AllClear Ukraine TB 5 1

All Clear For Ukraine
For Ukraine
Step-by-step guidance Clear syllabus Competential Evaluation Life skills
Student Components Teacher Components For Ukraine
Teacher’s Book for the 5th grade

For Ukraine For Ukraine
Step-by-step guidance Clear syllabus Competential Evaluation Life skills Step-by-step guidance Clear syllabus Competential Evaluation Life skills
StudentFor Ukraine For Ukraine For Ukraine
5
Student Components Teacher Components Components Teacher Components
Workbook for the 5th grade

Student’s Book for the 5th grade
For Ukraine For Ukraine
5
For Ukraine StudentFor Ukraine For Ukraine For Ukraine
th
5
Workbook for the 5th grade
All Clear
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For Ukraine
5
For Ukraine StudentFor Ukraine For Ukraine For Ukraine
5
5
Workbook 1
th
For Ukraine
5 5
th
5
th
for the grade
th
th
for the grade
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for the grade
5 5
Teacher’s Book
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Student’s Book with Workbook Teacher’s Book Student’s Book with
for the
Workbook with Teacher’s Book
grade
Teacher’s Resource File
digital access code digital access code online audio for the grade
All Clear is compatible All Clear is compatible
with multiple devices with multiple devices
for the grade Student’s Digital Pack

Teacher’s Digital Pack
Student’s Digital Material
Digital Resource Centre
• Teacher’s Presentation Kit
• Editable Teacher’s Resources
• Culture videos and worksheets
for the grade for the grade
Fiona Mauchline & Daniel Morris
Fiona Mauchline & Catherine Smith
5
5
5
Class Audio CD1
Class Audio CDs
Online Dictionary
Class Audio CDs
Student Website Online Dictionary

www.macmillansecondary.com Tests and Exams Pack with Class Audio CDs
CEFR Skills Exam Generator
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For technical support or to consult systems requirements,
please visit our helpdesk website at: help.macmillan.es
ISBN 978-0-230-48544-0
Teacher’s Book COMMON EUROPEAN FRAMEWORK

Student’s Book
COMMON EUROPEAN FRAMEWORK
Workbook Teacher’s Book
Patrick Howarth and Philip Wood A1 A2 B1 B2 C1 C2 Fiona Mauchline B1Daniel
A1 A2and C2
B2 C1Morris 9 780230 485440
Fiona Mauchline and Catherine Smith Patrick Howarth and Philip Wood
www.macmillanelt.es
Student’s Book with

for the
Workbook
grade
Student’s Book with Workbook Teacher’s Book Teacher’s Book
digital access code digital access code
All Clear is compatible All Clear is compatible

with multiple devices with multiple devices
Student’s Digital Pack

Includes
Grammar Reference
for the grade for the grade
2.14 Unit 7, Reading, History file, exercise 2

2.14 Unit 7, Reading, History file, exercise 2 2.15 Unit 7, Grammar, All Clear Grammar, exercise 9
2.15 Unit 7, Grammar, All Clear Grammar, exercise 9 2.16 Unit 7, Vocabulary, Household objects, exercise 1
2.16 Unit 7, Vocabulary, Household objects, exercise 1 2.17 Unit 7, Listening, History of the toothbrush, exercise 4
2.17 Unit 7, Listening, History of the toothbrush, exercise 4 2.18 Unit 7, Speaking, Asking for information, exercise 1
2.18 Unit 7, Speaking, Asking for information, exercise 1 2.19 Unit 7, Writing, A description, exercise 1
Vocabulary Reference
2.19 Unit 7, Writing, A description, exercise 1 2.20 Unit 7, Culture Reading, The White House
2.20 Unit 7, Culture Reading, The White House 2.21 Unit 7, Pronunciation, was / were, exercise a
2.21 Unit 7, Pronunciation, was / were, exercise a 2.22 Unit 8, Vocabulary, Transport, exercise 1
2.22 Unit 8, Vocabulary, Transport, exercise 1 For Ukraine
2.23 Unit 8, Vocabulary, Transport, exercise 3 For Ukraine 2.23
2.24
Unit 8, Vocabulary, Transport, exercise 3
Unit 8, Reading, History essay, exercise 1
2.24 Unit 8, Reading, History essay, exercise 1 2.25 Unit 8, Grammar, All Clear Grammar, exercise 10
2.25 Unit 8, Grammar, All Clear Grammar, exercise 10 2.26 Unit 8, Vocabulary, Travel, exercise 1
2.26 Unit 8, Vocabulary, Travel, exercise 1 2.27 Unit 8, Listening, Graham Hughes, exercise 4
5
2.27 Unit 8, Listening, Graham Hughes, exercise 4
5
2.28 Unit 8, Speaking, Asking for travel information, exercise 1
th
th
2.29 Unit 8, Writing, A story, exercise 1
2.29 Unit 8, Writing, A story, exercise 1 2.30 Unit 8, Culture Reading, Public transport
2.30 Unit 8, Culture Reading, Public transport Unit 8, Pronunciation, -ed endings: /d/ /t/ /ɪd/, exercise a for the 978-0-230-46697-5 grade
for the 978-0-230-46697-5 grade
2.31
2.31 Unit 8, Pronunciation, -ed endings: /d/ /t/ /ɪd/, exercise a
5
2.32 Unit 8, Pronunciation, -ed endings: /d/ /t/ /ɪd/, exercise b
5
th
Culture: Reading and Listening

2.32 Unit 8, Pronunciation, -ed endings: /d/ /t/ /ɪd/, exercise b th 2.33 Unit 9, Vocabulary, Clothes, exercise 1
2.33 Unit 9, Vocabulary, Clothes, exercise 1 2.34 Unit 9, Vocabulary, Clothes, exercise 3
2.34 Unit 9, Vocabulary, Clothes, exercise 3 2.35 Unit 9, Reading, Guidebook, exercise 1
5
2.35 Unit 9, Reading, Guidebook, exercise 1 2.36 Unit 9, Grammar, All Clear Grammar, exercise 9
2.36 Unit 9, Grammar, All Clear Grammar, exercise 9 2.37 Unit 9, Vocabulary, Weather and seasons, exercise 1
2.37 Unit 9, Vocabulary, Weather and seasons, exercise 1 2.38 Unit 9, Listening, St John’s Eve, exercise 4
2.38 Unit 9, Listening, St John’s Eve, exercise 4 2.39 Unit 9, Speaking, Inviting a friend to a party, exercise 1
Class Audio CD1
2.39
2.40
Unit 9, Speaking, Inviting a friend to a party, exercise 1
Unit 9, Writing, An email, exercise 1 Class Audio CD1 2.40
2.41
Unit 9, Writing, An email, exercise 1
Unit 9, Culture Reading, Glastonbury festival
2.41 Unit 9, Culture Reading, Glastonbury festival Unit 9, Pronunciation, /s/, exercise a Starter Unit – Unit 5
Unit 9, Pronunciation, /s/, exercise a Starter Unit – Unit 5
2.42
2.42 2.43 Unit 9, Pronunciation, /s/, exercise b
2.43 Unit 9, Pronunciation, /s/, exercise b 2.44 Copyright notice
2.44 Copyright notice
Writing Guide
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Class Audio CDs
Class Audio CDs
Online Dictionary Online Dictionary

Class Audio CDs Class Audio CDs Speaking
Life Skills Collaborative Projects
Wordlist
Patrick Howarth and Philip Wood

Teacher’s Book COMMON EUROPEAN FRAMEWORK
A1 A2 B1 B2 C1 C2 A1 A2and
Fiona Mauchline B1Daniel C2
B2 C1Morris
Student’s Book
Fiona Mauchline and Catherine Smith

Workbook
th Patrick Howarth and Philip Wood
Teacher’s Book
for the grade

Student’s Book with Workbook Teacher’s Book Student’s Book with Workbook Teacher’s Book
digital access code digital access code
All Clear is compatible For Ukraine

All Clear is compatible
with multiple devices ISBN 978-9-669-75518-6
for the 5
th
grade
with multiple devices
Workbook Audio
Workbook Audio
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Includes
Grammar Reference and Practice for the grade

2.14 Unit 7, Reading, History file, exercise 2 2.15 Unit 7, Grammar, All Clear Grammar, exercise 9
2.15 Unit 7, Grammar, All Clear Grammar, exercise 9 2.16 Unit 7, Vocabulary, Household objects, exercise 1
2.16 Unit 7, Vocabulary, Household objects, exercise 1 2.17 Unit 7, Listening, History of the toothbrush, exercise 4
2.17 Unit 7, Listening, History of the toothbrush, exercise 4 2.18 Unit 7, Speaking, Asking for information, exercise 1
2.18 Unit 7, Speaking, Asking for information, exercise 1 2.19 Unit 7, Writing, A description, exercise 1
Vocabulary Reference
2.19 Unit 7, Writing, A description, exercise 1 2.20 Unit 7, Culture Reading, The White House
2.20 Unit 7, Culture Reading, The White House 2.21 Unit 7, Pronunciation, was / were, exercise a
2.21 Unit 7, Pronunciation, was / were, exercise a 2.22 Unit 8, Vocabulary, Transport, exercise 1
For Ukraine
2.22
2.23
Unit 8, Vocabulary, Transport, exercise 3 For Ukraine 2.23
2.24
2.24 Unit 8, Reading, History essay, exercise 1 2.25 Unit 8, Grammar, All Clear Grammar, exercise 10
2.25 Unit 8, Grammar, All Clear Grammar, exercise 10 2.26 Unit 8, Vocabulary, Travel, exercise 1
2.26 Unit 8, Vocabulary, Travel, exercise 1 2.27 Unit 8, Listening, Graham Hughes, exercise 4
5
2.27 Unit 8, Listening, Graham Hughes, exercise 4 2.28 Unit 8, Speaking, Asking for travel information, exercise 1
th
5
2.28 Unit 8, Speaking, Asking for travel information, exercise 1 2.29 Unit 8, Writing, A story, exercise 1
th 2.30 Unit 8, Culture Reading, Public transport
2.30 Unit 8, Culture Reading, Public transport 2.31 Unit 8, Pronunciation, -ed endings: /d/ /t/ /ɪd/, exercise a for the 978-0-230-46697-5 grade
Unit 8, Pronunciation, -ed endings: /d/ /t/ /ɪd/, exercise a for the 978-0-230-46697-5 grade Unit 8, Pronunciation, -ed endings: /d/ /t/ /ɪd/, exercise b
5
2.31 2.32 th
Culture: Reading and Listening

Unit 8, Pronunciation, -ed endings: /d/ /t/ /ɪd/, exercise b
5
2.32 th 2.33 Unit 9, Vocabulary, Clothes, exercise 1
2.33 Unit 9, Vocabulary, Clothes, exercise 1 2.34 Unit 9, Vocabulary, Clothes, exercise 3
2.34 Unit 9, Vocabulary, Clothes, exercise 3 2.35 Unit 9, Reading, Guidebook, exercise 1
2.35 Unit 9, Reading, Guidebook, exercise 1 2.36 Unit 9, Grammar, All Clear Grammar, exercise 9
2.36 Unit 9, Grammar, All Clear Grammar, exercise 9 2.37 Unit 9, Vocabulary, Weather and seasons, exercise 1
2.37 Unit 9, Vocabulary, Weather and seasons, exercise 1 2.38 Unit 9, Listening, St John’s Eve, exercise 4
2.38 Unit 9, Listening, St John’s Eve, exercise 4 2.39 Unit 9, Speaking, Inviting a friend to a party, exercise 1
Class Audio CD1
2.39
2.40
Unit 9, Writing, An email, exercise 1 Class Audio CD1 2.40
2.41
2.41 Unit 9, Culture Reading, Glastonbury festival 2.42 Unit 9, Pronunciation, /s/, exercise a Starter Unit – Unit 5
2.42 Unit 9, Pronunciation, /s/, exercise a Starter Unit – Unit 5 2.43 Unit 9, Pronunciation, /s/, exercise b
2.43 Unit 9, Pronunciation, /s/, exercise b 2.44 Copyright notice
Writing Guide
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Class Audio CDs
Class Audio CDs
Online Dictionary
Class Audio CDs Online Dictionary Class Audio CDs Speaking
Life Skills Collaborative Projects
Wordlist
COMMON EUROPEAN FRAMEWORK COMMON EUROPEAN FRAMEWORK

Student’s Book Workbook Teacher’s Book
A1 A2 B1 B2 C1 C2 Fiona Mauchline B1Daniel
A1 A2and C2
B2 C1Morris Fiona Mauchline and Catherine Smith Patrick Howarth and Philip Wood
Student’s Book with Workbook Teacher’s Book

digital access code
For Ukraine
ISBN 978-9-669-75518-6
for the 5
th
grade
Workbook Audio
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Workbook Audio
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2.15 Unit 7, Grammar, All Clear Grammar, exercise 9
2.16 Unit 7, Vocabulary, Household objects, exercise 1
2.17 Unit 7, Listening, History of the toothbrush, exercise 4
2.18 Unit 7, Speaking, Asking for information, exercise 1
2.19 Unit 7, Writing, A description, exercise 1
2.20 Unit 7, Culture Reading, The White House
2.21 Unit 7, Pronunciation, was / were, exercise a
2.22
2.23
Unit 8, Vocabulary, Transport, exercise 3 For Ukraine
2.24 Unit 8, Reading, History essay, exercise 1
2.26 Unit 8, Vocabulary, Travel, exercise 1
For Ukraine
5
th
2.30 Unit 8, Culture Reading, Public transport
2.31 Unit 8, Pronunciation, -ed endings: /d/ /t/ /ɪd/, exercise a for theISBN 978-9-669-75517-9grade
5
2.32 th
2.33 Unit 9, Vocabulary, Clothes, exercise 1
2.34 Unit 9, Vocabulary, Clothes, exercise 3 for the grade
2.35 Unit 9, Reading, Guidebook, exercise 1
2.37 Unit 9, Vocabulary, Weather and seasons, exercise 1
2.38 Unit 9, Listening, St John’s Eve, exercise 4
2.39
2.40
Unit 9, Writing, An email, exercise 1 Class Audio CD1
2.41 Unit 9, Culture Reading, Glastonbury festival
2.42 Unit 9, Pronunciation, /s/, exercise a Starter Unit – Unit 5
2.43 Unit 9, Pronunciation, /s/, exercise b
©
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Class Audio CDs
Online Dictionary Class Audio CDs

Teacher’s Book
A1 A2 B1 B2 C1 C2 Patrick Howarth and Philip Wood
AllClear_Ukraina_TB5_COVER.indd 1 15.04.2019 12:57

For Ukraine
Your access code is:
AllClear_Ukraina_TB5_COVER.indd 2 15.04.2019 12:57

For Ukraine
5
th
for the grade
Teacher’s Book
AllClear_Ukraina_TB5_text_A4.indd
AllClear_Introduction.indd 1 1 23.04.2019
15.04.2019 15:33
15.04.2019 13:47
13:45
Macmillan Education Istock/Jarin13 p107(tcl), Istock/jaroon pp96(b), 104, 110 (tl,tr), Istock/JayLazarin p58(t),
4 Crinan Street, London N1 9XW, UK Istock/JBryson p23(tl), Istock/JCPJR pp86(9), 94, 95(5), Istock/jeangill p97(l), Istock/
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ISBN 978-9-669-75514-8
pp18(10), 26(eye), Istock/Kenishirotie p80(3), Istock/Olga_Kotsareva p5(8), Istock/kravcs
Text, design and illustration © Springer Nature Limited 2019 p5(10), Istock/Wojciech Kozielczyk p113(cr), Istock/larik_malasha p114(2), Istock/lenazap
Written by Patrick Howarth and Phillip Wood p115(7), Istock/LexaAdams p112(cr), Istock/LightFieldStudios p54(1), Istock/lisafx
Student’s Book Text © Daniel Morris and Fiona Mauchline p53(br), Istock/ALEKSANDAR LJESIC p5, Istock/luoman p43(t), Istock/-lvinst- p111(tr),
The authors have asserted their rights to be identified as the authors of this work in Istock/Madhourse pp52(2), 60, Istock/Mallivan p114(3), Istock/mammoth p108(bcl)
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All rights reserved. No part of this publication may be reproduced, stored in a retrieval milkakotka p65(b), Istock/MivPiv p74(bml, bt), Istock/mladn61 p91(b), Istock/Moncherie
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Cover and page make-up by Pracownia DTP Aneta Osipiak-Wypiór p112(museum), Istock/onebluelight p5(2), Istock/onepony p87(t), Istock/omgimages
Back cover images by Nature Publishing Group, Studio8, Thinkstock pp96(e), 104(dress), 104(jacket), 104(shirt), 104(trousers), Istock/OJO Images p14(t),
Student’s Book credits Istock/ooyoo p100(spring), Istock/LauriPatterson p40(bcr), iStock/PaulPaladin pp99, 100,
Text, design and illustration © Springer Nature Limited 2019 Istock/PaulVinten p106(cl), Istock/paylessimages pp52(4), 60, Istock/pearleye p5(5),
Written by Fiona Mauchline and Daniel Morris Istock/PeopleImages pp52(3), 60, 62(13), 70, 76(8), 84, 96b, 104, Istock/Vera_Petrunina
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First published 2015 Pollyana Ventura p90, Istock/Anna Pustynnikova pp28(4), 36(carrots), 40(bcl, btr), Istock/
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AllClear_Introduction.indd 2
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AllClear_Introdu
Contents
p Introducing All Clear page iv
Overview of components page vi
Student’s Book Contents page xiv
Starter Unit page T4
Unit 1 Identity
,
page T8A
/
Unit 2 Describe it! page T18A
,
Unit 3 Healthy lifestyle page T28A
Revision Units 1–3 page T38
Unit 4 Going places page T42A
Unit 5 At school page T52A

.
Unit 6 Sport page T62A
Unit 7 At home page T76A
/
Unit 8 Transport and travel page T86A
Unit 9 Special days page T96A

/
Culture Ukraine page T110
Workbook Answer Key page T120
n Student’s Book Audioscripts page T141
Workbook Audioscripts page T144
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13:47
Introducing All Clear
All Clear is a four-level ESO course which contains Writing
a wide range of up-to-date, real-world material
All Clear takes a highly scaffolded approach to written
of genuine interest to teenagers. Its step-by-step
interactions and production with Model Texts, All
approach and careful recycling of grammar and
Clear Tips and a three-step Writing Task which shows
vocabulary through easy-to-follow learning outcomes
students how to plan, write and check their own work.
provide your students with a clear path towards
achieving key language and communication skills. Listening
While All Clear is designed to guide your students to Clear recordings and graded exercises provide
develop their language competence, it also teaches students with the opportunity to hear in context the
invaluable life skills for lifelong learning and prepares target grammar and vocabulary they have learned.
learners to successfully pass their exams.
Speaking
Linguistic content All Clear repeats the well-structured formula used for
Writing for spoken interaction and production. Model
Vocabulary
Dialogues with a three-step Speaking Task guide
All Clear approaches vocabulary in a practical way, students through production and practice of their
introducing new lexis with ample visual support and own dialogues.
systematic contextualized exposure throughout the
unit. Vocabulary sets are recorded on the Class Audio Lifelong learning skills
CDs and can be downloaded from the Digital Resource
Centre so students can practise pronunciation. Both Life skills
the Student’s Book and the Workbook have a picture Students are encouraged to develop life skills with the
dictionary of the target vocabulary. Culture Reading pages in each Student’s Book unit
which present lifestyles in Britain and other countries,
Grammar
a Cultural Awareness quiz and video documentary in
Fully comprehensive grammar tables in the grammar the Student’s Book Revision Units, and with additional
section guide students through the exercises while life skills analysed in the Macmillan Life Skills
additional schematic grammar tables are provided Collaborative Projects in the Workbook in which
in the Language Reference. Authentic-style texts students are invited to reflect on how they put into
and dialogues provide the context essential for practice their personal life skills in a team as well as
understanding the unit grammar. the team’s life skills as a whole.
Skills Digital competence

All Clear provides achievable coverage of all four All Clear treats digital competence transversally with
skills which helps to improve students’ ability to digital learning outcomes in skills work and the use
communicate effectively in real-world contexts. of online tools for production and interaction in the
Receptive skills are developed through authentic Digital Competence pages in the Student’s Book
reading texts and engaging listening activities. and the collaborative projects in the Workbook.
The topical link continues with the production of The Digital Pack provides an opportunity to review
model dialogues and texts with interaction between and learn new digital skills in an English language
students being guided through carefully crafted environment while the Teacher’s Book teaching notes
speaking and writing tasks. indicate websites where students can learn more
about the topics in the Student’s Book.
Reading
All Clear contains different genres of reading text
to capture students’ interest and at the same time
also present essential grammar and vocabulary from
the unit.
iv
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AllClear_Introdu
13:47
Self-study Council of Europe and Key
The Workbook offers the perfect tool for self-study Competences
and helps to foster learner autonomy by encouraging All Clear follows the guidelines of the Foreign
students to take an active role in their own learning. Languages Area of the Council of Europe which mark
The Workbook contains revision of grammar and the way not only to learn a language but also how to
vocabulary, and an extensive colour section including communicate through it in carefully graded steps.
reference material, extra practice, wordlists and All Clear provides practice of the key competences set
collaborative projects. out in the Common European Framework of Reference
(CEFR) for Foreign Languages and uses these to create
Self-evaluation learning objectives to assess students’ competence
Students can check their progress in the Workbook in productive, receptive and interactive activities
through the My Progress charts at the end of each and strategies.
Workbook unit and the self- and group evaluation in
the Macmillan Life Skills Collaborative Projects. Key Competences
CLC Competence in linguistic communication
Culture awareness
CMST Competence in mathematics, science
The Culture Reading pages in the Student’s Book
and technology
feature a whole range of teenage-focused culturally
DC Digital competence
relevant topics from public transport in the UK to
L2L Learning to learn
Australian wildlife while the Cultural Awareness pages
SCC Social and civic competence
in the term Revision sections can be supplemented
SIE Sense of initiative and entrepreneurship
with Culture videos and worksheets from the
CAE Cultural awareness and expression
Teacher’s Digital Pack.
Cross-curricular content Support and solutions for teachers

All Clear provides ample transversal practice in the All Clear includes a full range of print and digital
Student’s Book of other school subjects including components which provide teachers with the support
geography, biology, science, language and literature, they need and solutions for all types of learning
arts and drama as well as physical education, with environments:
additional practice in the Content-based Learning ● Teacher’s Book
section of the Teacher’s Resource File. ● Class Audio CDs
● Teacher’s Digital Pack
● Student’s Digital Pack
For Ukraine
5
th
for the grade

2.16 Unit 7, Vocabulary, Household objects, exercise 1
2.17 Unit 7, Listening, History of the toothbrush, exercise 4
2.18 Unit 7, Speaking, Asking for information, exercise 1
2.19 Unit 7, Writing, A description, exercise 1
2.20 Unit 7, Culture Reading, The White House
2.22
2.23
Unit 8, Vocabulary, Transport, exercise 3 For Ukraine
2.24 Unit 8, Reading, History essay, exercise 1
2.26 Unit 8, Vocabulary, Travel, exercise 1
5
th
2.31 Unit 8, Pronunciation, -ed endings: /d/ /t/ /ɪd/, exercise a for the 978-0-230-46697-5 grade
5
2.32 th
2.39
2.40
Unit 9, Writing, An email, exercise 1 Class Audio CD1
2.41 Unit 9, Culture Reading, Glastonbury festival
2.42 Unit 9, Pronunciation, /s/, exercise a Starter Unit – Unit 5
© l.
M
ac ga
m i lle
illa is
Teacher’s Book
n Pu i ng
b py
lish d co
ers ize
Lim hor
ited n aut
2015 nd u
. Th is recording is copyright a
Patrick Howarth and Philip Wood Class Audio CDs
Teacher’s Book Class Audio CDs Teacher’s Digital Pack Student’s Digital Pack
5.04.2019 AllClear_Ukraina_TB5_text_A4.indd
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13:47 5 5 23.04.2019
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13:47
Overview of components
Student’s Book
The Student’s Book includes:
● a Starter Unit (4 pages)
● nine units (10 pages each)
● three revision sections (4 pages each)
● extra Culture pages
● an access code to All Clear Student’s Digital Pack
Vocabulary Reading
Vocabulary sets are presented using Going Objectives Reading All Clear uses print and digital
4
Word Check
places
Vocabulary Places in town; landscape features
Grammar there is / there are; prepositions of Fact book twin cities also slavery teams
photographs and are recycled and genres, from magazine articles to

place; a / an, some, any
Speaking Making suggestions
Writing A city guide; there is / there are + also
Vocabulary
Places in town
practised in context throughout social messaging and wikis, with

Some cities have a twin city in another country.
1 1.38
Listen and repeat the words. Match them with pictures 1–14. Rio de Janeiro and Liverpool are twin cities.
They are very different but they are also
chemist • church • cinema • hotel • library • museum • newsagent • restaurant • school • shoe shop • similar — just like human twins!
shopping centre • sports centre • supermarket • underground station
2
• RIO DE JANEIRO means ‘January River’ but there isn’t
4
1 3 a river there! It is near the sea and there are some incredible
the unit. They are recorded on the teen-focused topics presenting the
beaches. There’s also a famous mountain called the Sugar
Loaf. Every year, there’s a huge carnival with music, food,
dancing and street parties. People love football here and
there’s a big football stadium called the Maracanã. There’s
also a lot of tourism. For tourists, there are fantastic
6
museums, shopping centres and restaurants.
Class Audio CD for pronunciation unit language in context.

