finishers
to a zoo guide taking a family round the zoo. Get students to create an imaginary animal and write a factfile
for it. Tell them to invent a name, and make up facts using the
Answers headings in exercise 6.
frogs, tortoise, lizard, crocodile, snake
4 3.5 Transcripts page 220 Ask students to look carefully at the

options A – C for each question before they listen, and to make a
note of the possible answers, e.g. no 1 could be a red, green or yellow
frog. This will help them know what to listen out for.
Answers
1 A 2 C 3 B 4 C 5 B
Extra activity
Ask students to listen and write down words which mean:
types of animal sharing common characteristics (species)
only a few animals still survive (endangered)
an area enclosed by a fence or wall (enclosure)
very few (rare)
an animal that eats other animals (predator)
207
208
Unit 7 READING
Warmer
Write M_unt H_ _d and Austr_li_n outb_ck on the board. Get
students to guess the missing vowels (o and a). Show students
photos of these places if possible. Tell them that Mount Hood
is the highest point in northern Oregon in the United States.
Ask them to think of words associated with these places, e.g.
mountain, peak, volcano, high, snow, desert, cattle, vast, remote,
dry, open.
1 You could do this as a class brainstorming session. Ask students

to look back at the blog on page 72 to get ideas about advice for
the desert.

Ask students to look at the headlines and the photos and to try and
guess what the texts are about. Ask: Where is Mary? (in hospital)
Where is Sam? (in an ambulance). Ask them to try and guess the
meaning of contact lens solution.
Answers
Mary
Teaching tip
When students get reading texts with headlines or titles, with
books closed, you could write the headline on the board with
one or two of the words missing ( _____ skills helped Mary, Sam
survived on _____ _____ solution). Ask students to guess what
the missing words are to complete the headline. This is a good
way to create interest in the text and to help them predict what
it will be about.
Extra activity
Write sentence halves from the text on slips of paper, e.g. Mary
Owen, 23 from Oregon in the / US is recovering in hospital after
an accident. Mix them up and give half a sentence to each of
the students. Tell them to walk around the room and read their
sentence halves to each other. They have to listen and find the
student who has the other half of their sentence.
209
210
3 When students have completed their table, get them to compare it

with a partner.
Warmer
Put the students in small groups of 3 or 4. Get them to write the
Answers names of about nine different body parts they know on post-it
notes. Tell them to swap their post-it notes with another group.
Ask them to choose one person from each group. The other
Mary Sam
students in the group have to stick the post-it notes on that
age: 23 18
person in the correct place. The first group to finish wins.
nationality: American British
activity: Climbing Running
type of area: Mountain Outback 7 Before students do the activity, model pronunciation of the words,
time survived: 6 days 3 days and get students to repeat them.
Get students to do the activity in small groups. They might not
4 To make this into a fun energetic activity, write M, S and B on sheets agree on which group to put some of the words in, so suggest they
of A4 paper. Place them at opposite points of the classroom. Read take a vote. Students might, for example, disagree about whether
out the questions one at a time (Who got lost? Who told someone animals have faces or shoulders!
about their plans?), and get students to run to the correct piece
of paper. Afterwards, get them to read the text again and check Suggested answers
their answers.
Most animals have these: head, hair, back, body, tail, foot, leg, skin
Most animals don’t have these: hand, finger, toe, face, shoulder,
Answers elbow, arm, knee, wing, feather
1 B 2 M 3 M 4 S 5 S 6 M 7 M 8 S Only birds have these: feather, wing
8 Encourage students to write complete sentences.

Extra activity
Ask students to find words in the text which mean: unexpected Answers
(sudden), damage to part of the body by freezing (frostbite), cows 1 Birds need wings to fly.
(cattle), liquid mixture (solution), noticed (spotted). 2 Our hands are attached to arms.
3 We have an elbow in the middle of our arms.
4 We have five toes at the end of our feet.
5 Try to elicit the opposites before students check in the article. 5 Some animals have fur to keep them warm.
Ask students to think of other words they know with the prefixes un 6 Humans don’t have a tail, but most animals do.
and im e.g. unlucky, unkind, impatient, imperfect. If they can’t think 7 Your eyes, nose and mouth are on your face.
of any, allow them to use a dictionary.
9 Tell students to use the sentences in exercise 8 to help them. Do one
with the class as an example, e.g. Our feet are attached to these. (legs)
Answers
impossible, unfortunately Answers Students’ own answers
6 Get students to prepare some questions for Mary and Sam, using 10 Put the students in new pairs and get them to take turns reading
the prompts and their own ideas. You could brainstorm ideas with out their definitions and guessing the words.
the class (Did you tell anyone about your plans? How hot / cold was
it? Who rescued you?)
Put the students in pairs. Tell student A they are a journalist from
the local newspaper, and student B they are Mary. When students
have finished their interviews, get them to change roles and
Extra activity
repeat the interview. Then get students to do new interviews, with
students taking turns to act out the role of Sam. Ask students to imagine that they are either Mary or Sam. They
just got rescued and are in hospital. Tell them to write an email
Answers to a friend to tell them what happened.
Questions: Where did you go? What did you take? How did you feel?
What did you eat and drink?
211
212
Unit 7 GRAMMAR
6 Get students to take turns choosing a backpack and describing

GRAMMAR OPTIONS what’s in it, but remind them not to say what colour it is!
● The grammar box gives a summary of the grammar areas that
students will practise on this page. Answers Students’ own answers
on page 119.
● Visual grammar presentation Extra activity
Put the students in pairs. Get them to guess what is in their
partner’s bag. Tell them to use countable and uncountable nouns
Warmer and different quantifiers, e.g. Are there a lot of text books in your
bag? Are there a few pens? Is there much money in your bag?
Ask the students questions with How many things... ? They have
to listen to the questions and write down as many things as they
can in 30 seconds.
How many things do you know that are pink? Continuous assessment
How many things do you know that are made from wood? Teacher’s Resource Book
How many animals do you know that climb trees? Grammar Support Worksheet: page 48, exercises 5 and 6
How many animals do you know that live in Australia? Grammar Consolidation Worksheet: page 49, exercises 5 and 6
How many Presidents of America can you remember?
In pairs, get them to compare their answers.
1 If necessary, remind students how to work out if a noun is

countable or not by asking: Can you have three breads / apples?
Answers
1 How much 2 How much 3 How many 4 How much
5 How many 6 How much
2 Before students do the matching activity, get them to look at the

picture and name the food items. You could teach them: On the top
shelf / middle shelf / bottom shelf there is …
Answers
1 A lot. We can make about six sandwiches with it.
2 There’s a lot.
3 A few. There are two or three, I think.
4 Not much, but it’s OK for the sandwiches.
5 Six. That’s three each.
6 Just a little. One small bar is OK for me.
3 To make the activity more challenging, give students 30 seconds to

look at the picture and remember it. Tell them to close their books,
and then try to answer their partner’s questions.
4 When checking answers, after confirming the correct answers, ask

students to explain why the other answers are not possible.
Answers
1 C 2 A 3 B 4 B 5 A
5 3.8 Transcripts page 220 Tell students they are going to hear a
conversation between Luke and his mum about preparations for a
trip. Ask students to listen and guess which is Luke’s backpack.
Answers
B
213
214
Unit 7 CHALLENGE
In this lesson, students choose eight items to take on a survival

5 In class feedback, invite one student from each group to tell the rest
of the class what their eight items were. Ask: Are you surprised by
week-end. Students have to agree with other group members
the other groups’ choices? What was the most / least popular item?
on what to take, then explain their choices to another group.
Try to agree as a class on the eight items to take.
Finally, they compare their survival lists with the rest of the class
to find out which were the most popular items.

Ask the students: Do you ever go camping? What are the good / Put students in pairs. Give students each part of the crossword
bad things about camping? (fresh air, healthy, bad weather, below. They shouldn’t show their partner their half. Give them a
lack of space) What do you need to take on a camping trip? Tell few minutes to write clues and definitions for the words they have
students to discuss the questions in pairs. on their crossword, e.g. You can sleep in this. (sleeping bag). You
need this to write in. (notebook). Get students to swap definitions
1 Ask the students to read the brochure and answer the questions with their partner, and complete their half of the crossword.
together. Ask: How is this camp different from normal summer Part A
camps? (It’s not just for fun, it’s for learning about survival 1 2 3
strategies). Check the meaning of any unknown words in c w

the brochure. o 4
a
m 5
t e n t r
Answers p m
6
a 7
s
1 In a shelter in the forest. s w o
2 You can take eight items. s 8
o c
3 It’s ten kilometres. 9
o k
m 10 l s
2 If possible, show students pictures of the items, and get them to a y
shout out the names. Alternatively, you could play ‘pictionary’. t h
Ask a volunteer to draw the word on the board, and get the other
11
r u c k s a c k
students to try and guess what it is. h t
e 12
Model pronunciation of the words and highlight the silent k in the 13
f i r s t a i d k i t
word knife. 14

15
n o t e p a d
3 3.9 Put students in groups of four or five. Before students begin Part B
1 2 3
the task, go through the phrases in Express yourself. Tell students
they need to agree together on eight items, and if they disagree w
with the other group members, they have to give good reasons for a 4 s l e e p i n g b a g
5
t
their opinion and try to persuade them to agree.
e
The expressions in Express yourself are available to listen to. 6
w a t e r p r o o f 7
b
Answers Students’ own answers 8
m o b i l e p h o n e
t 9
t 10
g l o v e s
4 When students have come to an agreement about their eight items, l
get them to compare their ideas with another group, and come to a e
final decision about which items to take on the survival camp. 11
12
13
k
14
n
p i
Teaching tip e f
Pyramid discussions are useful for practising a range of 15
n e
functions, including agreeing / disagreeing, negotiating and
putting forward an argument. You can organise a pyramid
discussion for any speaking activity which requires students to
come to an agreement about something. Students start off in
Fast finishers
pairs or small groups, and form progressively larger groups as Write an email inviting a friend to come on the Survival Camp
they carry out the speaking task, coming to an agreement before weekend with you. Tell them what you do on it, where you sleep
moving to the next (larger) group. and what you learn. Also tell them what you need to take with you.
215
216
Unit 7 INTERACTION
3.10 Express yourself contains a variety of useful expressions for 5 3.11, 3.12 Transcripts page 221 Get students to try and
the situations in the dialogue. Some of them (but not all of them) remember what phrases they heard. Then they can listen again and
are used in the dialogue. They are available on the audio if you want check.
students to hear how they are pronounced.
Answers
Warmer What films do you like?
Do you like … films?
Ask students: How often do you go to the cinema? Do you prefer What do you think of … ?
to watch films at the cinema or at home? Why? When was the last I’m not keen on … .
time you went to the cinema? Who did you go with? Do you think Really?
it’s expensive? Get students to discuss the questions in pairs. I agree.
I totally disagree.
I can’t stand them.
1 Ask students to look at pictures A – I. Ask them what they can see in
the pictures. Get them to match the pictures with the genres, and 6 In pairs, get the students to discuss their favourite films and film
think of a film for each genre. genres, as well as actors and actresses. Encourage them to use the
expressions in Express yourself.
Answers
A – fantasy film Answers Students’ own answers
B – action film
C – Science Fiction film 7 Model the activity. Write the name of a film on the board. Ask one of
D – historical film the students what they think of it. Then ask a second student if they
E – horror film
agree / disagree.
F – comedy
G – animated film Get students to do the activity themselves. Monitor round the
H – musical class, giving help where needed, and making a note of any common
I – adventure film errors and good uses of English.
2 3.11 Transcripts page 221 Before they listen, ask students to

look at the picture and say what they can see. Extra activity
In pairs, tell the students to describe a film they like without
Answers saying the title, e.g. This is a very scary film. It’s a horror film. In
1 They are at home. the film … . Their partner has to listen carefully and guess which
2 They are talking about the film genres they like. film it is.

first so they know what to listen for.
Answers
1 She likes historical films and musicals.
2 He likes action films and Science Fiction films.
Teaching tip
It’s difficult to write and listen at the same time, so when
students are doing listening activities, pause the audio to give
them time to write. Monitor round the class to see when they
have finished writing, then continue the audio.
4 3.12 Transcripts page 221 Explain that in this part of the

audio, Jessica and Eric are joined by another friend, Hannah.
When checking the answers, ask students if they know the film The
Life of Pi.
Answers
1 She likes adventure films.
2 She thinks they’re scary.
3 They decide to see The Life of Pi.
217
218
Unit 7 WRITING
7 Encourage students to find a picture of the animal or draw one. Set

Warmer a time limit and monitor round the class while students are writing
Tell the class you are going to play hangman with animal words. their descriptions, giving help where needed. Allow students to
Choose a wild animal, e.g. snake, and write dashes for each finish them off for homework.
letter on the board _ _ _ _ _. Get students to guess the letters.
Each time a student shouts an incorrect letter, write it on the Answers Students’ own answers
board and draw a section of the hangman’s scaffold. If a student
guesses the word correctly, before you complete the ‘hangman’,
then they come to board and choose a word themselves. Teaching tip
You can help students develop their writing skills by
1 Get students to tell the class about their partner’s favourite animal. encouraging them to write more complex sentences. Get them
If necessary, allow them to use dictionaries to find the names of to look at the text and find examples of structures to help them
wild animals. Discuss with the class which wild animals live in do this, e.g. and, but and so.
their country.
8 Invite students to present their factfiles to the class. Encourage the
rest of the class to ask questions. When they have finished, stick
them on the classroom walls.
2 Ask students if they know what lynxes eat. Encourage them to
make guesses if they don’t know.
Get them to read the text and answer the question. Fast finishers
Get students to write a factfile about an endangered species.
Answers They should include facts about the animal and information
Because the rabbits are dying from disease. about why the animal is endangered, and the reasons why they
think the animal should be saved. Get them to use the text in
3 Tell students to correct the false sentences. exercise 2 to help them.
Answers
1 False. It’s got very long legs.
2 False. The tops of its ears are black.
3 True
4 False. It eats animals.
5 False. They don’t have much food.
6 True
4 When students have found the examples, invite them to write them
on the board. (Spanish conservationists are working hard because
they don’t… , A lot of rabbits are dying because of disease… , Their lives
are also in danger because of an increase… . ) Then get students to
complete the rules in pairs. Check answers in feedback.
Answers
1 because 2 because of
5 Remind students to look back at the rules in exercise 4 to help them.

When they have finished, get them to check their answers in pairs.
Answers
1 because 2 because of 3 because of 4 because 5 because
6 because of
6 Tell students they can choose an animal from the unit or think of
their own ideas. Allow them to use a dictionary.
219
Unit 7 TRANSCRIPTS
3.2 Student’s Book page 73, exercise 7 3.5 Student’s Book page 75, exercises 3 and 4
Hi, I’m Mark Hamelin and welcome to Into the wild. Now in my G = Guide, B = Boy, W = Woman
recent posting on deserts, I gave you a list of essential equipment.
Now, you need more things than these, but these items are 1 G We have a large collection of frogs here in the Reptile house.
extremely important. Some of these frogs are endangered, so the zoo works to
First of all, a spade. Never drive into the desert without one! When help the survival of the species. Not all our frogs are green.
you look for water in a dry river bed, you need to dig a hole. You can’t For example we’ve got Golden frogs from Panama in Central
do that without a spade! And when your car gets stuck in sand, you America – they’re endangered. And these lovely frogs you’re
need a spade to dig it out. You can use a spade to hit snakes, too! looking at here are very brightly coloured. Can you guess their
Extra fuel? That’s obvious. No petrol means your car doesn’t move. name? I’ll give you a clue: they’re named after some fruit.
Always take more. B Apple frogs?
OK, a first aid kit. Again, that’s clear. It’s easy to have an accident, to G No…
cut your finger, to get sun burn – whatever! So you need a medical kit. B Hang on, I know. Strawberry frogs?
And water? Water is essential. The desert is hot. So drink, drink, drink! G No, actually they’re called tomato frogs! They’re from
Next, a wool blanket. I said the desert’s hot. That’s during the day. At Madagascar. Although they’re amphibians they’re not very
night it can get very, very cold. So a blanket is important. good at swimming!
Some pieces of carpet are a good idea, too. Sometimes your car can’t 2 G Where are the animals in this enclosure? I can’t see any.
move over the sand. The wheels turn and turn, but nothing happens. Maybe it’s something small, like a scorpion?
So put the pieces of carpet in front of your wheels, go slowly, and B I hope it isn’t a spider! Oh look! That stone moved.
your car can move again! G It’s a tortoise! It says here it’s called a pancake tortoise!
Finally, we need a mirror and flares to get people’s attention. People B Does it eat pancakes?
can see the light from a mirror during the day, and the light from a G Don’t be silly! It’s quite flat, like a pancake.
flare at night. And they can see them from very long distances. So B I knew that!
remember: be safe, be prepared. 3 G Here’s a very unusual animal. It lives in Mexico and the
southern United States. It’s called a Gila monster because
it’s quite a large lizard. The adults are about 50cm long, but
you don’t often see them because they spend a lot of time
3.4 Student’s Book page 74, exercise 4 underground. There’s another reason why they’re called
monsters – they’re actually poisonous! Lizards are really like
P = Presenter, Z = Zookeeper snakes with legs. They have small heads and long bodies
and tails.
P So, Rick, we’re here in the zoo ‘kitchen’. What are the monkeys G Gross! Look at its tongue!
having for dinner today? Lots of fruit and vegetables, right? G Do you know why they stick their tongues out so often? Both
Z No, actually I’m giving them some meat. Just a little bit. It’s lizards and Snakes use their tongues to smell with!
chicken – cooked, of course! I’m putting some rice with the 4 B What’s that? Is it an alligator?
chicken; they love that. Er, what else? We haven’t got any carrots G No, that’s an Orinoco Crocodile. It’s from Colombia and
today, so they’re having some tomatoes. Venezuela where it lives in rivers, but there aren’t many left
P That sounds good. Are they having any eggs? in the wild. It’s very rare. It can grow up to five metres - the
Z No, they’re not having any eggs today. They’ve got some yoghurt, largest predator in South America.
though. B I can only see its eyes now.
P What flavour? Strawberry? G Yes. Its eyes are right on the top of its head, so that it can
Z No, of course not. It’s just plain yogurt. hide its body under water and watch for fish, birds and small
P And why haven’t they got any bananas? Monkeys always eat reptiles like lizards to eat.
bananas, don’t they? W Does it eat people?
Z Well, they love bananas, yes, but the bananas we eat are actually G No, not usually! It likes fish best, so you don’t need to worry.
very sweet. They’ve got too much sugar in them and they’re not 5 B Hey, there’s a snake up in that tree. Can you see it?
good for monkeys’ teeth. Wild bananas are better for monkeys, G What’s it doing? Is it sleeping?
but they haven’t got any today. I’ll give them some apples B No … Ah! It’s jumping! Look. That’s so cool!
instead. G It says here that it’s a flying snake from India. Of course it’s
not really flying, but they can move from one tree to another
like that. They sometimes travel 100 metres through the air!
B Are they dangerous?
G Well, they’re poisonous but they aren’t dangerous to humans.
M = Mum, L = Luke
M Are you ready for the trip, Luke?

L Yes, I’ve got everything I need, look. My mobile … and a few cereal
bars. I’ve got a lot of sun cream, too.
M Oh, good. Have you got much water?
L No I haven’t got any water.
M Why not? You need a lot of drink.
L Don’t worry! It’s OK because I’ve got a lot of orange juice. Look!
220
3.11 Student’s Book page 80, exercises 2, 3 and 5 Workbook page 72

1 A 4 B 1 C 3 D 2
E = Eric, J = Jessica
2 1 survival kit 2 earthquake 3 tsunami 4 torch
E Hey, do you want to watch a film? 3 1 E arthquakes happen when the Earth’s plates under the sea
J Um, yeah, why not? bed move.
E OK. So... what films do you like? 2 I t happened on 26th December 2004 in the Indian Ocean near
J I love historical films. Indonesia.
E Really? I can’t stand them. What do you think of action films? 3 It started under the sea in the north-east of Japan.
J I’m not keen on them. 4 under a desk or a table
E Why? 5 G lass from windows and falling objects can be dangers.
J They’re too noisy. 4 for instance: a torch, a radio, a first-aid kit, a blanket, some money,
E Do you like Science Fiction films? a few clothes and enough food and water for two or three days
J Well... sometimes. for example: tables and desks
E Do you like Alien?
J No, I don’t. I think it’s horrible. Actually, I like musicals. 5 Students’ own answers with for example and for instance
E Musicals?
J Yeah! They’re fun. And you can join in and sing the songs. Workbook page 73
E Sorry, I totally disagree. I think they’re silly.
J Really?
6 1 mosquito 2 camel 3 horse 4 bear 5 spider 6 lion
E Yeah. I mean, in real life, people don’t start singing like that.
7 mouse 8 snake 9 scorpion 10 eagle
(someone singing) 7 1 lizard 2 coyote 3 crocodile 4 bat
E Is that your dad? 8 1 penguin 2 kangaroo 3 leopard 4 hippo 5 panda
J That’s right. And he’s singing! 6 rhino 7 whale 8 shark 9 parrot
9 1 leopard 2 rhino 3 parrot 4 penguin 5 shark
6 kangaroo 7 hippo 8 whale 9 panda
3.12 Student’s Book page 80, exercises 4 and 5 10 Students’ own answers
J = Jessica, H = Hannah, E = Eric Workbook page 74

J Hi Hannah. 1 Countable: penguin, biscuit, panda, apple, insect, tomato
H Oh, hi guys. Uncountable: rice, money, grass, juice, water, meat
E Listen, we’re thinking about watching a film, but we can’t agree 2 1 a carrot
on what to see. 2 an apple
H Okay. 3 – Chewing gum
E Um, do you like Science Fiction films? 4 an eagle
H Not really. 5 a brownie
J Ha ha! I agree! 6 – milk
E So … what kind of films do you like? 7 – butter, – sugar
H I like adventure films – people who get lost in the desert, or the 8 An elephant, a mammal
jungle, or that sort of thing.
J Sounds scary. 3 1 carrot; the other words are uncountable
H Yes, but exciting! 2 time; the other words are countable
E What about this one: The Life of Pi? It’s about a boy who is on a 3 banana; the other words are uncountable
boat with a tiger. 4 meat; the other words are countable
H Yeah! I love that film. I saw it last year. Can we watch it together? 5 biscuit; the other words are uncountable
E Definitely. Jessica? 6 egg; the other words are uncountable
J OK. 7 fruit; the other words are countable
H Great! Let’s watch The Life of Pi. 8 chewing gum; the other words are countable
1 U: tea, coffee (milk, water, juice)
2 C: bird, reptile (mammal, insect)
3 C: carrot, potato (tomato)
4 U: grass, sand (water, hair)
5 C: orange, banana (apple, strawberry)
6 U: butter, sugar (flour, milk)
7 C: flower, tree (leaf)
8 U: yoghurt, meat (rice, chicken, salad)
5 1 D 2 A 3 B 4 F 5 C 6 E
6 1 some 2 any 3 any 4 some 5 any 6 any 7 any
8 some
221
7 1 some biscuits Workbook page 77

2 some money
3 any tomatoes 7 H A N D E P B D
4 any pasta A T E T A E A J
5 any bread I X B O D Y C U
6 any sugar
7 some zebras R B W E H I K F
8 some olives Q I S T C L N A
S H O U L D E R
8 Students’ own answers K D T M J F B Y
I G A F A C E G
Workbook page 75 N Z I K A V F L
1 1 gecko 2 tank 3 light bulb 4 heater O N L H E A D C
5 thermometer 6 branch 7 live
2 1 hand 2 back 3 toe 4 body 5 hair 6 skin 7 shoulder
Type of pet 1 lizard 8 tail 9 face 10 head
2 tank, light bulb, heater, 8 1 legs 2 elbow 3 wings 4 feathers 5 fingers 6 feet
Equipment thermometer, water bowl, 7 arms 8 knee 9 ankle
branch, plastic bowl
9 1 tail 2 wings 3 feathers
Not recommended
3 sand 10 1 eyebrow 2 eyelid 3 ear 4 eye 5 nose 6 teeth
for the tank
7 mouth 8 neck
Recommended pet 4 leopard gecko
11 1 eyebrows 2 eyes 3 eyelids 4 ears 5 nose 6 mouth
5 live food, eg small insects 7 teeth 8 neck
Food
like crickets
3 1 C 2 B 3 A 4 C 5 B Workbook page 78
4 1 a water bowl, a branch and a plastic bowl to hide under
2 It drinks it and it has a bath in it. 1 1 many 2 how many 3 many 4 how much 5 a lot of
3 They get very ill. 6 much 7 a few 8 a lot of 9 a little 10 a few
4 Because they’re small, easy to handle and you don’t need a big tank. 2 1 How many 2 How much 3 a lot 4 a few 5 a lot of
5 They can grow very big and have difficult personalities. 6 a little 7 much 8 How much 9 Not much 10 how much
6 It’s yellow and it’s got spots like a leopard. 3 1 There are a lot of / many penguins in the zoo.
5 Students’ own answers 2 There aren’t many elephants.
3 There are a lot of / many bats.
Workbook page 76 4 The elephants eat a lot of food each day.
5 The brown bats eat many / a lot of mosquitoes in an hour.
1 Giraffes live in hot, dry places. Polar bears live in cold places with snow. 4 1 How many penguins are there in the zoo? more than 250
2 1 hot 2 freezing 3 dry 4 long 5 strong 2 How much fish do the penguins eat each day? 6 kg
6 easy 7 huge 8 wide 3 How much food do the elephants eat each day? 136 kg
3 1 F; different ways 4 How many brown bats are there in the zoo? hundreds
2 T 5 1 How much money have you got in your pocket?
3 F; easy because of their long neck 2 How many texts do you send every day?
4 T 3 How much water do you drink each day?
5 F; difficult; they’re invisible 4 How many books do you read in a month?
6 F; can close their nose easily And students’ own answers
7 T
8 F; it’s impossible for polar bears to survive in the desert Workbook page 79
4 1 invisible; prefix is in-
2 disappear; prefix is dis- Extra Challenge
5 1 immature 2 unfair 3 disagree 4 incorrect 5 impatient Students’ own answers
6 dislike 7 unhappy 8 disadvantage Webquest
6 1 dislike 2 unhappy 3 impatient 4 immature 1 It’s in Chile; it’s the world’s driest desert.
And students’ own answers 2 Palmate feet are webbed feet.
Ducks are examples of animals that have webbed feet.
3 Snakes use their tongues to smell the air (and their noses).
4 It lays a single egg in each mating season.
5 Any four of the following: red kangaroos, dingoes, lots of birds
(cockatoos, budgerigars, corellas, galahs), camels, horses called
‘brumbies’, pigs, foxes, cats and rabbits.
6 It’s a volcano. It’s in the state of Oregon in the USA.
222
Puzzle 1.20 Workbook page 75, exercise 2

