Published by Express Publishing

Liberty House, Greenham Business Park, Newbury,

Berkshire RG19 6HW, United Kingdom
Tel.: (0044) 1635 817 363
Fax: (0044) 1635 817 463
email: inquiries@expresspublishing.co.uk
www.expresspublishing.co.uk

© Jenny Dooley, 2018

Design and Illustration © Express Publishing, 2018

First published 2018

Made in EU

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or
transmitted in any form, or by any means, electronic, photocopying, or otherwise, without the
prior written permission of the publishers.

This book is not meant to be changed in any way.

ISBN 978-1-4715-7359-0
 Contents
Introduction to the Teacher ....................................................... p. 4

Student’s Book

Module 1 My World .................................................................... p. 8

Module 2 Round we go! ............................................................ p. 15

Module 3 Back in time ............................................................... p. 23

Module 4 Celebrities................................................................... p. 30

Module 5 What an adventure! .................................................. p. 37

Module 6 Let’s celebrate! .......................................................... p. 45

Festivities Key .............................................................................. p. 53

My Picture Dictionary Key .......................................................... p. 56

Student’s Book Audioscripts ...................................................... p. 57

Evaluations .................................................................................. p. 62

Workbook

Workbook Key ............................................................................. p. 74

3
 Introduction to the Teacher
Flash 5 is a modular course for learners studying
British English at CEFR Level A1+. It allows flexibility of
approach which makes it suitable for classes of all
kinds, including large or mixed ability classes.
Flash 5 consists of six modules. Each module consists
of six lessons plus CLIL sections, Project Time,
Presentation Skills & Values and Progress Check. The
corresponding module in the Workbook provides the
option of additional practice.
COURSE COMPONENTS
Student’s Book
The Student’s Book is the main component of the
course. Each module is based on specific themes
and the topics covered are of general interest. All
modules follow the same basic structure. (see
Elements of the Coursebook)
Workbook
The Workbook is in full colour and contains modules
corresponding to those in the Student’s Book
containing practice in Vocabulary, Grammar, Everyday
English and Reading. All the exercises in the Workbook
are marked with graded level of difficulty (*, **). There
are songs that are connected to the themes of the
modules. Listening to lively, high quality songs is a
humanistic activity which lowers the students’ affective
filters and allows them to absorb language more easily.
Teacher’s Book
The Teacher’s Book contains step-by-step lesson
plans and suggestions on how to present the
material. It also includes answers to the exercises in
the Student’s Book & the Workbook, the audioscripts
of all the listening material, suggested speaking and
writing models as well as evaluation sheets.
Class Audio CDs
The Class Audio CDs contain all the recorded
material which accompanies the course. This
includes the monologues/dialogues and texts in the
Listening and Reading sections as well as the
Pronunciation/Intonation section and songs in the
Student’s Book, and the Workbook.
IWB
The IWB contains all the material in the Student’s
Book, Teacher’s Book and Audio CDs and aims to
facilitate lessons in the classroom. It also contains
grammar presentation of all the grammar structures
in the Student’s Book as well as videos thematically
linked to the texts in the course and activities for Ss to
further practise their English and expand their
knowledge as well as games for students to revise
vocabulary and grammar taught.
4
ieBook
The ieBook contains all the material in the Student’s
Book and is the Ss’ interactive study partner. It also
contains videos and games as well as a complete
interactive dictionary.
Digibook application
The Digi app contains all the material in the Workbook
and helps students monitor their progress and improve
their statistics, which are recorded and stored so that
they can be accessed at any time.
ELEMENTS OF THE COURSEBOOK
Each module begins with a modular spread that
contains: a brief overview of what will be covered in
the module, pictures and words/phrases related to the
theme of the module, and exercises to practise the
vocabulary presented.
Each module contains the following sections:
Vocabulary
Vocabulary is introduced in a functional and
meaningful context. It is practised through a variety of
exercises such as picture-word association and
completing set phrases in order to help students use
everyday English correctly.
Reading
Each module contains reading texts, such as:
dialogues, articles, blog entries, postcards, emails, etc.
These allow skills, such as reading for gist and reading
for specific information, to be systematically practised.
Grammar
The grammar items taught in each module are first
presented in context, then highlighted and clarified by
means of clear, concise theory boxes. Specific exercises
and activities methodically reinforce students’
understanding and mastery of each item.
Listening
Students develop their listening skills through a variety
of tasks which employ the vocabulary and grammar
practised in the module in realistic contexts. This
reinforces students’ understanding of the language
taught in the module.
Speaking
Controlled speaking activities have been carefully
designed to allow students’ guided practice before
leading them to less structured speaking activities.
Everyday English
Functional dialogues set in everyday contexts familiarise
students with natural language. The dialogues also
present useful expressions so that students can practise
everyday English.
Pronunciation
Pronunciation activities help students to recognise the
various sounds of the English language, distinguish
between them and reproduce them correctly.
Writing
There are writing activities throughout the modules,
based on realistic types and styles of writing, such as
letters, notes, postcards and emails. These progress from
short sentences to paragraphs and finally to full texts,
allowing students to gradually build up their writing skills.
CLIL/Culture Spot
Each unit contains a CLIL/Culture Spot section.
• In each Culture Spot section, Ss are provided
with cultural information about aspects of English-
speaking countries that are thematically linked
to the module. Ss are given the chance to
process the information they have learnt and
compare it to the culture of their own country.
• Each CLIL section enables Ss to link the themes of
the unit to a subject from their school curriculum,
thus helping them contextualise the language
they have learnt by relating it to their own personal
frame of reference. Lively and creative tasks
stimulate Ss and allow them to consolidate the
language they have learnt throughout the unit.
Progress Check
This section appears at the end of each module, and
reinforces students’ understanding of the topics,
vocabulary and structures that have been presented
in the module. A Competences marking scheme at
the end of every Progress Check section allows
students to evaluate their own progress and identify
their strengths and weaknesses.
Speaking Bank
In this section Ss practise notions and functions used in
situational dialogues helping them to practise and
improve their everyday English.
Festivities
This section aims to develop Ss’ cultural awareness
providing them with information about festivities and
celebrations in English-speaking countries. The texts are
followed by fun activities and games to give Ss the
opportunity to process the information they have learnt.
My Picture Dictionary
This section presents the main vocabulary of the
Student’s Book in themes. The Ss have the chance to
revise the Key Vocabulary of each module through fun
activities. Each page of this section can be completed
by the Ss upon completion of the respective module.
Grammar Reference
This section offers full explanations and review of the
grammar structures presented throughout the book. It
can be used both in class and at home to reinforce
the grammar being taught.
Irregular Verbs
This provides Ss with a quick reference list for verb
forms they might be unsure of at times.
Word List
A complete Word List contains the new vocabulary
presented in each module, listed alphabetically, with
a phonetic transcription. Ss can write the explanation
of each word.
SUGGESTED TEACHING TECHNIQUES
A Presenting new vocabulary
Much of the new vocabulary in Flash 5 is presented
through pictures. Ss are asked to match the pictures
to listed words/phrases. (See Student’s Book, Module 1,
p.4, Ex.1.)
Further techniques that you may use to introduce
new vocabulary include:
• Miming. Mime the word you want to introduce.
For instance, to present the verb sing, pretend you
are singing and ask Ss to guess the meaning of
the word.
• Synonyms, opposites, paraphrasing, and giving
definitions. Examples:
– present the word strong by giving a synonym:
‘powerful’.
– present the word strong by giving its opposite:
‘weak’.
– present the word weekend by paraphrasing it:
‘Saturday and Sunday’.
– present the word famous by giving its
definition: ‘very well-known (person or thing)’.
• Example. Use of examples places vocabulary into
context and consequently makes understanding
easier. For instance, introduce the words city and
town by referring to a city and a town in the Ss’
country: ‘Rome is a city, but Parma is a town.’
• Sketching. Draw a simple sketch of the word or
words you want to explain on the board. For
instance:
tall
short
• Use of L1. In a monolingual class, you may
explain vocabulary in the Ss’ native language.
This method, though, should be employed in
moderation.
• Use of a Dictionary. In a multilingual class, Ss
may occasionally refer to a bilingual dictionary.
The choice of technique depends on the type of word
or expression. For example, you may find it easier to
describe an action verb through miming than through
a synonym or a definition.
5

Note: sections can be treated as follows: Go
through the list of words after Ss have read the text
and ask Ss to explain the words using the context
they appear in. Ss can give examples, mime/draw
the meaning, or look up the meaning in their
dictionaries.
B Choral & individual repetition
Repetition will ensure that Ss are thoroughly familiar
with the sound and pronunciation of the lexical items
and structures being taught and confident in their
ability to reproduce them.
Always ask Ss to repeat chorally before you ask them
to repeat individually. Repeating chorally will help Ss
feel confident enough to then perform the task on
their own.
C Listening & Reading
You may ask Ss to read and listen for a variety of
purposes:
• Listening for detail. Ss listen for specific information.
(See Student’s Book, Module 3, p.39, Ex.6)
• Listening and reading for gist. Ask Ss to read or
listen to get the gist of the dialogue or text being
dealt with. (See Student’s Book, Module 3, p. 38,
Ex. 1. Tell Ss that in order to complete this task
successfully, they do not need to understand
every single detail in the text.)
• Reading for detail. Ask Ss to read for specific
information. (See Student’s Book, Module 2, p. 30,
Ex. 2. Ss will have to read the text in order to do
the task. They are looking for specific details in the
text and not for general information.)
Note: VIDEOS
Main texts in the Student’s Book are accompanied by
videos that are included in the IWB and ieBook. The
videos can be watched after Ss have read the text.
Activities that accompany the videos can be done in
class or assigned as HW.
D Speaking
• Speaking activities are initially controlled, allowing
for guided practice. (See Student’s Book, Module 2,
p.27, Ex. 2 where Ss act out a dialogue.)
• Ss are led to free speaking activities. (See Student’s
Book, Module 2, p. 27, Ex. 3 where Ss are provided
with the necessary lexical items and structures and
are asked to act out their dialogue.)
E Writing
All writing tasks in Flash 5 have been carefully
designed to closely guide Ss to produce a successful
piece of writing. They are all further analysed in an
extra writing section at the back of the book with
model texts and exercises that aim to help students
improve their writing skills.
6
• Make sure that Ss understand that they are
writing for a purpose. Go through the writing task
so that Ss are fully aware of why they are writing
and who they are writing to. (See Student’s Book,
Module 3, p. 39, Ex. 7. Ss are asked to write a blog
comment.)
• It would be well-advised to actually complete the
task orally in class before assigning it as written
homework. Ss will then feel more confident with
producing a complete piece of writing on their
own.
F Assigning homework
When assigning writing tasks, prepare Ss as well as
possible in advance. This will help them avoid errors
and get maximum benefit from the task.
Commonly assigned tasks include:
Copy – Ss copy an assigned extract;
Dictation – Ss learn the spelling of particular words
without memorising the text in which they appear;
Vocabulary – Ss memorise the meaning of words and
phrases or use the new words in sentences of their
own;
Reading Aloud – Assisted by the S’s CDs, Ss practise at
home in preparation for reading aloud in class;
Writing – After thorough preparation in class, Ss are
asked to produce a complete piece of writing.
G Correcting students’ work
All learners make errors – it is part of the learning
process. The way you deal with errors depends on
what the Ss are doing.
• Oral accuracy work:
Correct Ss on the spot, either by providing the
correct answer and allowing them to repeat, or by
indicating the error but allowing Ss to correct it.
Alternatively, indicate the error and ask other Ss to
provide the answer.
• Oral fluency work:
Allow Ss to finish the task without interrupting, but
make a note of the errors made and correct
them afterwards.
• Written work:
Do not over-correct; focus on errors that are
directly relevant to the point of the exercise. When
giving feedback, you may write the most
common errors on the board and get the class
to attempt to correct them.
Remember that rewarding work and praising Ss is of
great importance. Post good written work on a display
board in your classroom or school, or give ‘reward’
stickers. Praise effort as well as success.
H Class organisation ABBREVIATIONS
• Open pairs Abbreviations used in the Student’s Book and Teacher’s
The class focuses its attention on two Ss doing the
set task together. Use this technique when you T Teacher p(p). Page(s)
want your Ss to offer an example of how a task is S(s) Student(s) e.g. For example
done. (See Ex. 3 on p. 10 of the Student’s Book.) HW Homework i.e. That is
• Closed pairs L1 Students’ native etc. Et cetera
Pairs of Ss work together on a task or activity while language sb Somebody
you move around offering assistance and Ex(s). Exercise(s) sth Something
suggestions. Explain the task clearly before Key to symbols used in the Student’s/Teacher’s
beginning closed pairwork. (See Ex. 5 on p. 23 of Books
the Student’s Book)
• Stages of pairwork ... Do not write audio
– Put Ss in pairs.
monologue pairwork
– Explain the task and set a time limit.
– Rehearse the task in open pairs. groupwork
– In closed pairs, get Ss to do the task.
– Go around the class and help Ss. words to be explained using the context
– Open pairs report back to the class. each appears in
• Group work grammar explanations; writing tips;
Groups of three or more Ss work together on a vocabulary items; tips to help Ss
Note
task or activity. Class projects or role play are become autonomous learners
most easily done in groups. Again, give Ss a solid
understanding of the task in advance. grammar explanations
Grammar
• Rolling questions
Ask Ss one after the other to ask and answer
questions based on the texts. research

I Using L1 in class sections to develop Ss’ critical thinking skills

Use L1 in moderation and only when necessary. sections to help Ss develop critical
VALUES thinking skills & values

CLIL
sections that link the themes of the module to a
subject from the school curriculum
sections at the end of each
Competences Progress Check for Ss to
evaluate themselves

7
 Module 1 My World
Topic
In this module, Ss will explore the topics of daily
routines, free-time activities, school areas and school
subjects.
Module page 4-5
Lesson Objectives: To get an overview of the module,
to learn daily routines, to talk about daily routines, to
revise telling the time
Vocabulary: Daily routines (get up, get dressed, have
breakfast, catch the bus, have lessons, have lunch,
hang out with friends, come back home, have a
snack, do homework, have swimming practice, have
a shower, have dinner, chat with friends, go to sleep);
Times of the day (in the morning, in the afternoon, in
the evening)
1a Reading 6-7
Lesson Objectives: To listen and read for specific
information, to read for specific information, to answer
comprehension questions, to learn free-time activities,
to talk and write about free-time activities and
preferences
Vocabulary: Free-time activities (read a book, play
sports, watch TV, play online/board games, chat with
friends online, go to the cinema, exercise, draw/paint,
spend time with family/friends, listen to music, go
shopping, play with a pet); Noun (friend); Adjective
(beautiful); Adverbs (close to, near)
1b Grammar 8-9
Lesson Objectives: To learn the present simple; to
learn adverbs of frequency
1c Vocabulary 10
Lesson Objectives: To learn school areas, to listen for
specific information, to talk about school subjects
and express preferences
Vocabulary: School areas (classroom, playground,
field, auditorium, headteacher’s office, canteen, nurse’s
office, staffroom, art room, science lab, computer room,
library)
8
1d Everyday English 11
Lesson Objectives: To complete a dialogue, to act
out a dialogue asking for/giving directions, to learn
prepositions of movement, to pronounce \a\, \œ\
1e Grammar 12-13
Lesson Objectives: To learn the present continuous;
to compare the present simple and the present
continuous
1f Across Cultures 14-15
Lesson Objectives: To listen and read for gist, to read
for specific information, to listen for specific information,
to practise punctuation, to write an email about your
school & classroom
Vocabulary: Nouns (office building, canteen, gym,
flood, library); Phrase (pass an exam)
1 CLIL (Citizenship) 16
Lesson Objectives: To listen and read for gist, to read
for key information, to talk about being a good student
Vocabulary: Verbs (realise, waste, respect, treat);
Adjective (polite); Phrases (pay attention, set a limit,
raise your hand)
Flash Time 1 17
Lesson Objectives: To design a perfect school, to
draw a map, to present your perfect school, to learn
about the value of self-respect
Progress Check 1 18-19
Lesson Objectives: To read for specific information, to
test/consolidate vocabulary and grammar learnt
throughout the module; to listen for specific information,
to write an email
 Module 1
What’s in this module? Answer Key
Go through the What’s in this module? box and tell Ss 1 c 2 a 3 b
that these are the topics, skills and activities this unit
will cover. 2 To read for specific information
• Give Ss time to read the texts again and mark
1 To present vocabulary for daily routines the statements according to what they read.
• Ask Ss to look at the pictures and then play • Check Ss’ answers.
the recording with pauses for Ss to repeat Answer Key
chorally and/or individually. 1 W 2 DS 3 W
• Check Ss’ pronunciation and intonation.
• Refer Ss to the box.
• Play the video and elicit Ss’ comments.
2 To talk about your daily routine
• Read out the Note box and revise telling the 3 To consolidate comprehension of a text
time.
• Then ask various Ss around the class to tell the • Explain the task and allow Ss time to review
the text and then answer the questions.
rest of the class about their daily routine
following the example and using the phrases
• Check Ss’ answers.
from Ex.1. Answer Key
Suggested Answer Key 1 The Sami people live in Sweden, Norway and
Finland.
I get up at six fifteen in the morning. Then I get
2 They finish school at 3 pm.
dressed and have breakfast. After that I catch the
3 In the evenings, he eats a hot meal with his
bus at seven thirty and go to school. I have lunch
family.
at twelve thirty. After school, I hang out with my
friends and at four o’clock in the afternoon I
come back home. At five o’clock I do my 4 a) To present free-time activities
homework and at seven thirty I have dinner. I go • Play the recording with pauses for Ss to
to sleep at nine o’clock in the evening. repeat chorally and/or individually.
• Check Ss’ pronunciation and intonation.
3 To compare your daily routine
Ask Ss to work in pairs and compare their daily b) To identify free-time activities
routines and then ask various Ss to compare their Ask Ss to look at the pictures and then elicit
daily routines in front of the class following the which activities they show from Ss around the
example. class.
Suggested Answer Key Answer Key
Anna catches the bus at eight fifteen in the 1 play a board game 5 go shopping
morning. I catch the bus at seven thirty in the 2 play a sport 6 go to the
morning. 3 listen to music cinema
Anna comes back home at three forty-five in the 4 play with a pet 7 paint
afternoon. I come back home at four o’clock in
the afternoon.
5 To talk about free-time activities and
Anna does her homework at five fifteen in the
express preferences
afternoon. I do my homework at five o’clock in
the afternoon. • Explain the task and read out the speech
bubbles.
1a • Reading • Ask Ss to talk in pairs expressing their
preferences about the free-time activities in
1 To listen and read for specific information Ex. 4a and then give them time to write their
• Ask Ss to read the two sets of phrases. speech bubbles.
• Play the recording. Ss listen and read the text. • Ask various Ss around the class to share their
• Ss match the phrases. Check Ss’ answers. answers with the rest of the class.
9
 Module 1
Suggested Answer Key I don’t mind 4 A: How often do you play football?
listening to B: I never play football.
I dislike playing music.
5 A: How often does your dad go shopping?
board games. B: My dad sometimes goes shopping.
I like going
shopping.
3 To present the present simple (negative)
6 To summarise a text • Read out the grammar table, the Grammar
Give Ss time to consider their answers, then ask box and the cartoon.
various Ss to say/write and then read their • Explain the task and give Ss some time to
summary of the text on p. 6. Tell Ss this may be in rewrite the sentences.
Polish or English. • Check Ss’ answers.
• Refer Ss to the Grammar Reference section
Suggested Answer Key
for more information.
Ross wants to learn about daily life in Sweden.
Answer Key
Dure is 12. He lives in Sweden. He is Swedish and
Sámi. His family has reindeer. He gets up at 7 and 1 She doesn’t get up at 7:00 am every morning.
walks to school. Lessons start at 8.30 and finish at 2 I don’t do my homework after dinner.
3. He plays football after school, then goes home 3 Martin doesn’t watch TV at 8:30 pm.
and does his homework. He eats with his family in 4 Jack and Paul don’t catch the bus to school.
the evening. Sometimes they play a board game.
He usually watches TV or goes online and post 4 To present the present simple
comments on social media. (interrogative & short answers)
• Read out the grammar table, the Grammar
1b • Grammar box and the cartoon.
1 To present the present simple (affirmative) • Explain the task and give Ss some time to
complete it.
• Read out the grammar table and the cartoon.
• Elicit answers from Ss around the class.
• Refer Ss to the Grammar Reference section
• Refer Ss to the Grammar Reference section
for more information.
for more information.
• Explain the task and go through the sentences.
Then give Ss some time to complete the gaps Answer Key/Suggested Answer Key
in the sentences. 1 Do you get up at 7:00? Yes, I do (get up at 7:00).
• Check Ss’ answers. 2 Do your parents catch the bus to work? No,
Answer Key they don’t (catch the bus to work).
3 Do you do your homework after school? Yes, I
1 do 3 finishes
do (do my homework after school).
2 watches, goes 4 studies
4 Do you have dinner at 5:30? No, I don’t (have
my dinner at 5:30).
2 To present adverbs of frequency
5 Do you go to bed at 11:00? Yes, I do (go to
• Read out the grammar table and the bed at 11:00).
Language Awareness box.
• Explain the task and read out the example. 1c • Vocabulary
• Ask Ss to work in pairs and ask and answer
1 To present school areas
questions using the prompts and following
the example. • Ask Ss to look at the picture. Play the recording
• Check Ss’ answers. with pauses for Ss to repeat chorally and/or
• Refer Ss to the Grammar Reference section individually.
for more information. • Check Ss’ pronunciation and intonation.
Answer Key 2 To listen for specific information
2 A: How often does your mum chat online?
• Ask Ss to read the statements 1-5.
B: She hardly ever chats online.
• Play the recording and give Ss time to mark
3 A: How often do you go to bed late?
the statements.
B: I often go to bed late.
• Then check Ss’ answers.
10
 Module 1
Answer Key and role play a dialogue using phrases from
1 R 2 DS 3 W 4 R 5 W the dialogue in Ex. 1 and following the plan.
• Then give Ss time to complete the task.
3 To talk about school subjects and • Monitor the activity around the class and then
express preferences ask some pairs to role play their dialogue in
• Go through the school subjects with Ss and front of the class.
revise any that they are unsure of. Suggested Answer Key
• Explain the task and ask two Ss to model the A: Excuse me where is classroom 3A?
example. B: Go past the headteacher’s office. Turn right
• Ask Ss to talk in pairs and ask and answer after the nurse’s office and go up the stairs.
questions about school subjects and express Classroom 3A is on your right.
preferences following the example. A: I’m sorry. Can you repeat the last bit please?
• Monitor the activity around the class and then B: Of course. Go up the stairs and classroom 3A
ask some pairs to ask and answer in front of is on your left.
the class. A: Thank you.
Suggested Answer Key B: You’re welcome.
A: Which school subject do you like? A: Excuse me. Where is the auditorium?
B: I like Art because I like drawing and painting. B: Go down the corridor and turn right after the
A: Which school subject do you dislike? staffroom. Go past the nurse’s office and turn
B: I dislike Geography because it’s boring. left. Go down the corridor.
A: I’m sorry. Can you repeat the last bit, please?
1d • Everyday English
B: Of course. Go down the corridor. The auditorium
1 To read for cohesion and coherence is on your left.
• Revise prepositions of movement using the A: Thank you.
pictures in the box. B: You’re welcome.
• Then ask Ss to read the sentences A-E and Pronunciation
then give them time to read the dialogue
again and complete the gaps. To pronounce /a/, /œ/
• Check Ss’ answers. • Play the recording with pauses for Ss to repeat
Answer Key chorally and/or individually.
1 E 2 B 3 A 4 D 5 C • Check Ss’ pronunciation and intonation.
• Then elicit more words with these sounds.
2 To listen for confirmation and act out a Answer Key
dialogue \a\ start, large \œ\ bat, cat, Maths
• Play the recording for Ss to listen and check
1e • Grammar
their answers and then ask Ss to take roles
and act out the dialogue in pairs. 1 To present and practise the present
• Monitor the activity around the class. continuous (affirmative)
• Read out the grammar theory and the cartoon.
3 To distinguish between words often
• Ask Ss to read the sentences and then give
confused
them time to complete them.
• Read out the Language Awareness box and • Check Ss’ answers around the class.
explain the task. • Refer Ss to the Grammar Reference section
• Give Ss time to complete it and then check Ss’ for more information.
answers.
Answer Key
Answer Key 1 is playing 3 is studying
1 watch 2 look 3 see 2 are watching 4 am doing