5
7
8
• LIVERPOOL is also near the sea and the River Mersey.
There aren’t any mountains near Liverpool but there are
beaches. Music is very important and some famous music
groups come from here, like The Beatles. Liverpool also has a
9
carnival. There’s a famous hotel called The Adelphi and there
are some interesting museums like the Maritime Museum and
the Slavery Museum. There are two big football teams
10
practice. To help understanding, the

13 — Liverpool and Everton. It’s the favourite sport here too!
12
11
1 1.41
Read and listen. Which city has a famous
football stadium?
2 Read the text again. Match 1–5 with a–e. Write them
in your notebook.
Dialogues give students the Word Check pre-teaches some

14
1 a mountain a) the Adelphi

2 Listen to the six sounds. Match 2 a football team b) the Sugar Loaf
1.39
them with the places from exercise 1. 3 a river c) Everton
1 – underground station 4 a music group d) the Mersey
5 a hotel e) The Beatles
3 Listen to Emma and Alex. Where does Alex go at the weekend?
opportunity to talk about their own vocabulary items.

1.40
3 Write true or false in your notebook.
Copy the sentences with the information.
All Clear Facts
4 In pairs, ask questions about the places in your town. Use the words in the box. The Sugar Loaf mountain is 396 metres
1 There’s a river in Rio. high.
at the weekend after school with your friends with your parents
2 Rio is popular with tourists.
Where do you go at the weekend? 3 There are beaches near Liverpool.
I go to the cinema.
world following a clear example. The All Clear Facts provides

4 There’s a carnival in Liverpool.
5 There are only two museums in Liverpool.
42 Vocabulary Reference Unit 4 43
interesting additional information.

Reading texts are recorded on the
Class Audio CD.
Grammar Grammar
Fully comprehensive All Clear Rules guide students

there is / there are a / an, some, any
Affirmative Negative Interrogative Short answers Countable nouns Uncountable nouns
There is a shop. There isn’t a shop. Is there a shop? Yes, there is. / Singular Plural Singular
Singular
No, there isn’t. Affirmative There is a shop. There are some shops. There is some food.
There are some There aren’t any Are there any shops? Yes, there are. / Negative There isn’t a shop. There aren’t any shops. There isn’t any food.
Plural
grammar tables lead students through the more difficult grammar

shops. shops. No, there aren’t.
Interrogative Is there a shop? Are there any shops? Is there any food?
1 Look at the sentences in the table. How 5 Ask and answer the questions from 9 Complete the sentences with a / an, some or any.
do you say there is and there are in your
language?
exercise 4.
All Clear Rules 1 There’s … aquarium in Valencia. It’s called the
Are there any trees in your street? We use a before consonant sounds. Oceanographic Centre.
2 Complete the sentences with there is and We use an before vowel sounds. 2 There are … interesting activities, like sleeping with
through carefully staged practice points.

No, there aren’t.
there are. We use some with plural countable nouns sharks.
and uncountable nouns in affirmative
In Rio de Janeiro, … sentences.
3 There isn’t … underground station near the
a famous mountain. aquarium.
Prepositions of place We use any with plural countable nouns
In Rio de Janeiro, there is a famous mountain. and uncountable nouns in negative and 4 There aren’t … swimming pools or water slides.
interrogative sentences. 5 There’s … delicious food at the Marine Corner shop.
1 fantastic beaches. 6 Read the words in the box. How do you
Each two-page grammar section

say them in your language?
exercises.
2 a big football stadium.
3 a carnival. 8 Use a or an with the nouns in the box.
behind between in
4 shopping centres and restaurants.
in front of near on airport aquarium hotel
5 a lot of tourism.
island museum park
3 Write sentences using There isn’t and There 7 Match the prepositions with the pictures. river stadium
aren’t in your notebook. Where is the mouse?
There is a river in Rio.
There isn’t a river in Rio.
1 There are six airports in Rio.
2 There is a carnival in my town.
1 2
All Clear
concludes with a cumulative
Grammar
3 There’s a stadium in my town.
All Clear Grammar dialogue or

4 There are mountains in Liverpool. 10 Complete the dialogue with the correct
5 There’s a library in my street. form of the verbs in brackets.
3 4
4 Order the words to make questions. Then Ben I’m bored and there (1)… (not be) anything to do. 1 2 3 4 5 6 7 8 9
write true short answers in your notebook. Emily This website says there (2)… (be) lots of things to do!
any trees / Are there / in your street / ? Ben But I (3)… (not have got) any money.
Emily What about the swimming pool?
text which contextualizes the new

Are there any trees in your street?
1 a bus station / in your street / Is there / ? There (4)… (be) a wave machine and
2 Are there / in your town / any banks / ? it (5)… (not be) very expensive.
5 6
3 in your street / Is there / an underground Ben (6)… (be) it near here?
station / ? Emily Yes, it is. There (7)… (not be) any
4 a library / Is there / in your school / ? trains but there (8)… (be) a bus.
Ben Great! Let’s go!
structures and recycles structures

5 any newsagents / in your street / Are
there / ?
11 1.42
Listen and check your answers.
44 Grammar Reference Unit 4 45
from previous units in realistic

situations which are familiar to
students.
Vocabulary and Speaking

Listening Vocabulary
Landscape features
1 Listen and repeat the words. How do you say them in your language?
Speaking
Making suggestions / A day out
Model Dialogue
Teen-centred Model Dialogues for
students to follow everyday formal
1.43
beach • forest • ice • island • lake • mountain • river • sand • snow • trees • water • waves Simon
This page provides a second lexical

Ben
2 Match 1–12 in the picture with the words in exercise 1.
shopping centre
4
shopping
and informal conversations.

museum
9
set with ample visual support.

7
6
2
3
The Speaking Task guides students

11
5
1 1 1.46
Listen to the dialogue. Is the 3 Complete the suggestions with the correct form
12
museum closed? of the verbs in brackets.
Clear listening texts with simple

10
1 What can we … (do) today?

8 2 Listen again and repeat the dialogue.
2 How about … (go) to the beach?
3 Let’s … (play) football!
through the preparation and

3 1.44
Complete the text with words from exercise 1. Then listen and check. 4 What about … (go) to the cinema?
There are three (1)… . There’s some (2)… on the big mountain. There’s a (3)… near the big mountain. 5 Why don’t we … (visit) the science museum?
straightforward tasks give students

Speaking Task
There’s a small lake in the (4)… . There isn’t any (5)… on the small lake. There’s a (6)… between the
small mountains and the forest. There’s a (7)… in front of the forest. There’s (8)… on the beach but 1 Talk about a day out
there aren’t any (9)… . There are some big (10)… in the sea. Choose a place.
the confidence to extract the 4

Listening
1.45
Listen to the advertisement. What is Tropical Islands? Write a, b or c in your notebook.
castle theatre sports centre
production of their own dialogue.
Useful Language highlights key
2 Prepare a dialogue
Look at the Model Dialogue and change the words in blue.
main ideas and details of radio 3 Speak

In pairs, practise your dialogues.
What can we do this afternoon?
functional structures.
How about … ?
programmes, advertisements and

a) a shopping centre b) a holiday world c) a hotel
5 Listen again. Write true or false in your notebook.

1 Tropical Islands is in Europe. 4 There are hotels but there isn’t a campsite.
2 There are beaches and a forest. 5 Tropical Islands is indoors and outdoors.
Conversation strategies such

3 There aren’t any insects in the rainforest.
conversations.
46 Vocabulary Reference Unit 4 47
as basic rules of courtesy are

presented.
vi
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AllClear_Introdu
13:47
Writing Culture Reading
Model Texts use a variety of Writing
A city guide Culture Reading
A second reading text with
different print and digital text types. information about diverse cultural
1 Carniv
1.47
Read the Model Text and listen. Answer
the questions in your notebook. FROM FEBRUARY TO als and festivals
MARCH THERE ARE
1 Where is Dubai? CARNIVALS AND
FESTIVALS ALL OVER
2 What is its population? THE WORLD.
3 What is the writer’s favourite place?
All Clear Tips highlight and practise Model Text

Dubai is a city in the United Arab Emirates.
It has a population of about two million people.
It is near the sea and there are some fantastic beaches
LAS FALLAS, SPAIN
In March, there is a fantastic festival in
Valencia called Las Fallas. There are parties
and fireworks and incredible figures called
Fallas. On the last night, they burn all the
topics provides further context
there. There’s also a desert. Fallas.
specific language points from the for students to review the unit
There are hotels, shopping centres and restaurants.
There are also traditional markets. NEW ORLEANS, THE USA
There are cinemas and there’s also a water park. New Orleans is a big city by the Mississippi River. Its carnival is
called Mardi Gras. There are incredible costumes and fantastic
My favourite place is the desert. I love riding my parties. There is also a special cake called King Cake. It’s delicious!
quad bike there.
Model Text. grammar and vocabulary.

LAS PALMAS, SPAIN
The Carnival of Las Palmas is in February.
2 Look at the All Clear Tips. Find an Thousands of people watch the parade,
example in the Model Text. Writing Task or cabalgata. There is also a competition
1 Plan to choose the Carnival Queen.
All Clear Tips

On the last day, some people wear black
Make notes about a city and include: because it’s the end of the carnival and
they are sad.
The Writing Task guides students Pronunciation examples are taken

there is / there are + also Location … is a city in … . It is near …
Use also with there is / there are to add Population It’s got a population of …
information: Landscape There are mountains. VENICE, ITALY
There’s also a desert. During the Venice carnival, there are operas in the
Places There are shops, a museum … streets and on the canals. People wear beautiful
There are also traditional markets.
Favourite place My favourite place is … . costumes. They also wear special masks called Bautas.
I love …
?
through the preparation and from the context of the Culture
3 Rewrite the sentences with also. Write DO YOU CELEBRATE
them in your notebook. 2 Write A CARNIVAL IN YOUR TOWN
Use the Model Text, your notes and this
There are mountains near my town. There’s
also a beach.
structure:
Read and listen. Then answer the
Pronunciation
1.48
Paragraph 1 Location, population, landscape questions in your notebook.
1 There are two museums. There’s a
church.
Paragraph 2 Places
1 When is carnival time?
/ə /
Paragraph 3 Your favourite place
production of their own texts. Reading text.

2 There are some shops. There’s a 2 What do they do on the last night of The /ə/ is the most frequent sound in English.
market. 3 Check Las Fallas? It is often heard in words like the, of and a.
3 There’s a sports centre. There’s a there is / there are 3 What is the special food in New Orleans? a 1.49
Listen to the underlined sounds.
football stadium. prepositions of place 4 In Las Palmas, why do some people wear
4 There are restaurants. There are hotels. black on the last day? New Orleans is a big city by the river.
vocabulary for places in town and
5 There’s a hotel. There’s a campsite. landscape features 5 What do people wear in Venice? b 1.50
Identify the /ə/ sound in this sentence.
also
It’s ten to two. Let’s go for lunch.
48 Unit 4 49
Language Reference Progress Check

A picture dictionary is provided Unit 4 Language Reference
Vocabulary Places in town
Unit 4 Progress Check
Vocabulary Places in town Prepositions of place
The Progress Check provides a
for one of the vocabulary sets. manageable evaluation of all
1 Order the letters to make words. Write them 4 Complete the words with the vowels. Then
in your notebook. match them with the pictures.
1 eolht 1 2 a) b h nd
chemist church cinema hotel library 2 austrtnaer b) n
3 phospign eetrnc c) b tw n
4 mmesuu d) n fr nt f
Simple grammar tables provide vocabulary sets and the main

3 4
5 nswe atneg e) n r
museum newsagent restaurant school shoe shop Landscape features 5
2 Match 1–5 with a–e in your notebook.
at-a-glance support. grammar points from the unit.

5 uaaurimq
5
a / an, some, any
shopping centre sports centre supermarket underground station Landscape features
3
2
4 5 Complete the sentences with a / an, some
Landscape features beach forest ice island lake mountain river sand 2 Match 1–5 with a–e. or any. Write them in your notebook.
snow trees water waves 1
1 There’s … restaurant on the beach.
Functional Language from the Students check their answers to see

a) beach d) forest 2 There aren’t … trees on the beach.
Grammar there is / there are 3 There are … mountains near the lake.
b) mountain e) river
Singular Plural c) lake 4 There’s … snow on the mountains.
5 There is … island on the lake.
Affirmative There is a tree. There are some trees.
Negative There is not a tree. There are not any trees. Grammar there is / there are
Speaking pages is provided for easy

Interrogative
if they need further practice.

Is there a tree? Are there any trees? 3 Write the correct word in your notebook.
Short answers Yes, there is. / No, there isn’t. Yes, there are. / No, there aren’t.
1 There is / are a sports centre in my town.
2 There is / are two shopping centres in my
a / an, some, any town.
Countable Uncountable 3 There is / are museums and a church near
my house.
reference. References to material with extra

There is a lake.
Affirmative There is some snow. 4 There isn’t / aren’t any restaurants on this
There are some lakes.
Negative
There is not a lake.
There are not any lakes.
There is not any snow.
street.
5 There isn’t / aren’t an underground station All Clear
Interrogative
Is there a lake?
Are there any lakes?
Is there any snow?
near the hotel.
Self-Check
Check your answers Extra Practice
support are given.

Prepositions of place behind between in in front of near on Write your scores for exercises 1–5 in your If you need extra practice, go to:
notebook. What did you get for: Unit 4 Grammar Reference
Speaking Making suggestions • places in town? Unit 4 Vocabulary Reference
• landscape features? Unit 4 Grammar Exercises
• there is / there are? Unit 4 Vocabulary Exercises
• prepositions of place?
• a / an, some, any?
50 Extra Practice 51
Revision: Vocabulary Revision: Grammar

Revision of vocabulary from the Revisyion Units 4–6 Revision of grammar from the three
Vocabular Grammar
three previous units is provided as previous units is provided.

School subjects there is / there are; a / an, some, any;
Places in town
Sport prepositions of place
Landscape features
Adjectives of opinion Adverbs of frequency
Daily routines
Present simple and continuous Present simple and continuous
Work with a partner and complete the sentences in your notebook. Who finishes first? Question forms
can 3 Complete the blog with the correct form
Adverbs of manner
Present continuous
of the verbs in brackets.
a game.
Do you do your h… every night? I usually (1)… (go) to school on Friday but
START there is / there are; a / an, some, today is a holiday and I (2)… (study) whales
any; prepositions of place with my uncle on a boat in the Atlantic
Ocean. Whales are very interesting. They
1 Complete the sentences with the words and (3)
… (not sleep) like humans and they
phrases in the box. sometimes (4)… (sing). At the moment, I
You can buy magazines in a n… . (5)
… (write) my blog and my uncle and his
a an any in behind
some there is there isn’t friends (6)… (watch) the whales.
There is a lot of sand on a b… . there are there aren’t
Question forms
4 Complete the questions with the correct
words.
You s… goals to win
1 How often … you go to the beach?
football matches.
2 … your mum usually swim in the sea?
3 … she swim well? Yes, she can.
4 What … you doing at the moment?
5 … there a museum near here?
Grammar check
1 … some 6 There is … cinema.
5 Write the correct word in your
dolphins. 7 … a shop. notebook.
2 There is … island. 8 … any waves.
1 I’m good at French. I can / can’t speak it.
3 … a mountain. 9 The dolphins are
2 ‘Can your cousins sing?’ ‘No, they
4 There are … trees. … the water.
In our l… class we study Cervantes. can / can’t.’
5 There isn’t … 10 The cinema is …
3 She can dance, but she can / can’t act.
Snowboarding isn’t easy; it’s d… . snow. the gift shop.
4 He never wins. He runs slow / slowly.
5 I can ride a horse very well / good.
There are lots of t… in a forest. Adverbs of frequency
6 They aren’t / isn’t eating lunch at the
2 Rewrite the sentences in your notebook moment.
using the adverbs of frequency in brackets. 7 Are you run / running in the marathon
1 My uncle studies marine life. (usually) this year?
FINISH 2 He works in China. (sometimes) 8 I not / I’m not studying today.
3 He’s in other countries. (often)
4 My cousins travel with him. (never)
5 They have a party on his return. (always)
He is c… ing the ball.
72 Units 4–6 73
Cultural Awareness Digital Competence

This multimedia page appears in Cultural Awareness: Digital Competence: This Multimedia page appears in
Schools in the UK Digital comic artwork
each revision unit. 1 How much do you know about schools in Britain? Do the quiz.
1 How old are students when they start secondary school?

a) eleven
Read and look at the comic strip. How do Emma and Amir help Sam?
each revision unit and covers useful
The fun quiz with thought-provoking digital learning objectives.
b) twelve Digital comic generator
c) fourteen NEW OPEN SAVE
STOP BULLYING!
2 What kind of school do most students go to?
a) private school
b) state school
c) boarding school
questions tests students’ knowledge 3 What foreign language do most schools teach?
a) French
b) Spanish
c) German
!
A model digital project created with

of an aspect of life in Britain. easy-to-use web tools is presented.
4 At secondary school, most students wear …
a) their own clothes.
b) a school uniform until age 18.
c) a school uniform until age 16.
5 Assembly is for …
There is a related Culture video

a) parents and teachers.
Step-by-step instructions help

6 What sports do students usually do at school?
b) teachers and students. a) football and netball
c) teachers only. b) badminton and volleyball
c) tennis and handball
WATCH
in the Teacher’s Presentation Kit in students improve their digital

TASK Create a comic for a school campaign. Follow the steps below.
2 Watch the documentary about school
and answer the questions. Step 1 Choose Step 2 Decide Step 3 Create your Step 4 Step 5
1 How many classes are there at King one of these on two to four comic. Use a digital Show your Read your
campaigns: characters and write comic generator if comic to the classmates’
Alfred’s School every day?
bullying a short dialogue for possible. Experiment other students comics. Which
2 What time is break?
the Teacher’s Digital Pack. competence and create their own

the comic. Decide with the page in your class. do you like
collecting money
3 Why is King Alfred’s School a special 1:12 for charity
which speech design, characters best? Why?
school? bubbles go in each and backgrounds.
healthy eating box. Add a title.
74
1:07 1:12 1:20 1:27 1:33 1:43 1:54
75
digital project.
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13:47
Workbook
The Workbook includes:
● a Starter Unit (4 pages)
● nine units (6 pages each) with grammar and vocabulary, including revision and extension
● full colour Culture: Reading & Listening (9 pages), Writing Guide (18 pages), Speaking (9 pages)
and Wordlist (9 pages) sections

● three Macmillan Life Skills Collaborative Projects (6 pages)
● Audio files are available using the access code in the Student’s Book.
Vocabulary
Contents link to the full-colour Going Reference & skills Fun activities motivate self-study.
4
Grammar Reference, pages 72–3
Landscape features
places
Vocabulary Reference, page 87
Reference and Skills sections. The easy-to-follow exercises are

Culture: Reading & Listening, page 96
5 Look at the pictures and complete the crossword.
Writing Guide, pages 108–9
Speaking, page 123
1
W Down
2
B A 1 2 5 6
Vocabulary V
3
L E
Ample practice of all the vocabulary

Places in town
graded with one, two or three stars

4
S
5
W 8 10 11
H
1 Find eight other places in town in the 4 Complete the sentences with the 6
M
wordsquare. places in exercise 3. 7 8 Across
F T
C H S C H O O L Z B O You buy food in a supermarket . 3 4 7
R
1 You buy things for your feet in a
sets in the Student’s Book is

H Q U O M L I C C E R 9 10
to indicate level of difficulty.

I S D
C A P E U C H H I X E . 11
I
I N E W S A G E N T S 2 You go to an 9 12
N E R C E M A M E O T to travel in a city. 12
D R R
3 You eat in a .
C W M N U E R I M I A N
4 You go to a to watch films.
H T A H M I B S A R U
provided.
5 You play sports at a
U E R E S T A T D Q R
.
R T K L I B R A R Y A 6 Look at the pictures and circle the correct 7 Read the quiz and write the correct
C J E K S C H A N D N words. words.
H O T E L H E M I G T
Mount Everest is 8850 metres high.
It’s a mountain .
2 Match the words to make places in town.
a) mountain b) tree
1 sports agent 1 The Amazon is in South America.
2 news centre It’s very long. It’s a(n) .
3 shoe centre a) island b) river
The (1) beach / tree This is me in a (3)beach /
4 shopping market 2 Ipanema is in Rio de Janeiro. It’s got
isn’t big, but I love forest. That (4)snow / tree
5 super shop some sand. It’s a .
the (2)sand / water. is very tall.
6 underground station a) beach b) tree
It’s white!
3 The Sahara is a desert. It’s very big.
3 Match the words in the box with the pictures. It consists of .
a) sand b) ice
cinema restaurant shoe shop sports centre supermarket underground station
4 Sherwood is in England. It’s got lots of
trees. It’s a .
a) river b) forest
5 Menorca is in the Mediterranean Sea.
supermarket Brrrr! The (5)forest / There’s a (6)water / It’s 700km2. It’s a(n) .
1 2
water is very cold. mountain on the island. a) mountain b) island
There’s (7)tree / ice and
snow on top of it in July!
3 4 5
26 Unit 4 27
Grammar
Practice of all the grammar from Grammar
there is / there are 4 Look at the picture and complete the Prepositions of place a / an, some, any
the Student’s Book is given in

sentences with There is / There isn’t and
1 Circle the correct words. There are / There aren’t. 6 Look at the pictures and complete the 8 Complete the sentences with a or an.
words with vowels.
There is / are houses in my town. There’s a church behind the school.
1 There is / are a sports centre. 1 Julia has apple for breakfast.
2 There is / are three schools. 2 Is there underground station in your
3 There is / are a shoe shop.
easy-to-follow exercises graded with

street?
4 There is / are a chemist and a church. 3 Have you got ice cream?
5 There is / are two cinemas. 4 My uncle lives on island.
5 There’s hotel near here.
2 Complete the questions and short
answers with the words in the box. o n 1 n 9 Complete the sentences with the correct
one, two or three stars to indicate

word in brackets.
Are Are are aren’t is isn’t Is Is There are two hotels.
There are some (a / some) good
Is there a cinema? 1 a sports centre.
shops in my town.
Yes, there is . 2 a church.
1 My favourite shop is (a / any)
1 there a chemist? 3 two restaurants.
bookshop.
No, there . 4 any museums.
2 It’s got (an / some) good
5 a supermarket.
level of difficulty.
2 there any schools? books for teenagers.
Yes, there . 6 a chemist.
2 n fr nt f 3 b h nd 3 It hasn’t got (a / any) books
3 there any churches? for adults.
5 Complete the questions with Is there or
No, there . 4 My favourite book is (a / any)
Are there. Then look at the picture in
exercise 4 and write short answers. novel called Lord of the Flies.
3 Complete the text with isn’t or aren’t.
Are there two hotels? 5 It’s about some boys on (an /
Grammar practice is contextualized.