1 How many pairs of shoes have you got? ✪
2 How much tea do you drink? ✥
S = Sean, P = Pet Shop Assistant
3 Is there a zoo in your town? ♦
4 Are there any spiders in your bathroom? S Excuse me. Have you got a minute?
And students’ own answers P Hang on … just let me finish feeding these guinea pigs.
There we go. What can I do for you?
Workbook page 80 S I want to get a pet lizard. What’s the best kind?
P Well, lizards are great pets but they’re expensive to look after
1 Suggested answers: and you need a lot of equipment. Are you aware of that?
1 I agree. / Me too. / You’re right. S Yes. You need a tank, a special light bulb, a heater, a thermometer …
2 I love / like it / them.; It’s exciting / funny. P OK, great! It sounds like you know all about looking after lizards!
3 I can’t stand it / them.; I’m not keen on … / I prefer … Don’t forget a shallow water bowl so they can drink and have a
4 I don’t agree. / I totally disagree. bath, and a branch for them to sit on in the tank … and a plastic
5 Really? bowl or a place for them to hide under is a good idea too.
2 1 a film 2 Why not 3 What films 4 comedy 5 horror films S OK. What about the tank? Are there any special instructions?
6 can’t stand 7 love 8 prefer musicals 9 can’t agree P Make sure there isn’t any sand in your tank. Lizards get very ill
10 adventure films 11 kind of films 12 What about when they eat sand. Make sure you buy the right size of tank,
3 1 later 2 musicals 3 animated films 4 silly 5 disagrees so you need to find out how big your lizard grows when it’s an
6 funny 7 agree 8 Science Fiction adult! Some lizards grow to be between one and five metres long.
Is this your first lizard?
4 Suggested answers: S Yes, it is.
1 What kind of films do you like? P Some lizards are easier to look after than others. Geckos are great!
2 Really? I totally disagree. Leopard geckos are particularly good: they’re small, easy to handle
3 I can’t stand adventure films. I prefer horror films. and you don’t need a big tank for them. There are some lizards
4 I don’t agree. I think they’re exciting. like chameleons and monitor lizards, but they grow very big and
5 Yes, I do! I love action films. they’ve got difficult personalities! Look, this is an adult leopard
5 Suggested answers: gecko. It’s about 25 centimetres long.
1 I love / like / can’t stand them. I’m not keen on them. S It’s lovely! It’s yellow and it’s got some spots just like a leopard.
2 I agree. / Me too. P Yes, it has.
3 I love / like / can’t stand them. I’m not keen on them. I prefer … S Sorry, just one more thing … What’s their favourite food?
4 I agree. / I disagree. / I totally disagree. P They prefer live food, and small insects like crickets are perfect.
5 I like / love … films. S Gross!
6 I agree. / Me too. / You’re right. P So …
Workbook page 81
1 1 because of 2 because 3 because of 4 because 1.22 Workbook page 80, exercise 5
2 1 because of the research I did 2 because of the size of my house
3 because they’ve only got short hair 4 because you don’t need a 1 Do you like comedy films?
lot of special equipment. 2 I love historical films.
3 1 F; South American 3 What do you think of musicals?
2 T 4 I’m not keen on science fiction films.
3 F; They can be black, white, brown, grey or a mixture. 5 What kind of films do you like?
4 F; Her house is small. 6 I can’t stand fantasy films.
5 T
6 T
7 F; You don’t need a lot of special equipment.
8 T
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8 Getting away Unit overview

● Holidays: adventure, B & B (bed and breakfast), beach, ● To learn and use vocabulary for talking about holidays
campervan, camping, campsite, chalet, city, cottage, driving, (page 81) and the weather (page 85)
holiday apartment, hotel, sightseeing, skiing, tent, walking, ● To learn and use the present continuous for future plans
youth hostel and arrangements (page 84)
● The weather: cloudy, foggy, icy, raining, snowing, stormy, ● To learn and use will & won’t (page 88)
sunny, windy
● To practise using too & also (page 91)
● so
● right and wrong
● Face 2 face: Have a good trip I’m looking forward to Wow!
Skills objectives
● To read and understand a webpage about holidays (page
82)
Grammar ● To listen to and understand a discussion about holiday
plans (page 85)
● Present continuous to talk about future plans and ● To read and understand an article about predicting the
arrangements weather (page 86)
● be going to ● To practise making plans (page 89)
● will & won’t ● To practise making invitations and accepting / refusing
them (page 90)
● To write a blog entry about holiday plans (page 91)
Pronunciation
● be going to
Assessment criteria
● Students can use be going to, will & won’t and the present
Recycled language continuous for making future plans and arrangements
● Students can recognize and use vocabulary for talking
● past simple about holidays and the weather
● present continuous ● Students can pronounce be going to
holidays and an article about predicting the weather
● Students can listen to and understand a discussion about
holiday plans
● Students can plan a day out
● Students can invite and respond to invitations
● Students can write a blog about holiday plans
224
Resources Go digital!
activities.
Listening
● Listening for specific information
Writing
Speaking page 137
● Picture narration practice
Grammar
presentation
225
226
Unit 8 READING
Warmer
Ask students: What do you normally do in the summer holidays?
Where do you like to go on holiday? Do you prefer beach / city /
mountain holidays? Why? Do you prefer to stay in a hotel /
caravan / tent / apartment? Invite students to share their ideas
with the class and write useful vocabulary on the board.
1 You could tell students about your last holiday to start off the
activity. When students have discussed the questions themselves in
groups, ask a few students to tell the class what they learned about
their classmates’ holidays.

Ask students what they can see in the photos. Elicit the following
words: campervan, tent, city, countryside, cottage. Ask students
which of the holidays looks most interesting.
Answers
A Felix B Becky C Daryl D Zoe
Extra activity
Get students to close their eyes and imagine they are on their
summer holidays in a faraway place. You could play gentle
music in the background to help them drift off into their
imagination! Ask them: Where are you? What can you see around
you… the beach, a city, the mountains? What can you hear? What
are you doing? Then ask them to open their eyes and describe
their holiday to a partner.
Teaching tip
If you want students to read a text quickly for gist, set a time
limit, and give time reminders while they are reading (one more
minute!). This will encourage them to keep up the pace and stop
them getting distracted or stuck on unknown words.
Extra activity
Tell the students you are going to read the text to them but you
forgot your contact lenses today so you might make a mistake.
Read the text to the class, but make mistakes, e.g. change / leave
out words, make grammar mistakes. Get students to put up their
hands when they hear a mistake. Thank them and get them to
correct you, then carry on.
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228
3 Check whether students remember the answer to any of the

questions before they read and check.
Warmer
With books closed, ask students to think of as many different
Answers types of holiday accommodation as they can. Write them on the
board. Then write the word self-catering. Ask students to guess
1 Zoe, Felix 2 Becky, Felix 3 Becky 4 Zoe 5 Daryl 6 Daryl
what this means. Ask them which of the accommodation is self-
catering. You could also teach or elicit the expressions full board
4 Do the first one together and elicit the answer. Get students to
(all meals included), bed and breakfast (breakfast only) and half-
complete the activity in pairs, and then correct the false sentences.
board (breakfast and evening meal).
Answers
1 False. They’re leaving in five weeks time.
9 Put the headings on the board in two columns, ‘places to stay’ and
2 True ‘type of holiday’. Invite students to come to the board one at a time
3 False. They’re going on holiday at the end of July. and write one of the words in the correct column, saying the words
4 True as they write it. Continue until all the words are on the board.
5 False. She’s not too happy about sleeping in tents.
6 True Answers
5 Go through the examples in the Word zone box with the class. Point Place where you can stay: cottage, holiday apartment, youth hostel,
campervan, chalet, B&B (bed and breakfast), tent, hotel, campsite.
out that so in these examples means the same as therefore.
Type of holiday: beach, sightseeing, adventure, skiing, walking, driving,
camping, city
Answers
we’re going to stay in youth hostels as well. 10 Discuss the meaning of the word facilities with the class, and elicit
some examples (swimming pool, restaurant, games room, gym).
6 Do the first one with the class. Tell students they can complete the Ask students what facilities they might expect in a five-star hotel.
sentences with an affirmative or negative verb. Elicit a few different
ideas (we didn’t play tennis, we stayed in and watched a film, we Answers
didn’t go to the beach). 1 tent 2 campsite 3 holiday apartment 4 city 5 cottage
6 walking 7 hotel 8 beach
11 Tell students to choose from the holiday types and accommodation
7 Get students to discuss the holidays in pairs. Tell them to think in exercise 9 or they can use their own ideas.
about the weather, food, accommodation. Encourage them to use
comparative and superlative forms and opinion phrases, e.g. I think Answers Students’ own answers
the holiday in Europe is best because the weather is good. It’s better
than in Ireland and Scotland. / In my view, the holiday in Scotland is 12 You could ask students to share their ideas in smaller groups first
best because the scenery is amazing. It’s more beautiful than Ireland. before reporting back to the class.
Answers Students’ own answers Answers Students’ own answers
8 Invite some students to share their ideas with the class. Ask them
to report back on what their partner thinks, and whether they agree Extra activity
or not. In pairs, get students to design a holiday for their partner. First
they must find out what sort of holiday their partner likes /
Answers Students’ own answers dislikes. They can only ask yes / no questions, e.g. Do you like
the mountains / the sea? Do you like camping? Do you prefer
having breakfast only or full board? When they have finished, get
students to report back to the class (I think that Sylvie would like
a skiing holiday in a self-catering apartment.)
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230
Unit 8 GRAMMAR
4 Go through the example with the class, then elicit the question for
GRAMMAR OPTIONS no 2, which is a yes / no question. Get students to complete the rest
● The grammar box gives a summary of the grammar areas that of the exercise on their own.
students will practise on this page. When checking answers, model the stress and intonation. You
● The grammar is presented in a complete grammar reference could get students to underline the stressed syllables.
on page 120.
● Visual grammar presentation Answers
2 Are you going to swim?
3 Are you going to stay on all the islands?
4 What are you going to eat?
Warmer 5 Where are you going to stay?
Write the word destination on the board. In pairs, get students 6 Are you going to go on holiday?
to write as many words as they can using the letters in the word
(tin, eat, on). Give them two minutes. The team with the most 5 Ask students to look at the photo. Ask: What can you see? (A whale’s
words wins the game. If the students enjoyed the game, play it tail).
again using the word accommodation. When you have established the answer (the Azores), you could
revise compass points. Ask students if they know where the Azores
are (west of Lisbon in the north Atlantic Ocean). Ask: How many
1 If necessary, quickly revise the form of the present continuous and Azorean islands are there? (there are nine main islands).
remind students to use contracted forms.
Answers
Answers
He’s going to the Azores, Portuguese islands.
The Jackson family are going to Austria. They’re staying in a chalet.
They’re travelling by coach.
Mr and Mrs Harris are going to Toronto in Canada. They’re staying in a
6 3.15 After checking answers, you could get students to make up
city hotel. They’re travelling by plane. an answer for the remaining question in exercise 4 (Where are you
Mrs Jones is going to Sicily in Italy. She’s staying in a cottage. She’s going to stay?).
travelling by boat. Ask students to role play the interview in pairs.
The Lake family are going to Cornwall in England. They’re staying in
a B & B. Answers
2 Monitor round the class and make a note of any mistakes made 1 Are you going to go on holiday next summer?
with the present continuous. Go through these in class feedback 2 Are you going to stay on all the islands?
3 What are you going to do there?
and elicit corrections.
4 Are you going to swim with the whales?
5 What are you going to eat?
Teaching tip
Extra activity Explain to students that in American English a ‘holiday’ refers
Ask students: What are your holiday plans this summer? Ask to public holidays like Thanksgiving, Independence Day and
students to discuss in pairs. Then ask students to mix with Christmas. When people are not at work and have time off in the
another pair, and tell each other about their partner’s plans, e.g. summer, they usually refer to this as a ‘vacation’.
Sonia is going to the Costa Brava. She’s staying in a tent and she’s
travelling by car.
Extra activity
3 3.14 Ask students to copy the sentences. Then listen and For extra speaking practice with going to, get students to
underline the weak sounds. imagine they are on holiday in the Azores. It is the first day of
Point out that we write going to, but we often say gonna /gʌnə/ their holiday. Put students in pairs and allocate them roles – A
when we speak quickly. (tourist) and B (tour guide). Student A wants to know what they
are going to do on the holiday. They have to ask the tour guide.
Answers Students’ own answers Student B tells the tourist what he / she has planned for them
that week. (A: What are we going to do tomorrow / on Monday?
Are we going to …? B: On Monday / Wednesday we’re going to … )
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232
Unit 8 LISTENING

Write the anagram riepme eseatt gnbliudi (Empire State Building) students go to page 147, ask them which one means:
on the board. Tell students this is a famous tourist sight. Ask That’s amazing! (Wow!)
students if they can guess what it is. They can ask yes / no
I am excited about the idea of … (I’m looking forward to … )
questions to help them guess (Is it in this country / South America?
Is it by the sea / in a city?). The student who guesses correctly
Enjoy your holiday! (Have a good trip.)
comes to the board and has a turn choosing a famous sight.
Answers
1 Wow! 2 I’m looking forward to 3 Have a good trip.
1 Ask students if they know the places in the photos. Ask which
countries they are in. Discuss how long it takes to travel to these
5 Tell students to make a note of their answers. Don’t confirm or deny
places and the best way to travel.
them at this stage.

2 3.16 Transcripts page 246 Explain that Robert, Alexandra and

6 3.18 Transcripts page 246 When students have checked their
Miguel are at school in Brazil. They are chatting to their teacher
answers, discuss with the class what else they know about the
about where they are going to go when school finishes.
places in the photos.
WORDS TO KNOW Answers

Check that students know the following words and expressions: The Taj Mahal – India
have a great time, to look forward to, to miss, and a trip. The Great Wall – China
The Leaning Tower of Pisa – Italy
The Grand Canyon – The US
The Angel Falls – Venezuela
Answers
Roberto – Bondi Beach, Sydney
Alexandra – Iguaçu Falls, South America Teaching tip
Miguel – London When doing listening activities, a good way to develop
prediction skills is to do the following activity. Write ten words
3 3.16 Transcripts page 246 Make sure students read the on the board, five they are going to hear in the audio, and five
sentences carefully before they listen. Ask students to correct the random words. Tell students the topic of the listening, and then
false sentences. ask them to guess which of the words they are going to hear, e.g.
for exercise 2 you could write the following words on the board:
Answers scary, summer (✓), beaches (✓), holiday (✓), boring, plane (✓),
1 False. A lot of people are staying in Brazil for the summer. jungle, camping (✓), water, sing. Get students to tick the words
2 True they think they will hear, then get them to listen and check.
3 True
4 True
5 False. Miguel’s going to Spain.
6 True Fast finishers
Ask students to write more quiz questions about famous places
they know, e.g. Where’s the Eiffel Tower? Then get them to ask
Extra activity and answer in pairs.
Write words from the transcript on pieces of paper, and stick
them all over the board in a random order. Ask students to stand
up in a semi-circle around the board, but make sure no one gets
too close or cheats. Ask students to discuss with a partner which
words they think they’ll hear. Play the audio. Split the class into
two teams dividing them down the middle. When the students
hear one of the words they have to run to the board, grab it and
take it back to their team. The team with the most pieces of
paper at the end wins the game.
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234
Unit 8 READING
Warmer
Ask students: Do you listen to or read the weather forecast?
Where can you find the weather forecast? (radio / TV / Internet /
newspaper). Do you think it is accurate? In which situations is it
important to know what the weather will be like? (when you’re
going on holiday, planning a day out, playing sport outdoors).
For which people is the weather forecast especially important?
(farmers, sailors, fishermen).
1 Ask students to read the sayings and guess what they are related
to (the weather). Ask them what they think they mean. Ask: Do you
think the sayings are true?

Elicit or teach the meanings of the following words: forecast, sunset,
groundhog and delight. Set a time limit so students read the text
quickly for gist the first time.
Answers
Red sky at night, sailor’s delight.
Extra activity
Write the following sayings on the board: 1) When in Rome do
as the Romans do. 2) Two wrongs don’t make a right. 3) No man is
an island. 4) A picture is worth a thousand words. Ask students to
discuss the sayings and try to agree on what they mean. Then
discuss with the class. Ask students if they can think of sayings in
their own language which are similar.
Answers
1 When you’re travelling abroad try to do as the local people do to
properly experience the culture.
2 It is not acceptable to do something bad to someone even if they
have done something bad to you. It is equally wrong.
3 No-one can live completely independently with no help from other
people.
4 Pictures are much better at conveying emotions and messages, than
words.
Teaching tip
A good way for students to recap vocabulary and to practise
pronunciation is to get them to look through a text and find
rhyming words. For example, in the text on this page, you could
ask them to find words which rhyme with: cow (down), day
(stay), night (delight), sky (dry), not (lot), past (last) sunset (get).
You can do this with any text or simply asks students to find
words which rhyme themselves.
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236
3 Check students know what they have to do. Do the first one
together, as an example.
Warmer
When they have finished, get students to check their answers Write anagrams of the weather words on the board, e.g. ymtosr
in pairs. (stormy). Get students to unscramble the words. Tell them it’s
a race.
Answers
1 when you are on holiday or want to do outdoor activities. 8 To make the activity more challenging, ask students to cover up the
2 using forecasts on TV or online. phrases, and see how many weather symbols they can describe.
3 cows lying down in a field. / cats cleaning their ears. / birds flying high. Then let them look at the phrases and check.
4 the 2nd February.
5 lives underground.
Answers
6 red at sunset.
1 D 2 F 3 C 4 G 5 H 6 E 7 B 8 A
4 With weaker students, you could do this together as a class. Present continuous: It’s raining. / It’s snowing.
Answers 9 3.20 Transcripts page 246 Ask students to listen and guess
the weather. Ask students to listen again and see if they can guess
Red sky at night means good weather tomorrow. anything about where the people are or what they are doing.
If groundhogs go back into their homes on Groundhog Day, the cold
weather will continue.
If cows lie down, it means heavy rain or a bad storm. Answers
If birds are flying high, it means sunny weather. 1 It’s raining. 2 It’s sunny. 3 It’s windy. 4 It’s stormy.
If you see cats cleaning their ears it means it will rain.
Red sky in the morning means bad weather soon. 10 Model the activity. Choose one of the pictures, and get a student
to ask you the question What’s the weather like? Describe it, e.g. It’s
raining and it’s stormy. Elicit that it is picture B.
Extra activity
Write the following words on the board and ask students to Answers Students’ own answers
find words with similar meanings in the text on page 86: guess
about the future, a lot of, carry on, enjoyable, happiness, twilight,
be arriving. You could get students to think of other synonyms Extra activity
or definitions.
You could teach some typical weather collocations. Write the
following words on the board:
Answers
thick cold bright wind heavy thunder lightning
guess about the future – prediction sunshine freezing rain hot boiling strong fog
a lot of – heavy
carry on – continue Put students in pairs and get them to match the words together,
enjoyable – fun e.g. freezing fog. Get students to write them down.
happiness – delight
twighlight – sunset
be arriving – be on its way Answers
5 Ask students to read the examples and say when we use get and thick fog bright sunshine freezing cold strong wind heavy rain
thunder and lighning boiling hot
when we use be.

The groundhogs often get it wrong! Teacher’s Resource Book
When was the last time your local weather forecasters were wrong? Vocabulary Support Worksheet: pages 26, exercises 4, 5 and 6
However, some weather sayings are often right. Vocabulary Consolidation Worksheet: pages 27, exercises 4, 5 and 6
… they aren’t always right.
6 Tell students to make a note of the answers, but don’t ask their
partner yet.
7 Ask individual students: How many questions did you get right /
wrong? Ask students to report back on their partner’s answers
(He got two answers wrong and three answers right.)
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238
Unit 8 GRAMMAR
4 Ask students what they can see in the photo in exercise 5. Elicit that
GRAMMAR OPTIONS it is a family on holiday by the beach. Elicit the first question and
● The grammar box gives a summary of the grammar areas that write it on the board. Get students to write the remaining questions
students will practise on this page. individually before checking with a partner.
on page 120. Answers
● Visual grammar presentation 1 Will the Ellis family go on a beach holiday?
2 Will they be there in summer?
3 Will they take the dog?
4 Will the children fly their kites?
Warmer 5 Will Mr Ellis wear shorts?
Ask students to look at the map of Ireland. Elicit the weather 6 Will Mrs Ellis need her umbrella?
phrases for the symbols. Then quickly revise the points of the
compass. Ask: Where is Galway? (In the west of Ireland) Where 5 When asking the questions, get students to focus on the rising
is Dublin? (south of Belfast). In pairs, get students to ask and intonation at the end of the question.
answer about other places on the map.
Answers
1 Tell students to look back at the grammar box to help them. Remind 1 Yes, they will. 2 No, they won’t. 3 No, they won’t.
4 Yes, they will. 5 No, he won’t. 6 No, she won’t.
them to use contracted forms.
Answers Teaching tip

1 will 2 won’t 3 will 4 will 5 won’t 6 will Use your fingers to remind students to use the contracted form
of will. This gives a clear visual prompt. First say the sentence
2 Do the first one with the class and elicit the answer. Get students to word by word with three fingers apart (I will go). Point to each
answer the other questions using the map. finger with the index finger of your other hand, as you say each
word. Then move two fingers together as you say I’ll go to elicit
Answers the contraction.
1 No, it won’t. 2 No, you won’t. 3 No, it won’t. 4 Yes, it will. To show the inversion of the verb and subject when forming the
5 Yes, they will. 6 Yes, you will. question, move one finger behind the other to show that you
have to change the order of the words. (I will go > Will I go?)
Teaching tip
6 Elicit a few examples from the class (France will win the next World
We often contract the subject and the auxiliary verb in the Cup. My brother will get married next year.), and write them on the
future tense (We’ll arrive later.), but learners sometimes have board.
difficulty hearing the /ll/ sound. You could try this exercise with
students to practise. Read out the following pairs of phrases,
and ask students to say in which one (a or b) they hear the
contraction ’ll: a) You’ll find it very comfortable. b) We find it very
comfortable. a) They have breakfast at the hotel. b) They’ll have 7 Encourage students to ask each other questions to develop a
breakfast at the hotel. a) We swim in the mornings. b) We’ll swim natural conversation. (A: I think France will win the next World Cup.
in the mornings. B: I disagree. I think Germany will win. Who do you think will win,
Martin?)
3 Get students to take turns asking and answering the questions. Answers Students’ own answers
Monitor round the class checking stress and intonation.
Answers Students’ own answers Continuous assessment