4 To role play a dialogue asking 2 To present and practise the present

for/giving directions continuous (negative)
• Explain the task and ask Ss to work in pairs • Read out the grammar theory and the cartoon.
11
 Module 1
• Explain the task and read out the example. 1f • Across Cultures
• Give Ss time to complete the task.
• Check Ss’ answers around the class. 1 To listen and read for gist
• Refer Ss to the Grammar Reference section • Play the recording. Ss listen and read and
for more information. then match the phrases to make sentences.
Answer Key • Check Ss’ answers.
2 No, she isn’t sleeping. She’s reading a book. Answer Key
3 No, they aren’t listening to music. They’re 1 c 2 b 3 a
playing a board game.
4 No, he isn’t eating a sandwich. He’s drinking milk. 2 To read for specific information

3 a) To present and practise the present • Ask Ss to read the text again and then mark
continuous (interrogative & short answers) the statements according to what they read.
• Check Ss’ answers.
• Read out the grammar theory and ask Ss
Answer Key
to look at the picture.
• Explain the task and read out the example. 1 DS 2 R 3 W
• Give Ss time to complete the task. • Refer Ss to the box.
• Check Ss’ answers. • Play the video for Ss and elicit their comments.
• Refer Ss to the Grammar Reference section
for more information.
3 To consolidate/categorise new
Answer Key vocabulary
2 Are Lisa and Vicky eating? No, they aren’t. • Ask Ss to read the text again and find all the
3 Is Carl reading a book? Yes, he is. underlined words and then write the
4 Is Carl sitting on the floor? No, he isn’t. headings into their notebooks and write the
5 Is Dad working on the laptop? Yes, he is. underlined words under the correct headings.
6 Is Mum watching TV? No, she isn’t. • Check Ss’ answers on the board and then
b) To describe a picture using the elicit how the texts are related.
present continuous Answer Key
• Explain the task and ask Ss to work in pairs school areas school equipment
and take turns describing the picture to whiteboards
their partner using the present continuous. classroom
desks
Remind Ss to use the names from Ex.3a. canteen
chairs
• Monitor the activity around the class. gym
blackboard
library
Suggested Answer Key computer
In the picture, the sun is shining. Lisa and Vicky are
sitting on the floor. They are playing video games. The texts are both about unusual schools.
Carl is sitting on the sofa. He is reading a book. Mum
is talking on the phone. Dad is working on his laptop. 4 a) To listen for key information

4 To compare the present simple and the • Ask Ss to look at the two pictures.
present continuous • Then play the recording and elicit which
classroom in the pictures is Tom’s.
• Read out the Grammar box and ask Ss to
read the gapped text and fill the gaps with Answer Key
the correct form of the present simple and the A
present continuous using the verbs in brackets.
• Give Ss time to complete the task and then b) To compare classrooms
check their answers. Give Ss time to consider their answers and then
Answer Key ask various Ss around the class to compare
1 Are you doing 3 need 5 Do you think their classroom to Tom’s.
2 am doing 4 know
12

Suggested Answer Key
There isn’t a television in Tom’s classroom. There is
a television in our classroom. There aren’t posters
on the wall in Tom’s classroom. There are posters
on the wall in our classroom. etc
5 To complete an email
• Ask Ss to read through the gapped email and
give them time to complete the gaps with the
words in the list.
• Check Ss’ answers.
Answer Key
1 class 3 blackboard 5 windows
2 classroom 4 desks
6 To practise punctuation
• Read out the Note box and revise when we
use full stops, question marks, commas and
exclamation marks.
• Then give Ss time to punctuate the sentences
1-4.
• Check Ss’ answers by asking various Ss to
write their answers on the board.
Answer Key
1 Where is John from?
2 She’s Polish.
3 He likes Science a lot.
4 His classroom has got a bookcase, a bin and
a blackboard.
7 To write an email about your school &
classroom
• Explain the task and ask Ss to write an email
about their school and classroom using the
plan and the email in Ex. 5 to help them.
• Give Ss time to complete the task and check
their answers.
• Alternatively, assign the task as HW and then
check Ss’ answers in the next lesson.
Suggested Answer Key
Hi, Sam,
I hope you are well. My school is 20 minutes on the
bus from my house. I’m in classroom 3B on the
second floor. There are 24 students in my class.
There is a blackboard at the front of the class
and three rows of desks and chairs. There are two
windows and one door. The walls are green and
have posters on them. There is a bookshelf next to
the blackboard.
Module 1
What about you? What is your class like?
Write back,
Natan
1 • CLIL (Citizenship)
1 To listen and read for specific
information
• Ask Ss to look at the pictures and read the title
of the text and the headings.
• Ask Ss to guess what they will read about.
• Play the recording. Ss listen and read and find
out.
Suggested Answer Key
I expect to read about how to be a good student.
2 To read for key information
• Give Ss time to read the text again and match
the headings to the paragraphs.
• Check Ss’ answers.
Answer Key
1 C 2 A 3 B
• Refer Ss to the box.
• Play the video for Ss and elicit their comments.
3 To consolidate information in a text
• Ask Ss to discuss in pairs how they think they
are a good student and what things from the
text they feel they have to work on.
• Ask various Ss to share their answers with the
class.
Suggested Answer Key
I think I am a good student because I pay
attention and listen to the teacher and raise my
hand in class. I also listen to what other students
have to say. I need to work on eating healthy
food and getting more sleep and wasting less
time on social media.
Flash Time • 1
1 To introduce the topic and categorise
ideas under headings
• Ask Ss to copy the headings into their notebooks
and then write the ideas under the correct
headings.
• Explain/Elicit the meanings of any unknown
words/phrases and then check Ss’ answers
on the board.
13
 Module 1
Suggested Answer Key you respect yourself by behaving responsibly
and showing that you care about how other
What it looks
Where Subjects people see you, then they will understand that
like
you are a respectable person and treat you
in the lots of sport with respect.
mountains computer languages A: I agree.
in the city rooms art & crafts
in the forest tall building Progress Check 1
Time lessons 1 1 W 2 R 3 DS
Breaks Why it is special
start/finish
2 1 hang 2 get 3 have 4 catch
lessons outside
all students 3 1 posting 3 exercising
have got a 2 playing 4 spending
two short
tablet
10 am – 4 pm breaks and a 4 1 field 3 science lab
students only
lunch hour 2 art room 4 canteen
study their five
favourite
5 1 don’t have 3 doesn’t go 5 spend
subjects
2 listens 4 Do you do

6 1 Selma always gets up at 7 am.

2 To design your perfect school 2 We sometimes watch a film on TV.
• Explain the task and give Ss time to design their 3 William is never late for work.
perfect school using the ideas in Ex. 1 and ask 4 Trudy often chats with her friends online after
them to draw a map like the one on p. 10. dinner.
• Give Ss time to complete the task or assign 5 Louis and Dave hardly ever go to amusement
the task as HW. parks.
(Ss’ own answers)
7 1 Is Julia watching 4 Is Erin having
2 is sleeping 5 isn’t studying
3 To present your perfect school 3 aren’t walking
• Give Ss time to use their answers from Ex. 2 to
write about their perfect school. 8 1 a 2 b 3 a 4 a
• Then ask various Ss to present their school to
9 1 8:00 am 3 12:30 pm
the class.
2 10:15 am 4 2:15 pm
Suggested Answer Key
My perfect school is in the forest. It has got lots of 10 Hi, Billy,
computer rooms. We study sport and art and On Mondays, I usually get up at 7:30 am. Then, I
crafts. Lessons are from 10 am – 4 pm. We get two get dressed and have breakfast. I catch the bus
short breaks and a lunch hour. We have lessons at 8:30 am and have lessons. Then I have lunch
outside. All students have got tablets and we only at 12:30 pm. I come back home at 4:00 pm. In
study our five favourite subjects. the afternoon, I hang out with my friends. Then I
do my homework at 6:30 pm. After that, I have
dinner at 7:30 pm. I usually go to bed at 10:00
4 To learn about the value of self-respect
pm.
Read the quotation aloud and give Ss time to How about you?
consider what it means and discuss in pairs. Then Write back soon!
elicit explanations from various Ss. Patek
Suggested Answer Key
A: I think the quotation means that if you act in a Competences
way that shows how you would like to be Ask Ss to assess their own performance in the module
treated then people will treat you in that way. by colouring in the stars according to how competent
B: I think you’re right. In other words, I think that if they feel for each of the listed activities.
14
 Round we go!
Topic
In this module, Ss will explore the topics of means of
transport, signs in a city, shops & services and materials.
Module page 20-21
Lesson Objectives: To get an overview of the module,
to learn means of transport, to talk and write about
means of transport
Vocabulary: Means of transport (train, taxi, bike/
bicycle, tram, motorbike, cable car, plane, bus,
helicopter, car, ship, boat)
2a Reading 22-23
Lesson Objectives: To listen and read for specific
information, to read for specific information, to answer
comprehension questions, to read for context, to
compare means of transport in two places, to write
tweets
Vocabulary: Nouns (sights, cruise); Adjective
(environmentally friendly); Phrasal verbs (get around,
check out)
2b Grammar 24-25
Lesson Objectives: To learn the comparative
2c Vocabulary 26
Lesson Objectives: To learn shops & services, to read
a map, to give directions
Vocabulary: Shops & services (hospital, cinema,
police station, school, park, department store,
supermarket, restaurant, gym, post office, clothes
shop, fast food restaurant, car park, sports shop, music
shop, bookshop, toy shop, theatre, museum,
fishmonger’s, library)
Module 2
2d Everyday English 27
Lesson Objectives: To complete a dialogue, to act out
a dialogue buying a train ticket, to pronounce \\, \a\
2e Grammar 28-29
Lesson Objectives: To learn the superlative
2f Across Cultures 30-31
Lesson Objectives: To listen and read for specific
information, to read for specific information, to answer
comprehension questions, to compare houses, to
listen and read for specific information, to present
Appledore, to compare two villages, to write an article
Vocabulary: Nouns (view, cottage, country, canal);
Verbs (let (sth), book, connect), Adjectives (quiet,
unique, medieval, antique)
2 CLIL (Art & Design) 32
Lesson Objectives: To learn materials, to read for
specific information, to talk about a landmark
Vocabulary: Materials (glass, brick, wood, steel, stone,
plastic, bronze); Nouns (tomb, house, fog); Adjective
(surrounding)
Flash Time 2 33
Lesson Objectives: To create a poster about famous
landmarks, to present famous landmarks, to learn
about the value of responsibility
Progress Check 2 34-35
Lesson Objectives: To read for specific information, to
test/consolidate vocabulary and grammar learnt
throughout the module; to listen for key information, to
write a short text
15
 Module 2
What’s in this module? You can travel on land by bike/on a bike.
Go through the What’s in this module? box and tell Ss You can travel on land by tram/on a tram.
that these are the topics, skills and activities this unit You can travel on land by motorbike/on a
will cover. motorbike.
You can travel in the air by helicopter/in a
helicopter.
1 To present vocabulary for means of You can travel in the air by cable car/in a cable
transport car.
• Ask Ss to look at the pictures and then play You can travel on water by boat/on a boat.
the recording with pauses for Ss to repeat
chorally and/or individually. 2a • Reading
• Check Ss’ pronunciation and intonation.
• Play the video and elicit Ss’ comments. 1 To listen and read for specific
information
• Ask Ss to look at the pictures.
2 To identify means of transport
• Play the recording. Ss listen and read the texts
• Play the recording and ask Ss to identify the and then match them to the pictures.
means of transport from the sounds they hear. • Check Ss’ answers.
• Elicit answers from Ss around the class.
Answer Key
Answer Key
A 2 B 4 C 3 D 1
1 helicopter 4 bike
2 motorbike 5 plane
3 train 6 car 2 To read for specific information
• Give Ss time to read the texts again and mark
3 a) To complete a table the statements according to what they read.
• Check Ss’ answers.
• Give Ss time to copy and complete the
Answer Key
table in their notebooks.
• Check Ss’ answers on the board. 1 DS 2 R 3 W

Answer Key • Refer Ss to the box.

• Play the video and elicit Ss’ comments.
land air water
bus plane boat
3 To consolidate comprehension of a text
train helicopter ship
taxi cable car • Explain the task and allow Ss time to review
bike/bicycle the text and then answer the questions.
tram • Check Ss’ answers.
motorbike Answer Key
car 1 On a red double-decker bus.
2 Bobby Danvers

b) To write about means of transport

4 To present signs in a city
• Read out the Note box and revise
• Ask Ss to read the signs. Explain/Elicit the
prepositions relating to means of transport.
meanings of any unknown words.
• Then ask Ss to read out the example and
• Then ask sign to match the signs to the places
give them time to write similar sentences
where they can be seen.
about the means of transport using the
• Play the recording. Ss listen and check their
prepositions in the Note box.
answers.
• Check Ss’ answers around the class.
Answer Key
Suggested Answer Key
1 A 2 C 3 D 4 B
You can travel on land by car/in a car.
You can travel on land by train/on a train.

16
 Module 2
5 To compare means of transport 2 To practise comparatives
Give Ss time to consider their answers and then • Explain the task and give Ss time to complete
ask various Ss to share their answers with the it.
class. • Check Ss’ answers.
Suggested Answer Key Answer Key
In London there are bikes and there are also 1 taller 3 more expensive
bikes in my village/town/city. In London, there are 2 as 4 better
red double-decker buses, but there aren’t any in
my village/town/city. In London there is a cable 3 To practise the comparative
car, but there isn’t a cable car in my village/
• Explain the task and read out the example.
town/city. In London there are boats, but there
• Give Ss time to complete the task and then
aren’t any boats in my village/town/city.
check their answers.
Answer Key
6 To write tweets
2 Ships are bigger than boats.
• Explain the situation and ask Ss to write tweets 3 Taxis are more expensive than buses.
similar to the ones in Ex. 1 including at least 4 Helicopters are more exciting than cars.
one of the underlined phrases. Remind Ss to 5 Bikes are slower than motorbikes.
use no more than 140 characters.
• Ask various Ss around the class to share their
answers with the rest of the class. 4 To practise the comparative

Suggested Answer Key • Ask Ss to look at the table and read out the
example. Then give Ss time to write sentences
Try using the public bus service. It’s cheaper than
following the example.
taking a taxi and more environmentally friendly.
• Check Ss’ answers around the class.
You can see a lot of the city, too.
How about walking? This is the most relaxing way Answer Key
to check out all of Warsaw’s attractions. Bye for 2 New York isn’t as interesting as Warsaw.
now! Warsaw is more interesting than New York.
3 New York isn’t as old as Warsaw.
2b • Grammar Warsaw is older than New York.
4 New York is more expensive than Warsaw.
1 To present and practise the Warsaw isn’t as expensive as New York.
comparative 5 New York is warmer than Warsaw.
• Read out the grammar table and the cartoon. Warsaw isn’t as warm as New York.
• Refer Ss to the Grammar Reference section
for more information.
5 To compare two cities
• Explain the task and read out the box about
adjectives. Then give Ss some time to write the Explain the task and give Ss time to complete it.
comparative forms in their notebooks. Then elicit answers from Ss around the class.
• Check Ss’ answers. Suggested Answer Key
Answer Key Warsaw is more crowded than Kraków. Warsaw is
1 older 7 thinner as interesting as Kraków. Kraków is older than
2 more important 8 happier Warsaw. Warsaw is as expensive as Kraków.
3 heavier 9 more interesting Kraków is warmer than Warsaw.
4 worse 10 smaller
5 faster 11 better 2c • Vocabulary
6 larger 12 more beautiful 1 To present shops & services
• Ask Ss to look at the map. Play the recording
with pauses for Ss to repeat chorally and/or
individually.
• Check Ss’ pronunciation and intonation.
17
 Module 2
2 To read a map
• Ask Ss to read the statements 1-5.
• Ask Ss to read the map and write the places
in their notebooks.
• Then check Ss’ answers.
Answer Key
1 the theatre
2 the museum and the fishmonger’s
3 the bookshop
4 the school
5 the park
3 To give directions
• Read out the box and explain the task and
ask two Ss to model the example.
• Then ask Ss to take turns and give directions in
pairs using the phrases in the box and the
map.
• Monitor the activity around the class and then
ask some pairs to give directions in front of the
class following the example.
Suggested Answer Key
… and the bookshop is opposite the toyshop on
the corner of Pine Avenue.
A: Can you tell me how to get to the hospital,
please?
B: Certainly. First, go along Park Avenue and then
turn right into Pine Avenue. Then take the
second left into Apple Street and the hospital
is on the right.
A: Can you tell me how to get to the library,
please?
B: Certainly. First, turn right into Marple Street and
then turn left into Park Avenue. The library is
next to the fishmonger’s.
A: Can you tell me how to get to the museum,
please?
B: Certainly. First, turn right into Pine Avenue. Then
turn left into Park Avenue. The museum is next
to the theatre.
A: Can you tell me how to get to the police station,
please?
B: Certainly. First, turn left into Pine Avenue. Then
turn right into Apple Street. The police station is
next to the cinema.
18
2d • Everyday English
1 To read for cohesion and coherence
• Ask Ss to read the sentences A-E and then
give them time to read the dialogue and
complete the gaps.
• Check Ss’ answers.
Answer Key
1 C 2 A 3 B 4 E 5 D
2 To listen for confirmation and act out a
dialogue
• Play the recording for Ss to listen and check
their answers and then ask Ss to take roles
and act out the dialogue in pairs.
• Monitor the activity around the class.
3 To role play a dialogue buying a train
ticket
• Read out the Language Awareness box and
explain the task.
• Ask Ss to work in pairs and role play a dialogue
using phrases from the dialogue in Ex. 1, the
information in the table and following the plan.
• Then give Ss time to complete the task.
• Monitor the activity around the class and then
ask some pairs to role play their dialogue in
front of the class.
Suggested Answer Key
A: Hello! How can I help you?
B: Hi. I would like two tickets for Penzance, please.
A: OK. There are trains that leave at 10:30, 13:00
and 20:30.
B: OK. Can I have two tickets for the 13:00 train,
then?
A: Single or return?
B: Single, please. How much are the tickets?
A: Just a moment… They’re £50 per person, so
that’s £100 in total, please.
B: Great! Can I pay by credit card?
A: Sure. Here are your tickets. Have a nice journey.
B: Thank you.
Pronunciation
To pronounce //, /a/
• Play the recording with pauses for Ss to repeat
chorally and/or individually.
• Check Ss’ pronunciation and intonation.
• Then elicit more words with these sounds.
 Module 2
Answer Key Answer Key
\\ music, office \a\ like, kite 1 the most, more 3 the largest, bigger
2 the nicest, more 4 the most, better
2e • Grammar
1 To present and practise the superlative 5 To practise the comparative and the
superlative
• Read out the grammar theory and the cartoon.
• Ask Ss to read the adjectives and then give • Explain the task and read out the example.
them time to write the superlative forms. • Give Ss time to complete the task and then
• Check Ss’ answers around the class. check their answers.
• Refer Ss to the Grammar Reference section Answer Key
for more information. 2 warmer 4 the most delicious
Answer Key 3 the oldest
1 the biggest 7 the most
2 the most dangerous 8 the longest 2f • Across Cultures
3 the noisiest 9 the most exciting 1 To listen and read for gist
4 the littlest 10 the best
• Play the recording. Ss listen and read and
5 the most famous 11 the most boring
then match the phrases to make sentences.
6 the driest 12 the worst
• Check Ss’ answers.
Answer Key
2 To practise the superlative
1 b 2 c 3 a
• Explain the task and give Ss time to complete
the task.
• Check Ss’ answers around the class. 2 To read for specific information

Answer Key • Ask Ss to read the text again and then mark
the statements according to what they read.
1 the deepest 4 the highest
• Check Ss’ answers.
2 the most crowded 5 the most popular
3 the largest 6 the smallest Answer Key
1 R 2 W 3 DS
3 To practise the superlative • Refer Ss to the box.
• Explain the task and read out the example. • Play the video for Ss and elicit their comments.
• Give Ss time to complete the task using the
prompts. 3 To consolidate comprehension of a text
• Check Ss’ answers around the class. • Ask Ss to read the text again and then give
Answer Key them time to answer the questions.
2 Łazienki Park is the biggest park in Warsaw. • Check Ss’ answers.
3 Plac Zbawiciela is the best place to hang out Answer Key
in Warsaw.
1 The third floor
4 Nocny Market if the most crowded area in
2 A garden
Warsaw.
3 A fridge, a cooker, a sink, a table, two chairs
5 Arkadia is the busiest shop in Warsaw.
and a small TV
6 Atelier Amaro is the most expensive place to
eat in Warsaw.
4 To compare houses