There is a library in my town, but Yes, there are. any) island.
there (1) isn’t a cinema, and 1 a sports centre?
there (2) any museums. 10 Look at the picture and circle the correct
There are two supermarkets, but there 4 n r 5 b tw n words.
2 two supermarkets?
(3)
a shoe shop, and there This is the Valley of the Waves in South Africa.
(4)
any underground stations. 7 Look at the picture in exercise 4 and There’s (1) a / some beach and (2)some / any
3 any restaurants?
There are five restaurants, but there complete the sentences with the words in
white sand. There are three islands with (3)any /
the box.
(5)
any hotels. 4 a shopping centre? some trees. There’s (4)a / some blue water, but
behind between in front of near there aren’t (5)any / some fish in the water. The
5 a library? Valley of the Waves is in the middle of (6)a / any
The supermarket is near the forest. It’s (7)a / some water park!
restaurants.
1 The shoe shop is the library.
2 There’s a hotel two
restaurants.
3 There’s a supermarket the
school.
28 Unit 4 29
Revision Extension
Dictation reinforces spelling, Unit 4 Revision Extension A Cumulative Grammar text gives
vocabulary and structures. more ambitious grammar practice.
Dictation Unit 4 Grammar Check Cumulative Grammar
1 5
1 2 3 4 5 6 7 8 9
11 Listen and write the sentences. Read the text and circle the correct answers.
1 1 Circle the correct words to complete the text.
World Heritage Sites
Common mistakes are presented in All Clear Facts give fun and
2
There (1)’s / are many World Heritage Sites

Error Correction in France and my favourite is Mont-Saint-
Michel. (2)Who / What does ‘Mont’ mean?
2 Correct the underlined errors. Rewrite the
(3)
It / He is mountain in French. But Mont-
the Error Correction section. interesting additional information

sentences. Saint-Michel (4)isn’t / aren’t a mountain –
There aren’t some mountains. it’s (5)a / an island. It isn’t separate from the
There aren’t any mountains. rest of France. (6)There is / There are a road
1 The bank is in front the post office. that connects it to the mainland.
Mont-Saint-Michel is an old town with
2 There are a lake and a river. small streets and beautiful buildings.
Lundy is (1)… very small island. It is (2)… the
More reinforcement of vocabulary about the topic.

It (7)’s / ’ve got shops, museums, and
coast in the south of England. There (3)… only
3 My cousins live on a island. restaurants. There (8)’s / are a beautiful old
15 residents and there aren’t (4)… cars! Lundy is
church – the Abbey of Mont-Saint-Michel.
very beautiful, and people love visiting it. Are
There are around 900 steps up to it! Mont
there any places to stay? Yes, (5)… . There are
3 Listen and check your answers. Saint-Michel is very popular with tourists.
12 (6)
… houses for visitors, but there (7)… a hotel.
They love (9)visit / visiting it.
My Progress encourages
The houses are very simple. There aren’t any TVs
and structures is provided in the Translation … them, but there is hot water. There’s a small
(8)
village with a church, a shop and a pub. That’s All Clear Facts
4 Translate the corrected sentences from all! World Heritage Sites all have great cultural
exercise 2 into your language. A B C or natural importance. There are more
than 40 sites in Spain, including the cave
1 an a some
1 of Altamira, the historic centre of Córdoba
Translation section. self-evaluation of progress made

2 behind between near and the island of Ibiza.
3 is are aren’t
2 4 a some any
5 there are there aren’t they are
6 an any some
3 7 is isn’t aren’t
The Unit Grammar Check provides with the grammar in the unit.
8 near on in Tick (✔) the boxes to evaluate your progress.
6 13 Listen and check your answers. I can use there is / there are to
describe places in town and
landscape features.
I can use prepositions of place
consolidation of grammar.
to describe where things are.
I can use a / an, some and any.
30 Unit 4 31
Grammar Reference Grammar Practice

A complete reference guide of all Unit 4 Grammar Reference
there is / there are
Grammar Practice
there is / there are Prepositions of place
Grammar usage is explained in the
the grammar in the Student’s Book student’s own language.
Ствердження Заперечення Запитання Коротка відповідь 1 Complete the sentences with there is or there 4 Look at the picture and circle the correct words.
There is a shop. There isn’t a shop. Is there a shop? Yes, there is. / are.
Однина
No, there isn’t.
There is a football stadium in my
There are some There aren’t any Are there any shops? Yes, there are. /
Множина town.
1 twelve boys in my English
Обчислювальні та необчислювальні
is provided. This is available in Clear examples of usage are

• ми використовуємо there is/are, щоб class.
розповісти про щось, що існує: якщо іменники 2 a carnival here in summer.
це щось в однині, ми використовуємо 3 some food in the kitchen.
• oбчислювальні іменники мають форму однини та
there is; та ми використовуємо there are, 4 two swimming pools in my
множини, тому що їх можна порахувати
якщо його більше одного
island islands town.
There is a bank. (Є один банк.) The supermarket is in / on the town.
wave waves 5 money in my bag.
There are five restaurants. 1 The supermarket is behind / in front of the
Ukrainian. provided.
beach beaches
(Є п’ять ресторанів.) 2 Circle the correct words. school.
• необчислювальні іменники мають тільки форму однини,
• ми використовуємо частку not, 2 The sports centre is behind / in front of the
вони не мають форми множини, тому що їх не можна There isn’t / There aren’t any museums in my
щоб утворити заперечення supermarket.
порахувати town.
There isn’t (is not) a bank. 3 The cinema is near / in front of the hotel.
water ✓ waters ✗ 1 There isn’t / There aren’t a swimming pool.
(Немає жодного банку.) 4 The library is on / between the hotel and the
snow ✓ snows ✗ 2 There isn’t / There aren’t any beaches in
There aren’t (are not) any restaurants.
supermarket.
Grammar exercises face the

(Немає п’яти ресторанів.) Madrid.
• на початку питальних речень ставимо a / an, some, any 3 There isn’t / There aren’t any shops near our
Is/Are school.
Countable and uncountable nouns
Обчислювальні Необчислювальні
Is there a bank? (Чи є банк?) іменники іменники 4 There isn’t / There aren’t a carnival in 5 Complete the table using the words in the
Are there any restaurants? There’s a lake. Liverpool. box.
Ствердження There’s some snow.
(Чи є ресторани?) There are some lakes. 5 There isn’t / There aren’t a restaurant in the
Grammar reference pages to

There isn’t a lake. shopping centre. beach bus food ice money
Прийменники місця Заперечення
There aren’t any lakes.
There isn’t any snow.
mountain river sand shop water
Is there a lake? 3 Correct the errors in the red words. Rewrite
Запитання Is there any snow? the whole sentence.
Are there any lakes? Countable Uncountable
How many boys there are? beach
• ми використовуємо a та an перед обчислювальними
іменники однини; a/an означає те саме, що one How many boys are there?
provide further reinforcement.

on in • якщо слово починається з приголосного звуку, 1 There is a cinema near your house?
ми використовуємо a
a tree, a university, a house 2 How many islands is there in the Canary
• якщо слово починається з голосного звуку, Islands?
ми використовуємо an
an apple, an underground station, an hour
a / an, some, any
3 There is a shopping centre here?
behind between • у стверджувальних реченнях ми використовуємо some; 6 Complete the sentences with a, an, some or
слово some означає ‘близько, декілька’; з обчислювальними 4 Is there any answers in this book? any.
словами множини це означає ‘трішки’
There’s a comic in my bag.
There are some trees. (Є декілька дерев.)
5 There are any hotels in your town? 1 Have you got questions?
There is some water. (Є трішки води.)
• у запереченнях і питальних реченнях ми використовуємо 2 There are rabbits in the park.
any; слово any у запереченнях означає ‘ніскільки’ 3 There isn’t underground
in front of near
station near my school.
• прийменники місця вказують,
4 There aren’t girls in this class.
де знаходяться речі
72 Unit 4 73
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13:47
Vocabulary Reference Culture: Reading &
A picture dictionary of the Unit 5 Vocabulary Reference
Daily routines
Unit 4
Reading
Culture Reading & Listening
Listening
vocabulary sets is provided. Our World Heritage
RI
MO
NIO MUN
D
A reading text increases cultural
IA
PA
UNESCO (the United
L
•
NDIAL •
WORLD H
Nations Educational,
MO
E
IT
Scientifi E Pc
A T Rand Cultural
E
R
AG I
N
O
IM •
do homework finish school get dressed get up go to bed United Nations Organization)
World has a list of
about
Educational, 900 World
Scientiﬁc and Heritage
Heritage Sites. Some sites
Vocabulary activities give more

Cultural Organization
are natural like mountains, forests and
lakes. Other sites are cities, monuments
awareness.
or buildings.
There are three places in New Zealand on

have a shower have dinner play the piano start school tidy your room
the list. One of them is the Tongariro
School subjects National Park on the North Island. The
revision.
park is very important. It is very big
(almost 800km2), with three active
A listening exercise extends the

volcanoes. Many birds and mammals live
there. The park’s mountains are also very
important to the Maoris, the native people
art and design drama English French geography history of New Zealand. You can see the park in
The Lord of the Rings films.
cultural topic in the reading text.

1 Read the text and tick (✓) the three things it 3 Circle T (true) or F (false).
mentions.
ICT literature maths music PE science UNESCO is an organization. T/F
cultures 1 There are 500 places on UNESCO’s list. T/F
1 2 forests 2 Some of the World Heritage Sites are
Order the letters to make words. Then follow Look at the pictures and complete the
the lines to complete the sentences. timetable. cities not natural things. T/F
elephants 3 The Tongariro National Park is a World
Monday Tuesday Wednesday Thursday Friday
volcanoes Heritage Site. T/F
PE French drama maths
2 4 The Maoris come from Africa. T/F
1 sah nerdin Sarah at English art and geography 35 Read again and listen. Then complete the
seven o’clock. design sentences with the words in the box.
Listening
B R E A K active building list mammal
history ICT literature 4 36 Listen to the description of St. Kilda and
2 steg pu She at An active volcano has got lava in it. circle T (true) or F (false).
half past eight. 1 I’ve got on Wednesday. 1 A lot of names or other things on a piece of
1 St Kilda is part of Canada. T/F
paper is a .
2 About 100 people live there. T/F
2 I’ve got on Thursday. 2 A drinks milk from its
3 The water isn’t good for swimming. T/F
3 ogse ot deb She at mother.
eight o’clock. 3 I’ve got on Friday. 3 A house, school or church is a
.
4 I’ve got on Monday.
4 sartts olscho She at

5 I’ve got on Tuesday.
half past ten.
88 Unit 5 96
Writing Guide
The step-by-step writing guide has Unit 4 Writing Guide
Text type: A city guide
Questions and answers provide a
2 plan YOUR TEXT
Tasks with a variety of different Plan for the students’ text.

TASK Write a City Guide. Follow the steps below.
Read the plan for a City Guide about Toledo.

1 READ THE MODEL Text
1 Where is it? Why is it famous?
It’s on the River Tagus.
1 Read the Model Text. Where are the good restaurants in Salamanca? It’s the old capital of Spain.
writing outcomes. Students use the answers provided

It’s got a famous old cathedral.
It’s very beautiful.
Salamanca is a city in Spain. It’s
2 Where are the cafés and restaurants?
on the River Tormes. There’s an There are some cafés near the Alcázar.
old part of the city and there’s There are some good restaurants on
also a new part. Calle Alfileritos.
3 What do the shops sell?
There’s a famous university in
A Model Text provides an example to complete a Draft Text followed

Some shops sell ceramics.
Salamanca. It’s very old. Near
Some shops sell other products
the university there’s the Plaza from the region.
Mayor. It’s a beautiful place.
There are also two cathedrals.
There are some good Now use the information from Step 2
restaurants there too. to complete this text about Toledo.
of what students will write. by their own text.

There are some good shops in 1 Toledo is a city in Spain. It’s on (1) the River Tagus .
Salamanca. People go shopping 2 It’s the old (2) . There’s a famous
near the Plaza Mayor. (3)
in Toledo. It’s very (4) .
Near the Alcázar there are (5) . There are also some
good restaurants on (6) .
3 Some shops sell (7) in Toledo and some shops sell
Students are given a reminder

(8)
.
2 Read the Model Text again and tick (✓) the things it mentions.
3 write YOUR TEXT
university ✓ cathedrals
mountains museums
Write about Toledo or another city.
to check the text for grammar,

forests supermarkets
shops restaurants
3 Read the Model Text again and answer the questions.

What’s the name of the river in the city?
The River Tormes.
vocabulary and spelling.

1 How many cathedrals are there in Salamanca?
2 Where is the Plaza Mayor? 4 check YOUR TEXT
3 What do people do near the Plaza Mayor? Check your:

Grammar Vocabulary Spelling
4 Circle the word also in the Model Text.
108 Unit 4 109
Speaking
Extra speaking practice is provided Unit 4 Speaking: Towns and places
you describe a town or
A Speaking Guide with questions
1 Tip aWhen
place, talk about the different
about photo 1 shows what students

buildings and where they are.
to prepare for oral presentations

and exams. can describe in photo 2.
Stimulating photos help engage 2
Useful Phrases for describing

students. photos and Useful Vocabulary
A Tip gives practical suggestions Speaking guide Useful Phrases
The … is behind / in front of / near the …
from the unit are provided for easy
1 Look at photo 1 and answer the questions.
for improving speaking. reference.

The … is between the … and the …
1 Where is the church?
It’s got a … / There’s a …
2 Has the town got any public transport?
It’s got a … , but it hasn’t got a …
3 What shops can you see?
There’s a … , but there isn’t a …
2 Look at photo 2 and describe the town. Use There are some … , but there aren’t any …
the Useful Vocabulary and Useful Phrases.
There are nine shops in this photo. Useful Vocabulary

chemist • church • cinema • hotel • library •
museum • newsagent • restaurant • school •
shoe shop • shopping centre • sports centre •
supermarket • underground station
Unit 4 123
Macmillan Life Skills

Collaborative Projects
The Task has a clearly defined Charts are provided for self and
Macmillan Life Skills Collaborative Project 1
5 Pictures
learning outcome.
TASK Make a poster about your favourite singer or group.
Find photos or draw pictures
group assessment of Life Skills used

of your
favourite singer or group.
1 Ideas
Who is your favourite singer or group? 2 Group
Clear steps help students work Why do you like him / her / them?
Write notes:
Name Beyoncé
My notes
Work
Which artist does everyone
your group like? Choose
artist and write notes:
one
in 4 Check check it for:
during the project.
Nationality American Read your text and
together on a project.
Type of music R&B, soul, pop • name • capital letters
Display More life skills stimulate social and

• nationality • apostrophes (’s/s’)
Appearance brown hair,
brown eyes,
beautiful
married
•
•
type of music
appearance
• spelling
• grammar
6 texts,
Other • other information Include your
information: to Jay-Z, Make a poster. your project
pictures. Show
age, family daughter photos and
and favourite Blue Ivy to the class.
civic awareness.
hobbies
3 Write
Write a short text
about your singer
group, using your or
notes.
Our favourite singer
is Beyoncé. She’s
American. Her music
Check your life skills!

is R&B, soul and pop.
She’s got brown hair
and brown eyes. She’s
beautiful. Beyoncé
is married to Jay-Z.
They’ve got a Draw the smiley face that describes your and your group’s life skills.
daughter, = Very good = Good = Needs more work
Blue Ivy. You Your group
Working with other students

Completing work on time
Taking good notes More
Enjoy doing the project life skills
Helping other students Be patient with others.
Patience is a life skill.
Working hard
Following all the steps
130 131
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13:47
Digital components
The Digital components provides digital solutions in one place which suit the technology available in all teaching
environments.
● Teachers can download the Teacher’s Presentation Kit.
● Students can access the Student’s Digital Material and download audio files for the Workbook.
For teachers For students

Teacher’s Digital Pack Student’s Digital Pack
The Digital Resource Centre gives access to the: Students who buy the Student’s Book obtain an access
● Teacher’s Presentation Kit. The Student’s Book in code for:
the Teacher’s Presentation Kit includes interactive ● Student’s Digital Material providing extra practice
activities with one-by-one or ‘show all’ answers. material and a Gradebook.

The Workbook includes ‘show all’ answers. Both the
Student’s Book and the Workbook have integrated
audio links and a full range of IWB tools.
● downloadable audio files for the Workbook.
Additional resources for students

● Macmillan Dictionary Online
● Teacher’s Resources including worksheets The Macmillan Dictionary Online is an online
and corresponding audio files. dictionary and thesaurus in one and offers free
● Class Audio. tools and resources. With just one click of a button,
● Workbook audio. users can consult definitions, synonyms, grammar
● Culture Watch material designed to enrich students’ information, example sentences, common phrases,
linguistic and socio-cultural competence, including British and American pronunciations and much more.
videos, worksheets, teaching notes at two levels and macmillandictionary.com
video transcripts.
● Students’ Digital Material and Gradebook.
● Tests with audio.
15.04.2019
AllClear_Introdu
13:47
All Clear Resources for teachers
Teacher’s Book Class Audio CDs
The Teacher’s Book is designed For Ukraine
All the audio recordings from the
2.14
2.15
2.16
2.17
2.18
2.19
2.20
Unit 7, Reading, History file, exercise 2
Unit 7, Grammar, All Clear Grammar, exercise 9
Unit 7, Vocabulary, Household objects, exercise 1
Unit 7, Listening, History of the toothbrush, exercise 4
Unit 7, Speaking, Asking for information, exercise 1
Unit 7, Writing, A description, exercise 1
Unit 7, Culture Reading, The White House
to help you make the most of 5 Student’s Book are included on

2.22 Unit 8, Vocabulary, Transport, exercise 1
For Ukraine
th 2.23
2.24
for the grade 2.26

2.27
Unit 8, Vocabulary, Travel, exercise 1
Unit 8, Listening, Graham Hughes, exercise 4
5
th
Unit 8, Pronunciation, -ed endings: /d/ /t/ /ɪd/, exercise a for the grade
5
2.31 978-0-230-46697-5
2.32 Unit 8, Pronunciation, -ed endings: /d/ /t/ /ɪd/, exercise b th
the All Clear components and two audio CDs.

2.39
2.40
Class Audio CD1
2.41
2.42
Unit 9, Pronunciation, /s/, exercise a Starter Unit – Unit 5
improve your students’ results.

© l.
M
ac ga
m i lle
illa is
nP ing
ub py
lish d co
ers ize
Lim hor
ited un aut
20 15. Th and
is recording is copyright
Class Audio CDs
The unit Overview spread

provides a quick guide to the Teacher’s Book
contents and objectives and

is followed by page-by-page teaching notes and
answer keys. There are warmers and extra activities
as well as cultural background information and
web information to help engage students’ interest.
Mixed-ability solutions suggest special activities
with suggestions for students who need extra help
and for fast finishers. The Teacher’s Book includes the
complete Student’s Book, including audioscripts and
the Workbook answer key.
xi
13:47 11 11 23.04.2019
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13:47
Teacher’s Book
The wide range of different features and tasks in the Teacher’s Book helps teachers
make the best use of the All Clear materials.
Each unit in the Teacher’s Book Lifelong learning skills and

starts with two complete Overview content-based learning: life skills,
pages which cover the following 4 Going
places Overview
Lifelong learning skills and content-based learning
Life skills Learning strategies

learning strategies, cross-curricular
● Cooperation Negotiate free-time plans with a friend, ● Compare grammar in English with your own language,
categories: Unit objectives and content

page 47 page 44
● Socio-cultural awareness Identify the location,
Unit objectives and key competences population and main features of a city, page 48 Cross-curricular content
● Learning how to learn Plan to write a city guide, ● Geography: twin cities, page 43
● Understand, memorize and correctly use ● Use appropriate functional language to make page 48 ● Geography: landscape features, page 46
vocabulary related to places in town and landscape suggestions CLC, SCC ● Recognizing diversity Popular cultural manifestations ● Language and literature: conventions for writing a city
features CLC ● Write a city guide CLC, SIE, CAE around the world, page 49 guide, page 48
key competences Further materials and evaluation:

● Identify specific information from a text on twin ● Use there is / there are + also to add information CLC
cities CLC ● Identify specific information from a text about
● Understand and correctly use grammar structures carnivals and festivals CLC
related to there is / there are, prepositions of place ● Assimilate the All Clear Tips and Rules and study
Further materials and evaluation
and countability and draw parallels to L1 CLC, L2L the Language Reference from the unit CLC, L2L,
● Identify specific information through a listening SIE Digital material Web info
activity about a place CLC, L2L ● Identify areas of language which need ● Student’s and Teacher’s Resource Centres
Tips to find extra information on: things to see in Brazil,
digital material, Workbook,

improvement and use ICT for extra practice DC,
Linguistic content: grammar,

● Teacher’s Presentation Kit
CLC, L2L things to see in Liverpool, the Tropical Islands resort,

● Student’s Digital Material: interactive vocabulary and
Dubai, Venetian carnival masks
grammar activities
More information on Key Competences, page v
● Video A typical day at a UK school (Revision Units 4–6,
Extra help for weaker students
page 74)
Teacher’s Resource File: All Clear Basics, pages 16–20
Student’s website www.macmillansecondary.es
Linguistic content
Workbook Material for fast finishers
vocabulary, functional language Teacher’s Resource File, evaluation

Workbook: Grammar Extension, page 31
Grammar Main vocabulary ● Vocabulary, pages 26–7
Teacher’s Resource File: Vocabulary Extension, page 15
● there is / there are: affirmative, negative, ● Places in town: chemist, church, etc
● Vocabulary Reference, page 87
Teacher’s Resource File: Grammar Extension, page 16
interrogative and short answers ● Landscape features: beach, forest, etc
● Grammar, pages 28–9
● Prepositions of place: behind, between, etc ● Grammar Reference and Practice, pages 72–3
● a / an, some, any Functional language ● Revision, page 30
● there is / there are + also ● Making suggestions / A day out
● Culture: Reading and Listening, page 96
and pronunciation material, web info, extra help for

● Writing Guide, pages 108–9
Recycled grammar Pronunciation ● Speaking, page 123
● be: present simple (Unit 1) ● The /ə/ sound
● have got (Unit 2) Teacher’s Resource File
Multi-level Materials Bank
● All Clear Basics, pages 16–20
● Vocabulary and Grammar Consolidation and Extension,

Skills: learning outcomes
weaker students and material for

pages 13–6
Skills: learning outcomes: reading,

● Translation and Dictation, pages 4 and 13
● Reading Understand specific information in a ● Writing Write a short city guide with simple and Lifelong Learning
clearly structured fact book article on twin cities. relevant information and facts to describe places in ● Digital Competence, pages 7–8
The student can re-read the more difficult parts, the city, page 48 ● Culture Video Material, pages 3–4
page 43 ● Reading Get the main idea of a short journalistic ● Study Skills, pages 1–12
● Listening Extract the main idea from a holiday text about carnivals and festivals in a magazine Evaluation and Key Competences
resort advertisement which is delivered in a slow, format. The student is guided by names and ● Evaluation Rubrics, pages 1–8
listening, speaking and writing fast finishers

clear way. Clearly recorded and without any pictures to aid understanding, page 49 ● Key Competences, pages 7–8 and 25–6
interference, page 46 Content-based learning
● Speaking Participate effectively in a face-to-face ● CLIL, pages 1–10
informal dialogue, making suggestions about a ● Macmillan Readers, pages 3–4
day out, page 47
T42A Unit 4 T42B
Lesson Aims:
Students read and listen to a text about twin cities for specific information.
Reading Extra activity

Practise the word stress in three-syllable words that
Fact book appear in the text: another, similar, January, carnival,
stadium, tourism, fantastic, important, interesting,
Clear Lesson Aims summarize the

Warmer
Cultural notes provide interesting

museums, slavery.
Introduce the idea of twins and of twin cities. Ask
students if they know if their town or city is twinned Cultural note
with any English-speaking ones (eg Madrid – New The name ‘Sugar Loaf’ was invented in the 16th century
York; Barcelona – Boston, Dublin and Glasgow; when sugar cane was a very important business in
Valencia – Sacramento, USA). For a full list, type ‘wiki Brazil. In order to transport the sugar on ships, blocks
+ Spanish twinned cities’ in a search engine. of sugar were placed in conical objects made of
work that will be covered. background information to the topic.

dried earth. These objects had a similar shape to the
mountain, which took its name from them.
Word Check
Check students understand the new words: twin, cities, Web info
also, slavery, teams. Explain any they don’t know. Type these words in your search engine for more
information about
1 1.41
Optional Warmer tasks are short

● things to see in Rio de Janeiro: ‘rough guide +
Mixed-ability solutions give ideas

● Students look at the pictures and describe what Rio de Janeiro’
they can see. Ask them to identify the cities ● things to see in Liverpool: ‘simonseeks + Liverpool’
(Rio de Janeiro and Liverpool) and say what they

know about them. Mixed-ability solutions
● Students read the question. Students who need extra help: Exercise 3.
● Students read and listen to the text to find the Read out the relevant part of the text where the
answer.
and practical.
answer to each question is to be found, eg 1 Rio de
for students who need extra help as

● Check the answer with the class. Janeiro means ‘January River’ but there isn’t a river
there! and so on.
2 ● Tell the class to read the text again and find the
Fast finishers: Exercise 3. Students write down four
names of the things 1–5 in the text.
similarities and one difference between Rio de
● Check answers with the class.
Janeiro and Liverpool.
3 Students read the statements. Self-study and extra practice
Extra activities are included for

●
well as fast finishers.