Extra activity Grammar Support Worksheet: page 50, exercises 4, 5 and 6
If students have weather applications on their phones, you could
get them to do the following activity. Say the name of a city
somewhere in the world and get the students to shout out what
the weather will be like there tomorrow, e.g. It’ll be 30° / sunny in
… tomorrow. The person who calls out first wins, and then gets to
choose a city.
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Unit 8 CHALLENGE
In this lesson students find out about tourist attractions in Teaching tip
Brighton, a seaside town on the south coast of England. They
Always try to get students to notice typical features of English in
plan an itinerary for a day out there, and present it to the class.
texts they read. For example, in the adverts they will find a lot of
Finally, they write a postcard about their day out.
adjectives. Also, point out the use of the imperative (Have a ride
on the wheel). Phrases like only £8 are typical of adverts too. It
makes the reader think they have a good deal.
Warmer
Ask students: Do you know where Brighton is? (on the south coast 4 3.22 Go through the phrases in Express yourself. Remind
of England). Ask them what they know about Brighton. Get them students that we use the -ing form after How about …? (How about
to look at the photos and say what they can see. Write the words going to …?).
pier, big wheel, go-kart and aquarium on the board and ask them
The expressions in Express yourself are available to listen to.
which photos they are in. Ask: Do you know any seaside towns in
your country which have a pier?
1 Get students to compare their ideas in pairs. Get class feedback. 5 After students have presented their plans to the class, discuss
which attractions were the most / least popular and why.
2 3.21 Transcripts page 246 Tell students they will hear three
people talking about some of the tourist attractions in Brighton. 6 Review typical postcard phrases. Then have students write a
Ask them to listen once to find out which attractions they are postcard to their friends, describing some of the tourist attractions
talking about. Then play the audio again and get them to note they saw and activities they did on their imaginary day out in
down the extra information they hear (that doesn’t appear on Brighton. Get them to exchange and read each other’s postcards.
the website).
Answers
1 Go-karting. It’s £20 per person, you only get 15 minutes, it’s not in the
town centre. Extra activity
2 The beach. The pier is on the beach, and you can hire a bike or take a
You could write the following postcard on the board, as an
train to the marina.
3 The Pavilion. It was a royal palace. There’s art, gardens and a example:
tearoom, and it’s only £6 if you’re under 16. Hi Sam.
We’re in Brighton! What a brilliant place! Weather is great and
there’s so much to do here. This morning, we went to the beach
Extra activity
and did some sunbathing. This afternoon, we’re going to do some
Write the following list of adjectives on the board, and ask shopping. Going to the Pier later for fish and chips :) Wish you were
students to find the things in the adverts which they are here. Miss you loads!
being used to describe: great, cheapest, exciting, fantastic, old, Love Tom
beautiful, famous, free.
Point out the features of informal English, such as exclamation
marks and smileys. Elicit which words are typically omitted in
postcards (articles and subject pronouns).
Answers
great – the view of Brighton
cheapest – tickets for the Sea Life Centre
exciting – go-karting Fast finishers
fantastic – the Pavilion Ask students to write an advert for an attraction in their town.
old – the Pavilion Use the adverts in the text to help them.
beautiful – the beach
famous – the Lanes / the Pier
free – the view of the town
3 Before students do this activity, you could quickly revise

expressions for talking about likes and dislikes, e.g. I’m very keen
on … , I really like… , I don’t find … interesting / enjoyable., I’m not very
keen on… , I don’t really like… .
241
242
Unit 8 INTERACTION
6 If students find this difficult, get them to write out their part of the
3.23 Express yourself contains a variety of useful expressions conversation first or make notes to help them. Encourage them to
for the situations in the dialogue. Some of them (but not all of use the phrases from the Express yourself box.
them) are used in the dialogue. They are available on the audio if
For further practice, get them to repeat the activity with a new
you want students to hear how they are pronounced.
partner. Monitor round the class and make a note of common errors
and good uses of English.
Warmer Answers Students’ own answers

Ask students: What are your plans for the weekend? Do you like
going out a lot or do you like staying at home? Do you have a
diary? Are you good at making arrangements? Do you speak to Extra activity
your friends to do this or do you send text messages? Get students Get students to fill in a planner for the week ahead, but leave
to discuss the questions in small groups. a few blank spaces. Tell them to imagine they are trying to
arrange to do something with a friend. Ask them to think of an
activity, and the day they want to do it. Get them to mingle with
1 Ask students what they can see in the picture. Elicit the words
other students and try to find someone who is free on the same
water park, slide, rubber dinghy. Get students to discuss the
day and wants to do the same activity. Model the activity and
questions in pairs. Check their ideas in feedback.
encourage students to use the expressions in Express yourself
and the present continuous. For example, A: Hi Anne, would you
Answers like to go ten-pin bowling on Saturday afternoon? B: No sorry,
1 They are at Nature Holiday Park. I can’t. I’m going shopping with my sister. A: What about Friday?
2 Students’ own answers B: No, sorry, I’m busy on Friday. I’m helping my dad paint the
garden shed. A: That’s a pity!
2 3.24 Transcripts page 246 Give students time to read the
questions carefully before they listen.
Answers
1 He suggests they go cycling.
2 He’s going canoeing with his parents.
3 He suggests they go roller skating.
4 He suggests they meet at two o’clock.
3 3.25 Transcripts page 246 Ask students to try and complete

the sentences before they listen again. Then get them to listen
and check.
Answers
1 the weather’s awful.
2 table tennis.
3 a picnic.
4 sunny
4 3.24, 3.25 Transcripts page 246 It might be easier to play the

conversations one at a time.
Answers
Do you want to… ?
I’m sorry, I can’t. I’m …
That’s a pity.
Would you like to… ?
What are you doing this afternoon?
Why don’t we… ?
That sounds great.
5 Get students to look at the flyer and discuss any unknown

vocabulary. Ask them to discuss in pairs which activities they like /
don’t like. Encourage them to use the phrases they know like I’m not
keen on … , I can’t stand … , I love … .
243
244
Unit 8 WRITING
6 Tell students to look back at page 83 for ideas of accommodation

Warmer and holiday types. You might want to quickly revise modes of
Put the students into teams for a game of charades. One person transport, including coach, plane, boat, car, train, campervan.
in each team turns their chair so they can’t see the board. Write
a holiday activity on the board, e.g. cycling. The other people in Answers Students’ own answers
the team have to act out the word to their team mates. The first
person to shout out the word wins a point. Another member
7 Tell students to write between 100 -150 words. They can look back
of the team takes their place in the chair, and takes a turn to
at the blog to help them. Monitor round the class and give help,
guess the word. Write a new word on the board, e.g. swimming,
as needed.
sunbathing, waterskiing, walking, cycling, horse riding, scuba
diving, kayaking, sightseeing, eating out.
They can finish their blogg off for homework.
The team with the most points at the end wins the game.
1 Get students to describe the photo. Ask them what sort of holiday
you can have in this place. Elicit a beach holiday. Ask students what Extra activity
activities they think you can do there (sunbathing, swimming, water
Get students to block out the name of the place they are going to
sports, relaxing).
in their blogs. In pairs, they read each other’s blogs and try and
guess the destination.
Answers
1 It’s a photo of Ithaca, a Greek island.
8 Invite students to present their blog entry to the rest of the class.
Get other students to feed back. Ask: Does the holiday sound fun /
2 Set a time limit so that students read quickly. When students have interesting / boring?
found the answer, ask: Who was Odysseus? (Greek king of Ithaca and
the hero of Homer’s epic poem the Odyssey). Answers Students’ own answers
Answers
Fast finishers
Odysseus
Tell students to write an email to a friend asking them about
3 Alternatively, ask the questions verbally as a memory quiz. their holiday plans this summer, and inviting them to come on
holiday with them.
Answers
1 Her parents and her best friend Molly.
2 She leaves on the 10thAugust.
3 She’s flying.
4 It’s in a village called Kioni.
5 You can go to the beach, go scuba diving and kayaking, and you can
hire a boat.
6 He wants to hire a boat and explore some of the other islands.
4 You could do this together with the class. Get students to call out
the sentences, then write them on the board. Highlight the position
of too and also with a different colour pen.
You could also draw students’ attention to the use of the verb to be
keen to (He’s keen to explore …). Remind them that we also use this
with the –ing form of the verb (He’s keen on exploring.) Discuss the
difference in meaning.
Answers
1 too 2 also
5 Do the first one together and elicit the answer. Get the students to
compare their answers afterwards. Get feedback.
Answers
1 also 2 too 3 also 4 also 5 too 6 too
245
Unit 8 TRANSCRIPTS
3.16 Student’s Book page 85, exercises 2-3 3.21 Student’s Book page 89, exercise 2
T = Teacher, B1 = Boy 1, G = Girl, B2 = Boy 2 G = Girl, B = Boy, M = Man
T I know lots of people are staying here in Brazil for the summer. 1 G The go-karting looks fun. What does it say?
We’ve got so many amazing beaches and nice weather so you’ll B It costs £20 per person, but you only get 15 minutes…
have a great time! But some of you are off to other countries. Oh, and it’s not in the town centre.
Who’s travelling a long way? Where are you going, Roberto? 2 M I want to swim, but what else can we do at the beach?
B1 I’m going to Australia. We’re staying on Bondi Beach! B Hang on, let’s see … well, there’s the pier, of course. I’d like to see
T Wow! Are you looking forward to it? that. And you can hire a bike or take the train to the marina.
B1 Of course! It will be an adventure holiday. It’s my first time on a 3 G And what’s at the Pavilion? Is it expensive?
plane, too. I’m flying for more than 24 hours! I’m going to sleep M Well, it was actually a Royal Palace. There’s lots of art and
on the plane and watch lots of movies. some amazing gardens. It’s got a tearoom, too. It’s only £6 if
T Oh, Alexandra, you’re leaving us, aren’t you? you’re under 16. That’s good.
G Yes, I’m going back to Argentina next week. I’m from the north
of Argentina, so it isn’t too far. We’re going to have a driving
holiday, so we can see lots of different places on the way home,
like Iguazu Falls. I’m looking forward to going home, but I’ll 3.24 Student’s Book page 90, exercises 2 and 4
miss you all.
T We’ll miss you, too. N = Nathan, E = Eric
B2 Mr Silva?
T Yes, Miguel? N Hey, Eric!
B2 I’m going to go to Europe - to Spain and England. E Oh hi, Nathan. How are things?
T That’s nice. I went camping in Spain once. N Good. What about you?
B2 Oh. This isn’t a camping holiday, Mr Silva. We’re staying in a E Yeah, great. I’m having a really good time here.
B & B in London and with some of dad’s friends in Barcelona. N Me too. This place is awesome. Hey, Eric, do you want to go
Anyway, it will be cold because it’s winter there! cycling this morning?
T Of course! I think it will rain a lot. E Cycling?
B2 Yeah, and maybe it will snow! N Yeah, I’m going with my sister Zara.
T Well, that was interesting. Have a good trip everyone and have E I’m sorry, I can’t. I’m going canoeing with my parents.
a great summer. See you all next year! N That’s a pity. They have great BMX bikes here.
B1 Thank you. E What are you doing this afternoon?
G And you. N Nothing special.
B2 Bye, Mr Silva! E Would you like to go roller skating?
N Yeah, fantastic! See you later.
E At about two o’clock?
N Cool.
So, here are the answers to the Travel Quiz.

The Taj Mahal is in India. What about the Great Wall? It’s in China
3.25 Student’s Book page 90, exercises 3-4
of course, the Great Wall of China. Number 3. The Grand Canyon is
in the United States. And the Leaning Tower of Pisa? It’s in Italy. And E = Eric, N = Nathan, M = Mother
finally – this is the highest waterfall in the world – the Angel Falls. It
E Hi Nathan.
is in ... Venezuela!
N Hi Eric.
E The weather’s awful.
N I know. It’s really raining.
3.20 Student’s Book page 87, exercise 9 E So... no roller skating this afternoon?
N No. But um ... why don’t we play table tennis?
E OK. That’s a good idea. See you in about half an hour?
B = Boy, D = Dad, M = Mum
N OK.
1 B Oh, no! E Bye.
D OK, come inside then! N Wait a minute. Eric!
2 M What a lovely day! E Yeah? What is it?
B Oh, the water’s really warm. Come on in! N There’s one other thing. My parents are having a picnic tomorrow
3 B Oh, not again! lunchtime. Do you want to come?
M Quick, go and get it. E That sounds great. Hang on, let me check with my mum and
4 B What was that? dad… Hey, Dad! Can I go to a picnic tomorrow afternoon?
Nathan’s parents are having one.
M Yes, of course.
E Brilliant… Nathan?
N Yeah?
E The picnic’s on!
N Fantastic.
E And let’s hope it’ll be sunny!
N Right!
246

1 B to give holiday advice about New Zealand 1 1 pack a suitcase 2 read a guidebook
2 1 Auckland – North 3 go to a market 4 buy souvenirs
2 Christchurch – South 2 D a school exchange trip to Munich
3 Wellington – North 3 1 F ; Dan is going on a school exchange trip; Nick is going to a theme
4 Nelson – South park on Tuesday.
3 1 holiday of a lifetime 2 24/7 2 T
3 suggestion 4 hire 5 stunning 3 F; He’s leaving for Germany this evening.
4 1 T 4 T
2 F; Auckland is on North Island and Christchurch is on South Island. 5 F; he’s going to stay with a family
3 T 6 T
4 T 7 F; He’s looking forward to seeing the football stadium.
5 F; It’s in the south 8 T
6 F; You can but you need to have a parent with you. 4 1 Because there’s no school; it’s a holiday.
5 1 I’m so excited! 2 He’s meeting them at school at eight o’clock this evening.
2 You’re so lucky! 3 It’s about 24 hours.
so makes the adjective stronger 4 He’s going to meet his exchange family and go back home with them.
5 T he Olympic Park, the BMW Museum, the Bayern Football
6 1 I’m so nervous! Stadium and a market.
2 They’re so happy! 6 He’s going to buy some German biscuits as a souvenir.
3 It’s so loud!
4 We’re so tired! 5 Students’ own answers

7 1 beach 2 hotel 3 campsite 4 campervan 1 The Sahara Desert and Lapland
5 bed and breakfast 6 adventure 7 skiing 8 youth hostel 2 1 disappointed
9 walking 10 driving 11 city 12 sightseeing 2 ancient
8 1 campervan (It isn’t a house/building.) 3 snowmobile
2 tent (A tent not a type of holiday.) 4 landscape
3 sightseeing (The others are all part of a camping trip.) 3 1 S 2 L 3 S 4 S 5 L 6 L
4 chalet (The others are all activities.)
5 adventure (The others are places to stay/accommodation.) 4 1 get it wrong; pronoun
6 cottage (The others are types of holiday.) 2 get cold; adjective
3 get the chance; noun
9 1 chalet 2 skiing 3 walking 4 sightseeing 5 camping
6 beach 7 campsite 8 tent 5 1 old
2 off
10 1 safari 2 city break 3 activity holiday 4 honeymoon 3 lost
5 house swap 6 working holiday 7 package holiday 4 home
8 excursion 5 angry
11 1 city break 2 safari 3 honeymoon 4 package holiday 6 back
5 house swap 6 activity holiday 6 1 home/back
12 Students’ own answers 2 off
3 angry
Workbook page 84 And students’ own answers
1 1 ’re leaving 2 ’re walking 3 ’re taking 4 are going

Workbook page 87
5 is visiting 6 ’re having 7 ’re watching
2 1 Are Max and Lola travelling to London by car? 7 1 stormy 2 sunny 3 cloudy 4 windy 5 icy
No, they aren’t. They’re travelling to London by bus. 6 raining 7 foggy
2 Are Max and Lola having lunch in a restaurant? It’s snowing.
No, they aren’t. They’re taking a packed lunch to eat in the park. 8 1 raining
3 Is Lola going to the Science Museum after lunch? 2 foggy
No, she isn’t. She’s going shopping with mum in Oxford Street. 3 sunny
4 Are Max and Lola having dinner at a Chinese restaurant? 4 cloudy
Yes, they are. 5 snowing
3 Students’ own answers 6 stormy
4 1 ’m not going to spend 2 ’m going to go 3 ’re going to stay 9 Students’ own answers
4 ’re going to do 5 ’re going to visit 6 ’m going to have 10 1 flood 2 hurricane 3 lightning 4 blizzard 5 thunderstorm
7 isn’t going to come 8 ’m going to feel 9 are … going to do 6 heatwave 7 tornado 8 drought
10 Are … going to go 11 1 blizzard; tornado 2 heatwave
5 1 Where are you going to go on holiday next year? 3 thunderstorm; hurricane; lightning 4 drought 5 flood
2 Who are you going to go with?
3 How are you going to get / travel / go there?
4 Where are you going to stay?
5 What are you going to do?
247
Workbook page 88 2 1 are you doing

2 Would you like to
1 1 won’t 3 That sounds great
2 will 4 Why don’t we
3 will 5 Do you want
4 won’t 6 I’m sorry
5 will 7 Don’t worry
6 won’t 8 Why don’t we
2 1 receive 9 Would you like to come
2 ’ll wear 10 Yes, I would
3 won’t come 11 How about
4 ’ll do 12 great
5 won’t be 3 1 F; He’s playing tennis in the morning.
6 won’t know 2 T
3 1 will be 2 will be able to 3 will stay 4 will have 3 F; It will be cloudy.
5 will sleep 6 will change 7 won’t need 8 will appear 4 T
9 won’t be 5 T
4 1 will travel / go 2 Will you stay 3 won’t 4 won’t be 6 F; Joel beat Ethan.
5 will you see 6 will see/ visit 7 Will, be 8 will 4 1 What are you doing tomorrow morning?
9 Will you buy 10 ’ll, buy 2 Do you want to go to the cinema tomorrow afternoon?
5 2 Will Ryan go to university? Yes, he will. 3 W hy don’t we have / What / How about having lunch at the
3 Will Ryan work in an ice cream shop in Italy? No, he won’t. Chinese restaurant next to the cinema before the film?
4 Will Ryan have children? No, he won’t. 4 What / How about going ten-pin bowling after the film?
5 Will Ryan start his own website? Yes, he will. 5 Don’t worry. That’s OK.
6 Will Ryan play football for his country? No, he won’t. 5 Suggested answers:
7 Will Ryan have a dog? Yes, he will. 1 That’s a great idea. / I’m sorry I can’t. 2 Yes, I do.
8 Will Ryan learn a foreign language? Yes, he will. 3 Yes, I would. 4 I’m watching TV. 5 That sounds great!
Workbook page 91
Workbook page 89 1 A also B too C too D also
Extra Challenge 2 1 B 2 D 3 C 4 A
Students’ own answers 3 1 N 2 Y 3 Y 4 Y 5 N 6 N
Webquest 4 Students’ own answers
1 It’s in Munster.
2 Volkswagen; VW
3 In December 1930, Pennant Hall, near Llanwrst in North Wales
4 They use wood.
5 It’s in St Petersburg, Russia.
6 It’s a tropical cyclone, like a hurricane, but that forms over the
Pacific Ocean instead of the Atlantic Ocean.
Puzzle
1 Clara is going to Edinburgh. It will be windy.
2 Seb is going to Dubai. It will be hot and sunny.
3 Esther is going to Stockholm. It will be cold and snowing.
4 Cameron is going to Berlin. It will be foggy.
5 Emma is going to Moscow. It will be icy.
6 Andy is going to Dublin. It will be cloudy and raining.
Workbook page 90
1 1 Do you want to / Would you like to do something this afternoon?
2 What / How about …?; Why don’t we …?
3 That sounds great.
4 I’m sorry, I can’t. I’m …
248
D = Dan, N = Nick, M = Mum
D Hi Nick! How’s it going?

N Good, thanks! I’m looking forward to next week … no school!
I’m just ringing to see if you want to come to the theme park
with me. My parents are going to take me on Tuesday.
D Oh! Thanks, Nick. I’d love to, but I’m going on the German
exchange trip to Munich.
N Oh yes, so you are! I completely forgot.
D That’s because you aren’t studying German this year.
N I know. Lucky me! So, when are you leaving?
D This evening. We’re meeting the rest of the class at school
at 8 o’clock.
N How are you getting to Munich?
D We’re going by bus.
N No way! Brighton to Munich by bus. That’s going to take days!
D Well, it’s about a 24-hour journey. But I’m sure it’ll be fun with
Max and Sam on the bus!
N I bet! But you’re going to be so tired when you arrive. So, what are
you going to do there?
D I think we’re going to meet our exchange families first and go
back home with them.
N Are you going to go to school there?
D I think so, but only for a couple of days.
N Cool! Are you going to go sightseeing?
D Definitely! I read the guidebook and I’m definitely going to visit
the Olympic Park and the BMW museum too. I’m also looking
forward to seeing the Bayern Football Stadium.
N Wow! I’m so jealous!
D Don’t worry, I’ll take a photo for you! I’m going to go to a market
too and I’ll buy some souvenirs for you … some German
biscuits maybe.
N Oh, thanks … you’re so kind! Are you ready to go?
D Sort of … I packed my suitcase last night.
M Dan … are you ready? It’s 7 o’clock. We’re leaving in half an hour.
D Sorry, Nick. Got to go!
N No worries! Have a good trip and I’ll see you when you
get back. Bye.
D Bye!
1 Why don’t we go canoeing tomorrow?

2 Do you want to play table tennis later?
3 Would you like to go roller-blading tomorrow afternoon?
4 What are you doing tonight?
5 How about having a film night at my house tomorrow?
249
9 Digital world Unit overview

● Digital technology: charger, e-reader, earphones, ● To learn and use vocabulary for talking about digital
keyboard, laptop, memory stick, mouse, printer, sat nav, technology (page 91) and everyday gadgets (page 95)
smartphone, speakers, ● To learn and use must / mustn’t for rules and obligation
● Everyday gadgets: alarm clock, calculator, controller, (page 94)
electric toothbrush, hairdryer, games console, mobile phone, ● To learn and use have to / don’t have to for obligation
radio, remote control, watch (page 94)
● Internet verbs ● To revise and practise auxiliaries do / don’t and did / didn’t
● Technology adjectives: digital, hand-held, mobile, (page 98)
smart, 3D ● To revise auxiliary be for present continuous (page 99)
● Face 2 Face: Have a look. Can I help you? I see. ● To practise using informal words and expressions
(page 101)
Grammar
Skills objectives
● Modals for rules and obligation: must / mustn’t, have
to / don’t have to ● To read and understand a webpage about online safety
● Auxiliary verbs: do / did, be (page 92)
● To listen to and understand a dialogue about electronic
equipment (page 95)
● To read and do a quiz about technology (page 96)
Pronunciation ● To discuss internet safety (page 93)
● must / mustn’t ● To practise making requests and accepting / refusing them
(page 100)
● To write an informal email (page 101)
Recycled language
● do / doesn’t in present simple negatives, questions and Assessment criteria
short answers
● did / didn’t in past simple negatives, questions and ● Students can use must / mustn’t / have to / don’t have to
short answers for talking about rules and obligations.
● Present continuous ● Students can use auxiliaries do / don’t, did / didn’t and be
● Students can recognize and use vocabulary for talking
about digital technology and everyday gadgets
● Students can pronounce must / mustn’t
online safety and a quiz about technology
● Students can listen to and understand a dialogue about
electronic equipment
● Students make requests and accept / refuse requests
● Students can write an informal email
250
Resources Go digital!
activities.
Listening
Reading and Writing page 138 ● Listening extra, page 95
● Reading to complete a text with the right grammar words
Writing
Listening comprehension page 139
● Short conversations practice
Grammar
presentation
251
252
Unit 9 READING
Warmer
Ask students: How long do you spend on the internet each day?
Do you have Wi-Fi at home? Are you allowed to use the internet
at school? What are the dangers of the internet? Do you think
you are addicted to it? How do you feel if you can’t get a Wi-Fi
connection? Get students to discuss the questions in pairs, then
get class feedback.
1 Set a two-minute time limit and make it into a competition. The

pair with the most ideas wins. Invite students to share their ideas in
class feedback.
2 3.26 The text is available to listen to. Discuss the meaning of the
title and get students to guess what the text is about. Ask students
if there were any ideas mentioned in the introduction that they
didn’t think of.
Extra activity
Write the following on the board: stream music, stream films,
chat, upload videos / photos, shop, play games. In groups, get
students to ask each other which of these they do regularly, and
how often. Elicit the questions they can ask, e.g. Do you regularly
stream music? How many times a week? Get a spokesperson from
each group to report back to the class. Summarise the results on
the board and find out which internet activities are the most /
least popular.
Teaching tip
The internet can be a useful tool for learning English. Encourage
students to use the internet to watch English films, listen to
music or interviews with famous people, and read English
newspapers online. These can all help develop students’
listening and reading skills.
253
254
3 Discuss the meanings of the headings and check any unknown

words. When students have matched the headings and tips, ask
Warmer
them if they think it is good / bad advice. Ask students: How many digital devices do you own? How many
digital devices do you have in your home? Which one do you use
Answers the most?
Don’t stay on sites you don’t like – 8
Use secure passwords – 3 7 Model the pronunciation of the words. Get students to match the
Have a rest – 9 words they know, then allow them to use a dictionary to match the
Be polite – 7 new words.
Think before you share – 6
Don’t share passwords – 4
Be protected – 1 Answers
Don’t believe all you read – 5 1 tablet 2 smartphone 3 sat nav 4 laptop 5 memory stick
6 earphones 7 keyboard 8 printer 9 speakers 10 e-reader
4 Get students to discuss the questions in pairs. Encourage them to 11 charger 12 mouse
add their own ideas and opinions.
8 Ask students to read the whole text through first, ignoring the gaps.
Answers Then get them to read again and fill in the gaps.
1 They mention your phone number, home or email address.
And students’ own answers Answers
2 Because millions of people can see them. 1 charger 2 printer 3 memory stick 4 speakers 5 earphones
3 You should respect people’s views. 6 sat nav 7 e-reader 8 tablet 9 laptop
4 They can contain viruses.
9 Put students in pairs or small groups to discuss. Get feedback and
find out which are the most popular devices.
Extra activity
In groups, get the students to read the internet tips again, and Answers Students’ own answers
rank them in order of importance. Then ask them to compare
their lists with another group. Get feedback.
5 Read Word Zone with the class and get students to think of other Teacher’s Resource Book
internet verbs, e.g. blog, email, chat. You could also discuss the Vocabulary Support Worksheet: pages 28, exercises 1, 2 and 3
nouns Google and Facebook, which some people use as verbs, e.g. Vocabulary Consolidation Worksheet: pages 29, exercises 1, 2 and 3
I googled it, I facebooked him.
Answers
stream
6 Elicit students’ ideas and opinions in feedback, and carry out a class
discussion, if you have time.
Extra activity
To review the internet vocabulary, write internet on the board,
and play ‘scrabble’. Think of a second word which shares one of
the letters with internet (tablet) and write it on the board. Get
students to take turns to add other words, until it is impossible
to add any more to the crossword.
T
A
B
L
I N T E RNE T
T
255
256
Unit 9 GRAMMAR

● The grammar box gives a summary of the grammar areas that Tell students that native speakers often use have to and must
students will practise on this page. interchangeably as the meaning is very similar, but they must
● The grammar is presented in a complete grammar reference be careful not to mix up don’t have to and mustn’t which
on page 121. have completely different meanings. (We use mustn’t when
● Visual grammar presentation something is not allowed and don’t have to when something is
not necessary).