4 To practise the superlative

• Explain the task and read out the example.
• Ask Ss to read the box of adjectives and then
• Explain the task and ask Ss to read the give them time to compare the houses in the
sentences and choose the correct answers.
text using the adjectives and following the
• Check Ss’ answers around the class. example.
• Ask various Ss to share their answers with the
class.
19
 Module 2
Suggested Answer Key
The flat is cheaper than the cottage, but the
houseboat is the cheapest of the three.
The flat is more expensive than the houseboat,
but the cottage is the most expensive of the three.
The flat is bigger than the houseboat, but the
cottage is the biggest of the three.
The houseboat is more beautiful than the flat, but
the cottage is the most beautiful of the three.
The houseboat is more modern than the cottage,
but the flat is the most modern of the three.
The houseboat is older than the flat, but the
cottage is the oldest of the three.
5 To listen and read for key information; to
present a place
• Ask Ss to copy the headings into their
notebooks and then play the recording. Ss
listen and read and make notes under the
headings.
• Then ask various Ss to use their notes to
present Appledore to the class.
Suggested Answer Key
Name & place: Appledore, village
Location: Kent
What there is: beautiful cottages, medieval
houses, antique shops, Appledore Manor, Royal
Military Canal
transport: railway station, cycle, walk boat ride
Suggested Answer Key
Appledore is a village in Kent. There are beautiful
cottages, medieval houses and antique shops
there. There is also Appledore Manor and the
Royal Military Canal. Visitors can use the railway
station, cycle, walk or take a boat ride.
• Refer Ss to the box.
6 To research a village
• Ask Ss to write the headings from Ex. 5 into
their notebooks again. Give Ss time to think of
a village in their country and make notes
under the headings and then use their notes
to compare it to Appledore.
• Ask various Ss around the class to read their
texts to the class.
Suggested Answer Key
name & place: Zalipie
location: Poland
what there is: painted wooden cottages
transport: walk
20
Suggested Answer Key
Appledore has beautiful cottages and Zalipie
has beautiful painted wooden cottages so they
are similar in this way. Appledore has a house
where someone famous lived and Zalipie does
too. Appledore has the Royal Military Canal and
Zalipie doesn't have anything like this. Appledore
has a railway station and Zalipie doesn't, but in
both places people can walk around easily.
7 To write an article about a village in
your country
• Explain the task and ask Ss to write an article
about a village in their country using their
notes in Ex. 6 and the article in Ex. 1 to help
them.
• Give Ss time to complete the task and check
their answers.
• Alternatively, assign the task as HW and then
check Ss’ answers in the next lesson.
Suggested Answer Key
Zalipie is a small village in south-east Poland. It is
one of the prettiest villages in the country with its
beautiful painted wooden cottages. There is also
the home of Felicja Curylowa (1904-1974). It is a
museum. You can walk around the village and
see lots of beautiful cottages and houses.
2 • CLIL (Art & Design)
1 To present materials; to read for specific
information
• Ask Ss to look at the pictures.
• Play the recording with pauses for Ss to repeat
chorally and/or individually.
• Check Ss’ pronunciation and intonation.
• Then ask Ss to read the text.
• Elicit which materials people used in the
landmarks.
Answer Key
1 Nelson’s Column – stone, the lions at the base
– bronze
2 The Pyramids of Giza – stone
3 The Golden Gate Bridge – steel
2 To read for key information
• Ask Ss to read the statements 1-3.
• Give Ss time to read the text again and mark
the statements according to what they read
in the text.
• Check Ss’ answers.
 Module 2
Answer Key
1 W 2 DS 3 R Material Interesting facts

• Refer Ss to the box.

• Play the video for Ss and elicit their comments.
Gets its name
iron from the man
3 To consolidate information in a text
who designed it
Ask various Ss to tell the class which monument
they would like to visit and why.
Suggested Answer Key
I would like to visit the Pyramids of Giza because I Gladiators used
stone
think they are impressive. to fight there

Flash Time • 2
1 To read for key information It still isn’t
stone
• Ask Ss to read the text and then ask Ss to copy finished.
and complete the table into their notebooks.
• Check Ss’ answers around the class.
It shows King
Suggested Answer Key
Sigismund III
Name Place Age Granite Vasa, who
Stonehenge UK 5,000 and moved Poland's 9843
bronze capital from
Material Interesting facts Kraków to
The sun on Midsummer’s Warsaw in 1596
Day shines through the
stone
centre. Over a million
visitors per year. 3 To present landmarks
Ask various groups of students around the class
to present their landmarks from Ex.2 to the class.
2 To create a poster Suggested Answer Key
• Ask Ss to work in small groups and then give Good morning. Today I want to tell you about
them time to research online and find some famous landmarks. Perhaps you will know
information about four famous landmarks. some of them.
• Then ask Ss to copy the headings from the The Eiffel Tower is an iron landmark in Paris. It is
table into their notebooks and make notes around 130 years old. It gets its name from the
and then add pictures and use their notes to man who designed it.
make a poster. The Coliseum is a stone landmark in Rome. It is
Suggested Answer Key almost 2,000 years old. Gladiators used to fight
there.
Name Place Age
The Sagrada Família is a stone landmark in
Eiffel Tower Paris 130 Barcelona. It is around 140 years old and it still
isn’t finished.
Coliseum Rome almost 2,000
Sigismund’s Column is a granite and bronze
Sagrada Família Barcelona 140 landmark in Warsaw. It is around 370 years old
Sigismund’s Column Warsaw 370 and it shows King Sigismund III Vasa, who moved
Poland's capital from Kraków to Warsaw in 1596.
If you get the chance to visit them, you should.
Thanks for listening.

21
 Module 2
4 To learn about the value of responsibility 5 1 the most interesting 3 the busiest
• Ask Ss to read the rules. Explain/Elicit the 2 the best 4 the smallest
meanings of any unknown words and then
elicit why we have these rules from Ss around 6 1 How can I help you?
the class. 2 When does the fast train leave?
3 Single or return?
Suggested Answer Key
4 How much are the tickets?
We have these rules to protect our monuments 5 Of course. Here are your tickets.
and ancient ruins.
7 1 city
5 To develop critical thinking 2 Somerset, southwest England
Give Ss time to think of other rules relating to 3 Baths
responsibility for protecting ancient ruins and 4 shopping
monuments and then ask various Ss to tell the 5 car, train, bus
class.
8 Gdansk is a city in the north of Poland. It is a
Suggested Answer Key
popular tourist destination that is full of beautiful
Don’t drop litter.
buildings and shops. You can visit Artus Court
Respect the local culture and traditions.
and see Neptune’s Fountain and the Highland
Gate. Visitors can also go shopping in the
Progress Check 2 Madison Shopping Centre and Galeria Baltycka.
1 1 DS 2 W 3 R 4 R 5 R It is easy to go to Gdansk by plane, train or ferry
and trains and buses go to nearby cities.
2 1 train 3 bus
2 helicopter 4 bicycle/bike Competences
Ask Ss to assess their own performance in the module
3 A 2 B 3 C 4 D 1
by colouring in the stars according to how competent
they feel for each of the listed activities.
4 1 more crowded 3 slower
2 more exciting 4 less

22
 Back in time
Topic
In this module, Ss will explore the topics of famous
historical people, landmarks and places in the city.
Module page 36-37
Lesson Objectives: To get an overview of the module,
to understand dates, to read dates, to talk about
historical people
Vocabulary: Famous historical people (Elizabeth I,
Vincent van Gogh, Charlie Chaplin, Charles Dickens,
Elvis Presley, Albert Einstein)
3a Reading 38-39
Lesson Objectives: To listen and read for specific
information, to read for specific information, to answer
comprehension questions, to talk about places, to
learn landmarks, to listen for specific information, to
write a comment about a visit to a museum
Vocabulary: Landmarks (castle, park, museum, zoo);
Nouns (tip, ceremony, queue); Adjective (impressed)
3b Grammar 40-41
Lesson Objectives: To learn the past simple of the
verb to be, to learn there was/there were
3c Vocabulary 42
Lesson Objectives: To learn places in the city, to listen
for specific information, to express an opinion
Vocabulary: Places in the city (library, market, zoo,
cathedral, bank, park, train station, theatre, bridge,
square)
Module 3
3e Grammar 44-45
Lesson Objectives: To learn the past simple of the
verb have got
3f Across Cultures 46-47
Lesson Objectives: To listen and read for specific
information, to read for specific information, to answer
comprehension questions, to express an opinion, to
listen for specific information, to present Albert
Einstein, to write a biography
Vocabulary: Nouns (producer, award, performer,
genius); Verb (move); Adjective (lead)
3 CLIL (History) 48
Lesson Objectives: To listen and read for gist, to read
for specific information, to act out a dialogue about a
queen, to write a dialogue
Flash Time 3 49
Lesson Objectives: To write about a historical figure,
to present a historical figure, to learn about the value
of intelligence
Progress Check 3 50-51
Lesson Objectives: To read for specific information, to
test/consolidate vocabulary and grammar learnt
throughout the module; to complete a dialogue, to
listen for specific information, to write a comment
about a visit to a palace

3d Everyday English 43
Lesson Objectives: To complete a dialogue, to act
out a dialogue describing your last holiday, to
pronounce \f\ (ph)

23
 Module 3
What’s in this module? Suggested Answer Key
Go through the What’s in this module? box and tell Ss A: Who was Vincent van Gogh?
that these are the topics, skills and activities this unit B: He was a Dutch painter.
will cover. A: Who was Charlie Chaplin?
B: He was an English actor. etc

1 To listen to understand years

3a • Reading
• Ask Ss to look at the pictures and then read
the information next to each one. 1 To listen and read for specific
• Explain how we read years. information
• Play the recording and ask students to circle • Ask Ss to read the two sets of phrases.
the correct years. • Play the recording. Ss listen and read the text.
• Check their answers. • Ss match the phrases. Check Ss’ answers.
Answer Key Answer Key
A 1603 C 1890 E 1935 1 c 2 a 3 b
B 1853 D 1870 F 1955
2 To read for specific information
2 To talk about famous historical people • Give Ss time to read the texts again and mark
• Explain the task and model the examples. the statements according to what they read.
• Then have Ss ask and answer in pairs using • Check Ss’ answers.
the prompts. Answer Key
• Monitor the activity around the class and then 1 W 2 DS 3 R
have some pairs ask and answer in front of
the class. • Refer Ss to the box.
• Play the video and elicit Ss’ comments.
Answer Key
3 A: Was Charlie Chaplin American?
3 To consolidate comprehension of a text
B: No, he wasn’t.
4 A: Was Charles Dickens a writer? • Explain the task and allow Ss time to review
B: Yes, he was. the text and then answer the questions.
5 A: Was Vincent van Gogh a German painter? • Check Ss’ answers.
B: No, he wasn’t. Answer Key
6 A: Was Elizabeth I the Queen of England? 1 The tickets are £20.50 for adults and £12.00 for
B: Yes, she was. children.
2 From Monday to Friday 9:30 – 17:30 and from
3 a) To practise reading/pronouncing 9:00 to 18:00 on Saturday and Sunday.
years 3 Camden Town and Regent’s Park.
• Play the recording with pauses for Ss to
repeat chorally and/or individually. 4 To express an opinion
• Check Ss’ pronunciation and intonation. • Read out the rubric and give Ss time to consider
their answers.
b) To talk about famous historical • Elicit answers from Ss around the class following
people the example.
Suggested Answer Key
• Explain the task and model the exchange.
• Then have Ss ask and answer in pairs I would like to visit London Zoo because I want to
using the prompts. see the animals.
• Monitor the activity around the class and
then have some pairs ask and answer in 5 To present landmarks
front of the class. • Ask Ss to label the pictures with the words in
the list.
• Check Ss’ answers.
24
 Module 3
Answer Key Answer Key
1 museum 2 castle 3 zoo 4 park 2 Albert Einstein wasn’t a German actor. He was
a German physicist.
6 To listen for specific information 3 Elvis Presley and Michael Jackson weren’t
British. They were American.
• Explain the task and ask Ss to read the
4 Henryk Sienkiewicz and Wladyslaw Reymont
gapped text.
weren’t singers. They were writers.
• Play the recording. Ss listen and fill the gaps
with the missing information.
• Check Ss’ answers. 3 To present the past simple of the verb to
be (interrogative & short answers)
Answer Key
1 17:30 2 Free 3 buses 4 a tour • Read out the grammar table and the cartoon.
• Explain the task and read out the example.
• Give Ss some time to rewrite the sentences
7 To write a comment about a visit to a following the example.
museum • Check Ss’ answers.
• Explain the task and give Ss time to write a • Refer Ss to the Grammar Reference section
comment about a visit to the British Museum. for more information.
• Tell Ss to use the information from Ex. 6 to help Answer Key
them and the texts in Ex. 1 as a model.
2 Was the film good? No, it wasn’t.
• Ask various Ss to read out their comments to
3 Were you and your friend at the museum? No,
the class.
we weren’t.
Suggested Answer Key
It was amazing! There were lots of paintings,
4 To practise the past simple of the verb
sculptures and statues. There was a very
to be
interesting tour. The museum is free and you can
have something to eat and buy some souvenirs. • Explain the task and read out the example.
• Give Ss time to complete the task and then
3b • Grammar check their answers.
Answer Key
1 To present the past simple of the verb
to be (affirmative) 2 weren’t 6 were 10 wasn’t
3 were 7 were 11 was
• Read out the grammar table and the cartoon.
4 were 8 Were
• Explain the task and go through the sentences.
5 Were 9 was
Then give Ss some time to complete the gaps.
• Check Ss’ answers.
• Refer Ss to the Grammar Reference section 5 To present there was/there were
for more information. • Read out the grammar point and then give Ss
Answer Key time to read the sentences and complete the
1 were 3 were 5 were task.
2 was 4 was • Check Ss’ answers.
Answer Key
2 To present the past simple of the verb to 1 There was 3 There weren’t
be (negative) 2 Were there

• Read out the grammar table and the cartoon.

3c • Vocabulary
• Explain the task and give Ss some time to
rewrite the sentences following the example. 1 To present new vocabulary
• Check Ss’ answers. • Ask Ss to look at the pictures. Play the
• Refer Ss to the Grammar Reference section recording with pauses for Ss to repeat chorally
for more information. and/or individually.
• Check Ss’ pronunciation and intonation.

25
 Module 3
2 a) To listen for specific information • Monitor the activity around the class and then
ask some pairs to role play their dialogue in
• Play the recording and give Ss time to
front of the class.
complete the map legend.
• Then check Ss’ answers. Suggested Answer Key
Answer Key A: Hi Matina. How was your holiday?
B: It was great, thanks. We were in Edinburgh.
1 train station 4 Bank
A: Oh! What was the weather like?
2 Zoo 5 Bridge
B: It was cold and rainy.
3 square 6 Market
A: Was there lots to do there?
B: On Monday, we went to Edinburgh Castle. It
b) To listen for specific information was amazing!
• Play the recording again if necessary and A: Really! Why?
then give Ss time to read the statements B: There were people dressed up in historical
and mark them accordingly. costumes.
• Check Ss answers around the class. A: Wow! It sounds like you had a great time.
Answer Key B: Yes, we had a great time. I’ve got photos on
1 W 2 R 3 R 4 DS my laptop.
A: Can I see them?
B: Sure! Why don’t you come by later?
3 To express a preference A: I’d love to.
Read out the question and elicit answers from Ss
around the class following the example. Pronunciation
Suggested Answer Key
To pronounce \f\ (ph)
I would like to go on a Harry Potter tour of London
• Play the recording with pauses for Ss to repeat
because I love the Harry Potter films!
chorally and/or individually.
• Check Ss’ pronunciation and intonation.
3d • Everyday English
• Then elicit more words with these sounds from
1 To read for cohesion and coherence the dialogue in Ex. 1.
• Ask Ss to read the sentences A-E and then Answer Key
give them time to read the dialogue again \f\ (ph), elephants, photos
and complete the gaps.
• Check Ss’ answers. 3e • Grammar
Answer Key
1 To present and practise the past simple
1 B 2 D 3 A 4 C 5 E of the verb ‘have’ (affirmative)
• Read out the Grammar box, the theory box
2 To listen for confirmation and act out a and the cartoon and explain that the past
dialogue simple affirmative of ‘have’ is had.
• Play the recording for Ss to listen and check • Ask Ss to read the sentences and then give
their answers and then ask Ss to take roles them time to complete them.
and act out the dialogue in pairs. • Check Ss’ answers around the class.
• Monitor the activity around the class. • Refer Ss to the Grammar Reference section
for more information.
3 To role play a dialogue describing your Answer Key
last holiday 1 has 3 have 5 had
• Explain the task and ask Ss to work in pairs 2 had 4 had
and role play a dialogue using phrases from
the dialogue in Ex. 1 and following the plan.
• Then give Ss time to complete the task.

26
 Module 3
2 To present and practise the past simple 3f • Across Cultures
of the verb ‘have’ (negative)
1 To listen and read for specific
• Read out the Language Awareness box and
information
the theory and explain that the past simple
negative of ‘have’ is did not have/didn’t have. • Ask Ss to look at the pictures and read the
• Ask Ss to read the sentences and then give phrases.
them time to rewrite them in the negative. • Play the recording. Ss listen and read and
• Check Ss’ answers around the class. then match the phrases to make sentences.
• Refer Ss to the Grammar Reference section • Check Ss’ answers.
for more information. Answer Key
Answer Key 1 c 2 a 3 b
1 I did not/didn’t have a lot of toys when I was
younger. 2 To read for specific information
2 Queen Elizabeth I did not/didn’t have children. • Ask Ss to read the text again and then mark
3 Jack and Paul did not/didn’t have a dog the statements according to what they read.
when they were children. • Check Ss’ answers.
4 Vincent van Gogh did not/didn’t have a wife.
Answer Key
1 W 2 DS 3 R
3 To practise the past simple of ‘have’
• Refer Ss to the box.
• Explain the task and read out the example.
• Play the video and elicit Ss’ comments.
• Give Ss time to complete the task.
• Check Ss’ answers.
Answer Key 2 To consolidate comprehension of a text
2 Lucy didn’t have a dog when she was 10 years • Ask Ss to read the text again and answer the
old, but she had a cat. questions.
3 Lucy didn’t have a mobile phone when she • Check Ss’ answers.
was 10 years old, but she had dolls. Answer Key
4 Lucy didn’t have a skateboard when she was 1 A pop singer, a dancer, songwriter, record
10 years old, but she had a bicycle. producer and actor.
2 The USA
4 To present and practise the past simple 3 ‘Rock With You’, ‘Billie Jean’ and ‘Bad’.
of the verb ‘have’ (interrogative & short
answers) 4 To express an opinion
• Read out the Language Awareness box and Give Ss time to consider their opinion and then
the grammar theory and the cartoon and ask various Ss around the class to share their
explain that the past simple interrogative of opinion with the class.
‘have’ is Did + personal pronoun + have.
Suggested Answer Key
• Explain the task and read out the example
I like Michael Jackson’s music because it is
and then give Ss time to complete it.
exciting and fun.
• Check Ss’ answers around the class.
• Refer Ss to the Grammar Reference section
for more information. 5 To listen for specific information
Answer Key • Ask Ss to read through the gapped fact file
1 Did Albert Einstein have a Noble Prize? and think about what information is missing.
Yes, he did. He had a Nobel Prize for Physics. • Play the recording. Ss listen and complete the
2 Did Queen Elizabeth I have a husband? gaps with the missing information.
No, she didn’t. • Check Ss’ answers.
3 Did Vincent van Gogh have a lot of money? Answer Key
No, he didn’t. 1 1879 3 author 5 1908
2 USA 4 student
27
 Module 3
6 To present Albert Einstein • Play the video and elicit Ss’ comments.
Ask various Ss to use the completed fact file to
present Albert Einstein to the class. 3 To write and act out a dialogue
Suggested Answer Key • Explain the task and give Ss time to complete
Albert Einstein was a German physicist. He was born it in pairs and then ask them to take turns to
in 1879 in Ulm, Germany. He died in 1955 in New act out their dialogue in front of the class for
Jersey, USA. He was the father of modern physics the class to guess who the dialogue is about.
and a genius. He wrote the Theory of Relativity and • Alternatively, assign the task as HW and have
he won the Nobel Prize for Physics in 1920. Ss act out their dialogues in the next lesson.
Suggested Answer Key
7 To write a biography A: Did she marry?
• Explain the task and ask Ss to write a B: No, she didn’t.
biography of Albert Einstein using the fact file A: Did she have any children?
in Ex. 5 and the plan to help them. B: No, she didn’t.
• Give Ss time to complete the task and check A: Is it Queen Elizabeth I?
their answers. B: Yes, it is.
• Alternatively, assign the task as HW and then
check Ss’ answers in the next lesson. Flash Time • 3
Suggested Answer Key 1 To collect information about a historical
Albert Einstein was a famous physicist. He was figure from your country
born in Ulm, Germany in 1879. Ask Ss to work in small groups, think of a historical
From the age of 8 to 21, he was a student in figure, collect information and complete the
Germany and Switzerland. Later he had a job at table.
the Swiss Patent Office and afterwards he was a
Suggested Answer Key
lecturer at the University of Bern. In 1920, he was
the winner of Nobel Prize for Physics. place/date of
name early years
He died in New Jersey, USA, in 1955. We admire birth
him because he was the father of modern John III Sobieski Olesko, Poland, Studied in
physics and a genius. 19th May, 1674 Krakow,
went
3 • CLIL (History) around
1 To listen and read for specific information Europe

• Read out the question and play the recording. place/date

family achievements
• Ss listen and read and find out. of death
• Check Ss’ answers. great military
father, Jakub
Answer Key leader, Wilanow,
Sobieski, mother
Queen Elizabeth I and Queen Victoria; two queens defeated the Poland, 17th
Zofia Teofillia
of England Turks, good June, 1696
Danilowicz
king
2 To read for specific information
• Give Ss time to read the text again and 2 To write about and present a historical
answer the questions referring back to the text figure
as necessary.
• Give Ss time to work in small groups and use
• Check Ss’ answers.
their notes from Ex. 1 to write a short text about
Answer Key the historical figure.
1 King Henry VIII of England • Then ask various groups to present the figure
2 a husband or children to the class.
3 24th May, 1819
4 nine children
28
 Module 3
Suggested Answer Key 5 1 There was 3 There weren’t
Hello everyone. My name is Aureli and my 2 Were there 4 There were
historical figure is John III Sobieski. He was born in
Olesko, Poland, 19 May, 1674. His father was 6 1 had 3 didn’t have
Jakub Sobieski and his mother was Zofia Teofillia 2 Did … have 4 had
Danilowicz. When he was young he studied in
Krakow ad then he went around Europe. He was 7 1 How was your holiday?
a great military leader and he defeated the Turks. 2 Was there lots to do there?
He died in Wilanow, Poland, on 17 June, 1696. We 3 Really! Why?
admire him because he was a good king. Thank 4 It sounds like you had a great time.
you for listening. 5 Why don’t you come round later?