● Give them time to re-read the text and decide if Teacher’s Resource File
the statements are true or false. ● Key Competences: Reading, page 7
● Check answers with the class. Ask students to
identify the part of the text which tells them the
answer.
All Clear Facts
consolidation or extension. Read the fact with the class. Explain the literal meaning
of sugar loaf (a block of sugar) by using the example of a
loaf of bread which you can draw on the board.
Web info guides teachers to useful
T43 topic-related websites.

The Teacher’s Resource File contains 240 pages of photocopiable material, answer keys and audioscripts – all the
worksheets and extra materials your class needs to fully exploit the contents of All Clear. The Teacher’s Resource File
is divided into ten sub-sections arranged into four main sections, ensuring easy navigation. The relevant answer key is
located at the end of each section.

Basics Vocabulary and
All Clear Basics worksheets are Grammar
aimed at students who need extra Two Vocabulary Consolidation
help, making them an ideal solution and Extension worksheets and
to classroom diversity. They feature two Grammar Consolidation and
revision of key vocabulary and Extension worksheets per unit
grammar in the Student’s Book and provide revision and extended
a language reference section. practice of all the vocabulary and
grammar in the Student’s Book.
4 All Clear Basics 4 Vocabulary consolidation 4 Grammar extension

Landscape features Places in town there is / there are: affirmative and there is / there are: questions and
beach forest ice island lake mountain river sand snow trees water waves 1 Complete the crossword. Then find the mystery 2 Complete the words.
negative short answers
word. 1 Write sentences with There is / There isn’t or There 3 Write questions about your town. Then write short
1 Look at the pictures and complete the crossword. 2 Look at the pictures and circle the correct words are / There aren’t. answers for you.
1
1 C
W 2 ✗ a church / near my house a museum?
2 H
B A 3 There isn’t a church near my house. Is there a museum?
M
V 4 1 ✓ a river / in my town No, there isn’t.
3 C
A E 5 1 restaurants?
4 5 L
S W 6 2 ✗ any shops / in my street
N
H 7
6 R 3 ✓ two chemists / near here 2 sports centre?
T The beach / mountain isn’t big but I love the
7
O E S
8
1 You go here for mass.
snow / sand. It’s white!
(1)
sh o e shop
R 2 You sleep here when you are in a different city. 4 ✗ a shopping centre / in my street
9 10 3 You see very old things here. 1 su e m rk t 3 cinema?
S N
11 4 You watch films here. 2 s opp ng c ntr 5 ✗ any waves / in the sea
5 You go here to read books and study. 3 un rgr nd st t n
N C 4 s or s c ntr
12 6 You buy newspapers and magazines here. 4 newsagents?
R V R
7 You go here to eat. 5 s ho l Prepositions of place
Mystery word: 2 Look at the pictures and write the prepositions.
Down 5 shopping centre?
This is me in a (2)beach / forest. That (3)tree / wave is
1 2 5
very tall.
Landscape features
3 Look at the picture and order the letters to make words.
6 8 10
Countable and uncountable nouns
4
4 Write six nouns in each column.
8
11 near 1 Countable Uncountable
6 river water
2
Across There’s a (4)lake / mountain on the island. There’s 3
3 4 7 snow / tree and (6)sand / ice on top of it, even in

(5)
10
5
July!
11 1
9
3 Circle the odd one out.
9 12 2 3
beach sand tree 7
1 tree lake forest
5 Complete the sentences with a, an, some or any.
2 river beach lake 1 baehc beach 7 sewav
3 island snow ice 2 tfrose 8 ekal There is a mountain on the island.
3 virer 9 tawre 1 There’s pasta for lunch.
4 owns 10 s t e r e 2 Are there shoe shops near here?
5 daisnl 11 d n s a 3 I’ve got cheese.
6 ainmotun 4 There isn’t cinema in my street.
4 5
5 Are there restaurants in your town?
17 Photocopiable Text All Clear © Macmillan Publishers Limited 2015 13 Photocopiable Text All Clear © Macmillan Publishers Limited 2015 Photocopiable Text All Clear © Macmillan Publishers Limited 2015 16
xii
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AllClear_Introdu
13:47
Lifelong Learning
Digital Competence Culture Video Material Study Skills
The Digital Competence Each Cultural Awareness page in The Study Skills worksheets provide
worksheets train both teachers the term Revision sections of the students with tips and activities to
and students to use free web Student’s Book is linked to a related help them reflect on their learning
tools to improve their life skills. Culture video in the Teacher’s process and develop their study
Students can learn English and Presentation Kit with engaging skills, such as using a dictionary.
improve their digital competence footage of real life in English-speaking
through projects such as avatars, countries. The Teacher’s Resource
podcasts and online biographies. File provides worksheets which test
Each worksheet comes with students’ comprehension of the
Teaching Notes which provide more audiovisual material during and after
information about the web tools watching the videos, Teaching Notes
and explain how to make the most and Audioscripts.
of the worksheets in class.
4 Digital competence 2 Culture video worksheets 3 Study skills: Using a dictionary

Web-based image editing 1 Why is Selena Gomez famous?
2 What characteristics are the people describing?
School While you watch
Tip
tools 3 Which verb form do the people use to describe
Before you watch First viewing A dictionary can give you a lot of useful information about a word. For example:
Part 1: Let’s discuss what Selena is wearing? 1 Complete the sentences with the words in the box. ● how to spell the word
3 Watch the documentary about a school in the UK
4 Can you see any adjectives of character? Which One word is not needed. ● how to pronounce the word
1 Read the text and answer the questions. called King Alfred’s and number the things 1–6 in
ones? the order they are mentioned. ● the function of the word: noun, adjective, verb, adverb, preposition, etc.
art catering drama French
It is very easy to find all sorts of digital images on ● the different forms of the word: plural, past tense, third person, -ing form
ICT maths PE science a) registration
the internet. There are also many new web tools the different meanings and functions of the word.
GLOSSARY b) kitchens
●
which allow you to interact in some way with the 1 I love numbers and sums. c) bike
images you find. Web-based image editing tool: An is my favourite d) after-school activities
A web-based image editing tool allows you subject! notebook /ˈnəʊtbʊk/ (n)
online tool which allows you to e) school uniform
to add music, video, sound, text and lots more 1 a small book for writing notes in
add text, audio, music and other 2 James wants to be a doctor when f) maths
to your image. It enables the image to become 2 a small computer that is easy to carry
things to an image. he is older so he has to study really
‘interactive’ in some way. 4 Tick ✓ the subjects and sports that are mentioned
hard in .
in the documentary. ● The words in a dictionary are in alphabetical order. The words at the top of the dictionary page are called
1 Do you use a web-based image editing tool? 3 I’m not very creative and really
Interactive image: An image guidewords. They tell you which words you will find on the page.
2 What images do you edit? What do you add to 1 geography
hate lessons.
which contains links to external 2 French
them? 4 My sister is learning how to experience 484 explanation
text, audio, music and other 3 Chinese
make computer games in
Part 2: Let’s analyse things. 4 science
. experience /ɪᴋ’ѕрɪǝriǝns/ (v) expert1 /ekspǝ(r)t/ (n) someone who has particular
5 swimming
1. if you experience a problem or a situation, you have skill or knows a lot about a particular subject:
2 Look at the interactive images of Selena Gomez. 5 I love . I’m really 6 rugby that problem or are in that situation: the discrimination a safety / health / computer expert.
Answer the questions in groups. good at speaking other languages.
experienced by older people. expert2 /ekspǝ(r)t/ (adj)
Part 3: Let’s do it! 6 I don’t like being in a classroom Second viewing
2. to feel an emotion or physical feeling: Are you 1. showing special skill or knowledge: He’s an expert
This is Selena Gomez. She’s an She’s very
American actress and singer. beautiful. She’s behind a desk, so I really enjoy experiencing any pain? skier.
Step 1 Go online and search for an image of a 5 Watch the documentary again. Are the sentences
She was born in 1992. confident, , where I can run 2. expert help or advice is given by someone who
T (true) or F (false)? experienced /ɪᴋ’ѕрɪǝriǝnst/ (adj) someone who is
cheerful and famous person you like. Save the image has a lot of skill and knowledge: training your dog
friendly. around. experienced has skill at something because they have
onto your computer for later. 1 King Alfred’s has about 1,000 pupils. T/F under expert guidance.
She has got 7 Tom is an excellent cook. He’s the done it a lot: I’m a lot more experienced than him.
beautiful 2 Classes at King Alfred’s are one hour and
brown eyes. Step 2 Go online and choose a web-based image best in our class.
15 minutes long. T/F
editing tool to edit your photo. 2 Circle the correct words. 3 Pupils can do experiments in English. T/F
She has got ● Dictionaries often use abbreviations. For example: ● There are different types of dictionaries.
long dark hair. 4 Pupils can’t taste their food in catering adj = adjective monolingual dictionary (English–English): word in
Step 3 Think about what you are going to add to 1 Education is compulsory from a child’s fourth / ● ●
lessons. T/F v = verb English, definition in English

your image (text, audio, music). Organize fifth birthday. ●
5 Pupils are not allowed to wear trainers. T/F ● adv = adverb bilingual dictionary (Spanish–English, English–
your ideas on the Task Sheet. 2 Secondary school students start when they are ●
6 Every school in the UK has a climbing wall. T/F ● n = noun Spanish): translation of the word into the other
11 / 18.
Step 4 Upload your photo to your web-based 3 About 86 / 94 % of children go to state schools, 6 Watch and circle the correct information. ● prep = preposition language
image editing tool and add your text, audio which are free. ● Some words can have different functions and ● picture dictionary: with drawings to show the
She looks very or music to make it ‘interactive’. meanings. Look at the definitions of the word ‘tail’. meanings of the words
Selena’s Fashion proud and 4 Children sometimes / never learn at home (1)
8.45 / 9.45 Class 1
and Personality confident. instead. tail /teɪl/ ● specialized dictionary: for specialist subjects like
– What is she Step 5 Share the link to your edited image with 10.00 Class 2
● noun: part at back of the animal medicine, science, law, computers.
wearing? What 5 Students study for their A / B levels in years 12 11. 15 (2)
break / lunch
your teacher and classmates. ● verb: to follow someone very closely You can find many free dictionaries on the internet.
is she like? and 13. 11.40 Class 3
●
She’s wearing
a trendy (3)
12.55 / 1.55 (4)
break / lunch For example: www.macmillandictionary.com
She’s wearing jumper. 13.35 Registration
tight-fitted (5)
13.45 / 13.55 Class 4
trousers. She’s wearing
black shoes.
(6)
15.10 / 15.30 Home
7 Photocopiable Text All Clear © Macmillan Publishers Limited 2015 3 Photocopiable Text All Clear © Macmillan Publishers Limited 2015 5 Photocopiable Text All Clear © Macmillan Publishers Limited 2015
Evaluation and Key Competences

Evaluation Rubrics Evaluation rubric: Writing
Key Competences 4 Key competences worksheets
The Evaluation Rubrics can be Student’s name:

The Key Competences worksheets Reading
Key competences
CLC Competence in linguistic communication
used to assess student’s reading, provide further work on skills

SCC Social and civic competence
Result
1 Read the article about Jamal and Wendy’s different lifestyles.

with appropriate and
Is able to write notes,

accurate information
language. Respects
Is able to complete
informal language.
without significant
language and with
or short messages
using appropriate
the questionnaire
Can use everyday
courtesy and can

expressions and
messages using
TWO LIVES
grammatical or
minimal errors.
conventions of
spelling errors.
Is able to write
complete task
and accurate
and accurate
writing, listening and speaking with reading, writing, listening

successfully.
appropriate
Jamal
Jamal is 12 years old and lives in India. He lives in a small village next to
the beach. In India, many children work because their families are poor.
4
Sometimes, these children don’t go to school. Jamal’s family haven’t got

any money. Jamal is a child worker but he doesn’t work all day. He’s lucky.
Is able to write notes
language is usually
Is able to complete
spelling, grammar
In the mornings, he goes to school in the village, and in the afternoons

or conventions of
encounters some
or messages. The
appropriate and
inaccuracies (eg
difficulties with
Is able to write
skills and their progress throughout and speaking pairwork activities.

but with some
minor spelling
he works in a shoe shop. After work, Jamal like playing football with his
notes or short
questionnaire
messages but
most of the
friends. There isn’t a park or a sports centre in Jamal’s village, so they play
courtesy.
accurate.
football on the beach.

errors).
Wendy
3
In some cities in England there are lots of people from different countries.
inappropriate and/or
inaccurate language.
Wendy is 14. She’s Chinese but she lives in Coventry, in England. She likes
grammatical errors).
Is able to complete
notes or messages.
messages but uses

questionnaire but
living in Coventry. There are lots of things to do. There are shops, cinemas,
the year. They focus on specific Relevant competences are clearly

appropriate and
with significant
Is able to write
Is able to write
notes or short
The language
museums and restaurants. Wendy goes to a big school in the city centre.
is sometimes
(spelling and
inaccuracies
some of the
She likes her school because there are lots of children from different
accurate.
countries. Her best friend’s name is Dika. She’s from Romania. Wendy and
Dika like going shopping in the shopping centre on Saturdays. Wendy likes
2
doing sport, too. The sports centre is behind her school and she goes there
messages. Language
very little or none of
is inappropriate and
or is unable to write
with her brother, Lee, after school.

Is able to complete
Has great difficulty
learning outcomes covered in class, indicated on each worksheet.

the questionnaire.
effective notes or
Is unable to write
short messages.
2 Complete the sentences. 3 Answer the questions.

inaccurate.
1 Jamal lives in a small village in India 1 What does Jamal do in the afternoons?
the beach.
1
2 He goes to in the morning.

(SMS, instant messages, chats)
such as writing a formal letter or

3 He doesn’t play football in a 2 What is Jamal’s favourite free-time activity?
details, academic information
related to everyday situations

that include short comments,
questionnaire with personal
join an after-school activity).

or interests and hobbies (eg
to sign up as a volunteer, or
instructions or suggestions
or a .
Writes notes or messages
interests or topical issues,

networking sites) related
conventions of common
situations, students own
to activities or everyday
messages (eg on social
courtesy and etiquette.
4 Wendy is but she lives in

and which respect the
Write notes or short
Completes a simple
. 3 Where is Wendy’s best friend from?

Learning outcome
5 Coventry is a big city. There are restaurants, shops,

and .
or activities.
6 She goes to the sports centre with her 4 What does Wendy like doing on Saturdays?
giving a presentation, and include

Writing
. It’s her school.
3 Photocopiable Text All Clear © Macmillan Publishers Limited 2015 7 Photocopiable Text All Clear © Macmillan Publishers Limited 2015
evaluation criteria which show what

students are achieving successfully.
Content-based Learning
CLIL 4 CLIL worksheet
Macmillan Readers Term 2 Readers worksheet 2A
CLIL worksheets link cultural topics PE: rugby

1 Read about rugby.
Rugby originated in 1823 when a student at a prestigious

Macmillan Readers worksheets are PHOTO FINISH Polly Sweetnam
A Before reading
1 Look at the picture on the front cover of the book.
school in the town of Rugby in England picked up the What are these photos used for?
with other areas of the school provided to accompany a series of

ball with his hands during a game of football and ran. As
the students started to play this form of ‘football’ more
and more frequently, they invented the rules that are still 2 Read the back cover of the book. Then write what you think is wrong.
followed to this day.
There are some photos in the machine.
It is a sport played by two teams of 15 players with a ball Lisa looks at the pictures.
shaped like a big egg. They score goals by kicking the
curriculum. Teaching Notes provide Macmillan graded readers.

But they are not Lisa’s pictures.
ball over a high bar, which is like a giant ‘H’. Players score Something is wrong. Now Lisa is frightened.
points called tries by putting the ball behind the goal line.
Today, rugby is more popular than football in some parts
of the world. The most important international teams
are Argentina, Australia, England, France, New Zealand, B While reading
Scotland and Wales. They compete for the Rugby World
ideas for using the material in class.

Cup every four years.
3 Read to the end of page 6. Then write who says these things.
Rugby is also played in Spain. There are 200 clubs and 1 ‘I’ll meet you outside the office at 12.30.’
17,000 players around the country. FIND OUT: 2 ‘Please fill in these forms.’
3 ‘Here are my photos.’
How many players compete in a game
2 Look at the picture. Find six words in the wordsearch. 4 ‘I hate the old bus station.’
of rugby?
5 ‘Go and get your photos.’
S B A L R T S
2 1 4 Read to the end of page 9. Then put these sentences in the correct order.
H P I T C H O
I O C S H E R a) She is frightened.
b) Some photos are coming out of the slot.
R S B A L L T
c) She puts her money into the machine.
T T C H P M S 6
d) Lisa walks quickly.
O S M E T E A 3 5 e) Lisa goes outside the photo booth.
O H B O O T S
4
S H O R T S B 5 Here are the murderer and Lisa in the bus station. Write what they are thinking.
3 Complete the text with some of the words from exercise 2.
Rugby is the national sport of Wales. There are WEB QUEST

15 players in a rugby team. All rugby players
Find out about the Millennium
wear (1) , shirts and special
Stadium in Cardiff.
(2)
on their feet. Some players
wear head guards on their heads. The two teams
play a rugby match on a (3) . The
match lasts for 80 minutes. The (4)
isn’t round like a football. It’s shaped like an egg.
7 Photocopiable Text All Clear © Macmillan Publishers Limited 2015 3 Photocopiable Text All Clear © Macmillan Publishers Limited 2015
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Unit Unit Vocabulary Grammar
Vocabulary Grammar
Reading Reading Writing
Starter Starter
page 4 The alphabet  page
Times4 TheMy
alphabet
school bag
 Times
 Colours
 My school bag  Colours Days and m
1 Identity 1 Identity
• Countries and
nationalities
• be:• present
Countries
simple
and
nationalities
• Subject
• Websimple
• be: present forum:
Colourful characters
pronouns and • Subject pronouns and
• Web forum: • A blog p
Colourful characters
• Capital l
page 8 page 8
• Family possessive
• Family adjectives possessive adjectives
• Question words • Question words
2 Describe it!2 Describe it!

• Parts of the body
• Adjectives
• have got of the body • have got
• Parts
• Singular
• Adjectives
• Popular science
• Singularmagazine:
and plural nouns and plural nouns
• Popular science • A descri
magazine: person
page 18 page 18
of physical of physical Really unusual Really unusual • Apostro
description description animals animals
3 Healthy 3 Healthy
• Food
• Free-time
• Present
• Foodsimple
• love, like, don’t like,
• Free-time
• Present • simple
Health poster:
• love, like,Food
don’tmyths
like, –
• Health poster:
Food myths –
• A blog e
lifestyle
lifestyle lifestyle
activities hateactivities
+ -ing hate + -ingAre they true Are they true • Connec
page 28 page 28 • Subject and object pronouns
• Subject and object pronouns
Revision Units 1–3 page

Revision Units 1–3 page
38 Vocabulary Grammar
38 Vocabulary
 Cultural awareness
 Grammar Food Cultural awareness Food Digital com
4 Going places
4 Going places
• Places in town
• Landscape
• there is / there
• Places
• Prepositions
• Landscape
are
in town • there is• /Fact
therebook:
Twinof
of place • Prepositions
are
cities
place
• Fact book:
Twin cities
• A city gu
• there is /
page 42 page 42
features features
• a / an, some, any • a / an, some, any also
5 At school 5 At school
• Daily routines
• School subjects
• can• Daily routines
• Adverbs
• School
• can • Website article:
subjects • AdverbsSchools
of manner, of the air
of manner,
• Website article: • An essa
Schools of the air• because
page 52 page 52
frequency frequency
frequency: questions frequency: questions
6 Sport 6 Sport
• Sport
• Adjectives
• Present
• Sport
• Present
continuous
• Adjectives
simple and
• Present
• continuous
Sports diary:
• Present simple
A day training
and with
• Sports diary: • An ema
A day training witha pen pa
page 62 page 62
of opinion continuous
of opinion continuous
Mo Farah Mo Farah • so

72 Vocabulary
 Grammar Schools
 inCultural
the UKawareness Schools in the UK Digital com
7 At home 7 At home
• Rooms and
furniture
• be:• past
Roomssimple
• therefurniture
and
was / there were •
• • History
be: past simple file:
there wasHistory
/ thereonwere
an English
• History file: • A descri
History on an English
• Adjectiv
page 76 page 76
• Household • Household
• Past simple: affirmative • street
Past simple: affirmative street
objects objects
regular verbs regular verbs
8 Transport 8 Transport
• Transport
• Travel
• Past
• Transport
simple: regular and• Past simple:
irregular
• Travelverbs
• History
irregularOn
regular
verbs
essay:
and
two wheels
• History essay: • A story
On two wheels • Time co
and travel and travel first, the
page 86 page 86
9 Special days
9 Special days
• Clothes
• Weather and
• be•going
• must
to
Clothes
/ mustn’tand
• Weather
• be going to
• Guidebook:
• must / mustn’t
Multicultural
• Guidebook:
Multicultural
• An ema
• Connec
page 96 page 96
seasons seasons celebrations celebrations but, so, t
because

106 Vocabulary
 Grammar  Cultural awareness Transport
Transport Digital com
Culture CultureUkraine and Great Britain page 110 and

Ukraine  Great
My place
Britain page 110
of living page 112My place of living page 112 Wordlist
Holidays in Ukraine and the Holidays
United Kingdom page
in Ukraine and114
the United Kingdom page 114
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13:47
CLC Competence in linguistic communication  CMST Competence in mathematics, science and technology
DC Digital competence  L2L Learning to learn  SCC Social and civic competences  SIE Sense of initiative and entrepreneurship
Writing Listening
Writing Speaking
Listening Culture
Speaking Key
Culture
competences Key competences
Days and months  Demonstrative
Days and months
pronouns Demonstrative
Introductions
pronouns
 Classroom
 Introductions
language  Classroom language
• A blog profile •• Looking

A blog profi
at family
le • • Exchanging
Looking at family Reading:
• Exchanging Reading:
CLC CLC
DC After-school clubs DC
aracters
• Capital letters • photos
Capital letters personal
photos After-school
personal clubs
L2L L2L
information / information /
Pronunciation: Pronunciation:
SCC SCC
Making friends Making
Word friends
stress SIEWord stress SIE
CAE CAE
nce • A description of a •• Sports

A description
stars of a • • Giving
Sportsinstructions
stars Reading:
• Giving instructions Reading:
CLC CLC
person person / Looking after Australian
/ Lookingwildlife
after DC Australian wildlife DC
L2L L2L
al • Apostrophes • Apostrophes pets pets
Pronunciation: /h/ Pronunciation: /h/
SCC SCC
SIE SIE
CAE CAE
r: • A blog entry: My •• Healthy

A blog entry:
lifestyle
My • • Ordering
Healthy lifestyle
food / Reading:
• Ordering food / Reading:
CLC CLC
lifestyle quiz
lifestyle Atquiz
the café British
At thefood
café CMST
British food CMST
– DC DC
e • Connectors: and, but • Connectors: and, but Pronunciation: Third Pronunciation: Third
L2L L2L
person singular -s: SIEperson singular -s: SIE
/s/ /z/ or /ɪz/ CAE/s/ /z/ or /ɪz/ CAE
Digital competence
Digital competence A Collaborative wall A Collaborative wall
• A city guide •• Tropical

A city guide
Islands • • Making
Tropical Islands Reading:
• Making Reading:
CLC CLC
suggestions / Carnivals
suggestions
and / DC Carnivals and DC
• there is / there are + • there is / there are + L2L L2L
also also A day out festivals
A day out SCCfestivals SCC
Pronunciation: /ə/ Pronunciation: /ə/
SIE SIE
CAE CAE
le: • An essay •• Redroofs

An essay • •Talking
Redroofsto a ticket Reading:
• Talking to a ticket Reading:
CLC CLC
seller / Buying UK
seller
Secondary
/ Buying DC UK Secondary DC
he air• because • because L2L L2L
a ticket Schools
a ticket SCCSchools SCC
SIE SIE
can / can’t CAEcan / can’t CAE
• An email to •• Snowboarding
An email to • • Making
Snowboarding Reading:
• Making Reading:
CLC CLC
DC Traditional Irish DC
g witha pen pal a pen pal arrangements / Traditional
arrangements
Irish /
SCC SCC
• so • so Going out sports
Going out SIEsports SIE
Pronunciation: -ing Pronunciation: -ing
CAE CAE
Digitalartwork
Digital competence Digital comic competence Digital comic artwork
• A description •• History
A description
of the • • Asking
Historyfor
of the Reading:
• Asking for Reading:
CLC CLC
DC The White House DC
n English
• Adjectives • toothbrush
Adjectives information
toothbrush/ On The
information
White House
/ On
L2L L2L
a school trip a school tripwas
Pronunciation: Pronunciation: was
SCC SCC
/ were SIE/ were SIE
CAE CAE
y: • A story •• Graham
A story Hughes • • Asking
GrahamforHughes
travel Reading:
• Asking for travel Reading:
CLC CLC
information / Public
information
transport
/ CMSTPublic transport CMST
els • Time connectors: • Time connectors: DC DC
first, then, in the end first, then, in the end A bus trip A bus trip -ed
L2L -ed L2L
endings: /d/ /t/ /ɪd/ SCCendings: /d/ /t/ /ɪd/ SCC
SIE SIE
CAE CAE
• An email •• St
AnJohn’s
emailEve • • Inviting
St John’s
a friend
Eve to Reading:
• Inviting a friend to Reading:
CLC CLC
a party / Going to Glastonbury
a party / Going to DC Glastonbury DC
• Connectors: and, • Connectors: and, L2L L2L
but, so, then, but, so, then, a party Festival
a party SCCFestival SCC
because because Pronunciation: /s/ Pronunciation: /s/
SIE SIE
CAE CAE
Digital competence Digital avatars

Digital competence Digital avatars
Wordlist page 116 Wordlist

Irregular
pageverbs
116 Irregular verbs
page 120 Phonetic
pagesymbols
120 Phonetic
page 121 symbols page 122
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Starter
Please note that the SB pages are
placeholders to be replaced once SB
S
has beenfinalised. Keys will be moved
unit
accordingly at this point. – Design
Vocabulary
The alphabet
1 1.01
Listen and repeat the alphabet.
2 Ask your partner to spell his or her

name.
How do you spell your name?
Times
Exercise 3 3 Match the clocks with the times below.
a 4 (example)
b 2
a–4
c 6 1 quarter to eleven 4 ten past two
d 5
2 three o’clock 5 five to nine
e 1
f 3 3 half past twelve 6 quarter past three
a b c
d e f
Exercise 4 4 What time is your … ?