Write these phrases on the board: wear jeans, eat food in the Ask students to produce a poster with rules for the English
classroom, run in the corridors, play football at break time, be classroom, using must / mustn’t and have to / don’t have to. Elicit
late for your lesson, shout in the classroom. Ask students which a few examples before students begin, e.g. You mustn’t be late for
of these things they are allowed / not allowed to do at school. the lesson. You must do your homework on time. You must learn
Ask: What other rules do you have at your school? Do you agree your vocabulary. You don’t have to speak in English all the time.
with them? You could display them on the classroom walls.
1 Ask students to complete the rules, then check answers in pairs.

Remind them to look back at the grammar box to help them, if Continuous assessment
necessary. Teacher’s Resource Book
As a follow up, ask them which of the rules they have in their school. Grammar Support Worksheet: pages 52, exercises 1, 2 and 3
Ask them which of the rules they think are good / bad. Grammar Consolidation Worksheet: pages 53, exercises 1, 2 and 3
Answers
1 mustn’t 2 must 3 must 4 mustn’t 5 must
2 For further practice, you could get students to write three rules for
the teachers, e.g. You mustn’t give homework!
3 Get class feedback. Ask students which they think are the most
popular / funniest rules.
4 3.27 Play the audio and drill the sentences. Draw students’
attention to the silent letters in the modal verb mustn’t (/mʌsənt/).
You could ask students to copy the sentences and underline the
stress as they listen. Elicit that must and mustn’t are both stressed.
5 Go through the example with the class. Have students complete the
other instructions, then check with a partner.
Answers
2 You have to open the printer door.
3 You don’t have to charge it right now.
4 You don’t have to use a mouse.
5 You have to remember to charge it.
6 With stronger students, you could try and elicit some rules of the
game before they read the text. Ask: What do you have to do to win?
Answers
1 has to 2 have to 3 has to 4 doesn’t have to 5 have to
6 have to 7 mustn’t
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TOEFL Junior ® CAMBRIDGE CAMBRIDGE
258
Exam Practice Exam Practice Exam Practice
Unit 9 LISTENING
5 Tell students about your favourite digital game. Encourage them

Warmer to ask you questions. Give them a few minutes to think about their
Ask students what they can see in the picture (two customers favourite games and make notes.
and a shop assistant in a shop which sells electronic equipment).
Ask them what they can see in the shop. Ask: Do you shop online Answers Students’ own answers
or do you go to the shops to buy things? What is the advantage
of buying electronic equipment in a shop? Elicit that you can get
6 Encourage students to ask questions about the headings in exercise
good advice about what to buy, and you can try things out.
5, e.g. How much is it? Why do you like it? and they can also add their
questions.
1 Invite students to share their ideas with the rest of the class. Ask
students to report back on their partner’s favourite game. Write Answers Students’ own answers
the names of students’ favourite games on the board, and discuss
which are the most popular.
Extra activity
Answers Students’ own answers In pairs, get students to think of a digital game, but tell them not
to tell their partner what it is. Their partner has to try and guess
2 3.28 Transcripts page 272 Explain that they are going to what it is by asking only yes / no questions, e.g. Is it for teenagers?
hear Jacob and his friend Suzi in a game shop, trying to decide Is it a sports game? Do you have to …?
what game to buy for Jacob’s cousin. Get students to look at the
table carefully before they listen, so they can work out what sort
of information (number, word, price) they need to listen for.
WORDS TO KNOW
Check that students know the following words: console, scratch
and controller.
Answers
Name of the game: Minecraft
Where do you play it?: online
Price: about £20
Age of players: 5+
Opinion: It’s fun

and the three options first before they listen. Play and pause the
audio, as needed. Get students to compare their answers in pairs.
Answers
1 A 2 C 3 B 4 B 5 C
Teaching tip
When checking answers with students in feedback at the end of
an activity, try not to acknowledge correct or incorrect answers
straight away. Ask other students if they agree or not with the
answers, and prompt peer correction.

students go to page 147, ask students which one means:
Let me show you. (Have a look.)
What would you like? (Can I help you?)
I understand. (I see.)
Answers
1 Can I help you? 2 Have a look. 3 I see
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260
Unit 9 READING
Warmer
Write a few controversial statements on the board such as:
Technology saves us time
Technology is dangerous
Wi-Fi should be banned in cafes and restaurants
Technology wastes time
Technology stops us communicating properly
In pairs, ask students to discuss whether they agree or not
with the statements. Remind them to use the expressions for
agreeing and disagreeing, e.g. That’s true, I agree / don’t agree, I
suppose so.
1 Ask students to rate their knowledge of technology. Ask them if they

think they are experts or technophobes!
2 Discuss the meaning of the title (techy means to be an expert in or

enthusiastic about technology, especially computers).
Get students to read the introduction and check they understand
the meaning of the word gadget. Elicit some of their predictions
about what they will read about.

Get students to do the quiz, then discuss in pairs. Get class
feedback. Ask students if they got the same answers as their
partner, but don’t confirm what the answers are at this stage. They
will hear the correct answers later in the lesson.
Teaching tip
Remind students to try and work out the meanings of any new
words from the context. Tell them that, in some cases, the new
word might appear in the text more than once. In this case, they
will find it useful to look at all examples, noting the words which
appear before and after the word in each case. For example, in
the quiz, the word gadget appears twice in the introduction and
once in the first question. Tell students to look carefully at the
context in each case:
1 Each year we see lots of new games and gadgets
2 What do you know about gadgets in the past and future
3 We often use initials … for gadgets. For example, … PC for
personal computer
Elicit from students what we can learn about the word from the
context. (The first sentence tells us that gadgets can be something
which are new, and appearing all the time. In sentence 2, we learn
that gadgets can refer to things in the past. In sentence 3, we
learn that a PC is a type of gadget.) This information should be
enough for students to have a good guess at a translation for
the word.
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262
4 Get students to correct the false statements.

Warmer
Answers Ask students: Which everyday gadget is most important to you?
Why? Elicit students’ answers and write them on the board to
1 False. The initials PC stand for personal computer.
find out which is the most indispensable gadget for your class.
2 True.
3 False. Most new computers are very small.
4 True. 9 Model pronunciation of the words for the gadgets before students
5 False. Jinha Lee is a designer. discuss them in pairs. Ask students to feed back to the class about
their partner’s gadgets. (Dario’s got a games console in his bedroom.)
5 3.32 Transcripts page 272 Create suspense by pausing
the audio just before the answer, and getting students to shout
out the answers they have before they hear the correct one. Ask Answers Students’ own answers
students which of them got full marks and can therefore describe
themselves as a techy! 10 Check students understand the verb plug in. Copy the table onto
the board, and get students to write the gadgets in the correct place
Answers in the table. Invite students to add other gadgets they know to the
categories in the table.
1 B 2 B 3 C 4 B 5 C
6 Before they read, get students to try and remember the Answers
collocations. You usually have to plug these in: hairdryer, games console, radio,
As a follow up, ask students to think of other word combinations alarm clock
with the adjectives, e.g. digital technology, 3D glasses, hand-held You can charge these: electric toothbrush, mobile phone
You have to put batteries in these: watch, remote control, controller
device.
11 To extend the activity, you could get students to write their own
Answers gapped sentences. In pairs, get them to read them out to each other
digital watch and guess the missing words.
hand-held calculator
mobile phone Answers
smart socks, smart glasses, smart phone
3D work space 1 hairdryer 2 remote control 3 controllers 4 electric toothbrush
5 alarm clock
Extra activity 12 Put students in new pairs and get them to play the guessing
game again. Monitor round the class and help with vocabulary,
In pairs, ask students to discuss which of the gadgets mentioned
when needed.
in the quiz they would like to try out, and which gadget they
would like someone to invent in the future.
7 Encourage students to use some of the adjectives form Word Zone.

Vocabulary Support Worksheet: pages 28, exercises 4
8 Tell students to try and correct their partner’s false sentences. Vocabulary Consolidation Worksheet: pages 29, exercises 4 and 5
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264
Unit 9 GRAMMAR

● The grammar box gives a summary of the grammar areas that It’s a good idea to try and personalise activities when you can,
students will practise on this page. so that students can relate the language to their own lives in a
● The grammar is presented in a complete grammar reference meaningful way. You could write personalised questions on the
on page 121. board and get students to discuss them in groups or pairs, or
● Visual grammar presentation discuss with the whole class.
4 Ask students what they can say about the people in the photos,
Warmer to revise vocabulary for personal description, e.g. Jez has got red
hair. He’s about 12 years old. Carmen wears glasses and she’s a very
Write the following question words on the board: Where …? happy person.
When…? What …? Put students into groups of four. Tell students
Then get them to choose a person and make notes about them.
they have to find out three pieces of information about two
other students in the class, using each of the three questions
words, e.g. What did you do yesterday? Where did you go on
Saturday? When did you do your maths homework? Then they
have to report back to their group and tell the other group 5 For further practice, students can repeat the activity with a new
members what they found out. They must use each of the three partner. Monitor round the class and listen out for common errors,
question words for each student they interview. especially mistakes with the auxiliary verbs. Get class feedback. Ask
students if they found the activity difficult.
1 Tell students to look out for time words (yesterday, today) to help
them know which tense to use. Extra activity
Remind them to use contracted forms. Students could ask and answer the same questions about a
member of their partner’s family, for example, a brother, sister
Answers or a cousin. (A: Where does your brother live? B: He lives in a flat
1 isn’t 2 didn’t 3 doesn’t 4 ’m not 5 aren’t 6 don’t in the city centre. What does he do in his free time? B: He goes
swimming in his free time.)
2 Go through the example together, then get students to do the rest
of the exercise individually before checking their answers in pairs.
Answers
2 Does Lucy like her mobile? Grammar Support Worksheet: pages 52, exercises 4, 5 and 6
3 Where is she going now? Grammar Consolidation Worksheet: pages 53, exercises 4, 5 and 6
4 Is her dad going to work at the moment?
5 What type of phone does Lucy want?
6 Do Lucy and her dad like the same phone?
3 3.33 Transcripts page 272 Ask the students to look at the

questions in exercise 2 again and try to guess what happens in the
story they are going to hear.
Answers
1 No, she didn’t.
2 No, she doesn’t.
3 She’s going into town.
4 No, he isn’t.
5 One with a really good camera.
6 Yes, they do.
Extra activity
Ask students: Did you ever drop or lose your mobile phone? Where
were you? What happened? What did you do afterwards? How did
you feel? Invite students to tell the class what happened.
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266
Unit 9 CHALLENGE
In this lesson, students play a jungle board game, using dice

and some coins as counters. They have to move their counters
along the board, completing language tasks as they go. If they
successfully complete the task, they can move on. The winner is
the player who gets out of the jungle first.
Give students dice and go through the instructions with the class.
With weaker classes, you could go through the tasks on the board
and elicit one or two ideas for each one, before they start the game.
When students have finished, get class feedback. Ask students:
Did you like the game? How did you do? Did you find the tasks
difficult? Which did you find easiest / most difficult? Who was the
best in your group?
Teachers tip
The game gives you a good opportunity to find out what
vocabulary and grammar students need to review. Monitor
round the class, listen and make a note of errors and areas of
weakness.
Extra activity
Get the students to design their own tasks for the board game.
In pairs or groups, get them to write different tasks for each of
the headings on the board, but practising a different language
point, e.g.Think of as many everyday gadgets as possible. Tell them
to go through their Student’s Book to find relevant language to
practise. They can either write the new tasks on separate pieces
of paper and put them on the relevant squares, or copy the whole
board game onto an A3 piece of paper, writing in the new tasks.
Tell them to play the game again, with the new tasks.
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268
CAMBRIDGE
Exam Practice
Unit 9 INTERACTION
3.34 Express yourself contains a variety of useful expressions for

Extra activity
the situations in the dialogue. Some of them (but not all of them)
are used in the dialogue. They are available on the audio if you want Get students to practise saying some of the phrases in Express
students to hear how they are pronounced. yourself, focusing on the correct rhythm and intonation.
Sometimes, a good way to practise them is to build the phrase
up from the end of the sentence, so they really focus on the
Warmer rhythm and intonation. Get them to repeat after you:
Ask students: What problems do you have with technology? … please?
Does it always work well? Get students to discuss in pairs their … pen please?
biggest disasters and most annoying experiences with … your pen please?
technology. Get class feedback and encourage extra discussion … borrow your pen, please?
if possible. … I borrow your pen please?
Can I borrow your pen, please?
1 Get students to look at the pictures and read the questions. Elicit
students’ ideas. 6 Model the activity with one of the students. Then get students to
act out the conversations themselves in pairs. Make sure they swap
Answers Students’ own answers roles. Encourage students to use the helpful phrases in the Express
yourself box. At the end, invite one or two pairs to the front to act
2 3.35 Transcripts page 272 Get students to read the sentences out their conversations.
before they listen, so they know what to listen for. Play and pause
the audio as needed. Check answers in feedback. Answers Students’ own answers
Answers
1 beatnik88 Extra activity
2 borrow Ask students to choose one of the expressions in Express yourself
3 security code and write a translation in their first language. Tell them to close
their books. Put them in pairs. Get them to exchange their
3 3.36 Transcripts page 273 Teach the words borrow and lend. translations with each other and remember the expression
Ask one of the students: Can I borrow a pen please? Then say to the in English.
student sitting next to them: Can you lend Eva a pen please? Check
students have grasped the meaning.
Get students to read the questions and guess the answers before
they listen. Then play the audio so they can check if their guesses
were right.
Answers
1 Hannah’s phone charger
2 this weekend
3 Because she needs it.
4 3.37 Transcripts page 273 Get students to read the sentences

and try to guess the endings before they listen. Play and pause the
audio, as needed.
Answers
1 e-reader 2 heavy 3 careful
5 Tell students to first try to complete the activity from memory. Then
play the audio and get them to check.
Answers
Sorry, but…
Excuse me.
Could I borrow … , please?
Sure, go ahead.
I’m sorry, but … .
Thank you very much.
That’s really kind of you.
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Unit 9 WRITING
7 Tell students to try and write about 100 words. Remind them to
Warmer divide up the email into paragraphs. Monitor round the class and
Ask students: When do you normally get new gadgets? When did give help where needed.
you last get one? Did you buy it yourself or did someone buy it
for you? What rules do you have at home for using gadgets and Answers Students’ own answers
electronic devices? Do you agree with the rules? Discuss in pairs.
Get feedback and continue as a class discussion.
Teaching tip
1 Get students to talk about the questions in pairs. Get feedback and When you give students writing tasks, always try to provide
find out which are the most popular gadgets. them with a model. This will not only give them ideas for the
content, but also examples of good language to use.
8 Tell students to save time at the end to re-read and edit their work.
2 Ask students why Ben is emailing Alfie (because he didn’t see him at This encourages good strategies for exams.
school and wants to check he’s OK).
Answers Students’ own answers Fast finishers

Ask students to write an email asking a friend if you can borrow
3 Ask students: Do you think Ben’s parents are being unfair? Why / Why their laptop for the weekend to take on a trip, as you need to do
not? Should children have rules for using hand-held devices and the some homework.
Internet, in your opinion?
Answers
1 True
2 False. Ben is emailing Alfie from his tablet.
3 False. Ben can’t take his tablet to school.
4 False. He mustn’t use his tablet for more than two hours each evening.
5 True
6 False. He thinks his parents’ rules are unfair.
4 Do this together with the class. Elicit the informal expressions and
write them on the board.
Answers
1 How’s it going?
2 Guess what?
3 Got to go!
4 Can’t wait to show you …
5 Find out how many students read books, as opposed to reading on

an e-reader or other device.
Get students to read the email quickly and find out why Chloe is
writing to Alice (to tell her about her new e-reader). Get students to
complete the email, then check answers in pairs.
Answers
1 How’s it going?
2 Guess what?
3 Got to go!
4 Can’t wait
6 You could brainstorm ideas with the class first. Tell students they
can choose a gadget from page 97.
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Unit 9 TRANSCRIPTS
J = Jacob, S = Suzi Z = Zac, A = Amelia
J I have to buy a birthday present for my cousin Logan. He likes Z I’m sure you’ll be good at this quiz, Amelia. Look … ‘How Techy
computer games but he’s only nine. He’s going to be ten next are you?’
week. What can I buy him? A Oh, I don’t know about that…
S I don’t know? What’s his favourite game? Z Come on, try it, I’ve got the answers here.
J He likes Minecraft. That’s his favourite. A OK then.
S Hmm, but that’s usually an online game. You don’t need a special Z So, Question 1.
console for it. A Oh that’s easy. It’s World Wide Web.
J I thought it was a free game, but it isn’t. It costs about £20. It’s Z Number 1 …Yes. You’re right. The answer is B, World Wide Web.
good for young players, though. You can play from about five Now, question 2.
years old! A Oh, I know that one! I love Mario. It was Nintendo.
S Yeah, and you can play with your friends. It’s fun! So, you have to Z Let me check … Yes, answer B.
find another game like that! A This quiz is too easy!
J Yeah… Z Well, try question 3.
A Er, I think it’s B. I know there are smart glasses .. and smart
watches. But there aren’t any smart socks!
Z Well, the answer is.. C. So smart socks exist!
3.29 Student’s Book page 95, exercise 3 A That’s weird!
Z Now try question 4.
S = Suzi, J = Jacob, A = Assistant A I don’t know the answer to that! I’ll guess … A, the digital watch?
Z The answer says …it’s B. The calculator came first.
1 S Hey, wait a minute. You don’t have to buy him a game. These A Oh dear!
little speakers are really cool. Z One question left. Question 5. What do you think?
J I like those. They’re brilliant. But they haven’t got a price on. A Oh, I saw that online. You can put your hands inside it. Answer C.
Excuse me. How much are these speakers? Z That’s right. So you got 3 out of 5 …that means, ‘Not bad.’
A They were £20, but now they’re £10. They’re in the sale
because we haven’t got a box for them. There’s a small scratch
on them, too.
J Oh dear. I can’t buy them for a present then. 3.33 Student’s Book page 98, exercise 3
2 A Can I help you?
J Yes, I’m looking for a present. L = Lucy, D = Dad, A = Assistant
A These new e-readers are great presents. Or this small tablet?
It’s only £99. That’s a special price for this week only. L I don’t believe it. My mobile’s not working. Again!
J Oh, I haven’t got that much money. It’s for my cousin. He’ll be D Well, you went to the beach yesterday... Did you drop it in the sea?
ten. L Dad! No. I didn’t!
A Ah, I see. Well, we’ve got some controllers here. That’s a useful D Is the battery flat?
present. L No. The battery’s fine. It’s just an old phone. I don’t really like it
J Hmmm…. any more. It’s for young children.
3 A Well, there are some great games, too. D Is it time to buy a new phone then? I know. You’re going to town
J Where are the new games? now, so I’ll come with you. We can look for a new phone.
A They’re on this shelf over here. Have a look. L Really? Oh, thanks dad.
S This one looks good. I like the picture! A Good morning. Can I help you?
A Yes, but the age range is a problem. You mustn’t give that to D Yes. We’re looking for a new phone for my daughter.
children under twelve. A I see. These are our new phones. This one is very popular.
J Yes, I see. L Has it got a really good camera?
4 J Ah! This one looks fun. A Yes. It’s got a brilliant camera. Try it!
A Yes, the Lego games are very popular. We sell 4 or 5 a day! L Wow!
J Is it OK for a ten-year-old? A It’s a very good price, too.
A Yes. It’s fine for anyone over seven years old. In this game you D That’s good news. Then we both like it. Do you want this
have to help a Lego person to save the world! one Lucy?
5 S Logan will love that. He’s got about five other Lego games, but L Yes, please. It’s amazing.
he hasn’t got this one. And he saw the movie. And it’s a really
good price, too. OK, I’ll take this one.
A That’s ten pounds, please.
S Thank you very much. 3.35 Student’s Book page 100, exercise 2
A Thank you.
H = Hannah, J = Jessica, S = server
H Jess, Can you connect to the internet?