8 1 5:30 4 the gardens

3 To learn about the value of intelligence
2 25 5 concerts
Read the quotations aloud and give Ss time to 3 taxi
consider what they mean and discuss in pairs.
Then elicit explanations from various Ss. 9 Blenheim Palace was amazing! There were many
Suggested Answer Key things to see on a tour of the house and the
A: I think the quotation by Washington Irving gardens. There were also special events like a
means that intelligent people think about food market and music concerts!
what they can do to make things better, but
other people just make wishes for things to be Competences
better. Ask Ss to assess their own performance in the module
B: I think you’re right. I think the quotation by by colouring in the stars according to how competent
Eleanor Roosevelt means that intelligent they feel for each of the listed activities.
people talk about ideas and new things, but
other people talk about things that happen
and people who are not intelligent just talk
about other people.
A: I agree.

Progress Check 3
1 1 R 2 W 3 DS 4 R 5 W

2 1 C 2 D 3 A 4 B

3 1 bridge 3 train station

2 theatre 4 castle

4 1 was 2 Was 3 wasn’t 4 were

29
 Module 4
Topic
In this module, Ss will explore the topics of celebrities,
jobs, and types of entertainment.
Module page 52-53
Lesson Objectives: To get an overview of the module,
to listen and read for key information, to talk about
celebrities
Vocabulary: Celebrities (Cristiano Ronaldo, Ed
Sheeran, Maddie Ziegler, Miranda Cosgrove, Daniel
Radcliffe, EvanTubeHD, Kendall Jenner)
4a Reading 54-55
Lesson Objectives: To listen and read for specific
information, to read for specific information, to answer
comprehension questions, to talk about Shawn
Mendes’ music, to learn jobs, to write a fact file, to
present your favourite celebrity
Vocabulary: Jobs (singer, real estate agent,
businessman, actor, model); Nouns (follower, contract,
dream, reality); Verbs (post, gain); Phrase (early life)
4b Grammar 56-57
Lesson Objectives: To learn the past simple of
regular/irregular verbs (affirmative)
4c Vocabulary 58
Lesson Objectives: To learn types of entertainment, to
listen for specific information, to talk about types of
entertainment
Vocabulary: Types of entertainment (sports match,
play, ballet, film, concert, fashion show, dance show, TV,
opera)
4d Everyday English 59
Lesson Objectives: To complete a dialogue, to act
out a dialogue agreeing/disagreeing, to pronounce
-ed ending
Vocabulary: Adjectives (noisy, dirty)
30
Celebrities
4e Grammar 60-61
Lesson Objectives: To learn the past simple of regular/
irregular verbs (negative)
4f Across Cultures 62-63
Lesson Objectives: To listen for order of events, to read
for specific information, to answer comprehension
questions, to express an opinion, to listen for specific
information, to talk about Professor Snape, to write
about a film character
Vocabulary: Nouns (spacecraft, respect, power);
Verbs (convince, rescue, defeat)
4 CLIL (Music) 64
Lesson Objectives: To listen and read for gist, to read
for specific information
Vocabulary: Noun (bow); Verbs (strike, pluck, vibrate,
slide, shake); Phrase (blow air)
Flash Time 4 65
Lesson Objectives: To listen for specific information, to
prepare a poster, to present a dance and musical
instrument, to learn about the value of grace
Progress Check 4 66-67
Lesson Objectives: To read for specific information, to
test/consolidate vocabulary and grammar learnt
throughout the module; to complete a dialogue, to
listen for order of events, to write a short text about a
character

What’s in this module?
Go through the What’s in this module? box and tell Ss
that these are the topics, skills and activities this unit
will cover.
Module 4
Answer Key
1 Shawn was born on 8th August 1998.
2 He can speak English, French and Spanish.
3 He learnt to play the guitar at the age of 13.

1 To read for key information 4 To express an opinion

• Ask Ss to look at the pictures and then read • Read out the rubric and give Ss time to consider
the information next to each one. their answers.
• Give Ss time to choose their answers and • Elicit answers from Ss around the class following
complete the quiz. the example.
• Play the recording and ask Ss to check their Suggested Answer Key
answers. I like Shawn Mendes’ music because he sings
Answer Key and plays the guitar really well.
1 b 3 b 5 a 7 a
2 c 4 b 6 a 5 a) To present jobs
• Play the recording with pauses for Ss to
2 To talk about celebrities repeat chorally and/or individually.
Give Ss time to consider their answers and then • Check Ss’ pronunciation and intonation.
elicit answers from Ss around the class.
Suggested Answer Key b) To match words to definitions
I know Ed Sheeran, Cristiano Ronaldo, Daniel • Explain the task and read out the example.
Radcliffe and Kendall Jenner. My favourite • Give Ss time to compete the task using
celebrity is Ed Sheeran because I like his songs. their dictionaries as necessary and then
check their answers.
4a • Reading
Answer Key
1 To listen and read for specific 2 actor 4 model
information 3 singer 5 real estate agent
• Ask Ss to read the two sets of phrases.
• Play the recording. Ss listen and read the text. c) To practise dictionary skills
• Ss match the phrases. Check Ss’ answers. • Read out the Dictionary box, explain the
Answer Key parts of speech and do the example task
1 c 2 a 3 b with the class.
Answer Key
2 To read for specific information 1 word 3 part of speech
• Give Ss time to read the text again and mark 2 phonetic spelling 4 definition
the statements according to what they read. • Then refer Ss to the words in bold in the text
• Check Ss’ answers. and give Ss time to write them next to the
Answer Key correct part of speech and then look them
1 R 2 DS 3 W 4 R up in their dictionaries and check.
• Check Ss’ answers and elicit what other
• Refer Ss to the box.
information the dictionary gives for each
• Play the video and elicit Ss’ comments.
word.
Answer Key
3 To consolidate comprehension of a text
1 famous (being known about by many people)
• Explain the task and allow Ss time to review 2 start out (to embark on a venture)
the text and then answer the questions. 3 take (to accept or have)
• Check Ss’ answers. 4 also (in addition to)

31
 Module 4
5 with (used to say that people or things are in 2 To practise the past simple of regular
a place together or are doing something verbs (affirmative)
together) • Explain the task.
• Give Ss some time to complete the task.
6 To write a fact file and present your • Check Ss’ answers.
favourite celebrity Answer Key
• Explain the task and give Ss time to research 1 watched 3 prepared 5 walked
and find information about their favourite 2 listened 4 played
celebrity and complete the fact file with the
information. 3 To practise the past simple of regular
• Then ask various Ss to use their fact file to verbs (affirmative)
present their favourite celebrity to the class.
• Explain the task and read out the example.
• Alternatively, assign the task as HW and have
• Give Ss some time to complete the task.
Ss present their favourite celebrity in the next
• Check Ss’ answers.
lesson.
Answer Key
Suggested Answer Key
2 studied 4 looked
Name: Cristiano Ronaldo
3 danced 5 finished
Job: footballer
Place of birth: Funchal, Madeira, Portugal
Date of birth: 5th February 1958 4 To present the past simple of irregular
Nationality: Portuguese verbs (affirmative)
Special skills: scoring goals • Read out the Grammar box, the grammar
How he became famous: playing for Manchester theory and the cartoon.
United, Real Madrid and the Portuguese national • Explain the task and give Ss time to complete
football team it and then check their answers.
• Refer Ss to the Grammar Reference section
Cristiano Ronaldo is a footballer. He was born in
for more information.
Funchal, Madeira, Portugal on 5th February, 1958.
• Refer Ss to the Irregular Verbs list at the back
He is Portuguese. He is very good at scoring
of their books for help if necessary.
goals. He became famous by playing for
Manchester United, Real Madrid and the Answer Key
Portuguese national football team. 1 became 7 gave
2 left 8 sent
4b • Grammar 3 came 9 read
4 made 10 learnt/learned
1 To present the past simple of the regular 5 did 11 bought
verbs (affirmative) 6 forgot 12 wrote
• Read out the Spelling box and the grammar
table.
5 To practise the past simple of irregular
• Explain the task and read out the cartoon
verbs (affirmative)
and the example.
• Go through the sentences. Then give Ss some • Give Ss time to read the sentences and
time to complete the gaps. complete the task.
• Check Ss’ answers. • Check Ss’ answers.
• Refer Ss to the Grammar Reference section Answer Key
for more information. 1 read 3 bought
Answer Key 2 learnt 4 became
2 tried 5 danced 8 finished
3 looked 6 studied 9 stopped 6 To practise the past simple of irregular
4 travelled 7 enjoyed verbs (affirmative)
• Read out the Grammar point and explain the
task and read out the example.
32

• Give Ss time to complete the task. Check Ss’
answers.
Answer Key
2 Ken and I saw this film last night.
3 The children went to the theatre last Saturday.
4 The singer wrote his first song last year.
5 I heard Liam Payne’s new song last night.
Module 4
2 To listen for confirmation and act out a
dialogue
• Play the recording for Ss to listen and check
their answers and then ask Ss to take roles
and act out the dialogue in groups of three.
• Monitor the activity around the class.
• Refer Ss to the box.

4c • Vocabulary 3 To role play a dialogue agreeing/

1 To present new vocabulary disagreeing
• Ask Ss to look at the pictures. Play the recording • Explain the task and ask Ss to work in pairs
with pauses for Ss to repeat chorally and/or and role play a dialogue using phrases from
individually. the box and following the plan.
• Check Ss’ pronunciation and intonation. • Then give Ss time to complete the task.
• Monitor the activity around the class and then
ask some pairs to role play their dialogue in
2 a) To listen for specific information
front of the class.
• Play the recording and give Ss time to write Suggested Answer Key
the types of entertainment they hear.
A: Wow! Our trip was amazing. I loved everything.
• Then check Ss’ answers.
B: Really? I hated it. It was really cold and rainy.
Answer Key A: OK, that’s true. But what about the football
sports match, TV, concert, opera, fashion show match? That was exciting.
B: No, it wasn’t. It was boring.
b) To listen for specific information A: Well, I disagree. I enjoyed it. But even you had
fun at the opera.
• Play the recording again and then give Ss
B: OK. You’re right.
time to read the statements and mark
A: See! It wasn’t so bad after all!
them accordingly.
B: I guess you’re right.
• Check Ss’ answers around the class.
Answer Key Pronunciation
1 W 2 R 3 DS 4 R
To pronounce -ed ending
3 To express a preference • Ask Ss to write the verbs in the correct box in
the table.
Read out the question and elicit answers from Ss
• Play the recording with pauses for Ss to repeat
around the class following the example.
chorally and/or individually.
Suggested Answer Key • Check Ss’ pronunciation and intonation.
My favourites types of entertainment are films Answer Key
and concerts because I like going to the cinema
and I like music. /t/ verbs /d/ verbs /id/ verbs
ending in ending in ending in
4d • Everyday English unvoiced voiced sounds /t/ & /d/
sounds sounds
1 To read for cohesion and coherence
promised
• Ask Ss to read the sentences A-E and then loved visited
looked
give them time to read the dialogue again borrowed ended
kissed
and complete the gaps. cleaned sounded
walked
• Check Ss’ answers. hoped
Answer Key
1 B 2 D 3 C 4 E 5 A

33
 Module 4
4e • Grammar Answer Key
1 was, started 3 left, went
1 To present and practise the past simple
2 learnt, was 4 met, was
of regular/irregular verbs (negative)
• Read out the grammar table and the cartoon 4f • Across Cultures
as well as the Language Awareness box.
1 To listen and read for order of events
• Ask Ss to read the sentences and then give
them time to complete them. • Ask Ss to read the text and order the
• Check Ss’ answers around the class. paragraphs.
• Refer Ss to the Grammar Reference section • Play the recording. Ss listen and check.
for more information. Answer Key
Answer Key A 2 B 3 C 1
1 didn’t play 3 didn’t listen 5 didn’t • Ask Ss to read the phrases and match them.
2 didn’t send 4 didn’t see watch • Check Ss’ answers.
Answer Key
2 To practise the past simple of
1 b 2 c 3 a
regular/irregular verbs (negative)
• Ask Ss to read the sentences and then give 2 To read for specific information
them time to rewrite them in the negative.
• Ask Ss to read the text again and then mark
• Check Ss’ answers around the class.
the statements according to what they read.
Answer Key • Check Ss’ answers.
1 The singer didn’t sing my favourite song at the Answer Key
concert.
1 R 2 DS 3 W
2 We didn’t have a great time at the cinema
last night.
3 To consolidate comprehension of a text
3 Jack didn’t read a book last night.
4 Steven didn’t go to the opera last week. • Ask Ss to read the text again and answer the
5 The actor didn’t dance beautifully in the play. questions.
• Check Ss’ answers.
3 To practise the past simple (affirmative) Answer Key
• Explain the task and give Ss time to complete it. 1 Princess Amidala
• Check Ss’ answers. 2 a Jedi teacher
Answer Key 3 Because he did many terrible things.
1 left 3 wore 5 went • Refer Ss to the box.
2 wrote 4 liked • Play the video for Ss and elicit their comments.

4 To practise the past simple (negative) 4 To express an opinion

• Explain the task and then give Ss time to
complete it.
• Check Ss’ answers around the class.
Answer Key
1 Samuel didn’t leave the party at 11 pm.
2 The writer didn’t write his latest book last year.
3 The actor didn’t wear a beautiful dress.
4 Jillian and I didn’t like the new Ed Sheeran song.
5 We didn’t go to a football match last week.
5 To practise the past simple
• Give Ss time to complete the task using the
correct form of the past simple.
• Check Ss’ answers.
34
Give Ss time to consider their opinion and then
ask various Ss around the class to share their
opinion with the class.
Suggested Answer Key
I think Darth Vader was bad because he did
many terrible things, but deep down he was good
because in the end he saved Luke Skywalker.
5 To listen for specific information
• Ask Ss to read through the events A-F and
think about what order they may appear in
the listening task.
• Play the recording. Ss listen and order the
events according to what they hear.
 Module 4
• Check Ss’ answers. • Elicit an answer from the class.
Answer Key Answer Key
A 5 B 4 C 1 D 2 E 6 F 3 The piano
• Refer Ss to the box.
6 AIM To retell a story • Play the video for Ss and elicit their comments.
• Read out the Note box.
• Then ask Ss to take turns and work in pairs 3 To read for specific information
and retell Snape’s story using the sentences in • Give Ss time to read the text again and
Ex. 5 and the connectors in the Note box. answer the questions referring back to the text
Monitor the activity around the class. as necessary.
Suggested Answer Key • Check Ss’ answers.
Snape studied at Hogwarts school of Witchcraft Answer Key
and Wizardry. Then, he became friends with some 1 percussion 3 woodwind
bad people. Afterwards he joined the Death 2 string 4 brass
Eaters. But one day the woman he loved died
and he joined the Order of the Phoenix. In the Design your own homemade musical
end he gave his memories to Harry Potter. instruments.
• Ask Ss to work in small groups and design their
7 To write a text about a film character own musical instruments. Assign the task as HW.
• Explain the task and ask Ss to write a text • Ask Ss to present them in the class.
about Snape using the sentences in Ex. 5 and (Ss’ own answers)
their answers from Ex. 6 to help them.
• Tell Ss to follow the plan. Flash Time • 4
• Give Ss time to complete the task and then
1 a) To match music genres to musical
ask some Ss to read out their answers to the
instruments
rest of the class.
Suggested Answer Key • Ask Ss to look at the pictures and then play
the recording. Ss listen and match the
Severus Snape is a character in the Harry Potter
extracts to the instruments.
books. He’s interesting because everyone thinks
• Check Ss’ answers.
he is bad, but in the end Harry Potter finds out
he’s good. Answer Key
Snape studied at Hogwarts school of Witchcraft 1 B 2 D 3 A 4 C
and Wizardry. Then, he became friends with some
bad people. Afterwards he joined the Death b) To listen for specific information
Eaters. But one day the woman he loved died
• Play the recording and ask Ss to listen and
and he joined the Order of the Phoenix.
match the instruments, countries and
In the end he gave his memories to Harry Potter.
dances.
• Play the recording again for Ss to check
4 • CLIL (Music)
their answers.
1 To present vocabulary for musical Answer Key
instruments shamisen, Japan, fan dance
• Ask Ss to look at the pictures. tin whistle, Ireland, Ceili
• Play the recording with pauses for Ss to repeat lali drum, Fiji, Meke
chorally and/or individually. maracas, Brazil, Samba
• Check Ss’ pronunciation and intonation.
2 To prepare a poster
2 To listen and read for specific information Give Ss time to work in small groups and collect
• Play the recording. Ss listen and read the text information about a traditional dance and musical
and answer the question. instrument from their country and prepare a poster.
35
 Module 4
Suggested Answer Key B: I think you’re right. I think the quotation by
Kozioł biały Charles Baudelaire says something similar;
dancing is like poetry of the body.
A: I agree. Both quotes are referring to grace
through physical movement and talking about
its importance.
This is a traditional musical
instrument from Poland. It is Progress Check 4
like bagpipes. It is a popular
1 1 R 2 W 3 DS 4 DS 5 W
instrument in folk bands that
play traditional music.
2 1 businessman 3 actor
Mazurka 2 singer 4 real estate agent

3 1 ballet 3 fashion show

2 concert 4 sports match

4 1 thought 5 booked
2 studied 6 enjoyed
3 ate 7 decided
4 bought 8 wanted

This is a traditional Polish dance. Folk bands play 5 1 booked 3 ate

the music for the dance on the many different 2 didn’t visit 4 didn’t have
instruments including the Kozioł biały.
6 1 last night 3 last Saturday
3 To present a traditional dance and 2 when 4 yesterday
musical instrument
7 1 It was really great!
Ask various Ss to use their posters from Ex. 2 to
2 They weren’t that good.
present a traditional dance and musical instrument
3 Well, I enjoyed it!
Suggested Answer Key 4 I’m sure it wasn’t that bad.
Hello everyone. My name is Pavel and in my 5 I guess so.
country, Poland, a traditional musical instrument
is the Kozioł biały. It is like bagpipes. It is a popular 8 A 3 B 5 C 1 D 4 E 2
instrument in folk bands that play traditional
music. 9 Dear Jack,
Also, in Poland the mazurka is a traditional Steve Harrington is a character in the TV series
dance. Folk bands play the music for the dance ‘Stranger Things’. He’s interesting because
on the many different instruments including the everyone thinks he is bad but in the end,
Kozioł biały. everyone finds out he’s good.
Thanks for listening. Are there any questions? Steve is the coolest kid in school and he's very
popular – but he is a bully especially to Nancy
and Jonathan. Then, Steve saves Nancy and
4 To learn about the value of grace
Jonathan from a monster. Afterwards, he looks
Read the quotations aloud and give Ss time to after Nancy’s little brother and his friends. In the
consider what they mean and discuss in pairs. end, Steve and the kids save the town.
Then elicit explanations from various Ss.
Suggested Answer Key Competences
A: I think the quotation by Martha Graham means Ask Ss to assess their own performance in the module
that dance is a means of communication for a by colouring in the stars according to how competent
person’s soul to speak to people without they feel for each of the listed activities.
words.

36
 What an adventure! Module
Topic
In this module, Ss will explore the topics of holiday
activities, weather and everyday social behaviour..
Module page 68-69
Lesson Objectives: To get an overview of the module,
to learn holiday activities, to talk about holiday
activities, to agree/disagree, to invite – accept/refuse
Vocabulary: Holiday activities (go kayaking, go
windsurfing, go water skiing, go ice skating, go skiing,
go snowboarding, go sightseeing, go camping, sit
around a campfire)
5a Reading 70-71
Lesson Objectives: To listen and read for specific
information, to read for specific information, to answer
comprehension questions, to express an opinion, to
learn the weather, to listen for key information, to write
a journal entry
Vocabulary: Weather (windy, rainy, hot, cool, humid,
foggy); Nouns (jungle, gift, campfire, guide, macaw,
feather); Verb (land)
5b Grammar 72-73
Lesson Objectives: To learn the past simple
(interrogative & short answers)
5c Vocabulary 74
Lesson Objectives: To learn everyday social behaviour,
to listen for specific information, to compare social
behaviours in two countries
Vocabulary: Everyday social behaviour (chew with
mouth open, share food, be on time, eat with hands,
be late, eat with knife and fork, be early, put elbows on
table)
5
5d Everyday English 75
Lesson Objectives: To complete a dialogue, to learn
should/shouldn’t, to act out a dialogue giving advice,
to pronounce \n\, \N\
5e Grammar 76-77
Lesson Objectives: To revise the past simple
5f Across Cultures 78-79
Lesson Objectives: To listen and read for specific
information, to read for specific information, to talk
about feelings, to learn adverbs ending in -ly/-ily; to
listen for order of events, to write a story
Vocabulary: Feelings (sad, worried, angry, scared);
Nouns (luggage, manager, confirmation, record);
Verb (book); Phrasal verb (step off)
5 CLIL (Citizenship) 80
Lesson Objectives: To listen and read for gist, to read
for specific information, to talk about travelling with
care
Vocabulary: Nouns (planet, souvenir, ivory, tusk,
custom); Adjective (exciting); Phrase (take care)
Flash Time 5 81
Lesson Objectives: To categorise travel activities, to
create a leaflet, to give a presentation on being a
smart traveller, to learn about the value of respect for
others
Progress Check 5 82-83
Lesson Objectives: To read for specific information, to
test/consolidate vocabulary and grammar learnt
throughout the module; to listen for order of events, to
write a story
37
 Module 5
What’s in this module? 5a • Reading
Go through the What’s in this module? box and tell Ss 1 To listen and read for specific
that these are the topics, skills and activities this unit information
will cover.
• Ask Ss to read the two sets of phrases.
• Play the recording. Ss listen and read the text.
1 To present vocabulary for holiday • Ss match the phrases. Check Ss’ answers.
activities
Answer Key
• Ask Ss to look at the pictures and then play 1 c 2 a 3 b
the recording with pauses for Ss to repeat
chorally and/or individually.
• Check Ss’ pronunciation and intonation. 2 To read for specific information
• Play the video for Ss and elicit their comments. • Give Ss time to read the text again and mark
the statements according to what they read.
• Check Ss’ answers.
2 To talk about holiday activities and
agree/disagree Answer Key
• Read out the box and explain that we use 1 R 2 DS 3 R 4 W
these phrases to agree/disagree. • Refer Ss to the box.
• Ask Ss to work in pairs and decide which • Play the video and elicit Ss’ comments.
activities you can do in which seasons and
agree/disagree using the phrases in the box.
3 To consolidate comprehension of a text
• Monitor the activity around the class and then
ask various Ss around the class to tell the rest • Explain the task and allow Ss time to review
of the class. the text and then answer the questions.
• Check Ss’ answers.
Suggested Answer Key
Answer Key
A: I think you can go kayaking in the summer.
B: I agree. I think you can go camping in the 1 Quito
summer, too. 2 Taller than the buildings in a city
A: You're right about that, but you can go 3 Happy to go home, but sad to leave.
camping in the spring and autumn as well,
and sit around a campfire. 4 To express a preference
B: You can go ice skating in the spring, too. Give Ss time to consider their answers and then
A: I don't think so. You can go ice skating, skiing elicit answers from Ss around the class.
and snowboarding in the winter.
Suggested Answer Key
B: I guess so.
Yes, I would because it is a very interesting place.
There are lots of amazing animals and birds
3 To express a preference there, like squirrel monkeys, parrots and macaws.
Give Ss time to consider their answers and then
elicit answers from Ss around the class. 5 a) To present the weather
Suggested Answer Key
• Ask Ss to read the words in the list and
I like camping and ice skating. then give them time to use them to label
the images.
4 To invite – accept/refuse • Play the recording with pauses for Ss to
• Read out the box and explain that we use repeat chorally and/or individually.
these phrases to invite – accept/refuse. • Check Ss’ pronunciation and intonation.
• Monitor the activity around the class. Answer Key
Suggested Answer Key 1 hot 3 rainy 5 windy
A: Would you like to go ice skating with me? 2 humid 4 cloudy 6 cool
B: I’d love to./I’m sorry, I can’t.