Students’ own answers
1 first class 2 break 3 lunch 4 last lesson
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Lesson Aims:
Students revise and practise the letters of the alphabet and telling the time.
Vocabulary Times
3 ● Revise how to tell the time by drawing different
The alphabet clock faces on the board. Pay particular attention
to the pronunciation of quarter and half.
Warmer ● Students look at the book and match the times
Play a name game so that everyone learns their with the clocks.
classmates’ names. Start with yourself, eg My name’s ● Check answers with the class.
Elena. The first student has to say, eg Your name’s
Elena and my name’s Juan. The next student says Extra activity
Your name’s Elena, your name’s Juan and my name’s Students cover up the written times 1–6 and say the
María, etc. times on the clocks.
4 ● Ask students the questions. Clear up any

1 1.01
vocabulary problems (eg break).
● Write the alphabet on the board according to the ● Students ask the questions in pairs.
pronunciation of the letters.
A B F I Q O R Extra activity
H C L Y U For classes with a good level, students ask about other
J D M W everyday events, eg breakfast, homework time, bed time,
K E N etc.
G S
P X Self-study and extra practice
T Z Workbook
V ● page 4
● Practise each column with the class.
● Play the audio. Students listen and repeat the
alphabet.
● Test them by pointing at some letters on the
board. They will have particular difficulty with a
and r; e and i; g and j; v and w; c, h and y.
2
● Tell students to silently practise spelling their
name and surname(s).
● Students spell their own names out loud and
write down what their partner says in pairs.
● Check by asking some students to spell their
name or their partner’s name to you.
Starter unit T4
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Lesson Aims:
Students revise and practise school objects, colours and days and months.
Vocabulary Days and months

8 ● Ask students what the day is today. Elicit the
My school bag other days of the week
● Students first identify the days of the week in
Warmer the word snake and then put them in the correct
Ask students what objects they often use in the order. Mention that in many English-speaking
classroom, eliciting or supplying translations as countries, Monday is the first day of the week.
need be.
9 ● Revise the months of the year with the class.
Practise the pronunciation, paying particular
5 ● Students cover the words and look at the objects.
attention to word stress.
Elicit some of the names of the objects.
● Students put the months in order.
● Look at the example (notebook). Students match
the other objects with the other words in the
10 ● Read the questions with the class, clearing up
box.
any vocabulary problems.
● Students write their answers.
6 1.02
● Practise the pronunciation of the questions with
● Play the audio. Students listen and repeat the the class.
words. ● Students ask and answer the questions in pairs.
● Highlight the word stress on the board and teach
the pronunciation of problematic words such as Extra activity
pencil case and pencil sharpener. Revise the days and months of the year by playing a
game of Bingo! Students draw a three by three grid and
Colours write days and months in them. The teacher then calls
7 ● Check students understand all the colour words. out days and months at random.
● Read the example with the class.
● Students match the colours with the objects in Self-study and extra practice
exercise 5 and write sentences as in the example Workbook
(The book is red.). ● pages 4 and 5
Extra activity
Teach or revise the question What colour is … ? Students
tell you the colour of some classroom objects.
T5
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Exercise 5
1 notebook (example) 6 ruler
2 pencil case 7 pencil sharpener
3 book 8 pencil
4 pen 9 rubber
5 highlighter 10 school bag
My school bag
1
5 Match objects 1–10 with the words in the box.
1 – notebook
book highlighter notebook pen pencil pencil case
pencil sharpener rubber ruler school bag
5
3 4
2
All Clear
Competential Evaluation Life skills
Step-by-step guidance Clear syllabus
For Ukraine
Teacher Components
Student Components
Student’s Book 1
5
th

for the grade
Teacher’s Book
Student’s Book with Workbook with
digital access code online audio
Digital Resource Centre

• Teacher’s Presentation Kit
Student’s Digital Material • Editable Teacher’s Resources
• Culture videos and worksheets
6 Student Website
www.macmillansecondary.com
Online Dictionary Tests and Exams Pack with
CEFR Skills Exam Generator
Class Audio CDs
9
Student’s Book
systems requirements,
For technical support or to consult
8
ISBN 978-0-230-48544-0
at: help.macmillan.es
please visit our helpdesk website
COMMON EUROPEAN FRAMEWORK Fiona Mauchline and Daniel Morris

A1 A2 B1 B2 C1 C2
7
9 780230 485440
www.macmillanelt.es
12.03.2019 12:12
1
All_Clear_for_Ukraine_SB1_COVER.indd
10
6 1.02
Listen and repeat the words.
Colours
7 Match the colours with the objects in exercise 5.
black blue brown green orange Exercise 7

pink purple red white yellow 1 The notebook is black. 6 The ruler is brown.
2 The pencil case is pink. 7 The pencil sharpener is orange.
The book is red. 3 The book is red. (example) 8 The pencil is green.
4 The pen is blue. 9 The rubber is white.
5 The highlighter is yellow. 10 The school bag is purple.
Days and months
8 Copy the days of the week in your notebook. Then write them in the correct order. Exercise 8
Order in the word
URS DAYLKDSA DW EDNESDAY snake: Thursday,
UTH TUR
AY OH KO
JF
T DA Saturday, Monday,
HS YK ND RI
G DT SU DA Tuesday, Sunday,
MO
NDAYHW AY JHB Y
OTUESD Wednesday, Friday
1 Monday
(example)
1 – Monday
2 Tuesday
3 Wednesday
9 Write the months in the correct order in 10 Answer the questions. Write the answers 4 Thursday
your notebook. in your notebook. 5 Friday
6 Saturday
1 – January 1 What day is today? 7 Sunday
March July 2 What days are your English classes?
September August 3 What is your favourite day?
May December 4 What month is your birthday?
February June 5 What month is New Year’s Day in?
October November
April January
Exercise 9 Exercise 10
Starter unit 5
1 January 5 May 9 September 1–4 Students’ own answers
2 February 6 June 10 October 5 January
3 March 7 July 11 November
4 April 8 August 12 December
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Grammar
Demonstrative pronouns
This is a book.
That is a desk. These are pens. Those are students.
Exercise 1 1 Look at the sentences. How do you say the words in blue in your language?
Students’ own
answers
2 In pairs, point to objects or people in the classroom. Make sentences with this, that,
these and those.
This is my book. These are my pens.

That’s Lucy. Those are my friends.
Listening
Hi. My name’s Rebecca and Good morning,
this is Jack. We’re friends. everyone.
Good morning,
Mr Taylor.
1 1.03
Read and listen. What are the 2 1.04
Listen to the teacher in another
students’ names? What is the school introducing a new student.
teacher’s name? What is Jack’s full name?
6 Exercise 1 Vocabulary Reference

Exercise 2
The students’ names are Rebecca Jack Beckham
and Jack, Abi, Jo and Sarah.
The teacher’s name is Mr Taylor.
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Lesson Aims:
Students revise and practise demonstrative pronouns.
Students read and listen to people being introduced and extract specific information.
Grammar Listening
Demonstrative pronouns 1 1.03
● Play the audio. Students read and listen to the

Warmer text to find the names of the students and the
Demonstrate this is, that is, these are and those are teacher.
using various objects in the classroom. Elicit the ● Check answers with the class.
meaning and teach the pronunciation, laying
emphasis on the difference between this and these. 2 1.04
● Write Jack on the board. With books closed,

students listen and write Jack’s full name.
1 ● Students read the sentences and translate the
● Check the answer with the class.
words in blue.
Mixed-ability solutions
2 Students who need extra help: Exercise 2.
Ask various students to spell their full name before
● Read the speech bubbles with the class.
playing the audio.
● Students practise the phrases in the speech
bubbles. Self-study and extra practice
● Then refer to other people and objects in the Workbook
class. ● page 6
● In pairs, students refer to other people and
objects in the class using this is, that is, these are
and those are.
Students who need extra help: Exercise 2.
Students write their sentences first.
Starter unit T6
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Lesson Aims:
Students revise and practise common classroom language.
Speaking Speaking Task

Classroom language 1 Ask and answer questions
Students choose two classroom objects and a page
Warmer number.
On the board write two or three of the questions in
the Model Dialogue with the words jumbled up and
Students look at the Model Dialogue and change the
ask the class to put them in the correct order.
words in blue to make their own dialogue.
3 Speak
Model Dialogue Students practise their dialogues in pairs.
1 1.05 Mixed-ability solutions

● Play the audio. Students listen to and read the Students who need extra help: Speaking task.
dialogue. Students write out their dialogue before they do
● Elicit the translation of лiнiйка. step 3.
Fast finishers: Speaking task. Students act out
2 ● Play the audio again. Students listen again and another dialogue using different objects and a
this time repeat the dialogue. different page number. If possible, they do this
● Focus on and explain the expressions How do without looking at the Model Dialogue.
you say … in English?; Can you repeat that, please?;
How do you spell that?; What page are we on?; Can Self-study and extra practice
I have … . Get the class to pay attention to stress Workbook
and intonation. ● page 7
T7
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Speaking
Classroom language
Model Dialogue
Mia
Harry
How do you say лiнiЙка in English?
It’s ruler.
Can you repeat that, please?

Yes, of course. It’s ruler.
How do you spell that?

R-U-L-E-R.
What page are we on?

We’re on page seven.
Can I have a pen, please?

Here you are.
1 Listen to the dialogue. How do you say лiнiЙка in English? Exercise 1

1.05
ruler
2 Listen again and repeat the dialogue.
Speaking Task
1 Ask and answer questions
Choose two classroom objects and a page number.
3 Speak
How do you say … in English? It’s … .
Starter
Unit
unit
S 7
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14:24
1 Identity Overview
Unit objectives and key competences
● Understand, memorize and correctly use ● Use appropriate functional language to exchange
vocabulary related to countries and nationalities, personal information CLC, SCC
families and possessive ’s / s’ CLC ● Write a blog profile CLC, SCC, CAE
● Identify specific information from a text about ● Use capital letters correctly in compositions CLC
characters in comic films CLC, SCC, CAE ● Identify specific information from a text about
● Understand and correctly use grammar structures after-school clubs CLC, SCC, CAE
related to the present simple of be, subject ● Assimilate the All Clear Tips and study the
pronouns and possessive adjectives, and question Language Reference from the unit CLC, L2L, SIE
words CLC, L2L ● Identify areas of language which need
● Identify specific information through a listening improvement and use ICT for extra practice DC,
activity about pictures of people CLC, L2L CLC, L2L
Linguistic content
Grammar Main vocabulary

● be: present simple – affirmative, negative, ● Countries and nationalities: France, French, etc
interrogative and short answers ● Family words: mother, father, etc
● Subject pronouns: I, you, she, etc ● All Clear Tips: Possessive ’s / s’
● Possessive adjectives: my, your, her, etc
● Question words: who, what, etc Functional language
● Exchanging personal information / Making friends
Pronunciation
● Word stress on nationality and country words
● Reading Understand specific information in a ● Speaking Participate effectively in a face-to-

clearly structured web forum discussion about face informal dialogue, exchanging personal
colourful characters from cartoons, comics and information, page 13
films. The student can re-read the more difficult ● Writing Write a blog profile with simple and
parts, page 9 relevant descriptions of family and personal
● Listening Understand an informal conversation experience. Express opinions in a simple, clear
in which people express opinions about familiar way, page 14
topics of everyday life. Delivered slowly and with ● Reading Understand specific information in a
clarity, page 12 clearly structured web page about after-school
activities. The student can re-read the more
difficult parts, page 15
T8A
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13:28

● Communication Exchange personal information and ● Reading a text to get the general idea, page 9
make new friends, page 13 ● Finding examples of rules in a text, page 14
● Learning how to learn Make notes to describe a family
photo, page 14 Cross-curricular content
● Socio-cultural awareness Read about after-school ● Geography: countries and nationalities, page 8
activities in a different culture, page 15 ● Various subjects: different subjects dealt with in
after-school clubs, page 15
Digital material Evaluation material

● Student’s and Teacher’s Resource Centres ● Unit 1 end-of-unit test: Basic, Standard and Extra
● Teacher’s Presentation Kit ● CEFR Skills Exam Generator
grammar activities Web info

● Video Food (Revision Units 1–3, page 40) Tips to find extra information on: comic book
Student’s website www.macmillansecondary.es heroes, families (song), blog profiles, scouts and
other after-school activities in the UK
Workbook
● Vocabulary, pages 8–9 Extra help for weaker students
● Vocabulary Reference, page 84 Teacher’s Resource File: All Clear Basics, pages 1–5
● Grammar Reference and Practice, pages 66–7 Material for fast finishers
● Revision, page 12 Workbook: Grammar Extension, page 13
● Culture: Reading and Listening, page 93 Teacher’s Resource File: Vocabulary Extension, page 3
● Writing Guide, pages 102–3 Teacher’s Resource File: Grammar Extension, page 4
● Speaking, page 120

pages 1–4
Lifelong Learning
● Digital Competence, pages 1–2
● Culture Video Material, pages 1–2
● Study Skills, pages 1–12

● Evaluation Rubrics, pages 1–7
● Key Competences, pages 1–2 and 19–20
Content-based learning
● CLIL, pages 1–10
● Macmillan Readers, pages 1–2
Unit 1 T8B
25
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Objectives
1 Identity
Vocabulary Countries and nationalities; family
Grammar be: present simple; subject
pronouns and possessive adjectives;
question words
Speaking Exchanging personal information
Writing A blog profile; capital letters
Vocabulary
Countries and nationalities
Exercise 1 1 Match the countries on the map with the nationalities. Listen and repeat the words.
1.06
1 Canadian
2 American 1 Canada – Canadian
3 Mexican American • Australian • British • Canadian • Chinese • Colombian • Ecuadorian • French • Irish •
4 Colombian Japanese • Mexican • Moroccan • Portuguese • Romanian • Spanish
5 Ecuadorian
6 Irish
7 Portuguese
8 Moroccan
9 British
10 French 9
11 Romanian 1 6 10
12 Spanish
13 Chinese 7
11
14 Japanese 2
8 13 14
15 Australian
12
3
15
2 Write the correct word in your notebook. Exercise 2

1 Japan
1 Tokyo is the capital of Japan / Japanese.
2 American
2 Batman is an America / American superhero. 3 Spanish
3 Spain / Spanish is the official language of Mexico. 4 China
5 Colombia
4 More than 1.3 billion people live in China / Chinese.
5 Bogota is the capital city of Colombia / Colombian.
3 1.07
Listen to Dan, Ben and Ruth. Where are they from? Exercise 3
Dan is from the UK.
4 In pairs, introduce yourself. Ben is from Ireland.
Ruth is from London.
Hi! My name’s Elvira. I’m from Colombia.
Hi! I’m Javier. I’m from Cuenca. It’s in Spain.
8 Vocabulary Reference
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Lesson Aims:
Students learn and practise some country and nationality words.
Students listen to people introducing themselves, and introduce themselves.
Vocabulary 4
● Explain that when we meet someone for the first
Countries and nationalities time, we normally introduce ourselves.
● Introduce yourself using the model in the book.
Warmer ● Ask some students to do the same. Correct their
Ask students to name three countries where English pronunciation.
is spoken and three where Spanish is spoken.
● Students introduce themselves to the students
around them. Encourage them to shake hands to
make the situation more lifelike.
1 1.06
● Look at the map and read the example Mixed-ability solutions

(Canada – Canadian) with the class. Students who need extra help: Exercise 4.
● Students match the countries on the map with Students write out what they are going to say first.
the nationalities. Fast finishers: Exercise 2. Write the following
● Check answers with the class. words and expressions on the board: Paris / France,
● Remind students that countries and nationalities Superman / English, over 60 million / the UK, Berlin /
begin with a capital letter. Germany. Students write sentences using the items
● Play the audio. Students listen and repeat the in exercise 2 as a model.
words. Make sure that they stress each word
correctly.
Self-study and extra practice
Workbook
Extra activity ● Vocabulary, page 8
Say a country, students say the nationality, eg Canada – Teacher’s Resource File
Canadian, etc. ● All Clear Basics, page 3
● Vocabulary Consolidation, page 1
2 ● Do question 1 with the class. Elicit why Japan and ● Vocabulary Extension, page 3
not Japanese is the correct option. Digital Activities

● Students choose the correct options to complete ● Student’s Digital Material
the other sentences.
● Point out that some but not all nationality
adjectives are also languages, eg French and
Spanish are but British and Colombian are not.
3 1.07
● Students listen to the dialogue and say where the

students are from.
Unit 1 T8
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Lesson Aims:
Students read and listen to a text about film characters for gist and specific information.

Books closed. Read out the beginning of each sentence
Web forum that describes the characters in the text, eg This is Goku.
He is the hero of … . Encourage the class to complete the
Warmer sentences.
Brainstorm with students films they like. Ask them
who the main characters are in each of the films Cultural note
and which actors play them. Manga were originally comics created in Japan, or by
Japanese artists, in the Japanese language, although
they are now produced internationally. They use a style
Word Check developed in Japan in the late 19th century, but have
Check students understand the new words: brave, their roots in earlier Japanese art. People of all ages in
hunter, millionaire. Explain any they don’t know. Japan read manga comics. They cover a broad range
of genres, including action-adventure, romance, sports
1 1.08 and games, historical drama, comedy and science
● Students look at the three pictures and identify fiction.
the characters (Goku, Katniss Everdeen, Batman).
● Focus on the question. Check that students Web info
understand the word characters. Type these words in your search engine for more
● Play the audio. Students read and listen to the text. information about comic heroes: ‘10 most + famous
● Check the answer with the class. comic heroes’
2 ● Students read the text again and complete the Mixed-ability solutions
sentences. Students who need extra help: Exercise 3.
● Check answers with the class. Read out the relevant part of the text where the
answer to each question is to be found.
3 ● Focus on the instructions. Make sure that 1 (false) Goku is in all the Dragon Ball comics and
students understand that they need to films.
determine if each sentence is true or false and 2 (true) He is the hero of Dragon Ball, a Japanese
copy the relevant information from the text. manga comic.
If necessary, do the first question with the 3 (false) Katniss is 16 and she is from District 12.
whole class. 4 (false) She is on a television programme called
● Check answers with the class. the Hunger Games.
5 (true) He is a superhero in Gotham City.
All Clear Facts Fast finishers: Exercise 3. Students close their books
Read the fact with the class. Ask the class if they know and write down all that they can remember about
where Jennifer Lawrence is from (the USA). Ask the the texts.
class which comic Mystique appears in (X-Men). Ask
the class to name any other characters in the comic (eg
Wolverine, Storm, Iceman).
● Key Competences: Reading, page 1
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Reading Word Check
brave hunter millionaire
Web forum
User name Password Log in

Home News Groups Forums Articles
COLOURFUL CHARACTERS
Interesting characters in films and books are very
entertaining. Who are your favourite characters?
Miku, Japan
Ball, a Japanese manga
This is Goku. He is the hero of Dragon Ball
comic. His real name is Son Goku. He is very brave and strong.
Goku is in all the Dragon Ball comics and films.
Harry, the UK
My favourite character is Katniss Everdeen from
the Hunger Games trilogy. Katniss is 16 and she
is from District 12. She is on an annual
television programme called the Hunger Games.
She is a good hunter,, and very intelligent and kind.
Ryan, Australia
Batman is my favourite character. He is a
superhero in Gotham City. Batman is really a
millionaire called Bruce Wayne. He’s the star of
the film The Dark Knight.
All Clear Facts

Exercise 1 1 1.08
Read and listen. What is the text about? The actress Jennifer Lawrence is Katniss
2 Interesting Everdeen in the Hunger Games films. She
1 Characters in comic book films.
people is also Mystique in the X-Men films.
in films 2 Interesting people in films.
2 Read the text again. Complete the sentences in your notebook. Exercise 2
1 The Dragon Ball comic is from … . 1 Japan
2 the Hunger Games trilogy
2 Katniss Everdeen is from … .
3 Gotham City
3 Bruce Wayne is from … .
3 Write true or false in your notebook. Copy the sentences with the information.
1 Goku isn’t in the Dragon Ball films. Exercise 3
2 Dragon Ball is a manga comic. 1 false – Goku is in all the Dragon Ball comics and films.
3 Katniss is a superhero. 2 true – He is the hero of Dragon Ball, a Japanese Manga comic.
3 false – Katniss is 16 and she is from District 12.
4 Katniss is an actor in films.
4 false – She is on a television programme called the Hunger Games.
5 Batman is a superhero. 5 true – He is a superhero in Gotham City.
Unit 1 9
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Grammar
be: present simple
Affirmative Negative Interrogative Short answers
I’m I’m not Am I … ? Yes, I am.
You’re You aren’t Are you … ? No, you aren’t.
He’s He isn’t Is he … ? Yes, he is.
She’s She isn’t Is she … ? No, she isn’t.
It’s It isn’t Is it … ? Yes, it is.
We’re We aren’t Are we … ? No, we aren’t.
You’re You aren’t Are you … ? Yes, you are.
They’re They aren’t Are they … ? No, they aren’t.
Exercise 1 1 Complete with the affirmative of the

verb to be.
1 is
2 is 1 Hi My name … Superman.
3 am
4 are
2 My real name … Clark Kent.
5 are 3 I … from the planet Krypton.
6 is 4 My mum and dad … Marta and
7 is
Jonathan.
5 We … in the film Man of Steel.
6 S … the symbol for hope in Krypton. Exercise 2
7 General Zod … his enemy in the film. 1 My real name isn’t Superman.
2 I’m not from the USA.
2 Rewrite the sentences with the 3 My mum and dad aren’t Mary
negative form of be. and James.
4 My best friend isn’t General Zod.
I’m Green Lantern. 5 General Zod isn’t from China.
I’m not Green Lantern.
1 My real name is Superman. 4 Order the words to make questions in
2 I’m from the USA. your notebook.
3 My mum and dad are Mary and James. you / 11 years old / Are / ?
4 My best friend is General Zod. Are you 11 years old?
5 General Zod is from China. 1 your favourite class / English / Is / ?
2 you / Chinese / Are / ?
Exercise 3 3 Complete the questions with the
1 Are interrogative form of be. 3 your favourite superhero / Is /
2 Is Wolverine / ?
3 Is … your name Jack?
4 12 years old / Is / your best friend / ?
4 Are Is your name Jack?
5 Am 5 from Spain / your friends / Are / ?
1 … your friends at school today?
2 … your best friend from Spain? 5 Ask and answer the questions in
3 … your English teacher from the USA? exercise 4.
4 … you British? Are you 11 years old?
5 … I your friend?
Yes, I am. / No, I’m not.
Exercise 4
1 Is English your favourite class? / Is your favourite class English?
2 Are you Chinese?
3 Is Wolverine your favourite superhero? / Is your favourite superhero Wolverine?
10 4 Is your best friend 12 years old?
5 Are your friends from Spain?
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Lesson Aims:
Students learn and practise the present simple of the verb be (affirmative, negative, interrogative and short answers).
Grammar 5
● Look at the last column in the grammar table
be: present simple with the class. Elicit the affirmative or negative
short answers that are missing (No, I’m not; Yes,
Warmer you are, etc).
Check that students know the contractions of the
● Read out the question and answers in the speech
affirmative of be by writing some simple sentences bubbles.
on the board and getting the class to give you the
● Ask one or two of the students Are you 11
contraction, eg I am from Spain, He is Batman, etc. years old? Elicit the short answer if it is not
forthcoming.
● Students ask each other the questions from
1 ● Read down the first column in the grammar table exercise 4 in pairs.
with the class.
● Students complete the sentences with the Mixed-ability solutions
affirmative form of be. Students who need extra help: Exercise 5. Students
● Check answers with the class. write answers to the questions before they start.
Fast finishers: Exercise 2. Students write two true
2 ● Read down the second column in the grammar and two false sentences about themselves using
table with the class. Ask the class how we form I’m / I’m not.
the negative.
● Look at the example with the class.
● Students rewrite the sentences with the negative
form of be.
3 ● Look at the third column in the grammar

table with the class. Elicit how we form the
interrogative form of be.
● Look at the example with the class.
● Students complete the sentences with the
interrogative form of be.
4 ● Look at the example with the class.