J Wait a minute. Let me see. Um... no. You need a password.
H OK. I’ll ask. Excuse me?
S Yeah, can I help you?
H Could I connect to your wifi, please?
S Sure.
H What’s your wifi password?
S It’s beatnik88.
272
H Can you spell that? Workbook page 92

S Yeah, of course. That’s B E A T N I K. Then 88 in numerals.
H Thank you very much. Oh no, my battery’s died! Jess, can I borrow 1 C
your phone to send a text? 2 1 B 2 C 3 A
J Sure, go ahead. 3 1 G
eorge is worried about online safety for his email account and
H Oh hang on. Could you put in your security code? social media page.
J Yes, of course. Here you are. 2 Esther thinks she received a text message with a virus from a friend.
H Thanks. I’ll be quick. 3 M
arco wants to know what happens if/when a computer
J No worries. gets a virus.
4 Not all viruses are the same.
5 W
hen you create a password, it’s a good idea to use numbers and
letters that are important to you.
3.36 Student’s Book page 100, exercise 3 6 M
obile phones and computers need to have anti-virus software
to protect them from a virus.
E = Eric, H = Hannah
4 1 hack 2 protect 3 create 4 delete
E Sorry, Hannah, but could I ask you a question? 5 1 delete
H What? Sure. 2 create
E I’m going away this weekend. Could I borrow your phone 3 protect
charger, please? 4 hack
H Um, I’m sorry, but I need it.
E OK. No worries. Workbook page 93
H Why don’t you ask Jessica?
E OK. Yeah. I will. 6 1 tablet 2 printer 3 keyboard 4 mouse
5 charger 6 memory stick
7 1 sat nav 2 earphones 3 memory stick 4 tablet
5 mouse 6 charger 7 speakers 8 printer 9 smartphone
3.37 Student’s Book page 100, exercise 4 10 keyboard 11 laptop 12 e-reader
J = Jessica, E = Eric
9 1 scanner 2 files 3 software 4 broadband 5 wifi
E I’m going away next week. 6 window 7 screen 8 attachment
J Are you going somewhere nice? 10 1 screen
E Yeah, to the seaside. 2 window
J Cool. 3 an attachment
E Um Jessica, could I borrow your e-reader? 4 wifi
J My e-reader? 5 scanner
E Yeah, for when I’m on the beach. I love reading when I’m on 6 broadband
holiday but books are so heavy. 7 software
J Um, OK Eric. 8 files
E Thank you! That’s really kind of you.
J But be careful. And don’t get sand all over it. Workbook page 94
E I won’t. I promise!
1 1 You mustn’t talk in the library.
2 Students must ask permission before they use the printer.
3 You must leave your mobile phone here before you start the exam.
4 You mustn’t use the internet on your smartphone at school.
2 Follow these simple rules and stay safe online!
1 I mustn’t share my password with other people.
2 I mustn’t post any photos of myself online.
3 I must tell my parents when I think there is a problem online.
4 I mustn’t go online without my parents’ permission.
5 I must think carefully about things I say or post online.
6 I must respect other people’s views … even if I don’t
agree with them!
3 1 mustn’t reply 2 mustn’t give 3 must have 4 must ring
5 can take 6 must leave 7 can go 8 must ask
4 1 don’t have to go
2 have to revise
3 don’t have to do
4 have to finish
5 has to cook
6 have to visit
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5 A Do I have to put the paper in here? [3] Workbook page 98

B How often do I have to charge the laptop? [5]
C What do I have to do to print a document? [1] 1 1 don’t
D Do I have to click here to print the document? [4] 2 aren’t
E Do I have to switch on the laptop? [2] 3 doesn’t
4 didn’t
6 Students’ own answers 5 isn’t
6 ’m not
Workbook page 95 2 1 They aren’t designing a new computer.
1 1 stressed 2 credit card 3 browse 4 technophobe 2 The 3D printer didn’t win a prize.
5 brand 6 funky 7 scroll 8 shopping basket 3 My ICT teacher isn’t helping me with my Technology project.
4 My mum doesn’t like her new tablet.
2 • an end-of-year party 6 We didn’t open the attachment because it looked strange.
• shopping in town and online 7 I don’t listen to music on the radio.
• playing online games 8 My little brother didn’t break his electric toothbrush last night.
• browsing a website
3 1 A: Are you using your calculator now?
3 1 B 2 C 3 A 4 C 5 B B: No, I’m not. You can borrow it.
4 1 The battery is dead. 2 A: Did your parents buy an e-reader for your birthday?
2 She gets the charger. B: No, they didn’t.
3 You don’t have to stick to the shops that you usually go to. 3 A: Do your grandparents listen to the radio in the mornings?
That’s the beauty of the internet. You can shop anywhere! B: Yes, they do.
4 Because it’s a brilliant website with a lot of different brands 4 A: Is your laptop charging at the moment?
5 H e chooses a pair of red jeans and they put them in the shopping B: No, it isn’t.
basket and save it. 5 A: Does your electric toothbrush need a charger?
6 Because they need to talk to their parents and their parents can B: Yes, it does.
buy the jeans tonight. 6 A: Did you get a new watch for christmas?
B: Yes, I did. It’s so cool. Look!
4 1 Did
Workbook page 96
2 didn’t
3 Are
1 B 4 are 5 is
6 Are
2 1 chat 2 design 3 develop 4 release 7 am 8 ’m 9 Do
3 1 No; He’s American. 10 do
2 Y 5 1 When did
3 Y 2 What does
4 N; It’s the name of Thomas’s first app. 3 Who is
5 Y 4 Where do
6 N; He taught himself. 5 Why are
7 N; He’s got a pair and he wears them at home.
8 Y Workbook page 99
4 1 3D 2 app
5 1 email 2 TV 3 DVD 4 sat nav 5 CD 6 PC Extra Challenge
6 Students’ own answers Webquest
1 Sir Tim Berners-Lee
Workbook page 97 2 Info.cern.ch
7 1 games console 2 controller 3 alarm clock 3 Tennis for Two; William Higinbotham
4 electric toothbrush 5 remote control 6 watch 4 Atari computers
7 calculator 8 hairdryer 9 radio 10 mobile phone 5 1976; Steve Wozniak
6 operating system
8 1 calculator 2 games console 3 radio 4 electric toothbrush
5 watch 6 remote control 7 hairdryer 8 controller Puzzle
9 alarm clock 10 mobile phone 1 What do you have to do tonight?
9 Students’ own answers 2 What must you do at the weekend?
3 How many texts did you send yesterday?
10 1 iron 2 washing machine 3 tumble dryer 4 cooker 4 Does your teacher use a laptop?
5 microwave 6 vacuum cleaner 7 toaster 8 kettle 9 fridge And students’ own answers
11 1 iron
2 fridge Workbook page 100
3 kettle, toaster
4 vacuum cleaner 1 1 I’m sorry, but …
5 microwave 2 Thanks. / Thank you very much. / That’s very/really kind of you.
6 washing machine, tumble dryer 3 Excuse me … / Sorry, but …
7 cooker 4 Can I use …, please?
12 Students’ own answers 5 Yes, of course. / Sure, go ahead.
274
2 1 Excuse me 1.26 Workbook page 95, exercises 2–3

2 Can I connect
3 go ahead.
4 Could you tell me K = Kirsten, L = Leo
5 of course K So, little brother, are you ready for your end-of-year party?
6 Thank you L No. I have to wear something red so I can’t go.
7 Can I use K Just buy something red then, or borrow one of my red tops.
8 Sure, go ahead L Ha, ha, very funny! You know I hate shopping. It’s always so busy
9 Could you in town and I get so stressed.
10 of course K What about shopping online? It’s quick and easy. I’ll go and get
11 Thanks my laptop. Hang on, I need the charger. The battery is dead.
3 1 F; They’re going to is house tomorrow after school. L Kirsten, we don’t have a credit card to pay for things online.
2 F; They’re going to have a games competition. K Don’t worry! You don’t have to have a credit card and you don’t
3 T even have to buy anything. You can just browse a few websites
4 T and get some ideas.
5 T L I don’t know where to start.
6 F; He can go to Ben’s house for the competition. K Oh Leo, you’re such a technophobe! What do you do on your
4 1 Excuse me, can I borrow your calculator? computer?
2 Can / Could I use your mobile phone, please? L I play games and I definitely don’t do any shopping.
3 Can / Could you put in your security code, please? K Right, let’s teach you a few things about shopping online right
4 Thank you very much. now. You don’t have to stick to the shops that you usually go to.
5 C an / Could you tell me where the calculator is on your That’s the beauty of the internet. You can shop anywhere! Let’s
mobile phone? try BuyMe.com.
L What’s that?
5 Suggested answers: K It’s a brilliant website with loads of different brands.
1 Yes, of course. / Sure, go ahead. / I’m sorry, but I’m using it just now. L I see …
2 Yes, of course. / Sure, go ahead. / I’m sorry, but I’m using it just now. K What kind of thing did you have in mind?
3 Yes, of course. L Something funky and obviously red.
4 Yes, of course. / Sure, go ahead. / I’m sorry, but I’m using it just now. K OK, you’ll have to choose the colour, the size and the type of
5 Yes, of course. clothing and then the brand.
L Er … let’s go for red jeans, and I don’t mind which brand. You choose.
Workbook page 101 K OK. Here you go. There are 42 red things to choose from. It’s all
1 A Got to go! yours! Have a look.
B Can’t wait to see you tomorrow L Right give me the mouse and let me scroll down.
C How’s it going? L OK, sorted! I’ll have those red jeans. They’re perfect!
D Guess what? K Cool! Let’s put them in the shopping basket and save it. We can
talk to Mum and Dad when they get home and then they can
2 1 How’s it going?
buy them tonight.
2 Guess what?
L Thanks, Kirsten! You’re a lifesaver!
3 Got to go!
4 Can’t wait to see you tomorrow.
3 1 Kirsty was there but Ruby wasn’t.
2 Because she saw a poster at school that looks really interesting. 1.28 Workbook page 100, exercise 5
3 He wants students to re-design the school website.
4 Students have to send their ideas to the headteacher by the end 1 Excuse me, can I borrow your tablet, please? I just want to check
of term. They must have a clear idea of what the problems are something.
with the website at the moment. They mustn’t spend any money 2 Can I use your hair dryer? I forgot mine.
but they can ask other people for help. 3 Could you tell me what your wifi password is, please?
5 She tells her not to tell anyone about their plan because it’s a secret. 4 Could I borrow your memory stick, please? I can’t find mine.
4 Students’ own answers 5 Sorry, but can you turn the radio off? I can’t concentrate.
275
276
Units 7–9 REVIEW
4 Before they read the article, give students a couple of minutes to

Warmer read the sentences and try to guess the missing words.
Write the countries Lapland and Ecuador on the board.
Put the class into an even number of groups. Ask half the groups Answers
to brainstorm ideas about Lapland, and the other groups to
1 rebuild
brainstorm ideas about Ecuador. When they have finished,
2 six nights
get each of the Lapland groups to join with an Ecuador group, 3 a wilderness guide
and exchange information. 4 smallest countries
5 scuba diving
6 adventure
1 Give students about five minutes to do this. Afterwards, ask
individual students to tell the class what they have learned about
one of their classmates’ holidays. Extra activity
In pairs, ask students to imagine they went on one of the
holidays in the article, either to Lapland or Ecuador. Get them to
ask and answer questions about each other’s holiday. They can
2 Ask students which holiday looks most fun. use the questions in exercise 1 or their own questions.
3 Get students to do this individually, then compare their tables with

a partner.
Answers
1 family winter adventure
2 action-packed adventure holiday
3 snow and ice hotel
4 eco-friendly hotel
5 snowmobile
6 snowshoeing
7 white water rafting
8 sea kayaking
277
278
5 Model pronunciation of the words, and draw students’ attention to

the silent consonants in pen knife and whistle. Ask students what
Warmer
you can use these things for, e.g. to see in the dark, to light a fire, to Write the following quick quiz on the board, and get students to
find your way. guess the answers.
1 Dublin has a population of around a) 520,000 b) 700,000.
Answers 2 It is the capital of a) Ireland b) Northern Ireland.
3 It occupies an area of around a) 300 km2 b) 115 km2.
A torch B matches C compass D whistle E batteries 4 The main language is a) Irish b) English.
F pen knife G first-aid kit H map
6 3.38 Transcripts page 280 Remind students to read all the Answers
questions before they listen. Pre-teach the word rucksack.
1 a
2 a
Answers 3 b
1 She goes to extreme environments like the mountains, the jungle 4 b
and deserts.
2 She advises them to take a map and a compass. 1 If students need prompting, write a few key topics on the board, e.g.
3 Because you might not be able to charge them. famous people, language, history, weather, location.
4 She mentions building a shelter, cutting rope and making fires.
5 You can communicate with whistles. Answers Students’ own answers
7 If necessary, brainstorm ideas with the class first. Elicit the

following words: hairdryer, mobile phone, electric toothbrush, coffee
2 Get students to discuss in pairs. Invite them to share ideas from
exercises 1 and 2 with the rest of the class. Don’t confirm students’
machine, laptop, tablet, MP3 player, TV, calculator, games console.
guesses at this stage. Wait until they watch the video.
8 When guessing, students should use questions and short answers

3 Play the video. Then discuss the answers to exercises 1
▼
with be. Is it a…? Yes, it is. / No, it isn’t. Afterwards, get each group to
and 2. Ask students what new information they learned about
vote on the most useful gadget. Ask one member of the group to
Dublin from the video.
feedback to the rest of the class. Write a short list on the board, then
carry out a class vote.
Answers
The river: The River Liffey runs through the centre of Dublin.
Vikings: Dublin started as a Viking settlement in the 9th century.
The zoo: The zoo is in Phoenix Park, and is the most popular
visitor attraction.
Trinity college: is Dublin’s best university.
Traditional music: you can hear a lot of Irish traditional music in the
bars in Dublin, and a lot of famous musicians come from there.
4 In pairs, first get students to answer the questions from

▼
memory. Then play the video again for students to fill in any gaps.
It may help to pause the video after each answer to give them time
to complete their answers.
Answers
1 It is called the River Liffey.
2 The famine came in the 19th century.
3 They went to Britain or America.
4 Dublin zoo is located in the park.
5 There are around 5 million books.
5 Follow this up with a class discussion.
FIND OUT
Encourage students to choose a range of different parks. When
they finish, get them to exchange their paragraphs with a
partner who has chosen a different park.
279
3.38 Student’s Book page 103, exercise 6 Video Student’s Book page 103, exercises 3–4
▼
A = Andrew, M = Maxine Dublin is on the east coast of Ireland. It is the capital city of the
Republic of Ireland. Dublin sits on the River Liffey, which runs
A Welcome again to another ‘Gone Wild’. I’m Andrew Cooper and through the centre of the city.
with me on today’s show is survival expert Maxine Hudson.
Maxine is going to be talking to us about essentials for Dublin has a long and often difficult history. It started as a Viking
wilderness survival. Good afternoon, Maxine. settlement in the 9th Century, and grew in the Middle Ages. Plague
M Hi, Andrew. It’s great to be here. came to Dublin a number of times, and thousands of people died.
A Maxine, you are often in extreme environments like jungles, Then in the 19th century, the potato famine devastated all of Ireland.
mountains and deserts, and it can often be very dangerous. What The potato plants died of disease. Without potatoes, people had very
items do you have in your rucksack that you never leave home little to eat and many didn’t survive. A lot of people left Dublin at this
without? time to start a new life in Britain or in the USA.
M When you go exploring, certain items can help save your life.
Not everyone will go to extreme environments like I do, but even You can visit a memorial to the people who lived through the potato
if you go walking locally, in the countryside, up mountains or famine. Today, Dublin is a safe, modern and clean city. There are
in forests, there are a few essentials you must always take. For lots of great places to visit. You can go to Phoenix Park, which is one
example, like a map and compass. of the largest walled city parks in Europe. Dublin Zoo is located in
A I always take my smart phone because it has both. the park and it is the city’s most popular visitor attraction. Or you
M It does, but don’t only rely on technology like sat navs and smart can visit Trinity College, Ireland’s best university and its impressive
phones because you won’t be able to charge them if you’re stuck library with around 5 million books.
somewhere for a few days.
A Good point. Dublin is famous for its friendly atmosphere. There are hundreds
M Also have a small first-aid kit, matches and some extra food and of cafes and pubs, and you can often hear traditional Irish music.
water with you. Many famous musicians come from Dublin, such as 80s stars U2
A Is there anything else that people might not think to bring but and Sinead O’Connor and more recently, The Script. So, with great
are essential? music, interesting history and beautiful buildings, you’re sure to
M Definitely bring a sharp pen knife, as it has many uses. You can love Dublin.
use it for cutting rope, building shelters and making fires. I also
always pack a torch with spare batteries. If you are in a survival
situation, you need something to help communicate with
people, so whistles are very useful.
A Thanks a lot for all your tips, Maxine. Remember everyone, have
fun but keep safe.
280
▼
1 1 spider camel lion coyote
2 head shoulder elbow knee Ireland is a green and beautiful island. From the wonderful lakes of
3 cottage chalet tent bed and breakfast Killarney, the cliffs of Moher, Connemara and the Giant’s Causeway
4 icy stormy sunny cloudy in the north, it’s easy to see why people love Ireland.
5 laptop smartphone tablet printer
6 alarm clock calculator radio hairdryer But over hundreds of years, many people have left Ireland to start a
And students’ own answers new life in another country. The population of Ireland was 8 million
in 1841. During the potato famine in the 19th century, many people
2 1 mosquito died, but many more left because there was so little food. By 1921,
2 fingers the population was just over 4 million. They travelled on boats to the
3 skiing UK, Australia, Canada or the USA.
4 foggy
5 keyboard In the USA today, 34.5 million people have some Irish blood … that’s
6 watch 11.1% of all Americans. It’s even true for Barack Obama. His great
3 1 I’m going to buy an electric toothbrush so my teeth are really grandfather was Irish. In the UK, 10% of people have at least 1 Irish
clean. grandparent. Liverpool, in the north-west of England is near Ireland
2 Will we see any snakes at the zoo tomorrow? and so it was a popular city for the Irish to make a new home in.
3 Look! That bird’s got really colourful feathers. Famous Liverpudlians with Irish blood include footballer Wayne
4 It’s really cold. Is it snowing outside? Rooney who has Irish grandparents. And all of the Beatles, except
5 Eagles have got very big wings. Ringo, had some Irish blood.
6 We’re going to stay in a youth hostel next weekend.
The influence of the Irish can be seen and heard in all of these
4 1 C You mustn’t eat in the classroom. places. The Irish celebration of St Patrick’s Day on March the 17th is
2 F There aren’t any camels in the zoo. very popular all over the world, especially in America and Canada.
3 D Are your parents going to rent a cottage this summer?
4 E It will be sunny tomorrow. Irish pubs serving traditional food and drink, such as Irish stew with
5 B Do you like adventure holidays? potatoes, are found in many cities around the world. So all those
6 A Stevie’s coming with us to the beach at the weekend. people who left the Irish countryside or the city took a bit of Ireland
5 1 How many legs has a spider got? with them to their new homes around the world.
2 My best friend is going to look after our cat next week.
3 You don’t have to book your holiday now.
4 Help! There’s a mouse under the table.
5 We didn’t go on holiday last year.
6 Did you bring any food for the animals?
7 I must talk to my parents about their summer plans.
8 There isn’t much time to go sightseeing now.
9 It isn’t going to be windy tomorrow.
10 There are a few lizards in our garden because it’s a sunny day.
6 1 We’re playing / going to play basketball tonight.
2 My weather app says it will be hot and sunny tomorrow.
3 Does your sister enjoy taking photos on her phone?
4 Next week, I’m going to buy an e-reader.
5 Greg doesn’t like horses.
6 Where did you go on holiday last summer?
Workbook page 103

7 1 C ’m flying
2 A a lot of
3 B mustn’t
4 C have to
5 B some
6 C I’m going to
7 A ’ll see
8 B a few
9 A will the weather be
10 C won’t
Video
2 1 Many people died during the potato famine and many left the
country because there wasn’t enough food.
2 his great grandfather
3 10%
4 It’s a city not very far from Ireland.
5 17th March
281
282
Review Unit 1 ANSWERS and WORKBOOK ANSWERS
Student’s Book page 104 Workbook page 104

1 1 enjoy Crossword
2 can’t stand Across
3 fantastic 3 into
4 horrible 5 sleepover
5 like 7 studies
6 love 9 Good
7 hate 10 What
8 keen on
Down
2 1 love 1 Does
2 favourite 2 doesn’t
3 keen on 4 turn
4 fantastic 6 Pleased
5 into 8 stand
3 go: bowling, shopping Error correction
go for: a bike ride, a swim
go to: the beach, the gym 2 My brother studies French at university.
have: a barbecue, a picnic 3 What TV programmes do you like?
play: a musical instrument, football 4 Do you go shopping with your friends at the weekends?
5 What’s the time?
4 1 go for 6 Does your dad work in a school?
2 play 7 We aren’t keen on dancing.
3 go to 8 ‘This is my friend, Luca.’
4 have ‘Nice to meet you, Luca.’
5 goes
5 1 get
2 talk
3 makes
4 do
5 have
6 listen
7 goes
8 works
9 have
10 love
6 1 My sister doesn’t like rock music.
2 Matt watches cartoons on a Saturday morning.
3 I go to the gym at the weekend.
4 Paul and Jack don’t like shopping.
5 Chloë plays a lot of games online.
7 1 E 2 A 3 D 4 C 5 B
8 1 What music do you like best?
2 Which beach does Elena go to at the weekend?
3 Where do you go for a run?
4 How much do swimming lessons cost?
5 When does the film start?
9 3.39 Play the track once through without stopping. Tell students
to write what they remember. Then play the track again and pause
for a short time after each sentence.
I’m keen on dancing and I love pop music. I go to dance lessons

every Monday evening. It’s fun!
283
284

1 1 do 2 have 3 use 4 have 5 play 6 play 7 do 8 do Crossword
9 act 10 read Across
2 1 have lunch 2 slowly
2 acts in a play 3 Art
3 do experiments 5 Geography
4 use a computer 8 always
5 play chess 9 break
3 1 Maths Down
2 English 1 never
3 Geography 2 Sorry
4 History 4 homework
5 Art 6 can
6 Science 7 use
7 Technology Error correction
8 Citizenship
9 Music 2 ‘Can you play chess?
10 Drama ‘No, I can’t.’ / ‘Yes, I can.’
3 Marco is always late.
4 1 History 2 Maths 3 Music 4 Art 5 PE 4 We sometimes read a book before break.
5 1 Lucy can’t play chess. 5 How do you spell that?
2 Martin can speak three languages. 6 What time do you have lunch at school?
3 Kate can ride a horse. 7 Sophie can’t skateboard.
4 Ryan can’t do his homework.
5 Sophie can bake cakes.
6 1 can’t chat
2 Can … make
3 can have
4 Can … help
5 can’t play
7 2 We often do experiments in science class.
3 Do you always clean your teeth before bed?
4 My sister never plays games on the computer.
5 Do you sometimes worry about exams?
8 1 My friends and I always play chess after school on Wednesdays.
2 Simon never rides his bike to school.
3 I often get up late at the weekend.
4 Our teacher isn’t often late to class.
5 Sometimes my brother forgets his homework.
9 3.40 Play the track once through without stopping. Tell
students to write what they remember. Then play the track again
and pause for a short time after each sentence.
My favourite subject at school is Science. It’s the first lesson on

Tuesday morning. We often do experiments. They’re great!
285
286

1 2, 4, 5, 3, 1 Crossword
2 1 twenty past ten Across
2 five past eight 2 aren’t
3 quarter to seven 5 January
4 quarter past eleven 6 go
5 four o’clock 8 interested
6 twenty-five to three 10 making
7 ten to eight Down
8 two o’clock 1 past
9 five to nine 3 enjoying
10 ten past three 4 o’clock
3 1 January 7 October
2 February 9 doing
3 March Error correction
4 April
5 May 2 What’s the time?
6 June 3 Amal is having dinner.
7 July 4 ‘Are you watching TV?’
8 August ‘Yes, I am.’
9 September 5 Is your birthday in July?
10 October 6 I usually walk to school.
11 November 7 Are you enjoying the party?
12 December 8 What kind of music do you like?
4 1st - first
2nd - second
3rd - third
4th - fourth
10th - tenth
18th - eighteenth
23rd - twenty-third
31st - thirty-first
43rd - forty-third
50th - fiftieth
5 1 Are people singing traditional songs?
2 Selina and Lindsey are making decorations for the party.
3 We are watching the fireworks from our garden.
4 It isn’t snowing anymore.
5 I am waiting for the celebrations at midnight.
6 1 What is happening in London now?
2 Are your family having a party at home?
3 How many countries are celebrating New Year now?
4 What is your dad preparing in the kitchen?
5 Are you feeling excited about the party?
7 1 at the weekends
2 having
3 ’m wearing
4 put on
5 at the moment
8 2 We don’t wear a uniform to school.
3 We don’t usually dance in the street.
4 She isn’t coming to the dance lessons this evening.
5 Thousands of people go / are going to the fireworks in London.
9 3.41 Play the track once through without stopping. Tell
students to write what they remember. Then play the track again
and pause for a short time after each sentence.
It’s midnight and we’re watching the New Year’s celebrations.