38

b) To talk about today’s weather
Elicit sentences describing today’s weather
from Ss around the class.
Suggested Answer Key
Today the weather is cool and rainy.
6 To listen for key information
• Explain the task and ask Ss to look at the
names of the people and the weather.
• Play the recording. Ss listen and match the
people to the correct weather.
• Check Ss’ answers.
Answer Key
1 D 2 C 3 A 4 B 5 E
7 To write a journal entry
• Explain the task and give Ss time to write a
journal entry answering the questions in the
rubric.
• Ask various Ss to read out their journal entry to
the class.
Suggested Answer Key
Tuesday
Today I woke up to rainy weather. I put on my
coat and boots and walked to school in the rain.
It stopped shortly after Maths and we went
outside at break time. We played football in the
playground. It was windy and cool on my way
home. I was glad to get inside my nice, warm
house.
5b • Grammar
1 To present and practise the past simple
(interrogative & short answers)
• Read out the grammar table and the cartoon.
• Refer Ss to the Grammar Reference section
for more information.
• Explain the task and go through the sentences.
Then give Ss some time to put the words in
order to make questions.
• Check Ss’ answers.
Answer Key
1 Did you go sightseeing last year?
2 Did Jack try ice skating while he was in
Canada?
3 Did they offer gifts to the guests?
4 Did the children have breakfast?
5 Did Irene play the piano when she was 5?
Module 5
2 To practise the past simple
(interrogative & short answers)
• Explain the task and read out the example.
• Give Ss time to complete the task following
the example.
• Check Ss’ answers.
Answer Key
2 Did the boys do their homework? Yes, they did.
3 Did your brother watch TV last night? Yes, he
did.
4 Did Carl learn English when he was 8? No, he
didn't.
5 Did Tony stay in a hotel while he was in Rome?
No, he didn't.
3 To practise the past simple
(interrogative & short answers)
• Explain the task and give Ss some time to
make questions and answer them.
• Check Ss’ answers.
Answer Key
2 Did Tony go to a pop concert? No, he didn't.
He went to a rock concert.
3 Did Tony watch a film on Wednesday? Yes, he
did.
4 Did Tony try skiing on Thursday? No, he didn't.
He tried snowboarding.
5 Did Tony fly back on Saturday? No, he didn't.
He flew back on Friday.
4 To practise the past simple
(interrogative & short answers)
• Explain the task and give Ss some time to
make questions.
• Then have Ss work in pairs and answer them.
• Check Ss’ answers around the class.
Answer Key/Suggested Answer Key
A: Did you go camping last summer?
B: No, I didn't.
A: Did you sit around a campfire in the summer?
B: No, we didn't.
A: Did you try ice skating in the winter?
B: Yes, I did.
A: Did you watch a film on Thursday?
B: No, I didn't.
A: Did you listen to music last night?
B: Yes, I did.
39
 Module 5
5 To write a text message
• Read out the Grammar box and explain
when we use can.
• Explain the task and give Ss time to complete
it.
• Ask various Ss to read out their text messages.
Suggested Answer Key
Hi Mum. Can I go to John’s house after football
practice? (Sure you can./I’m afraid you can’t.)
Hi Dad. Can I spend the night at Maja’s house?
(Sure you can./I’m afraid you can’t.)
5c • Vocabulary
1 To present everyday social behaviour
• Ask Ss to look at the pictures. Then give them
time to label them with the phrases in the list.
• Play the recording for Ss to check their answers.
Answer Key
1 be early
2 be on time
3 be late
4 chew with mouth open
5 put elbows on table
6 eat with knife and fork
7 share food
8 eat with hands
2 To listen for specific information
• Ask Ss to read the statements 1-5.
• Play the recording and give Ss time to mark
them accordingly.
• Then check Ss’ answers.
Answer Key
1 R 2 W 3 R 4 DS 5 W
3 To compare social behaviours
• Ask Ss to talk in pairs and compare the social
behaviours in Canada to the ones in Poland.
• Monitor the activity around the class and then
ask some pairs to tell the class.
Suggested Answer Key
In Poland, arriving on time is as important as it is
in Canada. Like the Canadians, we don't put our
elbows on the table or chew with our mouths
open. We use knives and forks to eat most food.
40
5d • Everyday English
1 To read for cohesion and coherence
• Ask Ss to read the sentences A-E and then
give them time to read the dialogue again
and complete the gaps.
• Check Ss’ answers and elicit what Maria’s
intention is.
Answer Key
1 D 2 C 3 A 4 E 5 B
She intends to go to Canada and take Anna’s
advice.
2 To listen for confirmation and act out a
dialogue
• Play the recording for Ss to listen and check
their answers and then ask Ss to take roles
and act out the dialogue in pairs.
• Monitor the activity around the class.
3 To practise should/shouldn’t
• Read out the Grammar box and explain how
we use should/shouldn’t.
• Explain the task and give Ss time to complete
it and then check Ss’ answers.
Answer Key
1 shouldn't eat 3 should chew
2 shouldn't arrive
4 To role play a dialogue giving advice
• Explain the task and ask Ss to work in pairs
and role play a dialogue using phrases from
the dialogue in Ex. 1 and their own ideas
following the plan.
• Then give Ss time to complete the task.
• Monitor the activity around the class and then
ask some pairs to role play their dialogue in
front of the class.
Suggested Answer Key
A: I can’t wait for my holiday to Dubai.
B: You’re going to Dubai? There was a programme
on TV about it last night.
A: Really? Was it interesting?
B: Yes, it was. For example, did you know you
should only use your right hand for eating
and drinking, not your left?
A: No, I didn’t know that. Anything else?
B: Yes. You should wear trousers or long skirts
and keep your shoulders covered.
 Module 5
A: Is there anything else I should know? Answer Key
B: One more thing. You shouldn’t point with your 1 Sue didn't write an email to her friend.
finger. It’s very rude! 2 We didn't see lots of birds in the forest.
B: Right. Thanks for your advice. 3 I didn't eat a sandwich for lunch.
4 Steven and I didn't listen to our teacher.
Pronunciation 5 They didn't get up at 7 am.
To pronounce \n\, \N\
• Play the recording with pauses for Ss to repeat 4 To practise the past simple
chorally and/or individually. • Explain the task and give Ss time to complete it.
• Check Ss’ pronunciation and intonation. • Check Ss’ answers around the class.
• Then elicit more words with these sounds from Answer Key
the dialogue in Ex.1 using their dictionaries as 1 didn't speak 4 didn't like
necessary to check. 2 took 5 Did Zoe arrive
Answer Key 3 Did the students know
\n\ pen, pin
\N\ thing, interesting 5 To practise the past simple (affirmative
& negative)
5e • Grammar
• Give Ss time to read the gapped text and
1 To revise the past simple then fill the gaps with the correct past simple
• Read out the grammar table and the cartoon. form of the verbs in brackets.
• Ask Ss to read the list of verbs and then give • Check Ss’ answers.
them time to write the past simple forms. Answer Key
• Check Ss’ answers around the class. 1 travelled 10 didn't come
• Refer Ss to the list of Irregular Verbs for help. 2 were 11 had
• Refer Ss to the Grammar Reference section 3 went 12 took
for more information. 4 wasn't 13 sat
Answer Key 5 changed 14 told
2 got (I) 8 ate (I) 6 arrived 15 sang
3 played (R) 9 watched (R) 7 set 16 slept
4 wrote (I) 10 saw (I) 8 decided 17 left
5 listened (R) 11 thought (I) 9 wanted 18 didn't expect
6 put (I) 12 knew (I)
7 shared (R) 6 To practise the past simple
(interrogative & short answers)
2 To practise the past simple (affirmative) • Explain the task and read out the example.
• Explain the task and give Ss time to complete it. • Give Ss time to complete the task. Check Ss’
• Check Ss’ answers around the class. answers around the class.
• Refer Ss to the Grammar Reference section Answer Key
for more information. 2 Did they swim in the lake? No, they didn't. They
Answer Key went kayaking.
1 wrote 3 ate 5 got 3 Did his mum and brother go hiking? Yes, they
2 saw 4 listened did.
4 Did they all sleep outside? No, they didn't. Tim
and his brother slept outside.
3 To practise the past simple (negative) 5 Did Tim enjoy camping? Yes, he did.
• Explain the task and give Ss time to complete it.
• Check Ss’ answers.
• Refer Ss to the Grammar Reference section
for more information.

41
 Module 5
5f • Across Cultures Answer Key
1 quickly 4 angrily 7 sadly
1 To listen and read for specific
2 slowly 5 quietly 8 simply
information
3 loudly 6 easily
• Play the recording. Ss listen and read and
then match the phrases to make sentences.
b) To identify adverbs
• Check Ss’ answers.
Elicit adverbs from the story on p. 78.
Answer Key
1 b 2 c 3 a Answer Key
politely, incorrectly, luckily, kindly, easily

2 To read for specific information

6 To listen for order of events
• Ask Ss to read the text again and then mark
the statements according to what they read. • Ask Ss to look at the pictures and think about
• Check Ss’ answers. what is happening in each one. Play the
recording. Ss listen and order the pictures
Answer Key
according to what they hear.
1 DS 2 R 3 W
• Check Ss’ answers.
• Refer Ss to the box. Answer Key
• Play the video and elicit Ss’ comments. A 4 B 1 C 3 D 2

3 To consolidate comprehension of a text 7 To write a story

• Ask Ss to read the text again and then answer
the questions.
• Check Ss’ answers.
Answer Key
1 They felt excited when they stepped off the
plane.
2 In the end, their holiday was great.
4 To talk about feelings
• Ask Ss to look at the pictures and explain the
words for feelings.
• Then ask various Ss to tell the class how they
would feel in this situation and why.
Suggested Answer Key
I would feel worried that we wouldn't find
anywhere to stay. I would try not to feel angry with
my dad because he made a mistake, but I would
feel sad that the holiday wasn't how it was
supposed to be.
5 a) To present/practise adverbs ending
in -ly/-ily
• Read out the Grammar box and explain
how we form adverbs.
• Then give Ss time to write the adverbs for
the adjectives in the list.
• Check Ss’ answers.
• Read out the Note box.
• Explain the task and ask Ss to write a story
using the images in Ex. 6 and the plan to help
them.
• Give Ss time to complete the task and check
their answers.
• Alternatively, assign the task as HW and then
check Ss’ answers in the next lesson.
Suggested Answer Key
Last summer, I was on holiday with my mum and
dad in Scotland. It was a sunny day and we
decided to go on a hike. We were all excited
about hiking up a really tall mountain.
Then, after a few hours, clouds began to gather
and there was fog all around us. We couldn't see
anything, and we waited for ages for the fog to
clear.
Suddenly, we saw a black and white dog. He
wanted us to follow him, and because there was
nothing else that we could do, we did. He took us
to a farmhouse and we had cups of tea with the
farmer. The dog rescued us!
In the end, the farmer took us back to our hotel in
his truck. We felt happy and relieved to be safe at
last.

42
 Module 5
5 • CLIL (Citizenship) Suggested Answer Key

1 To listen and read for specific Should Shouldn’t

information • know how to • take pebbles and
• Ask Ss to look at the picture and read out the read a map shells from the beach
title of the text and the headings. • learn about the • treat animals badly
• Ask Ss to guess what they will read about.
local culture (ride elephants, walk
• Play the recording. Ss listen and read and find
out.
• know how to lions)
swim • drop litter
Suggested Answer Key
I expect to read about how to travel carefully.
2 To create a leaflet
2 To read for key information • Explain the task and give Ss time to create a
• Give Ss time to read the text again and leaflet using their answers from Ex. 1.
complete the sentences. • Ask various Ss to share their leaflets with the
• Check Ss’ answers. class.
Answer Key • Give Ss time to complete the task or assign
1 souvenirs 4 the local traditions the task as HW.
2 litter 5 the same way Suggested Answer Key
3 local shops Are you a smart traveller? Follow these rules and
• Refer Ss to the box. you can be.
• Play the video for Ss and elicit their comments. Smart Travellers
should:
• ask before taking photos
3 To consolidate information in a text • know how to read a map
• Ask Ss to use their answers to Ex. 2 to talk • learn about the local culture
about travelling with care and what it means. • know how to swim
• Then ask various Ss to tell the class. shouldn’t:
Suggested Answer Key • waste water
Travelling with care means that you shouldn’t buy • take pebbles and shells from the beach
souvenirs from elephant tusks, or wood from • treat animals badly (ride elephants, walk lions)
rainforest trees and you shouldn’t drop litter. You • drop litter
should stay in small local hotels and spend your
money in local shops and markets. You should 3 To give a presentation on being a smart
also respect the local traditions and sometimes traveller
dress in the same way as the local people to • Ask Ss to work in small groups and give Ss
show respect. time to use the information from Exs 1 & 2 to
prepare a presentation.
Flash Time • 5 • Ask various groups of Ss to give their
1 To categorise travel activities presentations to the class.
• Ask Ss to read the phrases. Suggested Answer Key
• Explain/Elicit the meanings of any unknown Good morning/afternoon everyone. My name is
words. Maja and I am going to talk to you today about
• Then ask various Ss to copy the table into their how to be a smart traveller. First of all there are a
notebooks and complete it with the phrases. number of things you should do and things you
• Check Ss’ answers on the board. should know before you visit a place. For
example, you should know how to read a map so
you don’t get lost. You should know how to swim
so you don’t get into trouble in the water. You
should also learn about the local culture before

43
 Module 5
you visit a place and ask people before you take 3 1 eat with hands
their photos. 2 eat with knife and fork
Secondly, there are a number of things you 3 share food
shouldn’t do while in another country. For 4 put elbows on table
example, you shouldn’t waste water or any other
resource. You also shouldn’t take pebbles or 4 1 wrote 3 didn’t travel
shells from the beach. You should respect the 2 didn’t come 4 Did you arrive
animals as well as the people and you shouldn’t
treat animals badly by taking part in any tourist 5 1 carefully 3 Luckily
attraction that hurts them such as riding an 2 suddenly 4 terribly
elephant or walking a lion. Most importantly, you
shouldn’t drop litter. You should leave a place 6 1 Are you getting ready for your holiday?
how you found it and treat the local people, 2 I was really embarrassed.
animals and nature with respect. 3 What should I know before I go?
Thank you for listening. Are there any questions? 4 What advice sounds really useful.

4 To learn about the value of respect for 7 A 2 B 4 C 1 D 3

others
8 One beautiful sunny morning last week, I went
• Read the quotations and give Ss time to read
sailing with my parents and my brother on the
the meanings and match them to the
lake near our house. We all felt very happy and
quotations.
relaxed.
• Check Ss’ answers.
We sailed to the middle of the lake and stopped
Answer Key to have lunch. Then, it started to rain and we saw
1 B 2 C 3 A lightning in the sky and heard the sound of
thunder. But the engine didn’t start, so we
5 To present a quotation on respect for couldn't sail back to shore. Suddenly, my brother
others saw a red boat and we all started waving at it. It
came towards us quickly, and the man in it asked
Give Ss time to research online for a suitable
us if we needed help. Of course, we said yes!
quotation and then ask various Ss to share their
The man pulled our boat back to shore. We all felt
quotations with the class.
relieved to be back on land, and we said thank
Suggested Answer Key you to the man many times.
The Earth does not belong to us. We belong to
the Earth. Competences
Marlee Matlin (American actress,
Ask Ss to assess their own performance in the module
author and activist)
by colouring in the stars according to how competent
they feel for each of the listed activities.
Progress Check 5
1 1 DS 2 R 3 W 4 W

2 1 kayaking 3 snowboarding
2 windsurfing 4 ice skating

44
 Let’s celebrate!
Topic
In this module, Ss will explore the topics of celebrations
& festivities, traditions and festive food.
Module page 84-85
Lesson Objectives: To get an overview of the module,
to talk about celebrations
Vocabulary: Celebrations (Thanksgiving, birthday,
New Year, Christmas, Easter, May Day, Mother’s Day,
Father’s Day)
6a Reading 86-87
Lesson Objectives: To listen and read for specific
information, to read for specific information, to answer
comprehension questions, to learn phrases with
do/make, to talk about party preparations, to listen for
specific information, to write an email invitation, to
write an email accepting/refusing an invitation
Vocabulary: Nouns (streamer, favour, preparation);
Verbs (decorate, organise); Phrasal verb (blow out)
6b Grammar 88-89
Lesson Objectives: To learn be going to (affirmative),
to learn reflexive pronouns
6c Vocabulary 90
Lesson Objectives: To learn festive food in the UK, to
listen for specific information, to talk about celebrations/
festivities & food in your country
Vocabulary: Festive food in the UK (box of chocolates,
hot cross buns, toffee apples, Christmas pudding,
birthday cake, pancakes, parkin, harvest loaf);
Festivals (Harvest Festival, Halloween, Bonfire Night,
Christmas, Valentine’s Day, Shrove Tuesday, Easter,
birthday)
Module 6
6d Everyday English 91
Lesson Objectives: To complete a dialogue, to role play
a dialogue making suggestions, to pronounce \ø\, \U\
6e Grammar 92-93
Lesson Objectives: To learn be going to (negative &
interrogative & short answers)
6f Across Cultures 94-95
Lesson Objectives: To listen and read for specific
information, to read for specific information, to answer
comprehension questions, to express an opinion, to
listen for specific information, to write a blog entry
about a festival
6 CLIL (History) 96
Lesson Objectives: To listen and read for gist, to read
for key information, to answer comprehension questions
Vocabulary: Nouns (feast, century, journey, tradition);
Verbs (celebrate, settle, survive, gather); Phrasal verb
(step back into)
Flash Time 6 97
Lesson Objectives: To make a poster of a
celebration/festival, to present a celebration/festival,
to learn about the value of entertainment
Progress Check 6 98-99
Lesson Objectives: To read for specific information, to
test/consolidate vocabulary and grammar learnt
throughout the module; to complete a dialogue, to
listen for specific information, to write a blog entry
45
 Module 6
What’s in this module? • Refer Ss to the box.
Go through the What’s in this module? box and tell Ss • Play the video for Ss and elicit their comments.
that these are the topics, skills and activities this unit
will cover.
3 To consolidate comprehension of a text
• Explain the task and allow Ss time to review
1 To present vocabulary for celebrations the text and then answer the questions.
& festivities • Check Ss’ answers.
• Play the recording. Ss listen and repeat chorally Answer Key
and/or individually.
1 Brenda's party is at 8:00 pm.
• Check Ss’ pronunciation and intonation.
2 Her mum is going to make her cake.
3 They are going to play games after Brenda
2 To talk about celebrations & festivals blows out her candles.
Give Ss time to consider their answers and then
elicit answers from Ss around the class. 4 To present and practise phrases with
Suggested Answer Key do/make
In my country, we celebrate all of these • Read out the Language Awareness box.
celebrations and festivities except Thanksgiving. • Then give Ss time to choose the correct word
At New Year, Christmas and Easter we spend time in the phrases 1-8 and then play the recording
with our families and eat special food. We have for Ss to listen and check their answers.
parties to celebrate birthdays. On May Day, we Answer Key
don't go to school or work. On Mother's Day and
1 make 3 do 5 do 7 make
Father's Day we give gifts to our mums and dads.
2 make 4 do 6 do 8 make

3 To express a preference
5 To talk about party preparations
Give Ss time to consider their answers and then
• Read out the rubric and give Ss time to
elicit answers from Ss around the class.
consider their answers.
Suggested Answer Key • Elicit answers from Ss around the class following
My favourite celebration is Christmas because I the example.
like the special food and I like getting lots of Suggested Answer Key
presents!
I usually do my hair and do my nails. I also make
invitations. Sometimes, I make a list and do the
6a • Reading shopping with my parents.
1 To listen and read for specific
information 6 To listen for specific information
• Ask Ss to read the two sets of phrases. • Explain the task and ask Ss to read the
• Play the recording. Ss listen and read the text. questions and the possible answers.
• Ss match the phrases. Check Ss’ answers. • Play the recording. Ss listen and choose their
Answer Key answers according to what they hear.
1 c 2 a 3 b • Check Ss’ answers.
Answer Key
2 To read for specific information 1 C 2 B 3 C 4 B
• Give Ss time to read the text again and mark
the statements according to what they read. 7 a) To write an email of invitation
• Check Ss’ answers. • Explain the task and give Ss time to write an
Answer Key email inviting their friend to their birthday
1 R 2 W 3 DS 4 W party.
• Tell Ss to answer all the questions in the notes
and to use the email in Ex. 1 as a model.
46
 Module 6
• Then ask various Ss to use read out their • Refer Ss to the Grammar Reference section
email to the class. for more information.
• Alternatively, assign the task as HW and Answer Key
check Ss’ answers in the next lesson. 1 is going to go 4 is going to prepare
Suggested Answer Key 2 am going to have 5 are going to buy
Hi, Ben, 3 are going to dance
How are you? I'm writing to invite you to my party
next week. I'm really looking forward to it. It’s to 2 To practise be going to (affirmative)
celebrate passing my exams. It's going to be
• Explain the task and read out the example.
great. It's going to be at my house on Saturday at
• Give Ss some time to complete the task.
12 o'clock.
• Check Ss’ answers.
My mum is going to decorate the house with
balloons and streamers. They are going to be my Answer Key
favourite colour – blue. My dad is going to make 2 They are going to decorate the room.
burgers and chips and we're going to drink cola. 3 She is going to do her hair.
My sister is making a cake for me, but I don't 4 She is going to go shopping.
know what is going to be on top – it's a surprise!
The entertainment is another surprise. My uncle is 3 To present reflexive pronouns
organising it, and he is really fun, so I know it's
• Read out the grammar table and ask two Ss
going to be great!
to read out the cartoon.
Anyway, I hope you can come. Let me know as
• Refer Ss to the Grammar Reference section
soon as you can.
for more information.
Talk to you soon,
• Explain the task and give Ss some time to
Ivan
complete the task.
• Check Ss’ answers.
b) To write an email accepting/
Answer Key
refusing an invitation
1 himself 3 myself
• Ask Ss to swap emails with their partners 2 themselves 4 herself
and give them time to write an email in
response including all the points in the
4 To practise subject personal pronouns
rubric and using the Language Awareness
and reflexive pronouns
box to help them.
• Check Ss’ answers in class or assign as HW. • Explain the task and give Ss time to complete it.
• Check Ss’ answers.
Suggested Answer Key
Hi Ivan, Answer Key
Well done! Thanks for the invitation. I’d love to 1 himself 3 ourselves
come to your party. It sounds like it’s going to be 2 She 4 They
lots of fun. Let me know if you want me to bring
anything or help in any way. See you there! 5 To practise reflexive pronouns and be
Ben going to
• Explain the task and read out the example.
6b • Grammar • Refer Ss to the pictures and give them time to
1 To present and practise be going to complete the task using the pictures and
(affirmative) following the example.
• Check Ss’ answers.
• Read out the grammar table.
• Explain the task and read out the cartoon. Answer Key
• Go through the sentences. Then give Ss some 1 is going to burn himself
time to complete the gaps. 2 are going to paint... themselves
• Check Ss’ answers. 3 is going to cut herself

47
 Module 6
6c • Vocabulary Answer Key
1 To present vocabulary for festive food in 1 C 2 B 3 E 4 D 5 A
the UK The dialogue is about Keith's birthday party.
• Ask Ss to look at the pictures. Play the
recording and then give Ss time to match the 2 To listen for confirmation and act out a
festive foods to the celebrations/festivities. dialogue
• Check Ss’ answers. • Play the recording for Ss to listen and check
Answer Key their answers and then ask Ss to take roles
1 H 3 G 5 A 7 B and act out the dialogue in pairs.
2 C 4 D 6 F 8 E • Monitor the activity around the class.