● Students order the words to make questions.
Unit 1 T10
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Lesson Aims:
Students learn and practise subject pronouns and possessive adjectives, and question words.
Grammar All Clear

Grammar
Subject pronouns and possessive
9 ● This exercise revises the affirmative, negative and
adjectives interrogative of be which students saw on the
previous page.
Warmer ● Explain any vocabulary and expressions students
Draw a table on the board with the subject may not know, eg What about you?; Nice to meet
pronouns and possessive adjectives like the one in you! and You’re right.
the Student’s Book. Say I’m (your name) and then ● Students complete the dialogue with the correct
My name is (your name). Draw an arrow going from I form of be.
to my. Then do the same for students around the
class using you / your, he / his, etc. Then try to elicit 10 1.09
sentences with the rest of the possessive adjectives.
● Play the audio. Students listen and check their
answers.
● Check answers with the class. This is a good
6 ● Students look at the words in the grammar table.
moment to check they have understood the new
● Elicit translations of the words.
grammar and to review the grammar from the
● Clarify any confusion, especially between they’re
Starter unit.
and their, and his and her.
Ask students to look quickly at the picture and
●
text. Ask who the text is about and why Jennifer
Students who need extra help: Exercise 9. Write
Lawrence is famous.
two possible answers for each gap on the board.
● Read out the first two sentences and elicit the
answer to number 1 (Our). Fast finishers: Exercise 9. Students check their
● Students read the rest of the text silently and answers in pairs and then read the dialogue
choose the correct words to complete it. together.
● Check answers with the class. Self-study and extra practice
Question words Workbook
7 ● Students look at the questions in the grammar ● Grammar Reference and Practice, pages 66–7
table. Teacher’s Resource File

● Elicit translations of each one. ● All Clear Basics, pages 3–4
● Teach the pronunciation of birthday and favourite. ● Grammar Consolidation, page 2
● Students complete the questions in exercise 7 ● Grammar Extension, page 4
with question words.

Digital Activities
● Check answers with the class. ● Student’s Digital Material
8 ● Students match the answers with the questions

in exercise 7.
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Subject pronouns and Question words
possessive adjectives Question words
Subject pronouns Possessive adjectives What’s your name?
I my Where are you from?
you your When’s your birthday?
he his Who’s your favourite actor? Why?
she her How are you?
it its
we our 7 Complete the questions in your notebook
you your with question words.
they their 1 … is your name? Exercise 7
1 What
2 … are you from?
2 Where
6 Write the correct word in your notebook. 3 … old are you? 3 How
4 … is your favourite sports star? 4 Who; Why
Hi! I’m David and 5 When
Exercise 6 … is he / she special?
this is my friend
1 Our 5 … is your birthday?
2 Her Lucy. (1)Our / Your
3 She favourite actor is 8 Match the answers a–e with the questions
4 my Jennifer Lawrence. 1–5 in exercise 7.
She’s from the a) It’s on 1st February. Exercise 8
USA. (2)His / Her b) I’m 12 years old. 1 c
nickname is JLaw. c) My name’s Carmen.
2 d
3 b
(3)
He / She is in the d) I’m from Spain. 4 e
new X-Men film. e) Nadal. He’s the best! 5 a
The X-Men films
are (4)my / their
favourite comic
book films!
All Clear
9 Complete the dialogue with the correct form of be.
Rachel Hi, David. How (1)… you?

Grammar
Exercise 9 1 2 3 4 5 6 7 8 9
David Hi, Rachel. I (2)… OK. What about you?
1 are
2 ’m Rachel Fine. This is Matt and this is Alison. They (3)…
3 ’re my friends from Toronto.
4 Is David Nice to meet you! (4)… Toronto the capital
5 isn’t
6 ’re of Canada?
7 ’s Alison No, it (5)… . The capital is Ottawa.
David Ah, yes, you (6)… right.
Rachel Ah, here (7)… the bus. Bye!
David OK. See you soon.
10 1.09
Grammar Reference Unit 1 11
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Vocabulary
Family
Exercise 1
Students’ own
1 1.10
Listen and repeat the words. How do you say them in your language?
answers aunt • brother • cousins • dad • grandad • grandma • grandparents • mum • parents • sister • uncle
2 Look at Jonathan’s family tree and complete the sentences with the family words.
Robert Ana
Sam Amy Chris Maxine
Mark Cathy Jonathan Louise Ben

Exercise 2
1 brother 1 Mark is my … . 6 My … are Robert and Ana.
2 grandad
2 Robert is my … . 7 Cathy is my … and Ana is my … .
3 parents
4 dad 3 Amy and Sam 8 My … is Chris.
5 mum are my … . 9 My … is Maxine.
All Clear Tips
6 grandparents
7 sister; grandma
4 Sam is my … . 10 Louise and Ben are my … .
8 uncle 5 Amy is my … .
9 aunt Possessive ’s / s’
10 cousins We use ’s after a name or singular noun:
Chris is my dad’s brother.
We use s’ after a plural word:
My parents’ names are Sam and Amy.
Listening
Exercise 3 3 1.11
Listen to the dialogue. Write 4 Listen again and write the correct word in your Exercise 4
Ashley 4 the names in the order you notebook. 1 sister
Sofia 3 hear them in your notebook. 2 aunt’s
Yolanda 2 1 Chloe is Katie’s sister / cousin. 3 a teacher
Chloe 1 Ashley Chloe 2 Her aunt’s / cousin’s nickname is Yoli. 4 Katie’s
Liam Hemsworth 5 Sofia Liam Hemsworth 3 Her uncle Ashley is an actor / a teacher.
Yolanda 4 Liam Hemsworth is Katie’s / James’s favourite actor.
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Lesson Aims:
Students learn or revise words for the members of the family.
Students listen to a conversation about some Instagram photos and identify general and specific information.
Vocabulary Listening
Family 3 1.11
● Tell the class that they are going to listen to a girl

Warmer talking about photos of her family.
Books closed. See how many words related to ● Read through the names with the class. Students
family members students can write in one minute. copy the names into their notebooks.
Ask some students to read out their lists. ● Play the audio. Students listen and number the
names in the order they hear them.
1 1.10
● Play the audio. Students listen and repeat 4 ● Play the audio again. Students listen again
the words. and choose the correct words to complete the
● Students translate the words. sentences.
All Clear Tips
Web info
2 ● Read through the All Clear Tips with the students. Type these words in your search engine to find a song
● Write the following prompts on the board about families: ‘video + acoustic family song’
about Jonathan’s family tree. Students write full
sentences using the possessive ’s or s’. Mixed-ability solutions
Chris / is / Jonathan / uncle Students who need extra help: Exercise 2. Write two
Cathy / is / Jonathan / sister options for each question (eg 1 dad / brother, etc).
What / are / his / parent / names / ?
Fast finishers: Exercise 2. Students test each other
● Students look at the family tree and find
on Jonathan’s family tree. Write the question Who’s
Jonathan.
his … ? on the board. Students ask each other, eg
● Students complete the sentences in exercise 2
Who’s his Mum? – Amy.
with the family words.
Workbook
Extra activity ● Vocabulary, page 9
Students write about the different people in their family ● Vocabulary Reference, page 84
as in exercise 2. Put students into A / B pairs. Student

A reads out his / her sentences; Student B listens and ● All Clear Basics, page 2
draws Student A’s family tree. Student A checks that it is ● Vocabulary Consolidation, page 1
correct and then they swap roles. ● Vocabulary Extension, page 3
● Key Competences: Listening, page 2
Digital Activities
● Student’s Digital Material
Unit 1 T12
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Lesson Aims:
Students learn and practise functional language for exchanging personal information when making friends.

Exchanging personal information / 1 Talk about yourself
Making friends Students choose their character: Pierre or Megan.
Warmer Students look at the Model Dialogue and change the
Ask students to think of different ways of greeting words in blue to make their own dialogue.
people through physical gestures. See if they know
of any cultural differences, eg in Holland people kiss 3 Speak
three times, in France two, in Japan people bow, the Students practise their dialogues in pairs.
Inuit rub noses.
Students who need extra help: Speaking Task.
Model Dialogue Students write out their dialogue before doing
step 3.
1 1.12 Fast finishers: Speaking Task. Students act
● Read the question with the class. out another dialogue in which they invent the
● Play the audio. Students listen to and read the characters. If possible, they do this without looking
dialogue to find how old Jacob is. at the Model Dialogue.
Check the answer with the class.
●
Workbook
2 ● Play the audio again. Students listen again and
this time repeat the dialogue.
● Focus on and explain the expressions What’s Teacher’s Resource File
● Key Competences: Speaking, pages 19–20
your name?; My name’s … ; How old are you?; I’m
… years old.; Where are you from?; I’m from … to Digital Activities
exchange personal information. ● Student’s Digital Material
3 ● Students order the words to make questions.

Indicate that they can find the questions in the
text if they are having problems.
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Speaking
Exchanging personal information / Making friends
Model Dialogue
Lucy
Jacob
Hi, I’m Lucy.
Hi Lucy.
What’s your name?
My name’s Jacob.
Nice to meet you Jacob. How old are you?
I’m 13 years old. What about you?
I’m 12. Where are you from?
I’m from Australia. What about you?
I’m from the UK.
Exercise 1 1 1.12
Listen to the dialogue. How old is 3 Order the words to make questions.
13 Jacob?
1 name / What’s / your / ?
Exercise 3
2 old / How / are / you / ?
2 Listen again and repeat the dialogue. 1 What’s your name?
3 Where / from / you / are / ? 2 How old are you?
3 Where are you from?
Speaking Task
1 Talk about yourself
Read the information and choose a character.
NATIONAL IDENTITY CARD
NATIONAL IDENTITY CARD NAME: MEGAN RYAN
AGE: 11
NAME: PIERRE OLIVER COUNTRY: THE UK
AGE: 13
COUNTRY: CANADA Megan Ryan
Pierre Oliver
9858762163248
6858785963248
3 Speak
In pairs, practise your dialogue. Hi, I’m Megan. Hi Megan.
Unit 1 13
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Writing
A blog profile
Exercise 1 1 Read and listen to the Model Text. Answer the questions in your notebook.
1.13
1 12
2 Spain 1 How old is Tom?
3 Paco 2 Where is Tom’s mum from?
3 What is his grandad’s name?
Model Text
My profile
My name’s Thomas but my nickname is Tom. My mum’s name
is Raquel. My birthday’s on the same day as my mum’s.
It’s 18th August, but I’m 12 and she’s 45.
We’re an international family.
My mum’s Spanish and my dad’s British.
In this picture we’re at my
grandparents’ house in Granada
in Spain. My grandad Paco is my
favourite relative because
he’s so funny.
Writing Task
Exercise 2 2 Look at the All Clear Tips. Find examples
1 The beginning of 1–5 in the Model Text. 1 Plan
of all the Find a photo of your family. Make notes
sentences: 1 My mum’s name is Raquel.
and include:
My … , etc
2 Thomas, Tom, Names My name’s … My father’s name …
Raquel, Granada,
Spain, Paco
All Clear Tips Ages I’m 12 and my mother’s 45.
3 Spanish, British Capital letters Where they are from My dad’s from Cadiz.
4 I’m 12. Where they are In this picture we are at …
5 August Capital letters are for:
1 the beginning of a sentence 2 Write
2 names (people, cities, countries)
3 nationalities and languages Use the Model Text, your notes and this
4 the subject pronoun ‘I’ structure:
5 months and days of the week
Paragraph 1 Names, ages, where from
Paragraph 2 Where are they?
Exercise 3 3 Rewrite the sentences in your notebook.
1 I’m from Spain. Use capital letters. 3 Check
2 My brother’s be: present simple
name is Ben. 1 i’m from spain.
3 We are from 2 my brother’s name is ben. subject pronouns and possessive
New York in 3 we are from new york in the usa. adjectives
the USA. vocabulary for countries, nationalities
4 It is Wednesday 4 it is wednesday today.
today. and family
punctuation and capital letters
14
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Lesson Aims:
Students learn when to use capital letters.
Students write a blog profile.
Writing Writing Task

A blog profile 1 Plan
Read the notes with the class. Students make notes
Warmer about their family photo. You may want to write on
Explain the meaning of blog profile (an about me the board the four main pieces of information to
page). Ask what type of information we might be included: Names, Ages, Where they are from and
include. Where they are. Then elicit examples from different
students.
2 Write
Model Text Look at the structure with the class. Students use
their notes to write their own blog profile. Tell them
1 1.13 to be careful in their use of capital letters.
● Ask some questions about the people in the
3 Check
pictures, eg Who are the people?; How old are they?
Encourage students to check their work, paying
● Play the audio. Students read and listen to the
particular attention to the points mentioned.
text to find the answers to the questions.
Web info
All Clear Tips Type these words in your search engine for more
information about blog profiles: ‘our personal profile +
blogspot’
2 ● Read the All Clear Tips with the class. If necessary,
write an example on the board for each point.
● Look at the example in blue together. Ask
students to find other examples of capital letters Students who need extra help: Writing Task.
at the beginning of sentences in the Model Text. Students do not write the full blog. They just copy
● Give students time to find examples for each of the information in blue in step 1 and change or
the other tips. insert the information so it is correct for them.
● Check answers with the class. Fast finishers: Writing Task. Students exchange their
text with a partner and look for mistakes.
3 ● Read the sentences with the class.
● Students write the sentences in their notebooks
Workbook
using capital letters.
Extra activity ● Key Competences: Writing, page 2
Prepare some sentences with words which require

capital letters, eg My mum’s name is Mary. She’s French.
Dictate the sentences to the students. Check answers
with the class.
Unit 1 T14
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Lesson Aims:
Students extract specific information from a web page about after-school clubs.
Students practise the word stress in countries and nationalities.
Culture Reading
Web info
Type these words in your search engine for more
information about
● the Scouts: ‘scouts + UK’
After-school clubs ● after school activities (video): ‘YouTube Edu + after
school activities’
Warmer
Ask students what they do after school. Help with Mixed-ability solutions
vocabulary. Write their ideas on the board. Point Students who need extra help: Reading text.
to each idea and ask students to put up their hand Read out the relevant extracts to help students
if they do the activity. Find out which is the most answer the questions, eg for question 1: After-school
popular after-school activity. clubs are very popular.
Fast finishers: Reading text. Students write a list of
1.14 possible ideas for after-school clubs at their own
school.
● Read the introduction. Explain that after-school clubs
can be related to sports, hobbies, culture, etc. Self-study and extra practice
● Pre-teach the words Scouts and members. Workbook
● Students look at the pictures and tell you what they ● Culture: Reading and Listening, page 93
can see.
● Students read the questions.
● Play the audio. Students read and listen to the text to
find the answers to the questions.
Pronunciation
Word stress
a ● Make sure that students are familiar with the
concept of a syllable, if necessary illustrating with
an example from their own language.
● Students decide how many syllables each of the
words have.
b 1.15
● Students copy the words in exercise a.

● Play the audio. Students listen and mark the
stress in each word.
● Practise the pronunciation of the words with the
class.
T15
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Culture Reading
AFTER-SCHOOL
SUBSCRIBE SEARCH
? BLOG ARCHIVE
HOME BLOG NEWS CONTACT ABOUT 2015

➤ April (6)
WHAT’S YOUR FAVOURITE AFTER-SCHOOL CLUB? ➤ May (16)
After-school clubs are very popular in the UK. ➤ February (12)
They are a fantastic way to make friends. ➤ January (18)
I’m very active. My favourite after-school activities are sports. My 2013

favourite is the Swimming Club. I’m in my school swimming team. 2014
ELLIE, 12, OXFORD
After-school clubs are a great way to study languages. My favourite
is the Japanese Club. It’s fun but it isn’t easy!
JOSH, 11, LONDON
After-school clubs are great. My favourites are drama and dancing.
My friends and I aren’t very good dancers but we’re good actors!
RACHEL, 12, MANCHESTER
I’m in the Scouts. It’s an international organization. It’s originally
from Britain. Today its members are from all over the world.
BEN, 13, BELFAST
1.14
Read and listen. Then answer the questions.
1 Are after-school clubs popular?
2 Is Ellie in her school swimming team? Reading text
exercise
3 Is Japanese easy for Josh?
1 Yes, they are.
4 Are all Scouts from Britain? 2 Yes, she is.
3 No, it isn’t.
Pronunciation
4 No, they aren’t.
Word stress
Pronunciation a How many syllables do these words have?
exercise a
1 a) Japan b) Japanese
1 2, 3
2 2, 2 2 a) Britain b) British
3 3, 5 3 a) Ecuador b) Ecuadorian
4 3, 4
4 a) Canada b) Canadian
b 1.15
Copy the words in exercise a in your
notebook. Listen and mark the stress.
1 Japan Japanese
Pronunciation exercise b
1 Japan Japanese Unit 1 15
2 Britain British
3 Ecuador Ecuadorian
4 Canada Canadian
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Unit 1 Language Reference
Vocabulary Countries and nationalities
Australia – Australian France – French* Portugal – Portuguese
Canada – Canadian Ireland – Irish* Romania – Romanian*
China – Chinese* Japan – Japanese* Spain – Spanish*
Colombia – Colombian Mexico – Mexican the UK – British
Ecuador – Ecuadorian Morocco – Moroccan the USA – American
* These words are also languages.
Family grandparents
grandad grandma
parents
dad mum uncle aunt
brother sister me! cousin cousin
Grammar be: present simple

I am Irish. I am not Irish. Are you Irish? Yes, I am.
He / She / It is Irish. He / She / It is not Irish. Is he / she / it Irish? No, he / she / it isn’t.
We / You / They are We / You / They are not Are we / you / they Irish? Yes, we / you / they are.
Irish. Irish.
Subject pronouns and Question words

possessive adjectives Question words
Subject Possessive What is your name? Who is your favourite actor?
pronouns adjectives Where are you from? Why?
I my When is your birthday? How are you?
you your
he his Speaking Exchanging personal
she her information
it its
What’s your name? My name’s Jacob.
we our
How old are you? I’m 13 years old.
you your
Where are you from? I’m from Australia.
they their
16
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Vocabulary Countries and Grammar be: present simple
nationalities
3 Complete the sentences.
Exercise 3
1 Copy and complete the table in your 1 I … (not) from the UK. 1 ’m not
notebook. 2 Malaga … (not) in the USA. 2 isn’t
3 is
Country Nationality 3 Tokyo … the capital of Japan.
Exercise 1 4 Are
1 American the UK British 4 … you from Spain? 5 are
2 Spain the USA (1) 5 They … Chinese.
3 Canadian (2) Spanish
4 Japan
5 Mexican Canada (3) Subject pronouns and possessive
(4) Japanese adjectives
Mexico (5)
4 Write the correct word in your notebook. Exercise 4

1 His
1 Spiderman is from the USA. He / His real
2 My
name is Peter Parker. 3 Its
2 My / I favourite actor is Toby Maguire. 4 Our
5 They’re
3 France is in Europe. Its / It’s flag is red,
white and blue.
4 Our / We parents are from Ecuador.
5 Hamed’s grandparents are from Morocco.
They’re / Their Moroccan.
Question words
5 Order the words to make questions. Exercise 5
Write the questions in your notebook.
Family 1 What is Iron Man’s
real name?
1 Iron Man’s real name / What / is / ?
2 Where are you and
Exercise 2 2 Order the letters to make words. Write the 2 are / you and your friends / Where / your friends from?
1 brother words in your notebook. from / ? 3 What is your
2 cousin favourite name?
1 roebrth 4 spraten 3 What / your favourite name / is / ?
3 aunt 4 When is your
4 parents 2 ounics 5 ssrtei 4 your cousin’s birthday / is / When / ? cousin’s birthday?
5 sister 5 old / you / are / How / ? 5 How old are you?
3 tuna
All Clear
Self-Check Correct the activities with the class.
Check your answers Extra Practice Students who need extra revision
and practice can go to:
Write your scores for exercises 1–5 in your If you need extra practice, go to: Workbook
notebook. What did you get for: Unit 1 Grammar Reference • Unit 1 Revision, page 12
• countries and • subject pronouns Unit 1 Vocabulary Reference • Grammar Reference and
Practice, pages 66–7
nationalities? and possessive Unit 1 Grammar Exercises • Vocabulary Reference, page 84
• family? adjectives? Unit 1 Vocabulary Exercises Student’s Digital Material
• be: present simple? • question words?
Extra Practice 17
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Describe
2 it! Overview
● Understand, memorize and correctly use ● Look for information on strange animals,
vocabulary related to parts of the body and describing famous people and Australian wildlife
physical description CLC using ICT CLC, DC, CAE
● Identify specific information from a text about ● Write a description of a person CLC, SCC, CAE
unusual animals CLC, SCC, CAE ● Identify the specific content of a text on Australian
● Understand and correctly use have got, singular wildlife CLC, SCC, CAE
and plural nouns and apostrophes, and draw ● Assimilate the All Clear Tips and study the
parallels to L1 CLC, L2L Language Reference from the unit CLC, L2L, SIE
● Identify specific information through a listening ● Identify areas of language which need
activity in which people are described CLC, L2L improvement and use ICT for extra practice DC,
● Use appropriate functional language to give CLC, L2L
instructions about looking after pets CLC, SCC
Linguistic content

● have got: affirmative, negative, interrogative and ● Parts of the body: arm, ear, etc
short answers ● Adjectives of physical description: blue, dark, etc
● Singular and plural nouns
Functional language
Recycled grammar ● Giving instructions / Looking after pets
● be: present simple (Unit 1)
Pronunciation
● The /h/ sound
● Reading Get the main idea from a website about ● Writing Write a short description of a person. Main
unusual animals. Students are guided by pictures points set out in a logical order, page 24
to aid understanding, page 19 ● Reading Understand specific information in a
● Listening Understand an informal conversation clearly structured website article about Australian
in which people describe famous sports stars. animals. The student can re-read the more difficult
Delivered slowly and clearly, page 22 parts, page 25
● Speaking Participate effectively in a face-to-face
informal dialogue, giving instructions about
looking after a pet, page 23
T18A
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● Social responsibility Giving instructions about looking ● Classifying vocabulary, page 18
after pets, page 23 ● Guessing the meaning of unknown words from
● Socio-cultural awareness Learn about Australian context, page 19
wildlife, page 25 ● Finding examples of rules in a text, page 24
Cross-curricular content
● Biology: parts of the body, page 18
● Biology: unusual animals, page 19


● Video Food (Revision Units 1–3, page 40) Tips to find extra information on: unusual animals,
Student’s website www.macmillansecondary.es describing famous people, Australian wildlife, another
strange Australian animal
Workbook

pages 5–8
Lifelong Learning

Unit 2 T18B
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Describe Objectives
2 it! Vocabulary Parts of the body; adjectives of
Grammar
Speaking
Writing
physical description
have got; singular and plural nouns
Giving instructions
A description of a person;
apostrophes
Vocabulary
Parts of the body
Exercise 1
1 1.16
Listen and repeat the words. Match them with 1–16 in the pictures.
1 hand
2 arm arm • ear • eye • face • finger • foot • hair • hand • leg • mouth • neck • nose • tail • thumb • toe • tooth
3 finger
4 thumb 7
3
5 toe
6 tooth
7 ear
8 tail 2
9 neck
4 8
10 eye
11 face
12 hair
6 9
13 mouth
1
14 leg
15 foot
16 nose
10
5
11 12
13
16
14
Exercise 2 15
Head: ear, eye, face, hair,

mouth, nose, tooth 2 Copy and complete the table with the words in exercise 1.
Body: arm, finger, foot,
hair, hand, leg, neck, tail, head body
thumb, toe ear
3 Listen to Louis and Helen. Which animal in the pictures do they describe?
Exercise 3 1.17
(Angora) rabbit
4 In pairs, describe an animal to your partner.
It’s grey. It’s got a big mouth. Is it a hippo?