Fireworks are exploding in the sky. It’s incredibly noisy, but it’s a
fantastic atmosphere.
287
288

1 1 G 2 D 3 A 4 I 5 B 6 H 7 C 8 E 9 J 10 F Crossword
2 1 Indian Across
2 Spain 2 easier
3 Australia 4 Japanese
4 Turkish 7 than
5 Russia 8 hilly
6 Germany 9 modern
7 Canadian 10 else
8 France 11 get
9 Mexican Down
10 Irish 1 colourful
3 1 old 2 colourful 3 hilly 4 clean 5 flat 3 Ireland
4 1 low 2 old 3 clean 4 hilly 5 wide 5 plan
6 change
5 1 tastier 9 most
2 longer
3 more exciting Error correction
4 healthier 2 The Great Pyramid is bigger than the Statue of Liberty.
5 better 3 Is your brother taller than Greg?
6 1 A city holiday is more interesting than a beach holiday. 4 My grandma is very old. She’s 95!
2 ICT is easier than History. 5 Is this the most colourful building in the city?
3 A shopping centre is bigger than a supermarket. 6 This is the busiest street in the town.
4 Greece is hotter than the UK. 7 What can I get you?
5 Canada is nearer to the North Pole than India. 8 That’s £5.25, please.
7 1 the oldest
2 the most interesting
3 the scariest
4 the best
5 the most expensive
8 2 Oakwood Park has the longest opening hours.
3 World of Adventures has the highest ride.
4 Oakwood Park has the fastest ride.
5 Oakwood Park has the cheapest ticket.
The Great Wall is in the north of China. It’s the longest wall ever
built in the world. It’s around 6300km long and at the highest point
it’s around 8 metres high.
289
290

1 1 hotel Crossword
2 restaurant Across
3 cinema 1 How
4 theatre 4 restaurant
5 park 6 ago
6 library 7 drove
7 stadium 8 were
8 university 9 went
9 hospital 10 last
10 museum
Down
2 1 library 2 university 3 cinema 4 hotel 5 hospital 1 hurried
3 leave - left 2 stadium
run - ran 3 Take
have -had 5 Excuse
give - gave 9 wasn’t
get up - got up Error correction
drive - drove
go - went 2 There was a concert at the stadium last night.
take - took 3 I was at the museum two days ago.
see - saw 4 We walked to the train station to catch a train.
meet - met 5 They ran to school because they were late.
6 We went to the shopping centre yesterday.
4 1 went 2 met 3 left 4 saw 5 took 7 How do I get to the hospital?
5 1 A famous footballer was outside the stadium yesterday. 8 Go straight on.
2 We were at a rock concert two days ago.
3 Why wasn’t Jim at school last week?
4 There weren’t any students at the library this morning.
5 Where was Angela yesterday?
6 1 D 2 A 3 E 4 B 5 C
7 1 watched
2 fell off
3 found
4 sat
5 arrived
8 2 Valerie ate fish and chips by the seaside three weeks ago.
3 Sally made a cake for Lisa’s birthday last night.
4 Rob bought a present for his mum yesterday afternoon.
5 Marta dropped her popcorn on the floor yesterday evening.
Last weekend, I stayed with my brother in Liverpool. He’s a student

at university there. It’s a fantastic city! We went shopping at the
new shopping centre in the morning and watched a football
match at the stadium in the afternoon.
291
292

1 1 jacket Crossword
2 trousers Across
3 socks 3 clock
4 trainers 5 Where
5 earrings 6 diary
6 skirt 7 had
7 jumper 8 belt
8 shirt
9 hat Down
10 scarf 1 Lucky
2 picture
2 Clothes: trousers, socks, skirt, jumper, shirt 4 scarf
Accessories: earrings, hat, scarf, trainers, jacket 5 way
3 1 comb 2 clock 3 blanket 4 diary 5 plate 6 didn’t
4 1 cushion 2 camera 3 lamp 4 cups 5 jewellery 9 eat
5 1 didn’t visit Error correction
2 didn’t go 2 Eliza didn’t buy a new coat yesterday.
3 didn’t drink 3 Did Lucy and Tim go to the beach last Saturday?
4 didn’t stay 4 Did Josh go to the museum with you?
5 didn’t wait 5 What did you do last weekend?
6 1 Did you buy those earrings yesterday? 6 When did your brother leave home?
2 Did your brother go to the exhibition last week? 7 Who did you see at the party last night?
3 Did you and Kyle take lots of photos on holiday? 8 Why did they leave school at 10 o’clock?
4 Did Georgia travel by bus at the weekend?
5 Did you try the pepperoni pizza at the restaurant last night?
7 1 How 2 Why 3 Who 4 What 5 How
8 2 What did you buy at the shopping centre?
3 Who did you got to the art gallery with?
4 How did you travel to your cousin’s house?
5 What did you do on Saturday? / When did you go to the football
match?
My granddad left home when he was 16 years old and moved to

the city. He didn’t have much money. He just had the clothes he
had on, an old shirt, jumper, trousers and cap, and a picture of his
family. He had nowhere to stay and missed his parents, but he
wanted to see the world.
293
294

1 1 spider Crossword
2 lion Across
3 snake 1 some
4 coyote 3 lot
5 horse 6 mosquito
6 lizard 8 wings
7 eagle 10 any
8 bat 11 think
9 scorpion
10 mouse Down
2 elbow
2 1 camel 2 crocodile 3 spider 4 bat 5 eagle 4 much
3 1 wing (humans don’t have them) 5 disagree
2 face (we have two of all the others) 6 many
3 feather (humans don’t have them) 7 snake
4 hand (the others are all part of the leg) 9 isn’t
5 hand (birds don’t have them) Error correction
4 1 D 2 A 3 C 4 B 5 E 2 There are some rhinos in the zoo.
5 Countable: banana, chicken, egg, meal, slice, tomato 3 We haven’t got any water for the children.
Uncountable: homework, information, money, news, pasta 4 How many legs has a spider got?
6 1 any 2 some 3 some 4 some 5 any 5 We haven’t got much time to see the animals.
6 There are a lot of people at the zoo today.
7 2 How much juice have we got in the fridge? 7 Rob saw a few lions on his safari trip. They were amazing!
3 How many legs has a spider got? 8 Don’t be silly!
4 How many sandwiches are we taking with us?
5 How much food do bears eat?
8 1 a few
2 much
3 many
4 a little
5 a lot
Last week, rescuers found 25-year-old Robert Brown, who was lost
in the mountains. One day he decided to go for a walk, but got lost
in a snowstorm. He slept under a tree and worried about bears.
The temperature was minus two degrees. The police searched for
two days and finally found him in a cave. Robert survived by eating
sweets.
295
296

1 Type of holiday: adventure, beach, city, sightseeing, skiing, walking Crossword
Type of accommodation: B&B, campervan, cottage, hotel, tent, Across
youth hostel 4 won’t
2 1 tent 2 sightseeing 3 walking 4 B&B 5 youth hostel 5 Are
3 1 sunny 2 cloudy 3 windy 4 foggy 5 icy 6 raining 6 Would
7 snowing 8 stormy 7 sightseeing
9 don’t
4 1 sunny 2 icy 3 snowing 4 foggy 5 raining 10 Will
5 The Smith family are going to Switzerland. They’re going to stay in a 12 going
chalet. They’re going to travel by car. They’re going to go skiing and
Down
walking. It’s going to be snowy and icy. It isn’t going to rain.
1 raining
6 2 Are you going to stay in a tent? E 2 sounds
3 What activities are you going to do there? C 3 chalet
4 Are you going to travel by plane? A 8 snowing
5 What are you going to eat? D 11 foggy
7 1 will be Error correction
2 will take 2 Are you travelling / going to travel by plane?
3 won’t go 3 We’re going to visit / visiting my grandma in hospital tomorrow.
4 will stay 4 What’s the weather like today?
5 won’t have 5 Don’t worry! We won’t be / aren’t going to be late for the trip.
8 1 Will they go on a sightseeing holiday? 6 It will rain tomorrow. You’ll need an umbrella.
2 Will they stay in a hotel? 7 What are you doing / are you going to do this afternoon?
3 Will the weather be nice? 8 Why don’t we go to the beach?
4 Will they visit their family?
5 Will they need umbrellas?
We’re renting a chalet in the mountains for two weeks. We’re

flying to Austria at the beginning of January. Then we’re hiring a
car at the airport and my dad’s driving. The chalet is located up in
the beautiful mountains but it’s only 2km away from a small town.
This time I want to go skiing and hiking. The weather will by snowy,
so I will pack my warm winter clothes. I can’t wait!
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1 1 laptop Crossword
2 speakers Across
3 mouse 4 earphones
4 tablet 6 have
5 smartphone 7 must
6 charger 8 Do
7 e-reader 9 Excuse
8 printer 11 keyboard
9 earphones
10 keyboard Down
1 charger
2 1 printer 2 charger 3 e-reader 4 earphones 5 smartphone 2 kind
3 1 remote control 2 alarm clock 3 hair dryer 3 mustn’t
4 electric toothbrush 5 controllers 5 radio
4 We use it in the bathroom: electric toothbrush 8 Does
We use it in the bedroom: alarm clock, hairdryer, radio, games 10 e-reader
console 12 Are
We use it in the living room: games console, radio, remote control Error correction
5 1 You mustn’t use your mobile phone in class. 2 I must do my homework now.
2 You must always save your work on a memory stick. 3 We don’t have to wear a school uniform in our school.
3 You must charge your tablet fully before coming to class. 4 I set my alarm clock for 6.30am every morning.
4 You mustn’t have earphones in your ears during the lesson. 5 My parents didn’t use a sat nav on holiday last summer.
5 You must use a calculator during Maths exams. 6 Olivia’s using my phone at the moment.
6 1 have to 7 ‘Do you like using an electric toothbrush?’ ‘Yes, I do.’
2 don’t have to 8 Could I borrow your laptop, please?
3 has to
4 have to
5 doesn’t have to
7 1 won’t buy
2 didn’t save
3 aren’t using
4 don’t like
5 doesn’t use
8 2 What type of tablet does Mary like?
3 Why did you not phone us last night?
4 What game is James playing on the games console now?
5 How many books do you have on your e-reader?
It’s important to be safe on the internet. Here are a few things to

remember. You must always have up-to-date security software on
your computer. Never post personal information online and you
mustn’t share your security details. Create passwords that others
can’t guess. Be careful with people you meet. They aren’t always
what they seem. And remember, don’t stay on the internet for
hours. You must take regular breaks.
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Unit 1 PREPARE FOR CAMBRIDGE EXAMS
This lesson focuses on Part 2 of the Speaking Paper from the Cambridge
English: Key exam. Extra activity
Get students to make up different answers to the questions, and
Warmer practise asking and answering the questions in pairs, e.g. Where’s
the shop? It’s in the shopping centre.
Ask your students: Have you ever learned to play a musical
instrument? How often did you have lessons? Where did you do them?
Would you like to play a musical instrument? Which one? TIP
Get students to discuss these questions in pairs. Read the Tip together with the class. Ask questions to check
students understand. You could elicit other useful phrases for
ABOUT THE EXAM requesting clarification, e.g. Could you say that again, please? Sorry.
Read through the exam information box with the class. Ask Could you repeat the question? Drill the phrases so students can say
questions to check students understand: Who do you speak to in them fluently with correct stress and intonation.
the exam? Do students get the same prompt cards? What is on the 3 Ask students to look at the relevant prompt card and cover the card
prompt cards? How many times do you do the activity? Tell students they don’t need. Give students a couple of minutes for Candidate
that they will be assessed on their own individual performance and A to look through the information and Candidate B to prepare the
not in relation to each other. questions. Monitor round the class while students do the task and
make a note of any common errors. Also encourage them to use
Teaching tip the phrases for requesting clarification. For further practice, get
students to swap prompt cards, and repeat the task.
If you have shy students in your class who do not enjoy speaking, try
to put them in pairs with more confident, extrovert students.
Answers
1 Explain that these are the types of questions students will have Suggested answers
to ask in the exam. Before they do the activity, ask students what Candidate B
tense the questions should be in (present simple). Ask them to Where’s the school?
identify the yes / no questions. With a weaker class, you could do Which instruments can you learn to play?
the first two questions together on the board as examples. You How much are the classes?
could get students to listen to the audio to check their answers. Are there any classes at the weekend?
Is there a website?
Answers
Candidate A
1 Where’s the shop? It’s in Green Lane
2 Is the shop open on Sunday? / Does the shop open on Sunday? You can learn to play the guitar, drums or keyboards.
3 What does it sell?
The classes are £25 an hour for adults and £18 an hour for students.
4 How much are the music books?
5 What’s the phone number? There are classes on Saturday afternoon.
6 What time is it open? / What time does it open? Yes, there is. The address is www.rockschool.com
7 Is there a café in the shop?
4 After students have discussed in pairs, discuss the questions with the
whole class. You could also ask: Did you make any errors in grammar?
2 4.1 Transcripts page 346 Play the audio for students to write
Did you use the correct vocabulary? Did the conversation flow?
the answers. Pause after each answer to give students time to write
it down.
Finally, ask students to give each other a mark for stress,
pronunciation and intonation.
Answers
1 It’s in the town centre.
2 Yes, it is.
3 It sells guitars, keyboards and music books.
4 They’re £8.00.
5 It’s 576 336.
6 It opens at ten o’clock.
7 No, there isn’t.
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Unit 1 PREPARE FOR THE TOEFL JUNIOR® TEST
TIP 2
Warmer Read Tip 2 together with the class. Ask questions to check students
Ask your students: Do you help your parents in the home? What jobs understand: What possessive adjective do we use for a man / a
do you do? Do you think children help out less or more in the home than woman / two people? What is the difference between subject and
they did sixty years ago?
object pronouns?
ABOUT THE TEST 3 Get students to read through the sentences first to get the general
Read through the test information box with the class. Ask questions meaning. Check they understand hang out and keep. Give them a
to check students understand: What do you have to do? How many few minutes to read the sentences again and choose the correct
errors are there? How long do you have? Explain that this part of the options.
test focuses on students’ knowledge of grammar.
Answers
TIP 1 1 her 2 my 3 their 4 him 5 them 6 his
Read Tip 1 together with the class. Tell students that the errors will
be basic grammar errors, and students should be able to get full 4 When students have discussed their answers, for further practice,
marks in this section. you could get them to write two more sentences with possessive
adjectives or object pronouns. In each case, they should provide
1 With more able classes, you could get students to spot the errors two options for the possessive adjective and object pronoun (one
themselves. With books closed, copy the sentences onto the board, correct and the other incorrect), like the sentences in exercise 3. In
without highlighting the errors. Ask students to copy and correct pairs, tell them to read their partner’s sentences and choose the
the sentences individually. correct options.
Answers Answers
1 We 2 likes 3 This 4 They 5 are 6 these 1 Lucy is female and so requires the feminine possessive adjective her.
2 The possessive adjective for the first person is my.
2 If you have written the sentences on the board, get individual 3 The possessive adjective for two or more people (not including the
students to come up and correct them. Ask students to tell you why speaker) is their.
the highlighted words are wrong. 4 The object pronoun in the third person masculine form is him.
5 The object pronoun for two or more objects is them.
6 John is male and so requires the masculine possessive adjective his.
Answers
1 Two or more people (including the speaker) require the pronoun We. 5 Ask students to look at the picture. Ask: What are the people doing?
2 Third person singular takes s or es at the end of the verb. Ask students if they know anything about the Amish people.
3 Mom is singular, so the demonstrative adjective should take the (The Amish people are known for their simple living and plain
singular form this. clothes. They shun modern technology and conveniences and
4 Two or more people (not including the speaker) require the pronoun They. prefer to isolate themselves from other communities.) Time
5 The second person singular form of the verb be is are not is. students while they do the task, and warn them when they have
6 Plural nouns require the demonstrative adjective these.
only 15 seconds left. Check answers with the class.
Teaching tip Answers

When doing writing activities in class, as well as checking their doesn’t – don’t
own work, get students to check their classmate’s work and we – they
correct any errors. This will develop good editing skills and help helps – help
hers – their
them prepare for this part of the test.
Extra activity
If necessary, before doing exercise 3, you could quickly revise
possessive adjectives. You can do this by picking up a student’s
book and asking: T: Is this your book? S: Yes, it is. Holding the same
book, ask a second student: T: Is this your book? S: No, it isn’t.
T: Whose book is it? S: It’s her / his book. Then pick up two students’
books and ask: T: Are these your books? Yes, they are. Ask a third
student: T: Are these your books? S: No, they aren’t. T: Whose are
they? S: They’re their books.
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This lesson focuses on Part 2 of the Listening Paper from the Cambridge
English: Key exam.
Extra activity
Warmer Write the adjectives from the task on the board. Ask students
if they can find any pairs of opposites (difficult / easy, boring /
Find some pictures of different types of clubs such as cookery clubs, interesting). Ask them to think of opposites for the other adjectives
art clubs etc. Elicit what they are and write them on the board. Get (crowded / uncrowded or empty, expensive / cheap, friendly /
students to discuss the following questions in pairs: What after unfriendly, useful / useless). In pairs, get students to think of as
school clubs are there at your school? Do you do any of them? Which many other pairs of adjectives as they can.
ones do you enjoy / not enjoy? Why?
ABOUT THE EXAM Teaching tip

Read through the exam information box with the class. Ask
To help prepare them for the listening paper, encourage students
questions to check students understand: What type of conversation
to expose themselves to authentic spoken English as much as
will you hear? What do you have to do? How many times will you they can, e.g. films, interviews on the internet, English-speaking
hear the conversation? radio. Try to speak to your students in English whenever possible,
TIP especially when giving classroom instructions.
Read the Tip together with the class. Warn students that if they do
hear the exact same word on the audio, it is more than likely to be
the wrong answer. You can illustrate this later in the lesson after
they have done the task. They will hear the word interesting in
connection with the Art club, but this is not the correct answer.
1 Check students know the meaning of the names of the clubs, and
all the adjectives.
2 4.2 Transcripts page 346 Ask students to explain why the

answer is A. (If you can’t understand something, generally it means
it is difficult.)
Answers
I can’t always understand what we’re doing.
3 4.3 Transcripts page 346 Play the audio twice. The first time
students should focus on listening for gist, noting down answers if
they hear them. The second time they should check these answers
carefully, and listen out for the others.
Answers
1 F 2 C 3 E 4 B 5 H
4 After students have discussed in pairs, discuss the answers with the
whole class. Ask them which answers they found most difficult. Ask
if anyone chose ‘G interesting’ for question 4 (Art). Point out that
they must be careful to listen out for negatives, as in this case (I
didn’t find it …) rather than just picking out single words.
Answers
2 Cookery – C crowded – ‘there are a lot of people in the club. It isn’t
easy to move around in the kitchen’
3 Film – E expensive – ‘it costs a lot’
4 Art – B boring – ‘I didn’t find it at all interesting’
5 IT – H Useful – ‘I’m learning things that will help in all my other
subjects’
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3 Ask students to look at the information at the top of the email. Ask
them who they think Will Clements is (a student). Ask them who he
Warmer is writing to (other students in his class). Refer them to the subject
Draw the crossword below on the board, or photocopy it and give a of the email (School Play). Ask them what they think the purpose
copy to students. Get students to do the crossword in pairs. The first of the email might be. Then get them to read the text quickly for
pair to finish is the winner. gist to check their guesses. Next tell them to read the questions
carefully and underline the key words before reading the email for
a second time to find the specific information they need to answer
1 2 3
the questions.
4 5
Answers
6 1 B 2 B 3 C 4 D
4 If students have different answers, get them to re-read the text and
work out which of their answers is correct and why. Check answers
7
with the class. Ask them which of the questions they found most
difficult. Discuss the meanings of any unknown words in the email.
Extra activity
Ask students to find words or phrases in the email which mean
ACROSS the following: 1) a play containing dialogues, singing and dancing
2 an after-school club (musical) 2) practice sessions (rehearsals), 3) to fail to enjoy (miss out
4 to perform music without a musical instrument on) 4) a test where a performer or actor demonstrates their ability
7 you go to this place to see a play (audition).
DOWN
1 you see this at a cinema
3 a person who acts in a film
5 this is a musical instrument
Teaching tip
6 actors perform in this When students are comparing their answers after completing an
activity, encourage them to use English to communicate, e.g.
A: What answer do you have for number 1? B: I’ve got B. What about
ABOUT THE TEST you? A: The same. / I think that’s wrong. I think the answer is C.
Read through the test information box with the class and answer
any questions they have. Ask: What do you have to do in this part
of the exam? How many answers do you choose from? They should
always read the text quickly for gist before trying to answer the
questions.
TIP
Read the Tip together with the class. Warn students against making
quick matches at word level. They should read each option carefully
and consider the whole sentence, rather than just matching two
words which are exactly the same. The correct answer is more likely
to be a paraphrase of the word (an alternative way of saying it).
1 Ask students to underline the key words in sentences 1–3 and A–C.
Tell students to read all the options before choosing their answers.
Answers
1 B 2 A 3 C
2 Discuss the answers with the whole class, and look at any problems
students had.
Answers
1 can’t lunch every day school clubs
B can lunch when free
2 next year choose language
A some subjects languages choice
3 Frank busy weekends chess
C can’t meet Saturdays Sundays
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This lesson focuses on Part 8 of the Reading and Writing Paper from the 3 Ask students which other words require capital letters in English. Elicit
Cambridge English: Key exam. names, days of the week, months, school subjects, countries, nationalities.

Bring in some adverts for restaurants, shops, concerts etc. in English. Write the following information on the board:
Project them onto the board, or give students copies of them. Try Name of restaurant: Pizza Roma
to find some with plenty of factual information, e.g. times, prices, Number of people going: 15
websites, dates. Then write the following question words on the Date: May 6
board: How? When? Where? What? Why? How often? Students work Restaurant booked for: 7.45 pm
in pairs. They have two minutes to write as many questions as they Time to meet Gabriel: 7.15
can about the adverts, e.g. How much are the tickets? Where is the Gabriel’s address: 40 Alexandra Road
shop? What time does it open? Check questions with the class, and Ask students to re-write the email in the Task using the new
write some on the board. You could then get students to ask and information on the board.
answer the questions in pairs.
ABOUT THE EXAM

questions to check students understand: How many texts are there?
What type of texts are they? What do you have to do?
TIP
Read the Tip together with the class and answer any questions your
students have. Tell them to always check for spelling errors after
completing the task.
1 The aim of this activity is for students to practise reading for

specific factual information. Get students to write down the
answers to the questions, as this part of the exam requires them
to copy down facts correctly. Tell them to write only the required
information. They don’t need to write full sentences. Remind
students to check their spelling. Check they have written Friday
with a capital F.
Answers
1 July 24
2 Friday
3 sandwiches
4 3 / three
5 bus
TIP
Read the Tip together with the class. Point out that there will
usually be two possible answers for each piece of information
required. To illustrate this, ask students to underline in the advert
and the email: two prices, two addresses, two times, two dates and
two numbers of people.
2 Ask students what type of information they would expect to find

in an advert for a restaurant (address, opening times, telephone
number, email address, price of menu). Then draw their attention
to the advert in the task and ask them which of this information it
contains. Then ask them to look at the email. Ask: What is it about?
Get students to do the task individually.
Answers
1 67 High Road
2 20
3 May 7
4 15
5 7.30
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Put students in pairs. Get them to choose a short paragraph from Put students in pairs. Ask one of the students to close their books.
any unit in the Student’s Book. They should read their paragraph The other student should dictate the text on the Latin American
aloud to their partner. Their partner says a) what the paragraph is festival to their partner, while their partner writes it down. This will
about and b) how easy their partner was to understand. help develop good speaking and listening skills. The speaker will
focus on good pronunciation so that their partner can understand
them, and the listener will listen carefully so they can hear the
ABOUT THE TEST individual words.
Read through the test information box with the class. When
students read the passage to themselves, they should try to
understand the general gist, as this will help them to read it aloud
more naturally and with meaning. Teaching tip
If students have smart phones, it is a good idea to get them to
TIP record themselves when reading aloud. They can then listen to the
Read the Tip together with the class. Tell students to think about recording and assess their own performance.
word stress too. It might help them to underline the stressed
syllables.
1 Discuss any difficult words with the class. Also discuss intonation
with your students. Elicit that we use rising intonation for
questions, and falling intonation for sentences.
2 4.4 Transcripts page 346 Play the audio twice; the first time
ask students to listen only; the second time, they should listen and
repeat. When they are practising in pairs, monitor round the class
and help with pronunciation and intonation.
3 4.5 Transcripts page 346 Get students to look at the picture

and describe what is happening. Then play the audio. Discuss with
the class how the three students do..
Answers
What do they do well? Students’ own answers
What could they do better?
Speaker 1 This student should speak more slowly and pause after each
comma.
Speaker 2 This student shouldn’t pause for too long after each comma.
Speaker 3 This student should try to pronounce the short /ɪ/ sound in
English.
4 4.6 Transcripts page 346 Check students know the meaning

of the three words. Play the audio, pausing after each word for
students to repeat. Ask students which syllable is stressed in
each word ( LAtin aMERican FEStival, coLOMbian, traDITional,
prePARing).
5 After reading the passage quietly to themselves, get students

to read it to each other in pairs. Tell students to give each other
feedback and say what their partner did well, and what they could
improve.
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This lesson focuses on Part 5 of the Reading and Writing Paper from the 5 so and because do not make sense in this context
Cambridge English: Key exam. 6 We use the infinitive form after the verb plan (plan to do something),
so spending and spent are both incorrect.
7 as part of is a set expression
Warmer 8 When need and have are followed by a second verb they need to
Bring in some pictures of Sydney, but not including the Sydney after them (We have to leave), so the only possibility here is the
Opera House or Harbour Bridge. With books closed, project the modal verb can.
pictures onto the board, or give students copies of them. Get
students to try to guess which country and city it is. Then ask them
to describe what they can see in the pictures.
Teaching tip
In this type of task, where students have to complete gaps in a text,
it can sometimes be helpful for students to translate the possible
ABOUT THE EXAM options into their own language, e.g. no 5, so, and, because. Sydney
Read through the exam information box with the class. Ask Opera House was completed in 1973 and cost $102 million to build. This
questions to check students understand: How many gaps are there? way they will quickly see that so and because do not make sense.
What type of words go in the gaps? Tell students they will have to
choose from three options for each gap. This part of the exam tests
students’ knowledge of grammar. Extra activity
1 Ask students if they have ever visited Australia or if they know Choose a short text from a previous unit of the Student’s Book. Copy
anyone who lives there. Ask them what they can see in the photo. it onto the board, leaving out the key grammar words. Get students
Try to elicit Sydney Opera House and Harbour Bridge. Put students to work out the missing words in pairs.
in pairs to try and think of three facts about Sydney. Ask them to
share their facts with another pair, and see if they are the same or
different. Invite students to share their ideas with the rest of the
class.
2 Get students to read the text quickly for gist and to check if their
facts are included. Tell them to ignore the gaps.
TIP
Read the Tip together with the class. Tell students that after
completing all the gaps, they should read the whole text again with
their answers, to check it makes sense.
3 Go through the example with the class, then get students to work
individually. Tell them that once they have decided on an answer,
they should check that the other two options do not fit in the gap.
Answers
1 A 2 C 3 B 4 A 5 B 6 C 7 B 8 A
4 After students have discussed in pairs, discuss the answers with