3 To practise prepositional phrases

2 a) To listen for specific information
• Read out the Grammar point.
• Play the recording and give Ss time to read
• Give Ss time to read the dialogue again and
the sentences and choose the correct
then complete the phrases with the correct
words.
preposition.
• Then check Ss’ answers.
• Check Ss’ answers around the class.
Answer Key
Answer Key
1 autumn 2 add 3 lemon 4 dinner
1 about 2 of 3 at 4 of

b) To listen for specific information 4 To role play a dialogue making

• Play the recording again if necessary and
then give Ss time to read the statements
and mark them accordingly.
• Check Ss answers around the class.
Answer Key
1 R 2 DS 3 W 4 R 5 W
3 To relate the topic to your country
Read out the question and elicit answers from Ss
around the class.
Suggested Answer Key
In Poland we celebrate birthdays, Christmas and
Easter. We celebrate birthdays in the same way as
they do in the UK, with birthday cake and candles.
At Christmas, on Christmas Eve we have a meal of
12 special dishes including soup and fish and
desserts with nuts and honey. At Easter, we eat
eggs, bread, soup, meat and many sweets
including chocolate eggs, cheesecake, a lamb
made of sugar and a traditional cake of yeast.
6d • Everyday English
1 To read for cohesion and coherence
• Ask Ss to read the sentences A-E and then
give them time to read the dialogue again
and complete the gaps.
• Elicit what the dialogue is about.
48
suggestions
• Explain the task and ask Ss to work in pairs and
write a dialogue similar to the one in Ex. 1 with
their own ideas using the skeleton to help them.
• Then ask Ss to work in pairs and role play the
dialogue.
• Monitor the activity around the class and then
ask some pairs to role play their dialogue in
front of the class.
Suggested Answer Key
A: So, Ana. Are you looking forward to your
birthday party?
B: Yes, I am, but I want to do something different
this year.
A: Can I help? I'm good at planning parties.
B: That would be good! Thanks! So, where do we
start?
A: How about a film-themed birthday party?
B: That's a great idea! We can ask our friends to
dress as film stars.
A: Sure! How about we watch a film?
B: I don't know. It's not a very exciting thing to do
at a party. Why don't we play some games
instead?
A: Good idea! Let's order pizzas and have
popcorn and sweets like they do at the cinema
too. Oh! Don't forget your birthday cake!
B: You're right! I'm going to ask my aunt to make
one.
A: Cool!
 Module 6
Pronunciation 4 To present and practise be going to
(interrogative & short answers)
To pronounce \ø\, \U\
• Read out the grammar table and the cartoon.
• Play the recording with pauses for Ss to repeat
• Explain the task and read out the example
chorally and/or individually.
and then give Ss time to complete it.
• Check Ss’ pronunciation and intonation and
• Check Ss’ answers around the class.
then elicit more words with these sounds.
• Refer Ss to the Grammar Reference section
Answer Key for more information.
\ø\ up, some, bun Answer Key
\U\ book, foot, push
2 Is Paul going to watch the parade? No, he isn't.
3 Are the children going to wear costumes? Yes,
6e • Grammar
they are.
1 To present and practise be going to 4 Is the festival going to have live music? Yes, it is.
(negative) 5 Are they going to hire a DJ for the party? No,
• Read out the grammar table and the cartoon. they aren't.
• Ask Ss to read the sentences and then give 6 Is Lucy going to do her hair for the party? Yes,
them time to complete them. she is.
• Check Ss’ answers around the class.
• Refer Ss to the Grammar Reference section 5 To practise be going to
for more information. • Explain the task and give Ss time to complete
Answer Key the task using the correct form of be going to
1 isn't going to dance and the verbs in brackets.
2 aren't going to prepare • Check Ss’ answers.
3 isn't going to go Answer Key
4 'm not going to make 1 Are you going to be 5 are going to have
5 aren't going to decorate 2 am going to have 6 is going to hire
3 is going to be 7 are going to dance
2 To practise be going to (affirmative & 4 are going to prepare 8 am going to choose
negative)
• Explain the task and read out the example. 6f • Across Cultures
• Ask Ss to read the sentences and then give 1 To listen and read for specific
them time to complete them. information
• Check Ss’ answers around the class.
• Ask Ss to look at the pictures and read the
Answer Key phrases.
2 isn't going to listen 4 'm not going to visit • Play the recording. Ss listen and read and then
3 are going to try 5 aren't going to play match the phrases to make sentences.
• Check Ss’ answers.
3 To practise be going to with personal Answer Key
examples 1 c 2 a 3 b
• Explain the task give Ss time to complete it.
• Check Ss’ answers. 2 To read for specific information
Suggested Answer Key • Ask Ss to read the text again and then mark
I'm going to visit my cousins. the statements according to what they read.
I'm going to play football on Saturday morning. • Check Ss’ answers.
I'm not going to have chicken for dinner on Answer Key
Sunday.
1 W 2 DS 3 R 4 DS
I'm going to listen to my favourite album.
I'm not going to try skiing.

49
 Module 6
3 To consolidate comprehension of a text
• Ask Ss to read the text again and answer the
questions.
• Check Ss’ answers.
Answer Key
1 The Strawberry Festival is from 17th June to
19th June.
2 Maria is going to take part in the Kids'
Strawberry Race.
3 You can get more information from the website.
• Refer Ss to the box.
• Play the video for Ss and elicit their comments.
4 To express a preference
Give Ss time to consider their opinion and then
ask various Ss around the class to share their
opinion with the class.
Suggested Answer Key
I would like to watch the live bands because I like
live music. I would like to do face painting
because it's fun. I would like to watch the
fireworks display because it's beautiful.
5 To listen for specific information
• Ask Ss to read through the gapped text and
think about what information may be missing.
• Play the recording. Ss listen and fill the gaps
according to what they hear.
• Check Ss’ answers.
Answer Key
1 July 3 contest 5 10
2 music 4 cake
6 To write a blog entry and talk about a
festival
• Explain the task and ask Ss to write a blog
entry about the Dessert Festival using the
poster in Ex. 6 to help them.
• Give Ss time to complete the task and then ask
Ss to read out their answers to their partner.
Suggested Answer Key
Hi guys! I'm Aleksy and I'm going to visit the
Dessert Festival this July. It's a big festival and it's
got lots of things to see and do. I'm going to go
there with my parents and my sister. We're going
to leave in the morning and come back late at
night. At the festival, we're going to watch a
parade and some live music and eat lots of
50
desserts! My dad is also going to take part in a
pie-eating contest. It's going to be great!
What about you? What festival are you going to?
6 • CLIL (History)
1 To predict the content of the text and
listen and read for specific information
• Ask Ss what, if anything, they know about how
Thanksgiving started.
• Play the recording for Ss to listen and read the
text and find out.
• Elicit Ss’ answers.
Answer Key
Thanksgiving started because the Pilgrims that
travelled to the New World wanted to celebrate
their first harvest.
2 To read for key information
• Ask Ss to read the headings and then give
them time to read the text again and match
the headings to the paragraphs.
• Check Ss’ answers.
Answer Key
1 C 2 A 3 B
3 To consolidate comprehension of a text
• Give Ss time to answer the questions referring
back to the text as necessary.
• Check Ss’ answers.
Answer Key
1 The Pilgrims' journey began on 6th September,
1620.
2 The journey lasted 66 days.
3 The Native Americans taught them how to fish,
hunt and grow plants.
• Refer Ss to the box.
• Play the video for Ss and elicit their comments.
Flash Time • 6
1 To collect information about a
celebration/festival in your country
• Ask Ss to research online about a celebration/
festival in their country and use the information
to complete the table.
• Ask various Ss to share their answers with the
class.
 Module 6
Suggested Answer Key Suggested Answer Key
Name Juwenalia Hello everyone. We want to talk about the
Juwenalia Festival. This is a festival that celebrates
What it students. It started in the 15th century in Krakow
students
celebrates when the mayor gave students the keys to the
In 15th century Krakow, city. The festival lasts for five days and there are
How it started
students given keys to the city live music concerts, colourful parades, contests,
games, parties and barbecues. It is a lot of fun.
What happens live music concerts, colourful
Here is a poster we made showing some of the
at the festival/ parades, contests, games,
events. Thanks for listening.
celebration parties, barbecues

4 To learn about the value of

entertainment
Ask Ss to consider why entertainment is important
and read through the list of reasons. Then ask
various Ss to use the list to tell the class as well as
any more reasons they can think of.
Suggested Answer Key
Entertainment is important because it can teach
us about different cultures and make us more
2 To make a poster
sociable. It also allows us to discover and express
Ask Ss to work in pairs and use their answers to Ex. ourselves. It can teach us about history, make us
1 to make a poster of the celebration/festival. more creative and encourage us to appreciate
Suggested Answer Key art. It can inspire us to learn new things and think
Come celebrate the Juwenalia Festival with us! about things in a different way.
Tuesday 9th until Saturday 13th May.
This year we’re going to have so much for you to Progress Check 6
see and do such as: 1 1 W 2 W 3 R 4 DS 5 R
• live music concerts
• colourful parades 2 1 Christmas 3 Thanksgiving
• games 2 Birthday 4 Easter
• contests
• parties 3 1 make 2 do 3 do 4 make
• barbecues and so much more.
4 1 hot cross buns 3 birthday cake
2 pancakes 4 toffee apples

5 1 is going to buy
2 aren't going to visit
3 Are you going to make
4 Is Mary going to come
5 am going to go
3 To present a celebration/festival
• Give Ss time to work in small groups and 6 1 himself 3 myself
prepare a presentation using their poster from 2 ourselves 4 themselves
Ex. 2 to present the celebration/festival.
7 1 Are you getting ready for your New Year’s Eve
• Ask various groups to present the celebration/
party?
festival to the class.
2 Why don’t you have a costume party?
3 How about people from the past?
4 Why don’t we have a table full of sweets and
snacks as well?
51
 Module 6
8 1 August 3 contest 5 15 B: Hello. I’m Karolina. Nice to meet you.
2 bands 4 fish A: Nice to meet you, too.

9 Hello, guys! I'm Barbara and I'm going to visit the 3 Suggested Answer Key
Seafood Festival this August. I love seafood and Would you like to go and watch = How about
there are lots of things to see and do there. I'm watching?
going with my family and my friend Anna. We're I’d love to = Sounds good.
going to leave at midday and come back in the
evening. At the festival, we're going to watch live 4 Suggested Answer Key
music from local bands, see dance shows and • A: Hi, Ola. Would you like to come to my
parades and a fish pie eating contest. We're also Christmas party?
going to take part in a kids' swimming race and B: I’d be glad to.
eat lots of fish dishes, of course! It's going to be
amazing! 5 No answer required

Competences 6 Suggested Answer Key

Ask Ss to assess their own performance in the module • A: Congratulations on your 18th birthday!
by colouring in the stars according to how competent B: Let’s celebrate!
they feel for each of the listed activities. • A: Well done for passing your driving test!
B: Thanks a million!
Speaking Bank Key
1 Suggested Answer Key
1 Hello = Good morning/afternoon
It’s a pleasure to meet you = Pleased to meet
you
2 See you later = Goodbye
OK = Bye bye!
3 this is = meet
Nice to meet you = Pleased to meet you
4 Hey! How’s it going? = What’s up?
Hi there! = Hey!
2 Suggested Answer Key
• A: Mum, this is Jane, my friend.
B: Hi Jane. Nice to meet you.
• A: Hey! How’s it going, Lisa?
B: Hi there! Fine, you?
A: OK.
• A: Hello, Mrs Jones.
B: Hello, Maya.
• A: Hi. My name is Julia.

52
 Festivities
(p. 101) • Play the recording. Ss listen and read the
text and match the phrases.
1 To match greetings to wishes • Check Ss’ answers.
• Give Ss time to complete the task. Answer Key
• Check Ss’ answers.
1 c 2 a 3 d 4 b
Answer Key
1 e 3 a 5 f 7 h b) To consolidate new vocabulary
2 d 4 g 6 c 8 b
• Give Ss time to look at the pictures and
(p. 102) Halloween read the words in bold in the text and then
use them to label the pictures.
1 To listen and read for key information • Check Ss’ answers.
• Ask Ss to read the phrases. Answer Key
• Play the recording. Ss listen and read the text 1 ozoni soup 4 bean soup
and match the phrases. 2 kadomatsu 5 mochi
• Check Ss’ answers. 3 fireworks displays
Answer Key
1 b 2 c 3 a Game
2 To use a code
Game
• Explain how the code works (each number
2 To complete a wordsearch represents a letter as shown in the table) and
Give Ss time to complete the game. The first S to give Ss time to decode the message.
complete the task wins. • Check Ss’ answers.
Answer Key Answer Key
Hau’oli maaahiki hou
M M O N S T E R S S B S D V M
O U Y B A M O T E K S K Y M M Project
W C E V A M P I R E S E G D S
3 To create a poster
I X X A H H U E G L U R U V Z
• Give Ss time to create a poster with pictures
T R I C K O R T R E A T I N G showing how people celebrate New Year in
C P U M P K I N S T K U Q Y M their country.
H L N U Y P U M P O I Y S X A • Ask various Ss to present their posters to the
class.
E C O S T U M E S N Z S S R S
Suggested Answer Key
S A A P S F S A W S J T R W K
At New Year in
Project Poland we
have a family
3 To design a Halloween costume meal.
Give Ss time to design a Halloween costume
following the tips in the text. Then ask various Ss to
present their costumes to the class.
We put tar on
(Ss’ own answers) the windows
and doorknobs
(p. 103) New Year’s Eve for good luck.
1 a) To listen and read for key information
• Ask Ss to read the phrases.

53
 Festivities

We go Project
to parties. 3 To create a poster
• Give Ss time to create a poster with pictures
showing how people celebrate St Patrick’s
Day in the USA.
• Ask various Ss to present their posters to the
class.
Suggested Answer Key
We bake
donuts.
In Chicago
they dye the
river green.

We eat
sausages and
bigos and People wear
drink lots of green.
champagne.

(p. 104) St Patrick’s Day

People watch
1 To listen and read for key information and march in
• Ask Ss to read the phrases. parades.
• Play the recording. Ss listen and read the text
and match the places with the events.
• Check Ss’ answers.
Answer Key
1 b 2 c 3 a People wear
shamrocks.
Game
2 To complete a wordsearch
Give Ss time to complete the game. The first S to
complete the task wins.
(p. 105) Easter
Answer Key
1 To listen and read for specific
M A G I C S H O W S S C A D
information
P A R A D E C R B G E H C A • Play the recording. Ss listen and read the text
R H E A P Y E R J S V M S N and answer the question.
• Check Ss’ answers.
I A E G I R I S H M U S I C Answer Key
D M N E R I J Z W P R K C I They eat glazed ham, baby potatoes, carrots and
other vegetables as well as hot cross buns,
E H M F O O D S T A L L S N
devilled eggs, chocolate, jelly beans and yellow
S H A M R O C K S D Q A P G marshmallow chicks.

54
 Festivities
Game (p. 106) Mother’s Day
2 To complete a maze 1 To read for cohesion and coherence
Give Ss time to complete the game. The first S to • Ask Ss to read the list of words.
complete the task wins. • Play the recording. Ss listen and read the text
Answer Key and fill in the missing words
Happy Easter • Check Ss’ answers.
Answer Key
Project 1 paint 3 ribbon 5 treat
2 crayons 4 picture
3 To create a poster
• Give Ss time to create a poster with pictures Game
showing which foods are popular at Easter in
their country. 2 To complete a crossword
• Ask various Ss to present their posters to the • Give Ss time to read the clues and complete
class. the crossword.
Suggested Answer Key • Check Ss’ answers around the class.
At Easter in Answer Key
Poland we eat a Down Across
lot of special
1 painted flower pot 3 handmade card
food. Here are
2 poem 5 breakfast in bed
some popular
4 photo frame
dishes:
white sausages
Project
(Biała kiełbasa).
3 To create a Mother’s Day gift
• Give Ss time to make a Mother’s Day gift from
soup with the text either in class or at home.
sausage and • Have Ss show their gifts to the class and then
eggs (zurek) take them home for their mothers.
(Ss’ own answers)

painted eggs

a cake called
Mazurek

55
 My Picture Dictionary
Countries and nationalities (p. 108) Types of houses (p. 112)
1 1 the USA 8 India 1 1 houseboat 3 mobile home
2 Argentina 9 Ireland 2 block of flats 4 semi-detached house
3 Australia 10 Mozambique
4 Brazil 11 New Zealand 2 (Ss’ own answers)
5 the UK 12 Portugal
6 Canada 13 Russia Landmarks (p. 113)
7 China 14 South Africa 1 (Ss’ own answers)
2 I live in Poland. I’m Polish.
Historical figures (p. 113)
Daily routines (p. 109) 2 1 Albert Einstein 5 Charles Dickens
1 1 I get up at 7 am. 2 Elizabeth I 6 Vincent van Gogh
2 Yes, I do. 3 Charlie Chaplin 7 Abraham Lincoln
3 After school, I come back home and have a 4 Elvis Presley 8 King Edward VII
snack.
4 I do my homework in the afternoon. Celebrities (p. 114)
5 I have a shower.
1 1 Kendall Jenner
2 Time Activities 2 Ed Sheeran, Shawn Mendes
3 Daniel Radcliffe, Miranda Cosgrove
7 am get up
4 Cristiano Ronaldo
8 am catch the bus 5 Maddie Ziegler
9 am have lessons
12 noon have lunch 2 (Ss’ own answers)
3.30 pm come back home
Everyday social behaviour (p. 115)
4 pm do homework
6 pm go to football practice DOs DON’Ts
1
8 pm have dinner be early
9 pm chat with friends be on time be late
eat with a knife chew with mouth
9:30 pm have a shower
and fork open
10 pm go to bed share food eat with hands
put elbows on table
Areas in a school (p. 110)
1 My school has got classrooms, a science lab, a
computer room, a library, a headteacher’s office, 2 (Ss’ own answers)
a staffroom, a playground and an auditorium.
Celebrations & Festivities (p. 116)
2 (Ss’ own answers) 1 Thanksgiving, Halloween, Bonfire Night, Christmas,
Means of transport (p. 111) New Year, Valentine’s Day, Shrove Tuesday, Easter,
1 May Day, Mother’s Day, Father’s Day, Birthday
T R A I N O D O N
2 In Poland, we celebrate Christmas, New Year,
R E L E S H I P H Valentine’s Day, Easter, Mother’s Day, Father’s Day
A C A B L E C A R and Birthday.
M O T O R B I K E
P L A N E A T A B 3 (Ss’ own answers)
R C X I F S R P U
I A I L O N E A S
H R L T B O A T O
2 (Ss’ own answers)