Yes, it is.
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Lesson Aims:
Students learn and practise some words for parts of the body.
Students listen to a guessing game based on describing an animal and identify the corresponding picture.
Vocabulary 4
● Ask two students to read the example in the
Parts of the body book. Correct the pronunciation.
● Do an example yourself with students asking
Warmer you questions.
Find out which parts of the body students know.
● Give students time to prepare – let them write
Ask students to stand up. With books closed, play a if necessary.
Touch your … game, eg Touch your nose using the
● Students describe and guess in pairs. Help as
vocabulary in the Student’s Book. If students make necessary.
three mistakes, tell them to sit down.
Extra activity
Ask students to draw the body parts on cards and write
1 1.16 the words on other cards. They can then play a memory
● Play the audio. Students listen and repeat the game by spreading the cards out face down and trying
words. to make pairs.
● Students look at the pictures of the animals. Ask
them to identify the animals. Mixed-ability solutions
● Explain that students need to match the parts of Students who need extra help: Exercise 1.
the bodies with the pictures of the animals. Elicit or give all the answers for the first picture.
● Do the first word (1 – hand) as an example with Fast finishers: Exercise 4. Students repeat the
the class. activity describing different animals.
● Students match the words with the numbers in
the pictures. Self-study and extra practice
● Check answers with the class. Workbook
● Play the audio again. Tell students to touch the ● Vocabulary, page 14
relevant part of their body as they hear each Teacher’s Resource File
word. ● All Clear Basics, page 6
2 ● Write a table with the headings head and body on ● Vocabulary Extension, page 7
the board and check the meaning of the words. Digital Activities
● Students tell you in which column to write the ● Student’s Digital Material
word ear.
● Students classify the other words in pairs. Point
out that one word can go in both columns – hair.
3 1.17
● Play the audio. Students listen and identify which

animal in the pictures Louis and Helen describe.
● If necessary, play the audio again.
Unit 2 T18
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Lesson Aims:
Students read and listen to a text about strange animals for gist and specific information.
Students practise guessing the meaning of unknown words from context.
Reading All Clear Facts

Popular science magazine Read the fact with the class. Ask the class what the
smallest animal is that they can think of.
Warmer
Cultural note
Revise some of the body parts. Ask for a volunteer
to draw a body part on the board with their left In Spain, chameleons are present in some parts of
hand (for right-handed students). Students have to Andalucía and in the south of Murcia. Their natural
guess the part. The student who guesses first draws habitat is pine forests or scrubland situated near
the next body part. To make it more difficult, tell the wetlands, which have a ready supply of insects such
student to draw with his / her eyes shut. as mosquitoes which form the basis of the chameleon’s
diet.
Word Check Extra activity

Books closed. Read out extracts from the text. Students
The new words strange, huge and tiny are explored in
identify the animal. For example: They live in the desert.
exercise 3 so don’t explain these at this stage. Check
(fennec foxes); They’ve got very long fingers. (tarsiers).
students understand male and female and explain them
if necessary.
Web info
1 1.18 Type these words in your search engine for more
● Students look at the pictures and tell you information about unusual animals: ‘22 strange animals’
something about the different animals from what
they can see. Mixed-ability solutions
● Play the audio. Students read and listen to Students who need extra help: Exercise 1.
the texts. They match the pictures with the Students first write down the words in each
descriptions. paragraph that describe physical appearance, eg
● Check answers with the class. small, very big ears, etc. This will help them to match
the descriptions with the pictures.
2 ● Look at the example question and answer with Fast finishers: Exercise 2. Books closed. Write the
the class. names of the four animals on the board: fennec fox,
● Students read the text again and answer the chameleon, tarsier, peacock spider. Students write
questions. down all they can remember about them. They then
● Check answers with the class. go back to the text to check.
3 ● Explain that we can often work out the meaning Self-study and extra practice
of words in a text from the context and this is Teacher’s Resource File
what they are going to do in the exercise.
● Do the first word with them so that they get an
idea of how to approach the exercise.
T19
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Reading
Popular science magazine
Word Check
strange huge tiny male female
REALLY 1
These animals are strange, but they’re also real.

A Fennec foxes are from North Africa and live in the desert.
They are small but have got very big ears. They are white and
brown and they have got a long tail.
B The chameleon is from Africa, Asia and also Spain and
Portugal. It’s got strange feet, like a parrot, and it
hasn’t got ears. It changes colour.
C Tarsiers live on islands in South-East Asia and their
family is 45 million years old. They’ve got huge eyes,
long feet and very long fingers! 2
D The peacock spider is tiny and lives in Australia.

It’s got four eyes and eight legs. The male spider
has got beautiful colours and dances for the female.
3
Exercise 1
1 B 4
2 D
3 A 1 1.18
Read and listen. Match pictures 1–4
4 C with descriptions A–D.
Exercise 2 2 Read the text again. Answer the questions.

1 white and Where are Tarsiers from?
brown
2 yes They are from South-East Asia.
3 45 million 1 What colour is the fennec fox?
years
2 Is the chameleon from Spain?
4 Australia
3 How old is the tarsier’s family?
4 Where is the peacock spider from?
Exercise 3 3 Match adjectives 1–3 with synonyms a–c.

Write them in your notebook.
All Clear Facts
1 b
2 c
3 a 1 very small a) huge
You can put ten peacock spiders on a
2 unusual b) tiny fingernail!
3 very big c) strange
Unit 2 19
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15:13
Grammar
have got
I’ve got I haven’t got Have I got … ? Yes, I have.
You’ve got You haven’t got Have you got … ? No, you haven’t.
He’s got He hasn’t got Has he got … ? Yes, he has.
She’s got She hasn’t got Has she got … ? No, she hasn’t.
It’s got It hasn’t got Has it got … ? Yes, it has.
We’ve got We haven’t got Have we got … ? No, we haven’t.
You’ve got You haven’t got Have you got … ? Yes, you have.
Exercise 1 They’ve got They haven’t got Have they got … ? No, they haven’t.
It uses has rather
than have. 1 Look at the verbs in the table. What is different about the he / she / it form?
Exercise 2 2 Complete the sentences with has got or have got.

1 have got 1 Fennec foxes … very big ears.
2 has got
3 have got 2 The chameleon … feet.
4 has got 3 Tarsiers … very long fingers.
4 The peacock spider … beautiful colours.
Exercise 3 3 Look at the pictures. Complete the sentences with hasn’t got or haven’t got.
1 hasn’t got
2 haven’t got
A fly … eight legs.
3 hasn’t got A fly hasn’t got eight legs.
A fly … eight legs. 1 A dolphin … hair.
2 Gorillas … a tail. 3 An octopus … ears.
4 Look at the pictures again. Order the words to make questions. Exercise 4
Then write true short answers in your notebook. 1 Has a fly got six legs? Yes, it has.
2 Has a dolphin got hair? No, it hasn’t.
1 six legs / a fly / got / Has / ? 3 Have gorillas got a tail? No, they haven’t.
2 a dolphin / got / Has / hair / ? 4 Has an octopus got ears? No, it hasn’t.
3 got / Have / a tail / gorillas / ?
4 Has / got / an octopus / ears / ?
20
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Lesson Aims:
Students learn and practise have got (affirmative, negative, interrogative and short answers). Continues on page 21.
Grammar Mixed-ability solutions

have got Do the first question with the class and elicit why
the answer is have got and not has got (because the
Warmer subject is plural).
Write the following prompts on the board. Ask the Fast finishers: Exercise 3. Students work in pairs.
class to make complete sentences. One describes one of the animals using has got in
fennec foxes / big ears the affirmative or negative. The other one identifies
the chameleon / strange feet the animal.
tarsiers / huge eyes
the peacock spider / eight legs
Write the sentences on the board and underline the
verb (have / has got).
1 ● Direct students to the four columns in the

grammar table. Ask them how the he / she / it
form is different in each one.
● Ask students to give you the complete form of
the verbs in the first column.
2 ● Revise when we use has got and when we use

have got in the affirmative.
● Students complete the sentences.
3 ● Ask students what animals they can see in the

pictures.
● Read the example with the class.
● Students complete the sentences.
4 ● Ask the class the questions below. Elicit the

appropriate short answer. (Yes, it has. / No,
it hasn’t. / Yes, they have. / No, they haven’t.)
Emphasize that we don’t use got when we give a
short answer.
Has a horse got four legs?
Have gorillas got two heads?
Has an octopus got ears?
Have chameleons got feet?
● Students order the words in exercise 4 to make
questions and write true short answers. Tell them
to use the pictures in exercise 3 to help them.
Unit 2 T20
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13:28
Lesson Aims:
Students learn and practise have got (interrogative and short answers) continued.
Students learn to form plural nouns.
Grammar All Clear

Grammar
5 ● Students complete the questions with Have
or Has.
9 ● Tell students that this is a cumulative check of the
grammar in Units 1 and 2.
● Students complete the dialogue with the correct
Extra activity form of be or have got.
Practise the questions in exercise 5 with the students,
paying attention to word stress and the rising 10 1.19
intonation at the end. ● Play the audio. Students listen and check their
answers.
6 ● Check answers with the class. This is a good
● Students ask and answer the questions from moment to check they have understood the new
exercise 5 in pairs. grammar and to review the grammar from the
previous units.
7 ● Students complete the questions and short
answers.
● Check answers with the class. Students who need extra help: Exercise 9. Write
two possible answers for each gap on the board.
Singular and plural nouns Fast finishers: Exercise 9. Students read the dialogue
Ex
in pairs, changing the breeds and the animals. 1
Warmer
Self-study and extra practice 2
Write on the board horse, gorilla, spider, cat. Ask
Workbook
students how to form the plural of the words (by
adding -s). Explain that we form the plural of most 3
● Grammar Reference and Practice, pages 68–9
words in English by adding -s, but not all. 4
5
8 ● Read the table of spelling rules with the class. ● Grammar Consolidation, page 6
● Check the meaning of the words in the box in ● Grammar Extension, page 8
exercise 8 with the class. Digital Activities

● Students write the plural forms of the nouns, ● Student’s Digital Material
using the table to help them. Make it clear before
they start that most of the nouns in the box do
not form the plural simply by adding -s.
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5 Write the questions with Have or Has in Singular and plural nouns
your notebook.
For most nouns add -s
Exercise 5 … you got a pet?
rabbit – rabbits
1 Have Have you got a pet?
2 Has Nouns ending in -ch, -s, -sh, -x and -z add -es
1 … you got any brothers or sisters?
3 Have fox – foxes
4 Have 2 … your best friend got long hair?
Some nouns ending in -o add -es
5 Has 3 … you got brown eyes?
potato – potatoes
4 … your classmates got mobile phones?
Nouns ending in consonant +y add -ies
5 … your teacher got a car?
baby – babies
6 Ask and answer your questions from Irregular plurals
exercise 5. child – children foot – feet
Have you got any brothers or sisters? tooth – teeth man – men
woman – women mouse – mice
Yes, I have.
8 Check the meaning of the words in the Exercise 8
7 Complete the questions and short answers box. Use the spelling rules to make the
animals, babies,
in your notebook. plural forms.
bodies, boys,
Exercise 7 animal baby body boy child children, elephants,
… you … a purple pencil case? No, I … . eyes, families,
1 Has Bob got a red
Have you got a purple pencil case? No, elephant eye family foot leg feet, legs, men,
notebook? Yes, he has.
I haven’t. man mosquito mouse nose mosquitoes, mice,
2 Has Rachel got a
tooth woman noses, teeth,
hamster? No, she 1 … Bob … a red notebook? Yes, he … . women
hasn’t.
3 Have your cousins got
2 … Rachel … a hamster? No, she … .
a dog? Yes they have. 3 … your cousins … a dog? Yes, … .
4 Has Diego got two 4 … Diego … two brothers? No, he … .
brothers? No, he
hasn’t. 5 … you … three cousins? Yes, I … .
All Clear
Grammar
5 Have you got three
cousins? Yes, I have.
9 Complete the dialogue with the correct form of be or

have got. 1 2 3 4 5 6 7 8 9
Exercise 9 Harry (1)

… you … (have got) a pet?
1 Have (you) got Luke Yes, I (2)… (have got) a chihuahua.
2 ’ve got
Harry What is that? (3)… (be) it a cat?
3 Is
4 isn’t Luke No, it (4)… (not be). It’s a dog. It
5 ’s (5)
… (be) very small.
6 haven’t got
7 ’ve got
Harry We (6)… (not have got) a pet.
I want a chameleon.
Luke A chameleon. Why?
Harry They (7)… (have got) nice colours.
10 1.19
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15:14
Vocabulary
Adjectives of physical description
Exercise 1 1 Listen and repeat the words. How do you say them in your language?
1.20
Students’ own
answers blue • brown • curly • dark • fair • green • long • short (x2) • straight • tall • wavy
2 Copy and complete the table with the 3 Look at the pictures a–d. Complete the
adjectives in exercise 1. descriptions with these words.
a long (example) 1 fair
b short 2 tall
c curly length a) long b) fair long short tall 3 long
d straight hair style c) d) e) 4 short
e wavy 1 She’s got green eyes and she’s short.
colour f) g)
f dark She’s got … curly hair.
g fair eyes h) i) j) 2 He’s got short hair and brown eyes.
h blue
height k) l) He’s … .
i brown
j green 3 She’s tall. She’s got … wavy hair.
k short
l tall
4 He’s got straight hair and blue eyes.
He’s … .
b
a c
All Clear Tips

The adjective goes before the noun:
short hair
Listening
Exercise 4
4 1.21
Listen to the dialogue. Write the sports stars
Gerard Piqué 2
in your notebook. Number them in the order
Rafa Nadal 1
Pau Gasol 3
you hear them.
Serena Williams 4 Gerard Piqué Pau Gasol
Rafa Nadal Serena Williams
Exercise 5 5 Listen again and complete the sentences in

1 dark your notebook.
2 blue Serena Williams
3 tall 1 Nadal’s got short … hair and brown eyes.
4 American 2 Piqué’s got … eyes and short brown hair. 4 Serena Williams is … and she’s got long black
3 Pau Gasol is … . hair and brown eyes.
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Lesson Aims:
Students learn and practise adjectives of physical description.
Students learn to put adjectives before the nouns they modify.
Students listen to a conversation about someone’s collection of posters of sports stars.
Adjectives of physical description Warmer
Ask students if they know where the woman in the
Warmer picture is from. (Serena Williams – the USA.) Now ask
Books closed. Write some parts of the body on students to look at the list of famous sports people.
the board, eg eyes, hair, nose. Students think of Elicit the sports they are connected with.
adjectives to describe them. Write these next to the
corresponding part of the body.
4 1.21
● Tell students that they’re going to listen to a

1 1.20
dialogue about the people in the list.
● Play the audio. Students listen and repeat the words. ● Students copy the names into their notebooks.
● Check the meanings of the words by pointing to ● Play the audio. Students listen and number the
some of the students in the class, eg José is tall. names in the order they hear them.
María’s got short hair. or by referring to the pictures. ● Check the answer with the class.
● Ask students how they say the words in their
language. 5 ● Read the gapped sentences with the class.
● Play the audio again. Students listen again and
Extra activity complete the sentences.
Point to something in the class that demonstrates one ● Check answers with the class.
of the adjectives or mime an adjective. Students have to
identify the adjective. Web info
2 ● Explain that the adjectives in exercise 1 can be
information about describing famous people: ‘English
used to describe different parts of the body.
exercises + describing famous people’
Write hair, eyes and height on the board. If
necessary, explain height. Then explain that when
we describe hair, we can consider three aspects:
length, style and colour. Write these on the board, Students who need extra help: Exercise 2.
and explain length and style if necessary. Tell students to say each adjective followed by hair
● Ask students to look at the table. Students copy and then by eyes. If neither of the options sounds
the table and complete it with the adjectives in right, the correct option will be height.
exercise 1. Fast finishers: Exercise 3. Students describe people
● Check answers with the class. in the class in pairs. The student who is listening has
to guess who is being described.
All Clear Tips Self-study and extra practice
Workbook
3 ● Read the All Clear Tips with the class. Ask if ● Vocabulary, page 15
the order of adjectives and nouns in English is ● Vocabulary Reference, page 85
different from their language.
● Students look at the pictures of the four people.
● All Clear Basics, page 7
Describe them using the adjectives in exercise 1
and have got. The class has to identify who you
● Vocabulary Extension, page 7
are describing.
● Students complete the descriptions in exercise 3
using the adjectives in the box. Digital Activities
Unit 2 T22
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Lesson Aims:
Students learn and practise functional language for giving instructions for looking after pets.

Giving instructions / Looking after 1 Talk about looking after a pet
pets Students choose one of the pets (a rabbit or a
canary) and read the instructions about how to look
Warmer after it.
Encourage students to guess the meaning of the
Elicit from the class what you should do if you have
word cage.
a dog or a cat as a pet, eg walk the dog every day,
don’t give the cat milk, etc. 2 Prepare a dialogue
Model Dialogue
3 Speak
1 1.22 Students practise their dialogues in pairs.
● Read the question with the class.
● Play the audio. Students listen to and read the
dialogue to find whether Ben has got a dog. Students who need extra help: Speaking Task.
● Encourage students to guess the meaning of the Students write out their dialogue before they do
words look after. step 3.
● Check the answer with the class. Fast finishers: Speaking Task. Students act out
another dialogue about how to look after a
2 ● Play the audio again. Students listen again and different pet. If possible, they do this without
this time repeat the dialogue. looking at the Model Dialogue.
Focus on and explain the use of First, / Second, /
●
Finally, + infinitive to give instructions.
Workbook
3 ● Students complete the instructions with the
words in the box. Refer them to the Model Teacher’s Resource File
● Key Competences: Speaking, pages 21–2
Dialogue if they need help.
Digital Activities
Extra activity ● Student’s Digital Material
Book closed. Give students a time prompt to elicit the

instruction.
In the morning and evening … (give it food)
In the evening … (take it for a walk)
At the weekend … (brush it)
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Speaking
Giving instructions / Looking after pets
Model Dialogue
Jane
Ben
Hi! Have you got a dog?
No, I haven’t. How can I look
First, give it food in the morning after your dog?
and evening.
All right, what next?
Second, take it for a walk in the evening.
OK.
Finally, brush it at the weekend.
Great!
Exercise 1 1 Listen to the dialogue. 3 Complete the sentences with the words in the box.
1.22
No, he hasn’t. Has Ben got a dog?
finally first second Exercise 3
2 Listen again and repeat the 1 First
dialogue. 1 … , give it food in the morning. 2 Second
2 … , take it for a walk in the evening. 3 Finally
3 … , brush it at the weekend.
Speaking Task
1 Talk about looking after a pet
Read the information and choose a pet.
Give it food in the Give it food in the

morning and evening. morning and evening.
Change its water
in the morning.
Brush it in the
evening.
Clean its cage on
Saturday morning. Clean the cage
on Sunday.
3 Speak
Hi! Have you got a … ?
No, I haven’t. How can

I look after a … ?
Unit 2 23
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Writing
A description of a person
1 1.23
Read the Model Text and listen. Answer the questions
in your notebook.
Exercise 1
1 He’s from Germany.
1 Where is Marcus from?
2 Yes, he is. 2 Is he tall?
3 It’s grey and white. 3 What colour is his hair?
Model Text
This is my grandad, Marcus. He’s from
Germany. He’s my mum’s dad and he’s
60 years old.
He’s very tall; he’s 1m 90cm. He’s got
brown eyes and glasses. He’s got short,
straight hair. It’s grey and white.
My grandad has got a dog. Its name
is Roxie and they’re very similar in
appearance. Look!
Writing Task
2 Look at the All Clear Tips. Look for
apostrophes in the Model Text. Are they 1 Plan
Exercise 2 1 or 2? Make notes about a person and include:
1 he’s (several times); Name She’s from … She’s … years old.
It’s grey and white.
2 my mum’s dad
All Clear Tips Height She’s tall / short.
Apostrophes Eyes She’s got … eyes.
Hair long / short, curly / straight / wavy,
English hasn’t got accents (é) but it’s got
apostrophes (she’s). We use an apostrophe: dark / fair
1 when a letter is missing Pet She’s got a rabbit. She hasn’t got a pet.
He’s (is) tall. He’s (has) got short fair hair.
2 to indicate possession 2 Write
His father’s name. (the name of his father)
structure:
3 Correct the sentences. Write them in your Paragraph 1 Name, where from, age
notebook.
Paragraph 2 Height, eyes, hair
Exercise 3
1 Shes from China. Paragraph 3 Pet?
1 She’s from China.
2 Hes very short.
2
3
He’s very short.
He’s got glasses. 3 Hes got glasses.
3 Check
4 She’s got long 4 Shes got long curly hair. have got
curly hair.
5 My cousins names are Luke and Paul. singular and plural nouns
5 My cousins’ names
are Luke and Paul. vocabulary for body parts and adjectives
of physical description
apostrophes: He’s (is), She’s (has) got
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Lesson Aims:
Students practise using apostrophes.
Students write a description of a person.

A description of a person 1 Plan
Warmer about someone they know well: a member of their
Ask students what adjectives they can remember to family, a good friend, etc.
describe hair, eyes and height.
2 Write
Look at the structure with the class. Students use
their notes to write a description of someone they
Model Text know well. Emphasize that they should be careful
how they use apostrophes.
1 1.23
● Students look at the picture and describe what

3 Check
they can see.
● Ask some questions about the person in the
picture, eg Has he got long hair?
● Play the audio. Students read and listen to Web info
the text. Check they understand similar in Type ‘images + people’ in your search engine for
appearance. pictures of people for students to describe.
● Students answer the questions.
● Check answers with the class. Mixed-ability solutions
Students who need extra help: Writing Task.
Extra activity Explain that students should start their composition
Read out the text with mistakes. Get the class to correct in the same way as the Model Text begins:
you. For example: This is my grandmother, Marcus. He’s This is my … , … . He’s / She’s from … .
from Italy … . Fast finishers: Writing Task. Students exchange their
text with a partner who tries to draw the person
All Clear Tips described.
2 ● Write the sentence My mum’s tall. on the board.

● Ask students what the apostrophe means. Workbook
● Now write the sentence My mum’s got dark hair.
on the board. Teacher’s Resource File
● Ask students what this apostrophe means. ● Key Competences: Writing, page 4
● Read the All Clear Tips with the class.