the whole class. When checking answers with the class, highlight
the fact that we don’t spell the possessive its (in number 2) with an
apostrophe. It’s is an abbreviation of it is. Also point out that this
type of task often tests students’ knowledge of modal verbs (no
8), and they should try to remember the rule that modal verbs are
always followed by the base form (not by to).
Answers
1 The relative pronouns what and where are used to refer to things and
places, not people.
2 Possessive adjectives his and your are used to say something belongs
to a person. If we are referring to something which belongs to a place,
an animal or an object, we use its.
3 We normally use ever with a negative verb (he doesn’t ever help me)
or in a question (do you ever go to the cinema?). just in this context
would mean only (Sydney only has beautiful beaches), which is
exactly the opposite of what the writer wants to say.
4 close and next both need a preposition after them
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Warmer 5 4.9 Transcripts page 347 Before they listen, ask students
what they can see in the picture (Golden Gate Bridge, San
Write the following words on the board: desert, forest, mountain,
lake, monument, building, city. Check students know what they all
Francisco). Ask them to read the answers carefully. Check there are
mean. Put students in pairs to write down as many names as they no unknown words. Play the audio once and get students to write
can under each category, e.g. The Sahara desert, Lake Eerie. The pair down their answer.
who can think of the most wins.
Answers
ABOUT THE TEST D
Read through the test information box with the class. Ask questions
to check students understand: How many answer choices are there? 6 Ask if any students chose answers A, B or C. Discuss why these
How many times will you hear the audio? answers are wrong.
TIP Answers
Read the Tip together with the class. Tell students to look carefully A The text describes what the teacher and students will be doing that
at any pictures to try to predict what the listening will be about. day, so it’s not about the teacher’s vacation.
This is especially important as they will only have one opportunity B The text does mention places in San Francisco, but it is not about the
to hear the audio, and they need to be as prepared as possible route the marathon takes, instead where the teacher and students will
before they listen. be spending the day.
C The text mentions Chinatown, and watching Chinese women making
1 4.7 Transcripts page 346 Ask students to read the answers fortune cookies, however it doesn’t mention where Chinese people live
A–D carefully. Ask: What is a World Heritage Site? Elicit that it is a in San Francisco.
place (such as a forest, mountain, lake, desert, monument, building
or city) listed by UNESCO as being of special cultural or physical
significance. Check there are no other unknown words in the Extra activity
answers. Play the audio once, and get students to write down the Write the following on the board: Fisherman’s Wharf, Chinatown,
correct answer. Check answers with the class. Roosevelt Island, fortune cookies, cable car, Empire State building,
subway, Chrysler building, bagels, Flat Iron building, Golden Gate
Answers Bridge, streetcar. Ask students if they can remember which of the
sights the teacher mentions. Get them to make a list. Play the audio
C again so they can check their answers.
2 Ask if any students chose answers A, B or D. Discuss why these

answers are wrong. Teaching tip
Whenever possible during lessons, give students classroom
Answers instructions and information about upcoming lessons in English.
A Reason 2 This will help prepare them for this part of the test.
B Reason 3
D Reason 1
3 4.8 Transcripts page 347 Ask students to read answers A–D

carefully before they listen. Check they understand the word valley.
Play the audio once and get students to choose the correct answer.
Check answers with the class.
Answers
D
4 Ask if any students chose answers A, B or C. Discuss why these

answers are wrong.
Answers
A The text gives some facts about Death Valley, but no other valley is
mentioned, and it is not the main point of the classroom instruction.
B The text does not say that the students know about the video.
C Students will have to answer some questions from memory, but the
video itself does not help the memory.
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This lesson focuses on Part 1 of the Reading and Writing Paper from the 4 After students have discussed in pairs, discuss the answers with
Cambridge English: Key exam. the whole class. Discuss any unknown vocabulary. Encourage
students to write any new words in their vocabulary notebooks.
Warmer Highlight the fact that in signs and notices, there is often no verb.
Try to find a copy of a notice you might find in a bus station or a train Ask students to tell you which of the signs in the task has no verb (B,
station and project it onto the board, or write the following notice C, F, G, H).
on the board: SAFTEY NOTICE Any bicycles left unattended will be
removed. Ask students where they might find this sort of notice. Put
students in pairs to think of five other places you might see notices. Extra activity
Ask: Do you see any notices on your way to school each day? What Ask students to design and make some signs for the classroom.
notices are there in the classroom / around the school? You could get These could be general classroom rules, e.g. No eating or drinking
students to try and translate some of them into English. in the classroom or rules specifically for their English lessons.
Alternatively, as a fun activity, ask students to design one sign or
notice that they think their parents would like to put up at home,
ABOUT THE EXAM e.g. Chef not working today, please make your own meals, or This
Read through the exam information box with the class. Ask bathroom is for tidy people only. Do not drop towels on the floor!
questions to check students understand: How many signs and notices
are there? How many sentences are there? What do you have to do?
TIP
Read the Tip together with the class. It is important that students
think about where they might see the signs, and their general
purpose before trying to match them with the sentences.
1 The aim of this activity is to help students identify the context for
each notice. With able students, you could try and get them to
guess the context without looking at the prompts in the box. If they
are choosing from the box, tell students that they need to use some
of the places more than once, and some of them they don’t need at
all. When students do this task in the exam, they should always try
to work out where they might see the signs first, before matching
the signs with the sentences.
Answers
A theme park
B zoo
C restaurant / café
D restaurant / café
E museum
F department store
G restaurant café
H (pet) shop
2 Discuss this with the class. Some students may have chosen C
because the word meal appears in both the sentence and the
notice. Refer students back to the Tip which warns them against
doing this, and remind them that they must read the whole
sentence, and not just look for similar words.
Answers
C does not mention dessert, it only talks about where you can sit in the café.
G is correct because free ice cream means you don’t have to pay for your
dessert, which means the same as you’ll get a dessert for nothing.
3 Get students to read through all the sentences first, then try to find
the notice which fits each sentence best.
Answers
1 B 2 F 3 C 4 E 5 H
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5 Set a time limit, say three minutes, for your students to complete
Warmer the task. It is important that students work through these tasks
Ask your students: When is your birthday? What time do you normally quickly as in the test they do not get much time. Tell students that
go to bed? When do you normally do your homework? When is the if they are not sure about an answer, they should eliminate the
last day of school? When will you be 18? Elicit some answers from answers they know are incorrect, then guess from the remaining
students and check they answer using the correct prepositions. Get
answers.
students to ask and answer the questions in pairs. Ask students to
tell the class something they learned about their partner.
Answers
ABOUT THE TEST 1 A was

2 B on
Read through the test information box with the class. Tell students 3 B visited
that there will be 42 questions in this section of the test, and they 4 B in
will get 25 minutes to complete it, so they need to work quickly. 5 D After that,
6 B listened
TIP
Read the Tip together with the class. Elicit what a preposition is (a
6 After students have discussed in pairs, discuss the answers with the
whole class. Ask: Which questions did you find the most difficult? Go
short word usually giving information about place or time), and get
through the wrong answers for each question and get students to
students to give you some examples in their own language.
explain why they are wrong.
1 Ask students to read through the phrases and ask them what they
relate to (time). Get them to write the prepositions in three columns Extra activity
in their notebooks, and copy the phrases into the correct column.
Photocopy a few short reading texts from other units in the
Student’s Book. Take out all the prepositions and leave gaps for
Answers students to fill in. Get students to work in pairs or small groups, and
at: seven o’clock, midnight give them a copy of one of the reading texts. Get them to try to fill in
in: the summer, the morning, the winter, March, 2020 all the gaps with the correct prepositions.
on: April 15, Saturday, my birthday, the last day of school
2 When they have checked their answers, get students to add their
own phrases to each of the three columns they created for exercise
1. Try to elicit general rules for using each of the three prepositions.
Answers
Suggested answers
at is used with clock times: ten thirty, midnight
in is used for parts of the day and for longer periods: the afternoon,
September, the spring, 2022
on is used for particular days: Tuesday morning, the first day of spring
3 You could do this activity orally with the class. Refer back to the
rules already discussed.
Answers
1 on 2 on 3 at 4 in 5 At
4 Tell students to ignore the gaps on this first reading. Elicit that the
text is about a trip to New Orleans.
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English: Key exam. Extra activity
Give students a copy of the transcript, and play the audio again
Warmer while they follow it. Get students to underline the correct
information in the transcript and cross out the incorrect
Ask your students: When did you last go to a museum? What type
information.
of museum was it? What did you see there? How much was it to get
in? Was there a café? Did you buy anything in the museum shop? Get
students to discuss the questions in pairs. Then ask some students
to report back to the class. Teaching tip
Whenever possible, as a follow up to a listening activity, it is a good
ABOUT THE EXAM idea to give students a copy of the transcript and let them listen
Read through the exam information box with the class. Ask again, while following the transcript at the same time. This helps
develop their ability to recognise individual words and separate out
students what type of listening it is, a monologue or a dialogue.
one word from the next.
Ask: How many questions are there? What type of questions are they?
Tell students they will hear the audio twice.
TIP
Read the Tip together with the class. Ask questions to check
students understand: Why is it important to read the instructions
and the questions before you listen? (So they will know generally
what the listening is about, and also what specific type of
information they need to listen out for to answer the questions.)
1 When students have read the instructions and all the questions,
ask them: Where has Oliver been? (to a museum) Who is he talking to
about it? (his mum)
2 4.10 Transcripts page 347 Discuss the example with the

class. Then go through question 1 together with students, getting
them to underline the correct information and cross out the
incorrect information in the same way.
Answers
Buses and trams and lots of colourful old posters and signs
underground trains
3 4.11 Transcripts page 347 Make sure students read all the
questions again before they listen. Play the audio twice. The first
time students listen they should listen for gist, choosing the best
option for each question as they do so. The second time they listen,
they should check their answers carefully.
Answers
1 A 2 A 3 B 4 C 5 B
4 After students have discussed in pairs, discuss the task with the
whole class. Ask: Which questions did you find difficult? Did you
understand most of the vocabulary? If there were questions students
found particularly difficult, re-play the audio, pausing after the
relevant information. Also, discuss any unknown vocabulary.
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332

Ask your students: What are the most interesting things to see and Tell your students that they are going to visit New York for three
do in your town / city? Get students to discuss in pairs, then get days. Tell them to write an email asking a friend who lives there to
class feedback. Try to draw up a short list on the board of five main recommend some things to see and do. Tell them to write who they
attractions. Tell students that they have a penfriend visiting their will be travelling with and how long they will be there. Tell them to
town or city for the weekend. They will be arriving on Friday evening ask for recommendations for hotels, museums and restaurants, and
at 8 pm, and leaving on Sunday evening at 8 pm. Put students in to ask about prices and opening times. Alternatively, students can
pairs and ask them to work out an itinerary for them. use their own ideas.
ABOUT THE TEST

to check students understand: What do you have to write? How
long do you have? Tell students that if they don’t respond to all the
questions in their email, they will lose marks.
TIP
Read the Tip together with the class. Tell students to make sure they
use the correct phrases to open and close the email. It is a good idea
to underline the questions that they need to answer to ensure they
don’t miss any out.
1 Ask students to read through the whole email quickly first to get
the gist. Ask: Why is Steve writing the email? (He wants some advice
about which museum to visit.)
Answers
Which is the best museum to visit?
How much does it cost for adults and children?
What are the hours and which day (if any) is it closed?
Can you suggest a place near the museum to have lunch? (also type of
food and average cost)
2 Do the first one together as an example, then get students to work

on their own to match the others. Get students to check their
answers in pairs.
Answers
Sentence 1 answers the question: Can you suggest a place near the
museum to have lunch? (also type of food and average cost)
Sentence 2 is an extra sentence.
Sentence 3 answers the question: How much does it cost for adults and
children?
Sentence 4 answers the question: What are the hours and which day (if
any) is it closed?
Sentence 5 answers the question: Which is the best museum to visit?
3 As you check answers with the class, draw students’ attention to

the opening and closing sections of Mabel’s email. Elicit other ways
of starting and ending an informal email (Hi Steve, See you soon,
Love from …, Write soon).
Answers
A Sentence 5
B Sentence 4
C Sentence 3
D Sentence 1
4 Tell students to make sure they answer all the questions in Steve’s
email. If they don’t they will lose marks. Remind them also to write
the headings From: , To: and Subject: at the top of the email.
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This lesson focuses on Part 4 of the Reading and Writing Paper from the
Cambridge English: Key exam. Extra activity
Write the following phrases on the board:
Warmer 1 the age of 17
Write _ _ _ _ animals on the board, and elicit wild from students 2 the next 20 years
by saying: these animals are the opposite of pets. Give students two 3 over the world
minutes to write down the names of as many wild animals as they 4 He wasn’t keen studying
can. Ask your students: Have you ever visited a safari park or a zoo? 5 five years as Nick’s assistant
Which of the animals on the board have you seen in real life? 6 He began to work himself
7 He found tigers living over 3000 metres
1 Get students to discuss this in pairs, then open up the discussion to Get students to scan the text and find the missing words as quickly
the whole class. Ask: What are the good things about the job? What as they can. Tell them to put their hands up as soon as they have
are the bad things? Do you think it is a difficult job? Why / Why not? finished. The first student to do so wins. (Answers: 1 at 2 over 3 all
4 on 5 after 6 for 7 at)
2
ABOUT THE EXAM
Read through the exam information box with the class. Ask Teaching tip
questions to check students understand: What type of text is it? If students have difficulty with questions in the middle of the task, it
How many questions are there? What do you have to do? is sometimes helpful to go to the last couple of questions, and work
backwards, as they can then eliminate parts of the text which are
not relevant. For example, in this task, if they know the answer to no
TIP 6, which can be found at the beginning of the final paragraph, they
Read the Tip together with the class. Most students are clear about will know that the answer to no 5 comes immediately before that
whether a statement is Right, the difficulty is choosing between towards the end of the previous paragraph.
Wrong and Doesn’t Say. It will help students to remember that they
should only choose Wrong if the statement clearly contradicts the
information given in the text. They should answer Doesn’t Say if
there are no specific words in the statement that either agree with
or contradict the information in the text.
3 Go through the example with the class. Then get students to work
individually. To help them find the section of the text with the
answer, tell them to look carefully for and underline key words in
the statements that they can scan for in the text. They should then
look in the text for similar words or expressions to those key words
(they most likely won’t be the exact same words).
Answers
1 B 2 C 3 B 4 C 5 A 6 B 7 A
4 After students have discussed in pairs, discuss the questions with

the whole class. Ask: How easy was it to find the answers? Ask
students which strategies they used and which were most helpful.
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336

Bring in some short English newspaper articles. Cut the headlines
Write the following phrases on the board: 1) obtain (money) 2) region
off, and keep them aside. Write the headlines on the board. Hand
or area enclosed by a fence 3) someone who raises money for charity
copies of the newspaper articles around the class. Get students to
4) valuable 5) organise (an event) 6) request for help. Ask students to
guess the correct headline for each newspaper article.
find phrases in the text which have the same meaning. Get them to
compare their answers with a partner.
ABOUT THE TEST 1 raise 2 enclosure 3 fundraiser
4 worthwhile 5 hold 6 appeal
to check students understand: What type of texts are they? How
many answers are there for each question?
TIP
Read the Tip together with the class. Tell students that when there are
four multiple choice answers, normally there are two answers which
are clearly wrong, and two which are possible. Tell them to try to first
eliminate the two wrong answers before making their choice.
1 Remind students not to worry about unknown words when they

read the text through the first time. Their aim is to understand the
gist.
Answers
1 D 2 A 3 B 4 C
2 Get students to read all the questions before they read the text. Tell
them to choose their answers carefully and avoid making quick
matches at word level.
Answers
1 C 2 A 3 C 4 B
3 After students have discussed in pairs, discuss the wrong answers

with the whole class, and get students to explain why these
answers are wrong. If students chose the wrong answers, get them
to explain what made them choose these answers.
Answers
Suggested answers
1 A One paragraph describes the crazy things they did to raise money,
but the main topic is about the class raising money for the wildlife
center.
B The text does not mention how Tom and Cathy met each other.
D The wildlife center hasn’t raised the money, other organizations
have.
2 B The bears are being ‘given a home’, not Tom and Cathy.
C them is a plural object pronoun, the charity requires the singular
object pronoun it.
D them is a plural object pronoun, the class requires the singular
object pronoun it.
3 A The text says that the class can go to see the bears for free, but it
doesn’t say that they are visiting the bears the next day.
B The text says ‘together with other fundraisers’. This means the class
did not raise all the money by itself.
D The text says that ‘one group of friends had a tomato fight’. This
means some students, but not all students, had a tomato fight.
4 A The text says that they got covered in tomatoes, so they would be
dirty not happy.
C The text says that they got covered in tomatoes, so they would be
dirty not dry.
D The text says that they got covered in tomatoes, so they would be
dirty not silly.
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338
ABOUT THE EXAM

English: Key exam. Read the exam information box with the class and ask questions
to check they understand. Texts are taken from a range of contexts,
and provide information about places, events, courses, trips or
Warmer
holidays.
The aim of this activity is for students to practise saying the
alphabet, and to revise some holiday vocabulary. Tell the class TIP
you are going to play a game with holiday words. Choose a word,
e.g. beach, and write dashes for each letter on the board: _ _ _ _ _.
Read the Tip together with the class. Students should find this
Get students to guess the letters. Each time a student shouts an task easier than other listening tasks, as only concrete pieces of
incorrect letter, write it on the board and draw a sad face. If the class information are being tested. In all cases, students are required to
get five sad faces on the board they lose, but if a student guesses write down exactly what they hear on the recording. It is important
the word correctly before that, they come to the board and choose a that they are familiar with numbers, letters, dates and times, as
word themselves. these are often tested.
4 Ask questions to check students understand the task: Who will you hear
1 Practise saying the letters of the alphabet with the class before on the recording? What are they talking about? How many times will you
they do the activity. Model the pronunciation of each letter and get
hear the recording? Answer the questions together with the class.
students to repeat.
Answers
Answers
1 Questions 1 and 3
Y and I 2 Questions 2 (type of transport), 4 (name) and 5 (activity)
U and Q – W 3 Question 4
E and G – B, C, D, P, T, V
A and J – H, K
X and Z – F, L, M, N, S
5 4.13 Transcripts page 348 Point out that they will often hear
two bits of similar information, e.g. two prices, and they have to
decide which one is relevant. Therefore, they shouldn’t write down
Extra activity the first bit of information they hear, they need to understand the
You could get students to match the letters with rhyming words, e.g. whole sentence. Encourage students to check carefully on the
D / me, F / deaf, U / zoo, S / mess. Challenge students to try and find a second listening to ensure that their answer is correct.
different rhyming word for every letter of the alphabet. With some
of the difficult letters (X, Z), they may have to use people’s names. Answers
1 £730
2 4.12 Transcripts page 347 Write the correct spellings on the 2 (by) coach
board for students to check. Famous people with these surnames 3 March 16th (and all acceptable variations)
include Wayne Simmonds (ice hockey player), Bobby Fischer 4 STREIFF
(chess player), Michael Phelps (American swimmer), Rory McIlroy 5 dancing
(professional golfer), Serena Williams (American tennis player). 6 After students have discussed in pairs, discuss the answers with the
whole class. Ask students which question they had most difficulty
Answers with. If necessary, play the audio again, pausing after each answer.
1 SIMMONDS
2 FISCHER
3 PHELPS Extra activity
4 MCILROY Write the following questions on the board:
5 WILLIAMS 1 How much was last year’s ski trip?
2 How did they travel last year?
3 Monitor round the class while students are doing the activity and 3 When did they travel last year?
check correct pronunciation of the letters. 4 How many days skiing will they have?
5 What town are they staying in?
Answers Students’ own answers Put students in pairs, and get them to answer as many questions as
they can from memory. Then give students a copy of the transcript,
and play the audio again so they can listen and check. Encourage
students to follow the transcript as they listen.
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340
4 Before students do the activity, brainstorm vocabulary relating to

Warmer the pictures (tent, windy, wet, ripped, cold, mug of tea, put up tent,
Bring in some pictures or photos from newspapers. Try to choose shiver, sleeping bag). Write the words on the board for reference.
pictures which could inspire a simple story. Get students to work Elicit that pictures 4–6 are of the holiday the woman actually ended
in small groups of four or five. Give each group a picture, and ask up going on. You could ask: Where did the woman actually go on
them to try to make up a story about it. First, they should brainstorm holiday? Was this similar to the holiday she had dreamed about going
vocabulary and say what they can see in the picture. Then one of on? In what ways was it different?
the group members thinks of a starting sentence for the story. The
student on his / her left continues the story with the next sentence
and so on until all the students have added a sentence. Get the Answers
group to elect a speaker to tell the story to the rest of the class. Suggested answers
Picture 4
ABOUT THE TEST Later that summer, on a windy day, Jessie was on holiday putting up
her tent on a campsite. ‘This is not the holiday I dreamed about,’ she
Read through the test information box with the class. As students thought.
only have one minute to tell their story, they need to prepare Picture 5
carefully, and focus on language they know how to say. They should Once the tent was up, she sat inside her tent in a sleeping bag, dressed
try to keep the story simple, otherwise they may start hesitating in a hat, gloves and scarf, drinking a hot mug of tea.
and run out of time. Picture 6
During the night the wind ripped Jessie’s tent, and she had to go and
TIP shelter in her car. She was thinking about that lovely holiday she had
dreamed about.
Read the Tip together with the class. Put students in pairs to
compare their summary sentences. Remind them to keep their 5 When students have prepared, put them in pairs and ask them
sentences simple. to tell the story to each other. Tell students to time each other.
Monitor round the class, giving help where necessary. You could
1 Tell students that they are looking for grammar mistakes at this get one or two of your more confident students to read their
stage, and that there may be more than one mistake in each stories to the class.
sentence. Don’t check answers yet. Get students to wait until
exercise 3 and check them on the audio.
Extra activity
Answers Ask students to discuss in pairs a disastrous holiday they have been
on, or a holiday that was disappointing or not what they expected.
A She began to think about a vacation. “This year, I’m going to a private Ask: Where did you go? What did you do? What did you dislike about it?
beach with palm trees,” she thought. Then put students in pairs to discuss what their ideal holiday would
B “I’ll to relax all day on the beach, and I’ll to have a personal waiter to be. Ask a few students to share their ideas with the class.
look after me.”
C One cold, winter day, Jessie was sitting by the fire. She was looking at
hot and sunny places on her tablet.
2 Get students to compare their answers with a partner, but again

don’t confirm the correct answers at this stage.
Answers
Picture 1 – sentence C
Picture 2 – sentence A
Picture 3 – sentence B
3 4.14 Transcripts page 348 Play the audio for students to

check their answers to exercises 1 and 2. Discuss answers with the
class, and get them to explain the mistakes in the sentences in
exercise 1. (A – adjectives come before the noun in English; B – the
will future is formed by will + base form, not to; C – you always need
a subject pronoun with a verb at the beginning of a sentence in
English.)
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342
This lesson focuses on Part 7 of the Reading and Writing Paper from the
Cambridge English: Key exam.
Warmer
Write the following grammar words on the board: preposition,
pronoun, article, auxiliary verb, past tense, present tense, conjunction,
quantifier. Put students in pairs to think of three examples of each
grammar item. You could get students to try and explain what the
grammar words mean.
1 Ask students which sentences are in the past tense (1, 3, 8) and
which are in the present (2, 4, 5, 6, 7). With more able students you
could get them to do the activity covering up the prompts in the
Think! box. Check answers with the class.
Answers
1 was 2 have 3 last 4 because 5 at 6 lot 7 a 8 do
ABOUT THE EXAM

questions to check students understand: How many gaps are there?
What do you have to do? What type of words go in the gaps? This part
of the exam tests students’ knowledge of grammar, but it is helpful
for them to establish its topic and general meaning.
TIP
Read through the Tip together with the class. Remind students to
look carefully at the words before and after each gap to help them
choose the correct word.
2 Ask students to scan the text quickly for gist, not worrying about the
gaps at this stage. Elicit answers to the question from the class.
Answers
He needs some help with his computer / printer.
3 Go through the example together, pointing out how to reach the

correct answer. Get students to do the task individually. If they are
unsure of an answer, tell them to leave it and come back to it at
the end. Remind them to identify which type of word is missing by
looking at the words before and after the gap. Is it a verb / adjective /
noun / preposition? Remind them to check their spellings when they
have finished.
Answers
1 not 2 to 3 how 4 like 5 a 6 but 7 Is 8 after / before
9 what 10 it
4 After students have discussed in pairs, discuss the answers with

the whole class. When going through the answers with the class,
highlight the phrasal verbs switch on / switch off. Point out that we
also say turn on / turn off. Ask students which strategies they found
most helpful. If there are common errors, discuss why students went
for the wrong answer, and revise the relevant grammar point.
Teaching tip
It is a good idea to get students to check each other’s written work
for spelling mistakes, as it develops their editing skills, and helps
them to spot errors in their own writing. It is often easier to spot
someone else’s errors than your own.
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344

Write the following on the board: ntcheglyoo. Ask students to Write the following questions on the board:
unscramble the letters to work out what the word is (technology). 1 How much is it to join the club? (it’s free)
Brainstorm words related to technology. Try to elicit tablet, 2 What course do students have to do? (staying safe online)
calculator, smartphone, game console, printer, laptop. Ask your 3 When is the course? (lunchtime tomorrow)
students: Which of the devices do you own? Which is most important 4 When did Poppy take the course? (a couple of weeks ago)
to you? Get students to discuss in pairs. 5 (laptops, printers, smartphones, tablets and game consoles.)
Ask students to read the questions and then listen again for the answers.
ABOUT THE TEST
to check students understand: How many questions is each
conversation followed by? How many options are there for each
questions?
TIP
Read the Tip together with the class. Tell students they should read
the questions and possible answers carefully before they listen. As
they will only hear the audio once, they need to be very clear which
information they are listening out for right from the beginning.
1 Put students in pairs to discuss the questions, and then discuss

with the whole class.
Answers
1 Two people will speak.
2 You hear the text once.
3 Yes, you may have to remember specific details.
2 4.15 Transcripts page 348 Before they listen and read,

ask students: Who is the conversation between? (two friends) Ask
students to underline the specific details.
Answers
Suggested answers
use your calculator
sure, I use smartphone
understand equations for homework
No, ask brother
little sister can’t do equations
some good websites explain clearly
laptop broken
come to my house, homework together
Great idea – check with mom
3 4.16 Transcripts page 348 Check answers with the class.