56
 Student’s Book Audioscripts
Module 1
Exercise 2 (p. 10)
Susan: Hi, Sally! So how’s your first day at school?
Sally: Hi, Susan. It’s OK. The school is very big, so it’s a
bit difficult for me to find my way around.
Susan: I can help you. What’s your next lesson?
Sally: It’s my favourite – Maths and it’s in Classroom 3A.
Susan: OK. So to get to classroom 3A, go up to the
staffroom and turn left. Then go past the nurse’s office
and turn right. Go up the stairs and it’s the first room
on your right.
Sally: Oh! That’s easy. Thanks for the help. What’s your
next lesson?
Susan: I’m off to the field for PE. I love it because we
play different sports and get some exercise. Hey
maybe we can meet at the school canteen and have
lunch together. The canteen is opposite the nurse’s
office.
Sally: Cool! See you there.
Exercise 4a (p. 15)
My classroom has got desks and chairs for all the
students. There is a blackboard but there isn’t a
television or a projector. There aren’t posters on the
wall and there isn’t a bookcase. All our books are in
the school library.
Exercise 9 (p. 19)
Boy: Hi, I’m Samuel and I go to Palmer’s Elementary
School. In the morning we start our day with
registration at 8:00 am. Then, it’s off to class at 8:15 am.
We have lessons until our first break at 10:15. At 10:30,
we have some more lessons until our lunch break at
12:30. We all go to the school canteen and have our
lunch. We go back to class at 1:15 and have lessons
until our last break at 2:15. At 2:30, we have our last
lesson of the day until the bell rings at 3:30 pm.
Module 2
Exercise 7 (p. 35)
Visit Bath
Bath is a small city in Somerset in the southwest of
England. It is a popular tourist destination that is full of
beautiful buildings and little shops. You can visit the
Ancient Roman Baths to see what life was like in the
past! Visitors can also go shopping on Pulteney Bridge
and the High Street. It is easy to get to Bath by car.
There is also a train station with trains to Bristol and
London, and buses going to nearby cities.
Module 3
Exercise 1 (p. 36)
M1: So the next part of our quiz is about famous
people. Question 1: Queen Elizabeth I, the Queen of
England, was born in 1533, but when did she die? Was
it in 1603 or 1604? Yes, Mark?
M2: She died in 1603.
M1: That’s… correct! Next, Vincent van Gogh, the
Dutch painter, died in 1890, but when was he born?
Was it in 1815 or 1853? Fiona, what do you think?
F: It was in 1853.
M1: That’s right! He was just 37 when he died. Now,
Charlie Chaplin, the English actor. He died in 1977, but
when was he born? Was it in 1889 or 1890? Fiona again.
F: It was in 1890.
M1: That’s… wrong, I’m afraid. The correct answer is
1889. Question 4 is about Charles Dickens, the English
writer. He was born in 1812. When did he die – 1850 or
1870? Yes, Mark?
M2: He died in 1870.
M1: Correct again, Mark! Next is Elvis Presley, the
American singer and actor. He died in 1977. When was
he born? Was it in 1913 or 1935? Fiona, you were first.
F: It was in 1935.
M1: Well done, Fiona. You needed that point. OK, last
question of this part. Albert Einstein was a German
physicist. He was born in 1879, but when did he die?
1955 or 1965? Mark…
M2: I think it was 1965.
M1: Sorry, Mark, but that’s not correct. The answer is
1955. And that’s the end of this part. You both got two
points there.
Exercise 6 (p. 39)
The British Museum is one of the largest museums in
the United Kingdom. It is open from 10 am until
5.30 pm from Monday until Sunday. On Fridays, the
museum stays open until 8.30 pm. Entrance to the
museum is free. There are many tube stations and
buses that stop near the museum. There are lots of
things to see at the museum including paintings,
sculptures and statues. Visitors can also go on a tour,
have something to eat and buy souvenirs.
Exercise 2a & b (p. 42)
The Harry Potter series is a very popular book and film
series. There were seven books and eight films in total.
The books and films were full of magic and mystery. This
is why many fans were excited when a new book or film
was out. And this is why you are all on this Harry Potter
57
 Student’s Book Audioscripts
London Tour! So, without delay, let’s begin the tour.
Our first stop is here at King’s Cross train station. The
famous Platform 9 ¾ is here. This magical platform
was in Harry Potter and the Philosopher’s Stone – the
first Harry Potter film. This was the gateway to the
Wizarding World.
Next stop is London Zoo. Let’s go to the Reptile House.
Does anyone remember in which film we see this
place? … No? … Well, the Reptile House was in Harry
Potter and the Philosopher’s Stone, too. This is the
place that Harry discovers he can talk to snakes.
Piccadilly Circus is a famous square in London and it
is another place where Harry and his friends were. We
see Piccadilly Circus in Harry Potter and the Deathly
Hallows One – the seventh film in the series. In this film,
Harry, Hermione and Ron were at Piccadilly Circus
when a London bus almost hits them.
Australia House – another famous London landmark –
was also in the Harry Potter films. You can see the hall
inside the building when Harry Potter and Hagrid go
to Gringotts Wizarding Bank in Harry Potter and the
Philosopher’s Stone.
The Millennium Bridge was in the opening scene of
Harry Potter and the Half Blood Prince – the sixth film in
the series. The bridge was in one of the most
spectacular scenes of this Harry Potter film.
Our last stop is Leadenhall Market. This was Diagon
Alley in the Harry Potter films. This is also the place you
can find the Leaky Cauldron – the wizard’s pub in the
films. As you can see, the building in the film was black
and not blue as it is now.
Anyway, this is the end of the tour. I hope you had a
great time! Thank you for joining me on this tour. Have
a nice day!
Exercise 5 (p. 47)
Albert Einstein was a world-famous physicist. He was
born in 1879 in Ulm, Germany and died in 1955 in
New Jersey, USA. He is famous for being the father of
modern physics, a genius and the author of the
Theory of Relativity. From the age of 8 to 21, he was a
student in Germany and Switzerland. In 1903, he got a
job at the Swiss Patent Office and in 1908 he was a
lecturer at the University of Bern. His greatest
achievement was the Nobel Prize for Physics in 1920.
Exercise 8 (p. 51)
Blenheim Palace is a country house near Woodstock
in Oxfordshire. It is one of the most impressive country
houses in Britain. Monday to Sunday, the palace is
open from 10.30 in the morning until 5.30 in the
58
afternoon. Tickets are £25 for adults and £14 for
children under the age of 16. Visitors can get there by
bus, taxi or car. There are many things to see at
Blenheim Palace. You can go on a tour of the house
and the gardens. There are also special events like a
food market and music concerts!
Module 4
Exercise 1 (p. 52)
1 Boy: Who’s your favourite football player?
Girl: Definitely Cristiano Ronaldo.
Boy: Does he play for Manchester United?
Girl: No, he plays for Real Madrid. He played for
Manchester United until 2009, but his first
team was Sporting FC.
2 Girl: I think ’Sing’ is my favourite Ed Sheeran
song.
Boy: Really? My favourite is ’Thinking Out Loud’.
Girl: Was that his first song?
Boy: No, his first one was ’The A Team’.
3 Girl: Maddie Ziegler is an amazing dancer!
Boy: Is she the girl in the music video for ’Elastic
Heart’ by Sia?
Girl: Yes. Her first music video was ’Chandelier’,
when she was only 12.
Boy: Wow. I saw her in the video for ’Cheap
Thrills’, too. She’s in a lot of Sia’s music
videos.
4 Boy: Do you like ’iCarly’?
Girl: Yes. It’s got Miranda Cosgrove in it – she’s
my favourite actor.
Boy: Was she in ’Zoey 101’?
Girl: Only as a guest star. Her first TV
appearance was in ’Drake and Josh’ as
their little sister.
5 Girl: Daniel Radcliffe became famous for the
’Harry Potter films’.
Boy: Yes, he did. But his first film was ’The Tailor
of Panama’. And before that, he starred in
’David Copperfield’ when he was just 10
years old.
6 Girl: Did you see EvanTube’s ’Exploding
Watermelon Challenge video’?
Boy: Yeah – it was funny, but I liked ’World’s
Largest Gummy Worm vs. Kid’ more.
Girl: Was that his first video?
Boy: No, that was ’Angry Birds Stop Motion’.
 Student’s Book Audioscripts
7 Boy: Did Kendall Jenner become a model in
2007?
Girl: No, that was when she first appeared in TV.
Her first modelling job was in 2009, but she
didn’t start working on her own projects
until 2012.
Exercises 2a & b (p. 58)
Hi guys! Stacy here and I’m back with another Vlog.
All of you know how much I like to make videos about
different places around the world, but I decided to
make this video about my own city – New York. There
are so many things to do here that you never get
bored. So here is my list of the top things to do in the
Big Apple!
Number 1 Sports matches
New York is a great place for sports fans. You can
watch so many different sports like baseball, football,
ice hockey and basketball. I love sports – especially
ice hockey. I went to see an ice hockey match last
week and my favourite team won!
Number 2 TV shows
People film lots of TV shows in New York, too! You can
buy tickets in advance to see live recordings of talk
shows or comedies.
Number 3 Concerts, Operas & Musicals
My city is the best for music! There are loads of places
to see live music around New York and you can see
stars like Katy Perry or Ed Sheeran performing in
Madison Square Garden. If you like musicals, then
Broadway is the best place for you. I love the opera, so
I go to the Metropolitan Opera House as often as I
can! It’s amazing.
Number 4 Fashion shows
Finally, there is Fashion Week every February and
September. During these weeks, you can see fashion
shows, top designers and models. It’s fashion-tastic!
Those are just some of the highlights of New York, but
there is much more to do here. I love my city and I
think it’s a great place to visit at least once in your
lives! Until next time!
Exercise 5 (p. 63)
I’m a big fan of the Harry Potter books by J.K. Rowling.
Most of my friends think Harry and Hermione are the
best characters, but my favourite is Severus Snape. He’s
a complicated person and readers don’t really know
whether he’s good or evil until the end of the books.
Snape was a student at Hogwarts School of
Witchcraft and Wizardry. He wasn’t very popular and
he didn’t have a lot of friends. He loved a girl called
Lily, but she was more interested in James Potter.
Snape became sad and angry because Lily didn’t
like him, and he made friends with some bad people.
When he left school, he joined a group called the
Death Eaters and helped them to do terrible things.
But when the master of the Death Eaters killed Lily –
the woman Snape loved – he changed sides. He
joined the good Order of the Phoenix to fight against
the Death Eaters and protect Lily’s son, Harry Potter.
Snape didn’t tell anyone that he was part of the Order
of the Phoenix. He worked in secret, so many people
believed he was still evil. Even Harry believed it, too,
right up until Snape died and magically gave Harry
his memories. Then Harry saw that he was really a
good man, pretending to be a Death Eater so that he
could help save Harry and all his friends.
Exercise 1b (p. 65)
1 My name’s Aiko and I’m from Japan. One of our
traditional dances is the fan dance. The dancers
hold a fan in each hand as they dance – it’s
beautiful to watch. The musicians often use the
shamisen to play the music.
2 I’m Mark and I’m from Ireland. Céilí is our
traditional dance. It’s fast and energetic – just like
the music. Céilí music uses the Irish national
instrument – the tin whistle.
3 I’m Isoa and I’m from Fiji. Meke is a Fijian
traditional dance. Groups of men or women
dance it, but not usually men and women
together. There isn’t any music – just us clapping
our hands and the beat of the lali drum.
4 My name’s Maria and I’m from Brazil. Our
traditional dance is samba. It’s quick and quite
difficult to learn. Samba music often uses
maracas.
Exercise 8 (p. 67)
My favourite TV show is Stranger Things and my
favourite character is Steve Harrington. When we first
meet Steve in Season 1, he is the coolest kid in school.
He’s a brilliant basketball player and he’s very popular
– but he isn’t a nice person. He is a bully. He spends a
lot of time with his friends Tommy and Carol and they
are unkind to lots of people, especially Steve’s
girlfriend, Nancy, and a boy in their class called
Jonathan.
But Nancy and Jonathan haven’t got time to worry
about Steve – there are more important things
happening in their town. Jonathan’s brother, Will, is
missing! A monster from another place took him and
they have to find him before it’s too late. Unfortunately,
59
 Student’s Book Audioscripts
the monster finds them first – but they escape thanks
to Steve. He arrives just in time and saves Nancy and
Jonathan. From then on, Steve stops being a bad guy
and starts being nicer, although he is still the coolest
kid in school.
In Season 2, Steve helps out again. Even though
Nancy isn’t his girlfriend any more, he still looks after
Nancy’s little brother and his friends. When more
monsters appear, he helps the kids save the town and
everyone in it. Steve becomes the hero of the whole TV
show – even though he started out as a pretty mean
character.
Module 5
Exercise 6 (p. 71)
1 Girl: Hi, Jack! How was your day at the beach?
Boy: Hi, Anna! It was great – we had so much
fun!
Girl: Was it hot?
Boy: No, it wasn’t. It was very windy!
2 Boy: Hey, Erica, did you go swimming in the
lake this morning?
Girl: No, it was foggy, so we went for a walk.
Boy: OK. Let’s hope it’s sunny tomorrow instead!
3 Girl: How was Hong Kong, Alan? I heard it’s
rainy there.
Boy: Not when we visited! It was hot and humid,
but it didn’t rain at all!
4 Boy: Morning, Carla! Did you have fun in Oslo?
Girl: It was amazing, thanks!
Boy: Was it warmer than here?
Girl: No! It was pretty cool all day and really
cold at night!
5 Boy: Did you walk to school yesterday, Lucy?
Girl: Of course I did. I walk every day – summer
or winter.
Boy: But it was really rainy in the morning!
Girl: It didn’t matter – I had my umbrella.
Exercise 2 (p. 74)
Social behaviour is different all around the world. In
Canada, whether you’re going to a business lunch or
to have dinner with friends, it’s important to arrive on
time. If you’re worried about how long the journey is,
start early. After all, it’s better to be early than late! Five
or six minutes late is OK in Canada, but 15 minutes is
definitely too much!
During a meal, you shouldn’t put your elbows on the
60
table or chew with your mouth open. It is not at all
polite. People don’t often share food, but sometimes
it’s OK. You should use a knife and fork to eat most
food, but some things – like bread, burgers and pizza –
you can eat with your hands.
Exercise 6 (p. 79)
Last summer, I went on holiday with my family to
Scotland. My mum, dad and I all enjoy hiking, so one
sunny morning we put on our boots and coats and
packed our rucksacks. We were excited to start our
hike up one of the tallest mountains in the area.
We hiked for hours. Then, clouds began to gather in
the sky above us. Suddenly, there was fog all around
us and we couldn’t see the path. In only a few
minutes, we were lost. We didn’t know which way to
go, so we stood still and waited for the fog to clear.
We waited and waited. Then, all of a sudden, we
heard a bark and a black and white dog ran out of
the fog. He wanted us to follow him and, because we
didn’t have another choice except to wait some
more, my parents decided we should go with him. He
led us back down the mountain to his home – a
farmhouse. We were safe at last!
The farmer was very kind and he made us cups of
tea. Then, he drove us to our hotel in his truck. We felt
relieved to be back in our rooms. Now, we always
check the weather forecast before going on a hike!
Exercise 7 (p. 83)
Last week, my family and I went sailing around the lake
near our house. When we started it was a beautiful
sunny day. There wasn’t a cloud in the sky as we got
into our boat. We sailed to the middle of the lake, then
stopped to have lunch. We all felt happy and relaxed.
Then, it started to rain. We quickly tried to sail to land.
But we couldn’t start the engine – so we couldn’t go
anywhere! We just had to sit there while it rained. We
saw lightning in the sky and we could hear thunder
as well. It was really scary!
Suddenly, my brother saw a small, orange boat on the
other side of the lake. We waved to it. The boat turned
and sped towards us. Soon, the boat got closer and
the man in it asked us if we needed help. Our boat
was almost full of water by now, so we told him, “Yes,
we do!”
In the end, the man pulled our boat back to shore
and we thanked him ever so much for saving us. We
were very glad to be back on dry land!
 Student’s Book Audioscripts
Module 6
Exercise 6 (p. 87)
Jason: Hi, Paul! Are you going to come to my birthday
party?
Paul: Sure! I can’t find the invitation, though. I think I
left it at Daniel’s house on Friday night. Is your party
going to be on Saturday morning?
Jason: No, it’s on Sunday afternoon at 5 o’clock. Don’t
come to my house, though.
Paul: Why? Are you going to have your party at the
cinema like you did last year?
Jason: No, this year I’m going to have it at the
climbing centre.
Paul: Oh, yes – now I remember! That’s a cool idea.
Are you going to order food from your favourite
Chinese restaurant?
Jason: No, Mum says not everybody likes it, so my dad
is going to make pizzas.
Paul: Great! So are we going to go climbing on your
birthday, then?
Jason: Of course! I’m a bit old to have a clown or
play party games, but a magician is going to come
and do a magic show after the food, too.
Paul: Really? It’s going to be a great party!
Exercises 1 & 2a (p. 90)
In the UK, there are many celebrations and festivities
all through the year, and each one has got its own
special festive food.
Harvest Festival is a very old celebration. For this day,
during the autumn months of September and
October, people bake special bread in the shape of
wheat. They call it a harvest loaf.
Halloween is a fun celebration. Kids dress up in
spooky costumes and go trick-or-treating. They enjoy
playing games and eating toffee apples. These are
fresh, crunchy apples dipped in sweet, sticky toffee –
delicious!
On Bonfire Night people watch fireworks displays, but
they also have bonfires in their gardens at home. They
eat parkin – a dark sticky oatmeal cake. It gets its
colour and stickiness from treacle – a thick syrup.
There are many special Christmas foods in the UK.
One of these is Christmas pudding. It has got lots of
dried fruit and spices inside. When people stir the
Christmas pudding, they make a wish. Some people
also hide a silver coin inside. They say that the person
who finds the coin gets rich in the New Year.
Chocolate is a popular gift all year round, but on
Valentine’s Day it’s usually in the shape of a heart! This
is because Valentine’s Day is the day the British
people celebrate love.
Shrove Tuesday is 40 days before Easter. In the old
days, British people needed to use up their butter and
eggs because they didn’t eat them for the 40 days of
Lent, so they started making pancakes. People put
sugar and lemon on top of their pancakes in the UK.
At Easter, it’s traditional to make and eat hot cross
buns. These are sweet bread rolls with dried fruit inside,
and a white cross on top. They are very tasty when
they are fresh, or toasted with melted butter.
When British people have a birthday, they always
have a cake. They can be simple cakes, fancy cakes
or even cupcakes – but they always have candles on
top for the birthday boy or girl to blow out.
Exercise 5 (p. 95)
Good morning, listeners! Who has got a sweet tooth? I
certainly have! So this Saturday, 14th July, I’m going to
visit the Dessert Festival in West Park. It starts at 10 am
and finishes at 11 pm. There’s going to be so much to
see and do, including lots of live music and free face
painting for children. Make sure you arrive in time to
watch the parade, and maybe even take part in the
pie eating contest! Even if you can’t get there until
late, you can still see the fantastic fireworks display at
9 pm. And let’s not forget the highlight of the day – the
desserts! There’s going to be cake, ice cream, biscuits
and so much more. Tickets are 10 pounds for adults
and 7 pounds for children. You can reserve them, and
find out more information, at www.sthfestival.co.uk.
See you there!
Exercise 8 (p. 99)
This month why not come and enjoy an exciting and
fun festival? Celebrate the Seafood Festival with us,
here in Little Rock Park! The festival runs from Saturday
the 4th to Sunday the 26th of August and is open from
9:30 am to 10:00 pm. And this year, we’re going to
have a special festival, indeed. We’re going to have
live music from local bands, dance shows, face
painting, parades and a fish pie eating contest. There’s
also a kids swimming race, a brilliant fireworks display
and much, much more. And when you get hungry, you
can try any one of our fish, octopus, prawn or mussel
dishes prepared by local chefs. Buy your tickets today!
Prices start from fifteen pounds for adults and six
pounds for children. Visit www.SeafoodFest.co.uk for
more information and reserve your tickets today!
61
 Formative Evaluation Chart

Name of game/activity: ..................................................................................................................

Aim of game/activity: .....................................................................................................................
Module: ................................................ Unit: ...................................... Course: ................................

Students’ names: Mark and comments

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25

62 © Express Publishing PHOTOCOPIABLE

 Cumulative Evaluation
Student’s Self Assessment Forms

CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 1

Go through Module 1 and find examples of the following. Use the code to evaluate yourself.
• talk about my daily routine
.........................................................................................................................................
• listen and read for gist
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• read for comprehension
.........................................................................................................................................
• talk about my free-time activities
.........................................................................................................................................
• express likes/dislikes
.........................................................................................................................................
• talk about school areas
.........................................................................................................................................
• talk about school subjects
.........................................................................................................................................
• role play a dialogue asking for/giving directions
.........................................................................................................................................
• pronounce /a/, /ae/
.........................................................................................................................................
• listen for specific information
.........................................................................................................................................
• read for key information
.........................................................................................................................................
• talk about how to be a good student
.........................................................................................................................................
• present my perfect school
.........................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself.
• write an email about my school & classroom
.........................................................................................................................................
• draw a map of my perfect school
.........................................................................................................................................

© Express Publishing PHOTOCOPIABLE 63

 CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 2

Go through Module 2 and find examples of the following. Use the code to evaluate yourself.
• talk about means of transport
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• compare means of transport in London to those in my city
.........................................................................................................................................
• ask for/give directions
.........................................................................................................................................
• role play a dialogue buying a train ticket
.........................................................................................................................................
• pronounce /I/, /aI/
.........................................................................................................................................
• read for comprehension
.........................................................................................................................................
• listen for specific information
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• talk about landmarks
.........................................................................................................................................
• present landmarks
.........................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself.
• write tweets
.........................................................................................................................................
• write an article about a village in my country
.........................................................................................................................................
• create a poster of various landmarks
.........................................................................................................................................

64 © Express Publishing PHOTOCOPIABLE

CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 3

Go through Module 3 and find examples of the following. Use the code to evaluate yourself.
• talk about famous historical people
.........................................................................................................................................
• listen and read for gist
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• listen for specific information
.........................................................................................................................................
• talk about places in a city
.........................................................................................................................................
• role play a dialogue describing my last holiday
.........................................................................................................................................
• pronounce /f/ (ph)
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• listen for specific information
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• present a historical figure from my country
.........................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself.
• write a blog comment about a visit to a museum
.........................................................................................................................................
• write a biography about Albert Einstein
.........................................................................................................................................

© Express Publishing PHOTOCOPIABLE 65

 CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 4

Go through Module 4 and find examples of the following. Use the code to evaluate yourself.
• talk about celebrities
.........................................................................................................................................
• listen and read for gist
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• listen for specific information
.........................................................................................................................................
• talk about my favourite types of entertainment
.........................................................................................................................................
• role play a dialogue agreeing/disagreeing
.........................................................................................................................................
• pronounce -ed ending
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• listen for order of events
.........................................................................................................................................
• talk about Severus Snape
.........................................................................................................................................
• read for key information
.........................................................................................................................................
• present a traditional dance and musical instrument from my country
.........................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself.
• write a celebrity fact file
.........................................................................................................................................
• write a text about a film character
.........................................................................................................................................
• prepare a poster about a traditional dance and musical instrument from my
country
.........................................................................................................................................