Highlight useful functional language in the conversation. Ask: How
does Zac ask Will for his calculator? (Can I use your calculator, please?)
Ask: How does Will answer? (Sure, Zac, go ahead.) Ask: How does Will
suggest doing the homework together? (Would you like to come to my
house after school …?) How does Zac answer? (Great idea.)
Answers
1 C 2 B 3 C
4 4.17 Transcripts page 348 Get students to read all the

questions carefully. Ask them who they think the conversation
is between, and what they think the topic of the conversation
is. Pause the audio after the introduction. Were their guesses
right? Play the rest of the audio while students choose the correct
answers. Check answers with the class.
Answers
1 C 2 D 3 C 4 D
345
PREPARE FOR EXAMS TRANSCRIPTS
1 A Where’s the shop? 1 In this photo, we’re eating birthday cake.

B It’s in the town centre. 2 It’s three thirty. Can we go home now?
2 A Is the shop open on Sunday? 3 How do you celebrate the New Year in your country?
B Yes, it is. 4 Do you have any brothers or sisters?
3 A What does it sell? 5 They’re not coming to the festival this year.
B It sells guitars, keyboards and music books.
4 A How much are the music books?
B They’re £8.00.
5 A What’s the shop’s phone number?
B It’s 576 336.
6 A What time does the shop open?
B It opens at ten o’clock. 4.5 Student’s Book page 127, exercise 3
7 A Is there a café in the shop?
B No, there isn’t. 1 It’s twelve o’clock in the afternoon, the sun is shining, and the
festival is starting.
2 It’s twelve o’clock in the afternoon, the sun is shining, and the
3 It’s twelve o’clock in the afternoon, the sun is shining, and the
D = Dad, J = Jake
D So Jake, what are the after-school clubs like this year? Are you
enjoying them?
J Yeah, most of them. It’s Science club today. We do experiments Examiner
in the Science Labs. It’s hard work and I can’t always understand Now you will read a paragraph about a Latin American Festival. First
what we’re doing! read the passage silently. After the beep you will have one minute
to record your reading of the passage. The reading passage includes
the following words:
Colombian traditional preparing
D = Dad, J = Jake
D So Jake, what are the after-school clubs like this year? Are you
enjoying them? There are many World Heritage Sites – these include natural
J Yeah, most of them. It’s Science club today. We do experiments places such as forests or mountains and non-natural sites such as
in the Science Labs. It’s hard work and I can’t always understand buildings, monuments, and even entire cities. In pairs, I’d like you to
what we’re doing! compare two World Heritage Sites. You may want to compare two
D Glad to hear you’re working hard! What else are you doing? contrasting sites, for example, an African Rainforest and an Indian
J Drama. That’s fun because everyone in the club is really nice. We Monument. Or compare similar sites, for example, two National
have a great time together. Parks, perhaps in different countries with different landscapes.
D And are you doing Cookery again?
J Yes, the only problem with that is that there are a lot of people in
the club. It isn’t easy to move around in the kitchen!
D That’s a shame! And what about Film Club?
J Well, they show good films, but it costs a lot, so I may stop that
one.
D Mm, maybe a good idea. Do you still do Art?
J Yes, but I nearly fell asleep the last time I went. We were drawing
flowers and I didn’t find it at all interesting!
D Oh dear!
J The other one I’m doing is IT. It’s good because it’s free, and I’m
learning things that will help in all my other subjects.
D Excellent!
346
Today we’re going to watch a video about Death Valley National M = Mum, O = Oliver
Park, in California. Death Valley is the largest national park in the
U.S., south of Alaska, covering 3.4 million acres of desert. It also is the M Hi Oliver. How was your school trip today? You went to the
lowest point in the country at 282 feet below sea level. We’re going Science Museum, didn’t you?
to watch the video several times. After you have watched it twice, O We went to the Transport Museum, actually. It was great! Even
I will give you some questions to answer from memory. Finally you better than the Museum of London.
will watch it once more to check your answers. Good luck! M Really?
O Yes – they had buses and trams and lots of colourful old posters
and signs. They even had some underground trains – that was
the best bit.
M Interesting! I’ve never been there.
O You should go! It’s not very big, so it doesn’t take long to get
4.9 Student’s Book page 129, exercise 5 around. It’s best to go early, though, as it gets busy in the
afternoon.
Examiner M Is it expensive to get in?
You will listen to a teacher, principal, or other school staff member O It’s free if you are under 17, but it’s £15 for adults. For students and
talking to students. Then you will answer one question based on people over 60, it’s £11.50.
what the speaker says. M OK. Did you have lunch there?
Listen to a teacher talking to a class. O Yes, the weather was nice, so we got sandwiches from the café
and sat in the square in front of the museum to eat them.
Teacher M Lovely! And did you have time to go to the shop?
I hope you all feel energetic this morning, because we have a busy O Yes. I got this mug. They had some great books and puzzles as
day planned. First, we go to Fisherman’s Wharf. It’s right on the well, but they were too expensive.
bay, with amazing views of Alcatraz and the Golden Gate Bridge.
Next, we take a streetcar to North America’s largest and oldest
Chinatown. You can shop here and watch Chinese women making
fortune cookies. Then we walk to the Cable Car Museum. It’s an
interesting place where you can watch the gigantic wheels that pull
the cables around San Francisco. Finally, we take a bus to the Golden
Gate Bridge. We can all take photos of the great views around there. 4.12 Student’s Book page 136, exercise 2
Examiner 1 SIMMONDS
What is the teacher explaining? 2 FISCHER
3 PHELPS
4 MCILROY
5 WILLIAMS
M = Mum, O = Oliver
M Hi Oliver. How was your school trip today? You went to the
Science Museum, didn’t you?
O We went to the Transport Museum, actually. It was great! Even
better than the Museum of London.
M Really?
O Yes – they had buses and trams and lots of colourful old posters
and signs. They even had some underground trains – that was
the best bit.
347
OK everyone, listen carefully, please. Here’s some information about Examiner

next year’s ski trip to Switzerland. Now, last time, the cost was £855 per You will listen to a conversation between two students or a student
person, but this year it’s a bit less – £730. That’s because we’ve made a and a school staff member. Then you will answer four questions
few changes to the trip. We’re not flying this time – we’re going by coach based on what the speakers say.
instead. It’ll take a bit longer to get there, but it saves a lot of money. One Listen to a conversation between a teacher and a student.
other important thing – the trip is happening in March and not February
this year – from the 16th to the 25th. We’ll have six days of skiing and P = Poppy, MT = Mr Thomas
seven nights at the hotel. The town we are going to is called Arosa, and
the hotel we’re staying at is The Streiff. That’s S-T-R-E-I-F-F. They’ve got P Excuse me, Mr. Thomas. Could you tell me what I need to do to
a website so have a look at that for some more information. It’s a lovely join the Technology club, please?
hotel and there’s lots to do apart from skiing – dancing, quizzes, and also MT Yes, of course, Poppy. The club is free to join. You’ll have to read
movie nights. OK, that’s all. Let me know soon if you’d like to come. the rules and sign an agreement …
P You mean, like you can't eat and drink in the room and you have
to log off the equipment at the end.
MT Yes. There are other rules, too. And you have to attend a course
about staying safe online. There’s one at lunchtime tomorrow if
you’re free.
4.14 Student’s Book page 137, exercise 3 P Is that the course that talks about not posting personal
information online and not sharing passwords? I took that
One cold, winter day, Jessie was sitting by the fire. She was looking at course a couple of weeks ago.
hot and sunny places on her tablet. MT Yes, that’s the one. Good. Then please take these rules home
and read them carefully. Come back tomorrow and I’ll do your
She began to think about a vacation. “This year, I’m going to a
membership then.
private beach with palm trees,” she thought.
P Can I use a laptop as soon as I’m a member?
“I’ll relax all day on the beach, and I’ll have a personal waiter to look MT Yes, of course. You can use any of the equipment. There are
after me.” tablets, laptops, printers, smartphones, and game consoles. All
the software and games are for educational purposes, of course.
P Cool. I can’t wait to join.
MT Great. See you tomorrow.
Examiner
Now answer the questions.
4.15 Student’s Book page 139, exercises 2 and 3
1 What’s the main topic of the conversation?
2 What does Poppy have to do before she can join the club?
Z = Zac, W = Will 3 Why doesn’t Poppy need to attend the course tomorrow?
4 According to the text, which of the following is NOT true?
Z Excuse me, Will. Can I use your calculator, please?
W Sure, Zac, go ahead. I can use the calculator on my smartphone.
Z Do you understand how to work out the equations we have to do
for homework?
W No, not really. I’m going to ask my older brother to help me this
evening.
Z You’re lucky. I have a little sister. I’m sure she doesn’t know how
to do equations.
W There are some good websites online. Some of them explain
things really clearly.
Z That’s a good idea, but my laptop is broken at the moment.
W I know. Would you like to come to my house after school and we
can do the homework together?
Z Great idea. I’ll text my mom to check if it’s OK.
348
PREPARE FOR EXAMS WORKBOOK ANSWERS
Workbook page 122 2 A

3 G
Questions: 4 F
1 Where is the school? 5 D
2 Which instruments can you learn to play?
3 How much are (the) classes? Workbook page 131
4 Are there classes at the weekend?
5 Is there a website? OR What is the website? 1 C
Answers: 2 D
1 The school is at 326 Green Lane in Brighton. 3 D
2 You can learn to play the guitar, drums or keyboards. 4 B
3 The classes are £25 an hour for adults and £18 an hour for students. 5 C
4 Yes, there are classes on Saturday afternoon. 6 B
5 Yes, the website is www.rockschool.com.
Workbook page 132
Workbook page 123 1 B
Child film stars have a different life from most children. 2 C
They usually get up early to get to the film studios on time. 3 A
Most child stars don’t have much time for hobbies or to play with 4 B
their friends, and they spend more time with adults. 5 A
She lives in Illinois, in the U.S., with her family, but she doesn’t go to school.
Her mom teaches her at home. Workbook page 133
In her free time, she doesn’t play computer games or go shopping. Students’ own answers
She also has a CD of her jazz music called Diversity, which is very popular.
Workbook page 134
Workbook page 124
1 A
1 D 2 B
2 G 3 C
3 A 4 C
4 F 5 B
5 E 6 A
7 B
Workbook page 125
2 B 1 A
3 D 2 B
4 D 3 D
4 C
Workbook page 126
1 Lee Park Workbook page 136
2 22 July 1 Mrs Lawson
3 £45 2 Thursday(s)
4 9.30am 3 4.30pm
5 (some) food 4 £57
5 (a) bag
Workbook page 127
Students’ own answers Workbook page 137
Workbook page 128
1 A Workbook page 138
2 C 1 for
3 A 2 than
4 B 3 There
5 B 4 is
6 A 5 I
7 B 6 called
8 B 7 of
8 to
Workbook page 129 9 have / ’ve
1 D 10 like
2 D
4 B 1 D
2 B
Workbook page 130 3 C
1 B 4 D
349
PREPARE FOR EXAMS WORKBOOK TRANSCRIPTS
1.29 Workbook page 124 3
K = Katy, M = Mark Examiner

Listen to a school librarian talking to a class.
K Hi, Mark. Are you ready for your party next weekend? Librarian
M Hi, Katy. Yes, I think so. It’s going to be a hot day so we’re going to Welcome to Greendale High School. We’re very fortunate to have
have a barbecue. the largest library of all the schools in the area. This afternoon, I’ll
K Great! Is Sophie going to make some of her famous chilli burgers? I help you become more familiar with the library, how it’s organized,
love her burgers! how you can borrow our books, and you’ll have a bit of time to look
M No, actually, she’s going to bring sausages. You know James, who around and choose a book if you like.
lives above the fish and chip shop, he’s going to bring burgers.
We’re going to have a lot of food! Examiner
K Have you invited Simon? What is the purpose of the talk?
M Yes, of course. He ate so many sausages last time! He’s going to 4
bring a birthday cake for me – I think his mum’s going to make it. Examiner
K Is Megan going to be there? Listen to a Math teacher talking to a class.
M Yes, although she doesn’t eat meat any more so she’ll probably just
eat the salad she’s going to bring! Teacher
K What about Amy? I’m returning your tests. Great job! These are your best test results
M She wanted to bring pizza – but I asked her to bring some lemons this year. I think you all understand algebra really well. The highest
so we could make fresh lemonade. score was ninety-nine per cent and the lowest score eighty-seven
K And Jack? per cent, so you can feel confident for your final exam of the year
M Yes, he’s going to bring some chocolates, you know how much he next week. What I like best about this class is that you all work really
loves them – but I think ice cream is a better idea on such a hot hard and do the best according to your ability.
day!
Narrator
What does the teacher like best about the class?
1.30 Workbook page 127
celebrating 1.32 Workbook page 132

procession
delicious A = Alice, D = David
A Hi, David. Where did you go on your school trip?

D Hi, Alice. Well, last year we went skiing in the mountains, but this
year we went to the city. I wanted to go to the forest!
A How long did you go for?
1.31 Workbook page 129 D Nearly two weeks. We stayed 12 nights – we only came back four
days ago.
1 A Did you go by coach?
Examiner D Our coach driver was ill so we took the train. It was more
Listen to a Geography teacher talking to her students. expensive, but faster than the bus.
Teacher A Which teacher was with your group?
Today, we’re going to look at the weather conditions at some of the D My usual teacher, Mr Stone, was with another group and Mrs Benn
famous tourist sites around the world. First, we’ll look at Machu didn’t go. I was with Miss Taylor. She was good fun.
Picchu. It’s in a tropical location. There are two seasons – the dry A So what did you do on the trip?
season, which lasts from May until October, and the rainy season, D Well, the cathedral was closed for repairs. We went to the science
which lasts from November until April. museum, but didn’t have time to visit the castle.
A That’s a pity! Did you buy anything on your trip?
Examiner D Yes, I wanted a football shirt, but they were too expensive. I bought
What is the teacher explaining? a mug. Most of my friends bought baseball caps.
2
Examiner
Listen to a school principal talking to a whole school.
Principal
Next week is World Book Day. I’d like each class to select authors
from another country and find out as much as possible about their
lives, the place they live, and their work. Please prepare a short
presentation to explain interesting facts to the rest of the school.
Include a short reading from one of their books.
Examiner
What does the school principal tell the students to do?
350
PREPARE FOR EXAMS WORKBOOK TRANSCRIPTS
1.33 Workbook page 136 1.34 Workbook page 139
M = Man, G = Girl J = Jenny, M = Milo
M Hello, First Notes Music School. How can I help you? J Hi! I’m Jenny. Are you in seventh grade?
G Hello, I’m interested in learning the guitar. Do you have classes for M Hey there! Yes. I’m Milo. How did you know?
beginners? J You’ve got one of those tablets that all seventh grade students
M Yes, we do. Mrs Lawson teaches guitar for beginners. have this year. You’re so lucky!
G Oh, great. Um, how do you spell Lawson? M Do you really think so? I’m not so sure myself. You have to carry
M L-A-W-S-O-N. She’s very good. it around all day. It feels quite heavy after a while and it’s a big
G Thank you. And can I book lessons with her? responsibility. They belong to the school. I’m really worried about
M Let me see when she’s free ….. She’s busy all day Monday, Tuesday breaking mine!
and Wednesday. How about on a Thursday? She works at a J Oh, I see what you mean. I haven’t thought about things like
different school on Fridays. dropping it. It must be more fun in class, though.
G That sounds fine. What time? M Well, that kind of depends on the subject and the teacher. It is in
M Well, the only space she has is at four-thirty. But Mrs Lawson likes some classes. Math has loads of great games and you compete
you to arrive a bit early, so come at about twenty past four. The against the rest of the grade, so you really want to get the best
lesson finishes at a quarter past five. score you can.
G And how much do the lessons cost? J That’s cool! The most exciting techy thing we have in our Math
M It’s usually sixty-four pounds for a term, but because you’re new classes is a calculator.
you get a discount so it will be fifty-seven pounds this time. M In other subjects, like Geography and History, there are lots of
G Do I need to bring a guitar? I don’t have one yet. really amazing videos to watch that make the subject much more
M That’s OK. You can borrow a guitar. Just bring a bag to put any interesting.
music in. J What did I tell you? You’re really lucky. You haven’t said one bad
G Great! Thank you very much. thing yet.
M Well, for a start, you can’t always use them. The internet at
school doesn’t always work and in some rooms there aren’t many
charging stations.
J What happens then if your battery is low?
M Usually you have to share with another student in class and then
do the work at home on your tablet later.
J Oh no! I guess that wouldn’t happen if you were sharing a book.
You could still do the work in your notebook.
M You can’t both type in your answer, though. Also, there are some
subjects that don’t seem to use the technology for all the things
it can do – in those subjects it’s just really a book you read on the
screen, instead of reading it on paper. No difference really!
J That’s a shame! But I suppose it’s still quite a new thing. It may
take time for more people to start using it.
M Yes, and it’s expensive at the moment. I think it’s the technology
of the future though, so I should get used to carrying my tablet
around with me.
351
352
Answers page 358
353
354
Answers page 358
355
356
Answers page 359
357
Stories ANSWERS
Student’s Book page 140–141 Student’s Book page 142–143
Warmer Warmer
Ask students: It’s your first day at a new school. How do you feel? Ask students to remember / think of everything they can about
Discuss as a group. Then put students into pairs and ask them to the Vikings. If you’ve already studied the text on page 60, tell
remember their first day at this school. Ask them to describe what them they can look at it to help generate ideas. Put students in
they did, who they met, how they felt, etc. Feed back as a class. pairs, and give them about 10 minutes. Then tell each pair to say
a sentence about the Vikings – it can be something true or false.
The rest of the class decide if they think it’s true or false.
1 He is in the playground outside a school.
2 He is pushing his bike. 1 1 A Viking girl is looking out at the sea from a ship.
3 He probably feels nervous. 2 Students’ own answers
4 Because the boy has got an old bike. 3 Students’ own answers
4 4.17 Students’ own answers 4 4.18 Students’ own answers
5 1 He is cycling down a high street. 5 G, E, C, F, A, H, D, B
2 Because Joseph was on the wrong side of the road. 6 Students’ own answers
3 Because he has a really old bike.
4 He feels upset.
5 Because he finds speaking French easier than English.
6 He helps him do the project on the Congo River.
7 Because they have done a fantastic project.
358
Stories ANSWERS
Student’s Book page 144–145
Warmer
Ask students to think of a film they have seen that is set in
the future, or on another planet. Ask them to describe the
characters, the environment, and the events. Ask them in
particular to describe the aspects that are different from our
world today. Put them in small groups to do this, and go round
providing vocabulary to help them. At the end, ask the groups
to tell each other some new vocabulary that their discussions
have generated.
1 1 Someone is driving a motorbike fast down an empty road.

4 4.19 Students’ own answers
5 1 He is a student.
2 It controls the weather.
3 Everyone goes on holiday.
4 She is going on a space cruise.
5 He is going to Ancient Rome.
6 They put on ‘DreamHats’ and take a ‘DreamPill’.
7 He has a ‘retroshop’, which sells old-fashioned things.
8 He discovers the ocean.
359
360
Answers page 364
361
362
Answers page 364
363
Pronunciation ANSWERS
Student’s Book page 147 UNIT 5

UNIT 1 2 1 /d/
2 /t/
1 4.20 Students’ own answers 3 /ɪd/
2 4.21 4 /t/
/s/ picks, asks, hates, looks, hopes, laughs, 5 /t/
/z/ plays, gives, finds, remembers, carries, answers, 6 /d/
/ɪz/ washes, kisses, catches, dances 7 /t/
3 4.22 Students’ own answers 8 /ɪd/
UNIT 2
UNIT 6
2 Students’ own answers 1 4.32 Students’ own answers
3 4.24 Students’ own answers 2 clock – top
come – love
Student’s Book page 128 no – over
move – do
UNIT 3
2 4.26
-ing: sing, ring, sting, thing, king
-ink: think, link, sink, pink
UNIT 4
2 1 The film is better than the book.
2 My phone is newer than my laptop.
3 Our school is more modern than your school.
4 My sister is nicer than my brother.
5 David’s hair is darker than mine.
6 Rome is more beautiful than Moscow.
364
Pronunciation ANSWERS
Student’s Book page 149
UNIT 7
2 4.35
1 stressed
2 unstressed
3 1 unstressed
2 stressed
3 stressed
4 unstressed
5 stressed
6 unstressed
UNIT 8
2 4.37
1 going, visit, grandparents
2 going, do, tomorrow
3 going, study, Maths
4 going, watch, tonight
5 aren’t, ask, questions
6 going, open, presents
UNIT 9
2 4.39
1 mustn’t
2 mustn’t
3 must
4 mustn’t
5 must
6 must
7 mustn’t
8 must
365
366
367
368
Achievers is an engaging six- For the Student
level English course matched Student’s Book
to the CEFR which aims to • Integrated exam training to prepare students
for Cambridge and TOEFL® tests
motivate and challenge
• Focus on natural spoken language and
teenage students throughout contemporary and idiomatic expressions
the language learning process. • Unique Challenge lessons with an ambitious
extended speaking task
With its ambitious vocabulary • Fast Finisher activities to keep challenging
the strongest students
and grammar syllabus and • Audiovisual material to open the door to
thorough skills development, English-speaking culture worldwide
Achievers prepares students Workbook

to use and enjoy English at • A page of practice for each Student’s Book page
every level, and to succeed • Key language extended in new vocabulary
sections in each unit
in the Cambridge English: • Communication skills reinforcement with
Key, Preliminary, First and listening and speaking activities
Advanced exams and in the • Additional Audiovisual material sections
• Downloadable Workbook audio
TOEFL Junior® test.
For the Teacher

Teacher’s Book
• Includes all Student’s Book pages
• Unit overview for quick lesson plans
• Complete teaching notes, transcripts
and answer keys
• Tests at two levels for every unit, plus end-of-
term and end-of-year tests
• Vocabulary and Grammar worksheets at two levels
• Speaking worksheets for fun communicative activities
• Festivals worksheets
Teacher’s Audio Material
Teacher’s i-book for smartboards
• A complete digital version of the course with instant
access to audio, tapescripts and answer keys
CEF
www.richmondelt.com/achievers A1 A2 B1 B2 C1 C2

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Teacher’s Book

Additional material by Patricia Chappell

Publisher: María Lera

Cover Design: Marisela Pérez

All rights reserved.

Every effort has been made to trace the holders of copyright,

TOEFL Junior® is a registered trademark of Educational Testing Service (ETS).

The publisher would like to thank all those who

Terry Prosser A1+

Introduction and course highlights ................................................... page 2

Student’s Book contents .......................................................................... page 16

Achievers has an ambitious vocabulary and

Achievers has a full component package

containing complete teaching notes EXAM PREPARATION

● Teacher’s Resource Book

containing a complete pack of photocopiable

● Teacher’s Audio Material Pack

containing all the audio for the course

Every unit has Cambridge and TOEFL® exam preparation

Every Achievers unit contains four varied Fast Finishers to keep

WORD ZONE REGULAR SPEAKING ACTIVITIES

All lessons include speaking activities to allow students to share

A whole page of Listening helps develop this crucial skill, with

Face 2 Face pulls out common idiomatic spoken language

● There are four optional Starter lessons at the start of the

1 Each Reading lesson contains

1 Common expressions from

2 Students listen to 3 Writing skill focuses on 4 In Your Turn To Write,

1 Each End-of-Unit Review

1 An exam-style activity at the

2 Help and advice to allow

3 Key information about

Prepare for the TOEFL Junior® Test

1 An exam-style activity at the 2

2 Help and advice to allow

3 Key information about

End-of-Unit Reviews Exams

Writing Reference Vocabulary Bank

2 Ideas for Extra 7 Clear signposting

4 All transcripts from 9 All answers and

The Teacher’s Resource Book contains photocopiable worksheets to supplement

Vocabulary and Grammar Worksheets Tests

Teacher’s Audio Material Pack

1 Additional smart board

4 All course materials

5 Interactive Answer key 5

8 Show and hide

Visual grammar presentations Additional IWB activities

Extra interactive practice 9 Use the Richmond i-tools

The Richmond i-tools

Save all your teaching sessions to meet

Vocabulary Language objectives

2 1.3 Transcripts page 28 Tell students they are now going to

4 Encourage students to use the phrases in exercises 1, 2 and 3 to

Starter A, B, C and D are optional, self-contained lessons that Warmer

4 Students can do this activity in pairs. Get them to cover the

1 Open your book.

Answers Students’ own answers

1.2 Student’s Book page 4, exercise 1 Workbook page 4

5 Possessive adjectives 4 classes

6 1 your Workbook page 7

Vocabulary Language objectives

Answers Students’ own answers

1.28 Express yourself contains a variety of useful expressions for