66 © Express Publishing PHOTOCOPIABLE

CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 5

Go through Module 5 and find examples of the following. Use the code to evaluate yourself.
• talk about holiday activities
.........................................................................................................................................
• invite – accept/refuse
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• talk about the rainforest
.........................................................................................................................................
• talk about the weather
.........................................................................................................................................
• listen for key information
.........................................................................................................................................
• listen for specific information
.........................................................................................................................................
• compare social behaviours in two countries
.........................................................................................................................................
• role play a dialogue giving advice
.........................................................................................................................................
• pronounce /n/, /N/
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• express feelings
.........................................................................................................................................
• listen for order of events
.........................................................................................................................................
• read for gist
.........................................................................................................................................
• talk about travelling with care
.........................................................................................................................................
• present how to be a smart traveller
.........................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself.
• write a journal entry
.........................................................................................................................................
• write a text message
.........................................................................................................................................
• write a story
.........................................................................................................................................

© Express Publishing PHOTOCOPIABLE 67

 CODE

**** Excellent *** Very Good ** OK * Not Very Good

Student’s Self Assessment Form Module 6

Go through Module 6 and find examples of the following. Use the code to evaluate yourself.
• talk about celebrations/festivities
.........................................................................................................................................
• listen and read for gist
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• talk about party preparations
.........................................................................................................................................
• listen for specific information
.........................................................................................................................................
• listen for key information
.........................................................................................................................................
• talk about festive food
.........................................................................................................................................
• role play a dialogue making suggestions
.........................................................................................................................................
• pronounce /ø/,/U/
.........................................................................................................................................
• listen and read for specific information
.........................................................................................................................................
• read for specific information
.........................................................................................................................................
• talk about a festival
.........................................................................................................................................
• listen for specific information
.........................................................................................................................................
• read for key information
.........................................................................................................................................
• present a celebration/festival in my country
.........................................................................................................................................

Go through the corrected writing tasks. Use the code to evaluate yourself.
• write an email of invitation and an email accepting/refusing an invitation
.........................................................................................................................................
• write a blog entry about a festival
.........................................................................................................................................
• create a poster of a celebration/festival in my country
.........................................................................................................................................

68 © Express Publishing PHOTOCOPIABLE

 Progress Report Cards

Progress Report Card

.............................................................. (name) can: Module 1

very well OK not very well

talk about your daily routine

listen and read for gist
read for specific information
read for comprehension
talk about your free-time activities
express likes/dislikes
talk about school areas
talk about school subjects
role play a dialogue asking for/giving directions
pronounce /a/, /ae/
listen for specific information
read for key information
talk about how to be a good student
present your perfect school
write an email about your school & classroom
draw a map of your perfect school

© Express Publishing PHOTOCOPIABLE 69

 Progress Report Card
.............................................................. (name) can: Module 2

very well OK not very well

talk about means of transport

read for specific information
compare means of transport in London to those in
your city
ask for/give directions
role play a dialogue buying a train ticket
pronounce /I/, /aI/
read for comprehension
listen for specific information
read for specific information
talk about landmarks
present landmarks
write tweets
write an article about a village in your country
create a poster of various landmarks

Progress Report Card

.............................................................. (name) can: Module 3

very well OK not very well

talk about famous historical people

listen and read for gist
read for specific information
listen for specific information
talk about places in a city
role play a dialogue describing your last holiday
pronounce /f/ (ph)
read for specific information
listen for specific information
read for specific information
present a historical figure from your country
write a blog comment about a visit to a museum
write a biography about Albert Einstein

70 © Express Publishing PHOTOCOPIABLE

 Progress Report Card
.............................................................. (name) can: Module 4
very well OK not very well

talk about celebrities

listen and read for gist
read for specific information
listen for specific information
talk about your favourite types of entertainment
role play a dialogue agreeing/disagreeing
pronounce -ed ending
read for specific information
listen for order of events
talk about Severus Snape
read for key information
present a traditional dance and musical instrument
from your country
write a celebrity fact file
write a text about a film character
prepare a poster about a traditional dance and
musical instrument from your country

© Express Publishing PHOTOCOPIABLE 71

 Progress Report Card
.............................................................. (name) can: Module 5

very well OK not very well

talk about holiday activities

invite – accept/refuse
read for specific information
talk about the rainforest
talk about the weather
listen for key information
listen for specific information
compare social behaviours in two countries
role play a dialogue giving advice
pronounce /n/, /N/
read for specific information
express feelings
listen for order of events
read for gist
talk about travelling with care
present how to be a smart traveller
write a journal entry
write a text message
write a story

72 © Express Publishing PHOTOCOPIABLE

 Progress Report Card
.............................................................. (name) can: Module 6

very well OK not very well

talk about celebrations/festivities

listen and read for gist
read for specific information
talk about party preparations
listen for specific information
listen for key information
talk about festive food
role play a dialogue making suggestions
pronounce /ø/,/U/
listen and read for specific information
read for specific information
talk about a festival
listen for specific information
read for key information
present a celebration/festival in my country
write an email of invitation and an email
accepting/refusing an invitation
write a blog entry about a festival
create a poster of a celebration/festival in your
country

© Express Publishing PHOTOCOPIABLE 73

 Workbook Key
Module 1 • My World (p. 8)
1 1 am 4 studying
(p. 4)
2 chatting 5 are
1 1 get 3 have 5 chat
3 is
2 catch 4 do 6 go
2 1 am not/’m not chatting, am/’m listening
2 1 d 2 b 3 a 4 e 5 c
2 is not/isn’t eating, is/’s having
1 watch a TV series 3 are not/aren’t playing, are/’re surfing
2 read a book
3 go to the cinema 3 1 Is Lisa painting a picture? No, she isn’t.
4 listen to music 2 Is Phil listening to music? No, he isn’t.
5 play video games 3 Are Mum and Dad playing a board game?
Yes, they are.
(p. 5)
1 1 mixes 2 guesses 3 tries 4 buys 4 1 are you doing 4 know
2 am/’m studying 5 like
2 1 My mum usually goes shopping twice a week. 3 is/’s
2 Tom is never late for school.
3 I usually play football after school. (p. 9)
4 My family often goes on holiday in the summer. 1 1 b 2 a 3 c
3 1 doesn’t like 3 don’t exercise
2 1 R 2 W 3 DS 4 W
2 don’t get up 4 doesn’t mind

4 2 Does Dillan have a shower in the morning? 3 1 They find out things on their own and then
Yes, he does. write or speak about what they find out.
3 Does your mum come back home at 5:00? 2 There are spaces for a canteen, an Art room,
No, she doesn't. a Science lab and a library all in one huge
4 Do you and Tim do your homework after room.
dinner? Yes, we do. 3 They help only when the students ask questions.

(p. 6) 4 1 What are some of the rules in many schools?

1 1 playground 7 headteacher’s office 2 Where do students go on trips to learn about
2 nurse’s office 8 computer room the world outside their school?
3 staffroom 9 canteen 3 How many students are there in each group?
4 Art room 10 library
5 auditorium 11 Science lab Module 2 • Round we go!
6 classroom (p. 10)
1 1 bus 6 motorbike
2 1 Science lab 4 computer room 2 plane 7 car, taxi
2 library 5 nurse’s office 3 train 8 boat
3 canteen 6 auditorium 4 bike/bicycle 9 tram
5 helicopter
(p. 7)
1 1 c 2 d 3 b 4 a 2 1 D 2 A 3 B 4 C

2 1 Can you repeat that last bit again

(p. 11)
2 Thank you
3 Where’s the Art room 1 1 hotter 3 than
2 good 4 new
3 1 Where’s the Art room
2 Can you repeat that last bit again 2 1 faster 3 slower
3 Thank you 2 taller 4 more comfortable

74
 Workbook Key
3 2 The school isn’t as tall as the bank. 2 1 DS 2 W 3 R 4 DS
3 A train isn’t as slow as a tram.
4 A car isn’t as comfortable as a bus. 3 1 The mobile home is near the centre of
Manchester.
4 2 bigger 2 In the bathroom of the mobile home, there is
3 more beautiful than house 1 a toilet, a washbasin and a shower.
4 2 is cosier than house 1 3 The manor has got a garden outside (full of
5 House 1 is more expensive than house 2. trees and flowers).

4 1 How big is the mobile home?

(p. 12)
2 Which home is perfect for people on the move?
1 A clothes shop I restaurant 3 What has the manor got inside?
B police station J toy shop
C school K fishmonger’s
D hospital L fast food restaurant
Module 3 • Back in time
E cinema M post office (p. 16)
F music shop N gym 1 1 Queen 3 singer 5 actor
G supermarket O museum 2 physicist 4 painter 6 writer
H bookshop P library
2 1 d 2 b 3 a 4 c
2 1 restaurant 3 fast food restaurant
2 toy shop 4 police station (p. 17)
1 1 was 2 Were 3 weren’t 4 was
(p. 13)
2 1 was 2 Were 3 were 4 wasn’t
1 1 c 2 d 3 a 4 e 5 b
3 1 He was in his bedroom all day.
2 1 Single or return 2 Were they at the park last weekend?
2 How much is the ticket 3 The museum wasn’t very interesting.
3 Can I have a ticket for the 8:15 train, please 4 Where were you yesterday?
4 Can I pay by credit card
5 How can I help you 4 2 Were there many people at the theatre last
night? Yes, there were.
3 1 How can I help you 3 Was there a tour of the castle yesterday? No,
2 Can I have a ticket for the 8:15 train, please there wasn’t.
3 Single or return 4 Were there many animals in the zoo? Yes, there
4 How much is the ticket were.
5 Can I pay by credit card
(p. 18)
(p. 14) 1 a 1 train station 6 bank
1 1 warmest 3 most beautiful 2 market 7 theatre
2 largest 4 the worst 3 square 8 park
4 zoo 9 cathedral
2 1 the fastest 4 the tallest 5 bridge 10 library
2 the most comfortable 5 the longest
3 the best b A 7 C 10 E 5 G 8 I 3
B 6 D 1 F 9 H 2 J 4
3 1 more 2 cutest 3 most 4 newest
(p. 19)
4 1 the best 4 more crowded 1 1 e 2 d 3 a 4 c 5 b
2 the most relaxing 5 easier
3 The most exciting 2 1 What was the weather like there
2 Can I see your photos
(p. 15) 3 How was your holiday
1 1 c 2 b 3 a 4 Was there lots to do there
75
 Workbook Key
3 1 How was your holiday 2 1 watched 3 played
2 What was the weather like there 2 travelled 4 prepared
3 Was there lots to do there
4 Can I see your photos 3 2 saw 6 wore 10 lost
3 sent 7 met 11 became
(p. 20) 4 read 8 left 12 fell
1 1 has 2 had 3 have 4 had 5 wrote 9 had

2 2 Bill didn’t have a red bicycle when he was six 4 1 wrote 3 bought 5 tried
years old. 2 finished 4 sent 6 wanted
3 My friends haven’t got many video games.
4 We didn’t have a lot of homework last week. (p. 24)
1 2 TV 5 ballet 8 opera
3 2 Did Bob have a bicycle when he was eight
3 film 6 concert 9 fashion show
years old?
4 play 7 dance show
No, he didn’t.
3 Did Julie have video games when she was
2 Suggested answer
eight years old?
I like watching sports matches because they are
No, she didn’t.
very exciting. I also like watching films because
4 Did Bob have video games when he was
they are funny. I dislike watching fashion shows
eight years old?
because they are boring.
Yes, he did.
(p. 21) (p. 25)
1 1 c 2 a 3 b 1 1 e 2 d 3 b 4 c 5 a

2 1 W 2 DS 3 R 4 R 2 1 I didn’t. It was noisy and dirty.

2 That’s true.
3 1 She was born in Warsaw, Poland. 3 It was fantastic!
2 It was for Physics. 4 I guess not.
3 She was the winner of a second Nobel prize in 5 No, it wasn’t. It was an awful holiday.
1911.
3 1 It was fantastic 4 That’s true
4 1 Where did Marie Skłodowska-Curie have a 2 I didn’t 5 I guess not
degree from? 3 No, it wasn’t
2 What was her second Nobel prize for?
3 When was Marie Skłodowska-Curie’s death?
(p. 26)
1 1 study 3 visit 5 win
Module 4 • Celebrities 2 come 4 go
(p. 22)
2 1 didn’t play 4 didn’t sing
1 1 Maddie Ziegler, dancer
2 didn’t buy 5 didn’t like
2 Miranda Cosgrove, actress
3 didn’t read
3 Shawn Mendes, singer
4 Kendall Jenner, model
3 1 walked 3 stayed 5 took
5 Daniel Radcliffe, actor
2 caught 4 brought
6 Ed Sheeran, singer

4 1 My brother and I didn’t walk to the cinema.

2 1 c 2 b 3 d 4 a
2 We didn’t catch a bus to the football stadium.
3 Our visitors didn’t stay for a week.
(p. 23) 4 John didn’t bring a friend to the concert.
1 1 studied 3 danced 5 They didn’t take umbrellas with them to the
2 enjoyed 4 stopped sports match.
76
 Workbook Key
5 1 while 3 when 5 while 2 1 share food with others
2 while 4 When 2 chew with mouth open
3 eat with hands
(p. 27) 4 be late
1 1 c 2 a 3 b 5 put elbows on table

2 1 R 2 R 3 W 4 DS 3 Suggested answer
In my country, in order to be polite, people
3 1 The dwarves lost their gold. shouldn’t be late for dinner or chew with their
2 Thirteen (13) dwarves went on the journey. mouth open. They should also eat with a knife
3 Gollum lived in a cave in the mountains. and fork.

4 1 Where did Bilbo Baggins live? (p. 31)

2 What was Gandalf? 1 1 d 2 a 3 e 4 b 5 c
3 What did Bilbo steal?
2 1 Is there anything else I should know
Module 5 • What an adventure! 2 Thanks for the advice
(p. 28) 3 Did you know that it is rude to eat with your
1 1 kayaking 5 skiing hands
2 windsurfing 6 camping 4 Was the article interesting
3 ice skating 7 snowboarding
4 water skiing 8 sightseeing 3 1 Was the article interesting
2 Did you know that it is rude to eat with your
2 Across hands
1 hot 3 windy 5 foggy 3 Is there anything else I should know
4 Thanks for the advice
Down
1 humid 2 rainy 4 cool
(p. 32)
1 1 did 5 liked
(p. 29)
2 walked 6 ate
1 1 do 2 find 3 learn 4 play
3 flew 7 thought
4 knew 8 watched
2 1 Did you go camping last summer?
2 Did they visit a museum yesterday? 2 1 try 2 ran 3 knew 4 see
3 Did David try snowboarding last Thursday?
4 Did she meet her friends yesterday afternoon? 3 1 listened 3 spoke
2 didn’t share 4 didn’t write
3 2 Did Suzie visit the Eiffel Tower on Tuesday? No,
she didn’t. 4 1 travelled 7 didn’t stay
3 Did Suzie go sightseeing on Wednesday? Yes, 2 arrived 8 went
she did. 3 brought 9 caught
4 Did Suzie buy clothes on Thursday? No, she 4 enjoyed 10 didn’t see
didn’t. 5 visited 11 had
5 Did Suzie fly back home on Friday? Yes, she 6 bought 12 was
did.
5 2 Did they get a taxi to the hotel? Yes, they did.
4 1 Can, can 3 Can, can 3 Did Sally’s dad buy souvenirs at Edinburgh
2 Can, can’t 4 Can, can’t Castle? No, he didn’t.
4 Did Sally’s mum go to Loch Ness? No, she didn’t.
(p. 30) 5 Did Sally enjoy her holiday in Scotland? Yes,
1 1 e 2 d 3 a 4 b 5 c she did.

77
 Workbook Key
(p. 33) 2 1 toffee apples 4 harvest loaf
1 1 c 2 a 3 b 2 parkin 5 chocolates
3 Christmas pudding 6 cake
2 1 W 2 W 3 DS 4 R
(p. 37)
3 1 It was out of date./ It was his old passport. 1 1 d 2 c 3 b 4 e 5 a
2 They gave their house keys to their next-door
neighbour, Alice. 2 1 What do you think of a superhero-themed
3 It was great. birthday party
2 What about the food
4 1 When did they go on holiday? 3 Are you excited about your birthday
2 Who did the writer’s dad call? 4 Why don’t we watch a film
3 What did they do (in Malta)?
3 1 Are you excited about your birthday
Module 6 • Let’s celebrate! 2 What do you think of a superhero-themed
(p. 34) birthday party
1 1 EASTER 5 CHRISTMAS 3 Why don’t we watch a film
2 MAYDAY 6 NEW YEAR 4 What about the food
3 BIRTHDAY
(p. 38)
2 1 make 3 do 5 do 1 1 is not/isn't going to hire
2 make 4 make 6 do 2 are not/aren’t going to have
3 is not/isn’t going to play
(p. 35)
1 1 are/’re going to bring 2 1 We are not/aren’t going to buy our dad a
2 am/’m going to celebrate birthday present.
3 is/’s going to come 2 They are not/ aren’t going to celebrate
4 are/’re going to decorate Christmas in London.
5 is/’s going to listen 3 Helen is not/isn’t going to order pizza for the
party.
2 1 We are going to play games at the
Halloween party. 3 2 Is Suzie going to have party games? Yes, she
2 David is going to arrive at the party at is.
8 o’clock. 3 Is Suzie going to order a cake from the
3 A woman is going to paint the children’s baker’s? No, she isn’t.
faces. 4 Is Suzie going to play dance music? Yes, she
4 I’m going to give my mum some flowers on is.
Mother’s Day. 5 Is Suzie going to send invitations by email?
5 They’re going to leave the party early. Yes, she is.

3 1 themselves 3 yourselves 4 1 Are you going to come

2 herself 4 himself 2 am/’m going to arrive
3 are going to attend
4 1 himself 3 herself 4 am/’m going to go
2 themselves 4 ourselves 5 am not/’m not going to wear
6 are going to dress up
7 Are you going to make
(p. 36)
8 are/’re going to buy
1 1 hot cross buns 5 harvest loaf
2 toffee apples 6 pancakes
(p. 39)
3 Christmas pudding 7 cake
4 parkin 8 chocolates 1 1 b 2 c 3 a

78
 Workbook Key
2 1 R 2 DS 3 R 4 W We need to catch …
… the bus — come on!
3 1 Peter isn’t going to attend a pizza-making class.
I exercise at …
2 The fireworks display is going to take place at
… the gym twice a week.
midnight.
3 You can find out more about the festival from Go up Field Street and…
its website: pizzafest.co.uk. … turn left to find the cinema.
Can you get some bread and milk …
4 1 Who is Peter going to go to the festival with?
… from the supermarket, please?
2 When does the festival take place?
3 How is Peter going to feel at the end of the The Great Pyramids of Giza are …
festival? … older than Wawel Castle.
The bus is late! Lets’ get in …
Fun Time 1 … a taxi. It’s not very expensive.
(p. 42)
Mind …
1 up 11 do 21 library … the gap.
2 going 12 Net 22 chat
3 back 13 catch 23 spending The cheapest way to get around …
4 plays 14 have 24 ever … the city is by bus.
5 have 15 playing 25 canteen Beware …
6 out 16 go 26 lab … of the dog.
7 look 17 see 27 listens
8 go 18 twice 28 get I’d like two return …
9 field 19 have … tickets, please.
10 series 20 now I go to school on …
… foot; it’s good exercise.
Song
Let’s walk …
(p. 43) … along the beach and find sea glass!
1 1 inside 4 do 7 pouring
2 me 5 seaside 8 stuff Do not step …
3 fun 6 backs … on the grass.
I’m not very well. Let’s go …
3 Suggested answer … to the hospital.
I have football practice on Saturday mornings.
After practice, I go out to eat lunch with my family. Song
Then, we go to the supermarket to do our
(p. 45)
shopping. On Sundays, I go to the park and play
with my friends. 1 1 train 4 car 7 day
2 back 5 town 8 bike
Fun Time 2 3 near 6 house

(p. 44) 2 train, bus, boat, plane, bicycle (bike), car

A bike is not as …
… fast as a motorbike. 3 (Ss’ own answers)
The sign in the library reads …
… “Quiet please”. Fun Time 3
(p. 46)
I want to travel on …
… a ship in my next holiday. Suggested answer

A plane is … A: Is it a man?
… faster than a helicopter. B: Yes, it is.

79
 Workbook Key
A: Has he got a moustache? you fly, simply, rude, snowboarding, told, windy, hot,
B: No, he hasn’t. suddenly, booked, on, cool, quickly, easily, water skiing,
finally, rainy, forgot, camping, Did you take, terribly,
A: Is he a singer?
sightseeing, OK, skiing, slowly, else, windsurfing,
B: Yes, he is. shouldn’t, didn’t know, regularly, humid
A: Has he got long hair?
B: No, he hasn’t. Song
A: Is it Elvis Presley?
(p. 51)
B: Yes, it is! etc.
1 1 year 4 sea 7 wait
2 feet 5 train 8 waiting
Song 3 plane 6 sea
(p. 47)
1 1 alone 3 look 5 queens 7 hands 2 Suggested answer
2 anywhere 4 find 6 adventure Holiday time for the singer is taking a plane to a
far away destination. It is not the same for me.
3 Suggested answer When it is holiday time for my family, we go by
The singer thinks that books can take you boat as we like to spend our time on an island.
anywhere. There are millions of novels that can
open your mind. Reading a book is a great way Fun Time 6
to spend your time on a rainy day.
(p. 52)

Fun Time 4 (from top to bottom – left to right)

A)
(p. 48)
do your hair, herself, harvest loaf
Jobs: model, singer, actor, businessman, real estate Christmas, Thanksgiving, himself
agent We, chocolates, make a cake
Types of entertainment: sports (football) match, ballet,
film, concert, TV, opera B)
Father’s Day, myself, make an invitation
Musical Instruments: saxophone, violin, trumpet, piano,
you, hot cross bun, Easter
drums, bouzouki, clarinet, guitar, trombone, xylophone,
Christmas pudding, do the shopping, It
accordion
C)
Song They, do your nails, Valentine’s Day
make a (shopping) list, ourselves, pancakes
(p. 49) toffee apples, Halloween, yourself
1 1 mind 4 world 7 day 10 win
2 free 5 right 8 troubles
3 happy 6 bright 9 defeat
Song
(p. 53)
3 Suggested answer 1 1 here 4 family 7 smile
When the singer is feeling down, she listens to 2 near 5 everyone 8 lots
music to make her feel happy. Sometimes, when 3 food 6 dance 9 tonight
I’m feeling down, I like to listen to upbeat music
to put me in a better mood. 2 Suggested answer
The singer enjoys family celebrations because
Fun Time 5 they are always lots of fun and he has a great
(p. 50) time together with his family. I also enjoy family
celebrations. I really enjoy seeing all of my
(from top to bottom – left to right)
relatives and having a good time together.
kayaking, met, foggy, shouldn’t, quietly, ice skating, did

80