● Students look in the Model Text to find examples
of apostrophes and decide whether they indicate
a letter is missing or possession.
3 ● Students write the sentences inserting

apostrophes in the correct places.
Unit 2 T24
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Lesson Aims:
Students extract specific information from a web page about Australian wildlife.
Students practise the /h/ sound.
Culture Reading
Web info
Type these words in your search engine for information
on another Australian animal (video): ‘bbc nature + little
terror’
Australian wildlife
Warmer Students who need extra help: Reading text. Give
Students think of animals that are typical of hints to help students answer each question, eg:
Australia (koala bears, kangaroos, dingos, emus, etc). 1 Look at the picture. Is a kangaroo’s tail long or
short?
2 Is an expert boxer a good boxer?
1.24
3 32 or 42?
● Students look at the pictures. Ask them to identify 4 In the sea or near water?
the animals. Ask them to describe them as best they Fast finishers: Reading text. Ask students to identify
can. the animal(s) that correspond to these descriptions.
● Explain that they are going to read about Australian 1 It’s brown. (platypus)
wildlife. Explain what wildlife means. 2 It’s dangerous. (Tasmanian devil)
● Students read the questions. 3 It’s black. (Tasmanian devil)
● Play the audio. Students read and listen to the text to 4 It’s got a tail. (platypus and kangaroo. The
find the answers to the questions. Tasmanian devil has a tail too but it isn’t
● Check answers with the class and help with any mentioned in the text or shown in the picture.)
vocabulary problems, eg sharp teeth, watch out, fur. 5 It eats meat. (Tasmanian devil. The platypus is
carnivorous too but this isn’t mentioned in the
Pronunciation text; it eats shrimp, crayfish, insect larvae and
worms.)
/h/ Self-study and extra practice

Workbook
a 1.25 ● Culture: Reading and Listening, page 94
● To help students make the sound, ask them
to put their palm in front of their mouth and
breathe out very quickly.
words.
b 1.26

sentences. It may help to break each sentence
into two parts.
Extra activity
Students think of more words beginning with the /h/
sound, eg hand, hello, home, house. Write them on the
board and ask students to say them.
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Culture Reading
HOME ABOUT WILDLIFE SITES AUSTRALIA
Australian
WILDLIFE
TASMANIA
AUSTRALIA IS THE HOME OF SOME UNIQUE ANIMALS.
THE KANGAROO has got short arms, long legs and a

long tail for jumping. It’s got big ears and eyes and a
long face. Red kangaroos are tall – more than 1.5
metres. Male kangaroos are expert boxers!
THE TASMANIAN DEVIL is a carnivorous animal from
the island of Tasmania. It’s got short black hair, a big
head and a short neck. It’s got 42 teeth, like a dog. Its
teeth are very sharp, so watch out!
THE PLATYPUS has got a long body, a big tail and
short brown fur. It lives near water and it’s got a mouth
and feet similar to a duck’s. What a strange creature!
WHAT OTHER AUSTRALIAN ANIMALS DO YOU KNOW?
1.24
Read and listen. Then answer the questions in your notebook.
Reading 1 Has the red kangaroo got a long tail?

text 2 Are male kangaroos good boxers?
exercise 3 How many teeth has the Tasmanian devil got?
1 yes 4 Where does the platypus live?
2 yes
3 42
4 near water
Pronunciation
/h/
a 1.25
Listen and repeat.
hair hand have head horse
b 1.26
Listen and repeat the sentences.
1 It’s got a big head and short hair.
2 Has he got two horses?
Unit 2 25
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Vocabulary Parts of the body
ear eye face finger foot
arm
hair hand leg mouth
neck nose thumb toe tooth tail
Adjectives of physical description blue brown curly dark fair green long
short straight tall wavy
Grammar have got

Affirmative Negative
I / You have got long hair. I have not got long hair.
He / She / It has got long hair. He / She / It has not got long hair.
We / You / They have got long hair. We / You / They have not got long hair.
Interrogative Short answers

Have I / you got long hair? Yes, I / you have.
Has he / she / it got long hair? No, he / she / it hasn’t.
Have we / you / they got long hair? Yes, we / you / they have.
Singular and plural nouns

For most nouns add -s Nouns ending in consonant +y, add -ies
rabbit – rabbits baby – babies
Nouns ending in -ch, -s, -sh, -x and -z add -es Irregular plurals
fox – foxes child – children foot – feet
Some nouns ending in -o add -es tooth – teeth man – men
potato – potatoes woman – women mouse – mice
Speaking Giving instructions

First, give it food in the morning.
Second, take it for a walk in the evening.
Finally, brush it at the weekend.
26
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Vocabulary Parts of the body Grammar have got
Exercise 1 1 Complete the words with vowels. Write the 3 Complete the text with the correct form of Exercise 3
1 eye words in your notebook have got. 1 ’ve got
2 neck
2 have got
3 nose 1 y 4 t th 1 Hi, I’m Nick and I … two dogs.
3 ’s got
4 tooth (teeth 2 n ck 5 r 2 My parents … a farm. 4 ’s got
is also
possible)
3 n s 3 My sister Julie … a pet rat. 5 hasn’t got
5 ear 4 It’s black and it … a very long tail.
Adjectives of physical description 5 My friend Paul is allergic to animals and
he … (not) pets.
Exercise 2 2 Look at the pictures and choose the correct
word. 4 Complete the questions with have got or
1 dark
2 short
has got.
Exercise 4
3 green 1 … you … a dictionary?
4 straight 1 Have (you) got
5 blue 2 … Ben … a green school bag? 2 Has (Ben) got
3 Has (a giraffe) got
3 … a giraffe … a long neck?
4 Have (your grandparents) got
4 … your grandparents … a dog? 5 Have (you) got
5 … you … big eyes?
Singular and plural nouns

5 Copy and complete the table. Exercise 5
1 She’s got fair / dark hair. 1 child
2 He’s got short / long hair. singular plural 2 mice
family families 3 man
3 He’s got green / blue eyes. 4 foxes
4 She’s got curly / straight hair. (1) children 5 baby
5 She’s got blue / brown eyes. mouse (2)
(3) men
fox (4)
(5) babies
All Clear
• parts of the body? Unit 2 Vocabulary Reference • Grammar Reference and
Practice, pages 68–9
• adjectives of physical description? Unit 2 Grammar Exercises • Vocabulary Reference, page 85
• have got? Unit 2 Vocabulary Exercises Student’s Digital Material
• singular and plural nouns? allclear.macmillan.es
Extra Practice 27
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Healthy
3 lifestyle Overview
● Understand, memorize and correctly use ● Write a blog entry about lifestyle CLC, SIE
vocabulary related to food and free-time activities ● Use and and but correctly in compositions CLC
CLC ● Identify general content of a text on British food
● Identify specific information from a text on food CLC
myths CLC ● Learn about typical British food CAE
● Understand and correctly use grammar structures ● Learn about the nutrients in food CMST
related to the present simple, common verbs ● Assimilate the All Clear Tips and Rules and study
followed by the gerund, and subject and object the Language Reference from the unit CLC, L2L,
pronouns CLC SIE
● Identify specific information through a listening ● Identify areas of language which need
activity about free-time activities CLC improvement and use ICT for extra practice DC,
● Use appropriate functional language to order food CLC, L2L
CLC, SCC
Linguistic content

● Present simple: affirmative, negative, interrogative ● Food: apple, bread, etc
and short answers ● Free-time activities: go shopping, listen to music, etc
● love, like, don’t like, hate + -ing
● Subject and object pronouns Functional language
● Ordering food / At the café
Recycled grammar
● be: present simple (Unit 1) Pronunciation
● have got (Unit 2) ● Third person singular -s: /s/ /z/ /ɪz/
● Reading Understand the gist and the main points ● Writing Write a blog post which maintains contact
from a clear and simple poster about healthy with an exchange of information about lifestyles.
eating, page 29 Express opinions in a simple way, page 34
● Listening Identify the gist and main ideas of an ● Reading Understand specific information in a
informal conversation between two people talking clearly structured text about British food. The
about a healthy lifestyle quiz, page 32 student can re-read the more difficult parts,
● Speaking Communicate effectively in an everyday page 35
situation. Follow norms of basic courtesy while
ordering food, page 33
T28A
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● Social development Learn about different free-time ● Finding examples of rules in a text, page 34
activities, page 32
● Thinking about healthy and unhealthy food, page 29 Cross-curricular content
● Communication Ordering food at a café, page 33 ● Science: nutrients in food, page 29
● Self knowledge Describe your own lifestyle, page 34 ● Language and literature: conventions for writing a blog
● Socio-cultural awareness Learn about different types entry, page 34
of British food, page 35

● Teacher’s Presentation Kit ● End-of-term test, Units 1–3: Basic, Standard and Extra
● Student’s Digital Material: interactive vocabulary and ● CEFR Skills Exam Generator
grammar activities
● Video Food (Revision Units 1–3, page 40) Web info
Student’s website www.macmillansecondary.es Tips to find extra information on: school meals, healthy
lifestyles, teenage lifestyles, a recipe for gravy, food likes
Workbook and dislikes
● Vocabulary, pages 20–1
● Vocabulary Reference, page 86 Extra help for weaker students
● Grammar, pages 22–3 Teacher’s Resource File: All Clear Basics, pages 11–5
● Revision, page 24 Material for fast finishers
● Culture Reading and Listening, page 95 Workbook: Grammar Extension, page 25
● Writing Guide, pages 106–7 Teacher’s Resource File: Vocabulary Extension, page 11
● Speaking, page 122 Teacher’s Resource File: Grammar Extension, page 12

pages 9–12
Lifelong Learning

Unit 3 T28B
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Healthy Objectives
3 lifestyle
Vocabulary Food; free-time activities
Grammar
Speaking
Present simple;
love, like, don’t like, hate + -ing
subject and object pronouns;
Ordering food
Writing A blog entry; and, but
Vocabulary
Food
Exercise 1 1 Listen and repeat the words. Match them with pictures 1–14.
1.27
1 cheese
2 strawberries apple • bread • cake • carrots • cheese • fish • ice cream • meat • milk • nuts • pasta • potatoes •
3 potatoes strawberries • yoghurt
4 carrots 4
5 yoghurt 1 2
3
6 fish
7 apple
8 nuts
9 milk
10 cake
11 bread
12 ice cream 6 8
13 meat 5 7
14 pasta
12
10 11
13
14
2 Copy and complete the table with words in exercise 1.

Exercise 2
Protein: fish, meat, nuts (example)
Protein Dairy Carbohydrates Fruit and vegetables
Dairy: cheese, ice cream, milk,
nuts yoghurt yoghurt (example)
Carbohydrates: bread, cake, pasta,
potatoes
Exercise 3 3 1.28
Listen to Max and Sally and answer the questions. Fruit and vegetables: apple, carrots,
1 fish (potatoes), strawberries
2 ice cream 1 What is Sally’s favourite food?
2 What is Max’s favourite food?
4 In pairs, ask and answer questions about your favourite food.
What’s your favourite food?

It’s pasta.
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Lesson Aims:
Students learn and practise some words for food.
Students listen to two people talking about their favourite food and identify it.
Vocabulary Extra activity

Books closed. Divide the class into four teams. In
Food turns, give each team a category. They have to give
you a corresponding food. They cannot repeat a food
Warmer mentioned by the other team. The first team to score
Elicit from the class what type of food they eat in five points is the winner.
a typical day. Help them out with vocabulary they
don’t know and write it on the board. 3 1.28
● Play the audio. Students listen and answer the

question about Max’s and Sally’s favourite foods.
1 1.27 ● Check answers with the class.
● Look at the words with the class. Elicit what they
mean and explain as necessary. 4
● Play the audio. Students listen and repeat the ● Read the example with the class.
words. ● Ask various students what their favourite food is.
● Students look at the pictures. Match the first ● Student then ask each other in pairs.
picture with one of the words (cheese) as an
example with the class. Mixed-ability solutions
● Students match the words with the remaining
pictures in pairs.
Tell students that they can ask you a maximum of
three questions.
Fast finishers: Exercise 2. Students try to think of
2 ● Explain that we can classify food in different
one or two more foods to put in each category.
ways: for example, if it contains lots of protein,
if it’s a dairy product, if it contains lots of Self-study and extra practice
carbohydrates or if it a fruit or vegetable. Workbook
● Write protein, dairy, carbohydrates and fruit and ● Vocabulary, page 20
vegetables on the board.
● Students copy the table in exercise 2 and
categorize the food they have seen in exercise 1.
● Read the examples (nuts, yoghurt) before
students complete the rest of the table.
● Check answers with the class. Explain that some Digital Activities
of the categories overlap but we usually classify
them by their most important nutritional quality,
for example, dairy products contain protein and
fruit and vegetables contain carbohydrates. Of
fruit and vegetables, only potatoes are usually
classified as carbohydrates.
Unit 3 T28
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Lesson Aims:
Students read and listen to a text about food myths for gist and specific information.
Reading All Clear Facts

Health poster Read the fact with the class. Ask what colours of carrots
they have seen or eaten.
Warmer Extra activity
Ask students which foods they think are good for
Ask students which of the foods in the text they eat
them and which are bad for them. Write two lists on
regularly.
the board.
Cultural note
Word Check The modern pizza was invented in Naples, Italy. In 2009,
the Neapolitan pizza was declared by the European
Check students understand the new words: home-made,
Union to be a Traditional Speciality Guaranteed dish.
fat, oil, juice. Explain any they don’t know.
The Norwegians eat the most pizza in the world,
consuming 5.4 kg/year per capita.
1 1.29
● Read question A from the text with the class (Do
carrots help our night vision?) and ask them if they Web info
think the answer is yes or no. Type these words in your search engine for more
● Students read the other questions in the text and information about food: ‘bbc schools + food’
decide what they think the answers are.
● Play the audio. Students read and listen to Mixed-ability solutions
the questions and answers. They answer the Students who need extra help: Exercise 1. Read out
questions. They then refer to the text and write the relevant part of the text where the answer to
the sentences with the information supporting each question is to be found, eg This vitamin is good
their answers. for our eyes but it doesn’t help our night vision.
Fast finishers: Exercise 1. Students close their books
2 ● Students read the text again to check their
and try to remember the reasons for the answers.
answers to exercise 1.
● Check answers with the class. Ask if anyone Self-study and extra practice
guessed all the answers correctly. Teacher’s Resource File
3 ● Read the example with the class.

● Students match the parts of the sentences.
Tell them to look in the text for the answers if
necessary.
4 ● Read the questions with the class. Encourage

them to answer without looking at the text.
● Students then refer back to the text to see if they
were right.
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Reading
Word Check
Health poster
home-made fat oil juice
Food myths – Are they true?
A DO CARROTS HELP OUR NIGHT VISION?

Carrots contain beta-carotene. Our body converts
beta-carotene into vitamin A. This vitamin is good for
our eyes but it doesn’t help our night vision.
B IS PIZZA BAD FOR YOU?

Teenagers love eating pizza especially when they
meet their friends. Home-made pizza is healthy. It has
got fibre, vitamins, minerals and proteins. Perfect!
C DO CHIPS GIVE YOU ACNE?

Chips contain fat and they are not very healthy but
they don’t give you acne. Oil in our skin causes acne
but fat or oil in food doesn’t.
Exercise 1
A no – This vitamin is good for our eyes but it doesn’t help our D FRUIT JUICE OR FRUIT?
night vision. People love drinking fruit juice in the morning, but is it
B no – Home-made pizza is healthy. healthy? Juice has got all the sugar of fruit but it doesn’t
C no – Oil in our skin causes acne but fat or oil in food doesn’t. contain the fibre. Drink juice and eat fruit for breakfast.
D both – Drink juice and eat fruit for breakfast.
1 1.29
Read and listen. Answer questions A–D.
2 Read the text again and check your answers. All Clear Facts
Carrots can be different colours – yellow,
3 Match 1–5 with a–e to make sentences. white, orange and purple.
Write them in your notebook.
Exercise 3 Carrots don’t help our night vision.
1 c (example) 1 Carrots a) doesn’t contain fibre.
2 e
3 d 2 Oil in food b) has got fibre.
4 b 3 Chips c) don’t help our night vision.
5 a 4 Home-made pizza d) contain fat.
5 Fruit juice e) doesn’t cause acne.
4 Answer the questions in your notebook.

1 Do carrots contain beta-carotene? 2 Does pizza include protein, minerals and vitamins?
Exercise 4
3 Does oil in our skin cause acne? 4 Does fruit juice contain fibre?
1 yes
2 yes
3
4
yes
no Unit 3 29
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13:29
Grammar
Present simple
I eat I don’t eat Do I eat … ? Yes, I do.
You eat You don’t eat Do you eat … ? No, you don’t.
He eats He doesn’t eat Does he eat … ? Yes, he does.
She eats She doesn’t eat Does she eat … ? No, she doesn’t.
It eats It doesn’t eat Does it eat … ? Yes, it does.
We eat We don’t eat Do we eat … ? No, we don’t.
You eat You don’t eat Do you eat … ? Yes, you do.
They eat They don’t eat Do they eat … ? No, they don’t.
Exercise 1 1 Write the correct word in your notebook. 4 Complete the text with the affirmative or Exercise 4
1 eats negative form of the verbs in brackets. 1 needs
2 contain
1 My sister eat / eats apples every day! What is the text about? 2 doesn’t contain
3 needs 2 They contain / contains vitamin C. 3 say
4 produce Your body (1)… (need) this. It (2)… 4 doesn’t give
3 Your body need / needs vitamin C for
(not contain) fat or sugar. Doctors (3)… (say) 5 helps
protection.
‘Drink eight glasses every day.’ It (4)… The text is about
4 Some animals produce / produces water.
(not give) you energy but it (5)… (help)
vitamin C.
you to be healthy.
Exercise 2 2 Complete the sentences with the
affirmative form of the verbs in brackets.
All Clear Rules
1 eat
2 drinks
3 eat 1 I … (eat) cereal for breakfast.
In short answers, don’t repeat the main verb:
4 goes 2 She … (drink) two litres of water every Do you drink milk?
5 causes day. Yes, I do. ✓ Yes, I drink. ✗
3 They … (eat) healthy pizzas.
4 He … (go) home for lunch.
5 Complete the questions with Do or Does. Exercise 5
5 Oil in the skin … (cause) acne.
Then write short answers that are true for 1 Do
you in your notebook. 2 Do
All Clear Rules … you have breakfast every day?

3
4
Does
Does
Be careful with the -s in he / she / it forms: Do you have breakfast every day? Yes, I do. 5 Do
He doesn’t drink water. ✓ 1 … you drink juice? Students’ own
He doesn’t drinks water. ✗ short answers
2 … you and your friends eat pizza?
3 … your best friend drink milk every day?
Exercise 3 3 Complete the sentences with the negative 4 … your teacher eat chocolate in the
1 don’t eat form of the verbs in brackets. classroom?
2 doesn’t drink
3 doesn’t contain 1 I … (eat) vegetables. 5 … your friends eat fish?
4 doesn’t eat 2 She … (drink) juice.
5 don’t eat 6 Ask and answer the questions in
3 Water … (contain) fat.
exercise 5.
4 My uncle … (eat) Mexican food.
5 My brother and sister … (eat) fruit.
30
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Lesson Aims:
Students learn and practise the present simple (affirmative, negative, interrogative and short answers).
Grammar 3 ● Students complete the sentences with the

negative form of the verbs in brackets.
Present simple ● Check answers with the class.
Warmer 4 ● Explain that in this exercise students use both

affirmative and negative forms. Also make it clear
Tell students you are going to say some sentences
that they need to decide what the text is about
about world eating habits. Ask them to identify
once they’ve finished.
which sentences are true and which are false. You
● Students complete the text with the correct form
can use these sentences.
of the verbs in brackets.
Paella comes from Italy. (False – it comes from
● Check answers with the class and elicit what the
Spain.)
text is about.
Risotto and pasta come from America. (False – they
All Clear Rules

come from Italy.)
Pâté comes from France. (True)
Read the last two columns of the grammar table.
Elicit from students how the he / she / it form is different.
1 ● Read the affirmative column of the grammar Elicit from students what verb doesn’t appear in short
table with the class. answers (the main verb, eat, in the table).
● Elicit from students how the he / she / it form is Read the second All Clear Rules with the class.
different.
● Make students aware of the spelling rules for the 5 ● Read the example question and answer with
third person singular: the class. Emphasize that students should write
1 Verbs ending in -o, -ch, -sh, -ss, -x and -z, add answers that are true for them.
-es: go – goes, do – does; catch – catches; wash ● Students complete the sentences with Do or
– washes; kiss – kisses; fix – fixes; buzz – buzzes Does and then write their short answers.
2 Verbs ending in consonant + y, remove the y ● Check the questions with the class and elicit the
and add -ies: study – studies, carry – carries two possible short answers for each one.
3 Verbs ending in vowel + y, add -s: play – plays,
enjoy – enjoys Extra activity
● Students read the sentences in exercise 1 and Practise the pronunciation of each of the questions,
choose the correct option to complete them. You highlighting the stress, the pronunciation of the
may want to do the first question together with unstressed Do and the rising intonation at the end.
the class and discuss with them why the answer
is eats. 6
● Check answers with the class. ● Highlight the different pronunciation of do and
does in questions and answers.
2 ● Students complete the sentences with the ● Students ask and answer the questions in
affirmative form of the verbs in brackets.
exercise 5 in pairs.
All Clear Rules Students who need extra help: Exercise 4. Give
Read the negative column of the grammar table with students two options to choose from for each gap:
the class. need / needs, don’t contain / doesn’t contain, etc.
Elicit from students how the he / she / it form is different. Fast finishers: Exercise 4. Students put the verbs in
Teach the pronunciation of don’t and doesn’t. the opposite form asked for. Once they have done
Read the All Clear Rules with the class. this, they read the text with the new meaning and
see if it could possibly describe a food or drink.
Unit 3 T30
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Lesson Aims:
Students learn and practise love, like, don’t like, hate + -ing, and subject and object pronouns.
Grammar Subject and object pronouns

9 ● Write on the board: I play tennis. and My sister
love, like, don’t like, hate + -ing plays tennis with me.
Students translate the sentences.
Warmer ● Elicit or explain the difference in meaning and
Write on the board I like + eating/drinking … and use between I and me.
I don’t like eating/drinking … . Tell students that you ● Look at the grammar table with the class.
are going to say the names of some food and if they ● If necessary, give more example sentences.
like the food, they should put up their left hand. ● Students choose the correct words to complete
If they don’t like it, they should put up their right the sentences in exercise 9.
hand. Use the food vocabulary on page 28 of the ● Check answers with the class.
Student’s Book.
Ex
All Clear
7 ● Students read the sentences in the grammar
Grammar 2
3
table and translate them. 10 ● Tell students that this is a cumulative check of 4
● Highlight the -ing form after the verbs. Make the grammar in Units 1 to 3 and explain any
students aware of the spelling rules. vocabulary they may not know, eg Yuck! and
1 Most verbs add -ing to the end of the verb: Let’s eat. 5
go – going, work – working ● Students complete the dialogue with the correct
2 Verbs ending in -e, remove the -e and add form of the verbs in brackets.
-ing: live – living, dance – dancing
3 One-syllable verbs ending in consonant 11 1.30
+ vowel + consonant, double the final
consonant and add -ing (unless the
answers.
consonant is w, x or y): stop – stopping,
● Check answers with the class. This is a good
get – getting, but snow – snowing
moment to check they have understood the
4 Two-syllable verbs ending in consonant
new grammar and to review the grammar from
+ vowel + consonant, double the final
previous units.
consonant when the stress is on the first
syllable and add -ing: travel – travelling, but
happen – happening
5 Verbs ending in -ie change the -ie to -y and
Write two options on the board for each gap.
add -ing: lie – lying
● Look at the example in exercise 7 with the class. Fast finishers: Exercise 10. Students write four
Check students understand they must choose sentences about the people in the dialogue. They
the verb which corresponds to the faces. Remind then show the sentences to their partner, who has
them that they need to think about the form of to decide if they are true or false.
the verb: does it have -s at the end or not?
● Students write the sentences.
Workbook

8
● Read the question and answer in the speech
bubbles and ask the class to repeat.
● Grammar Consolidation, page 10
● Highlight the pronunciation and intonation.
● Grammar Extension, page 12
● In pairs, students ask the same question about
other types of food. Digital Activities
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love, like, don’t like, hate + -ing Subject and object pronouns
love, like, don’t like, hate + -ing Subject pronouns Object pronouns
I love surfing the net. I me
I like surfing the net. you you
I don’t like surfing the net. he him
I hate surfing the net. she her
? Do you like surfing the net? it it
we us
7 Copy and complete the sentences with you you
Exercise 7 love, like, don’t like or hate. they them
2 My best friend loves I reading comic books.
listening to music.
3 My classmates hate I like reading comic books. 9 Write the correct word in your notebook. Exercise 9
eating vegetables. 1 My best friend listening to music. 1 I
4 My little brother
1 Chinese food is my favourite food. 2 him
2 My classmates eating vegetables.
doesn’t like going I / Me like going to Chinese restaurants. 3 them
to the supermarket 3 My little brother going to the 4 We
2 My uncle Josh is a chef. I like cooking
with my parents. supermarket with my parents. 5 us
5 My sister likes with him / he.
4 My sister playing football.
playing football. 3 I am allergic to milk and cheese. I never
8 Ask and answer questions. eat they / them.
4 Us / We drink milk every morning.
Do you like eating 5 My cousins sometimes have dinner
cheese? Yes, I do. with we / us.
All Clear
10 Complete the dialogue with the correct
form of the verbs in brackets.
Grammar
Exercise 10 Josh What (1)… you … (do) with your friends on 1 2 3 4 5 6 7 8 9
1 do (you) do Saturdays?
2 going
3 do (you) do Sophie Well, I love (2)… (go) to a café in town.
4 have Josh What (3)… you … (do) there?
5 make Sophie We (4)… (have) a pizza.
6 eating
7 do (you and your Josh Pizza! Is that healthy?
friends) like Sophie Yes, they (5)… (make) them with lots of vegetables.
8 eating
Josh Yuck! I hate (6)… (eat) vegetables.
9 ’m
Sophie What (7)… you and your friends … (like) eating?
Josh We love (8)… (eat) hamburgers and ice cream.
Sophie That’s not healthy!
Josh Look, I (9)… (be) hungry. Let’s eat.
Sophie OK, but not a hamburger!
11 1.30
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Vocabulary
Free-time activities
Exercise 1 1 1.31
Listen and repeat the phrases. How do you say them in your language?
Students’ own go shopping • listen to music • meet my friends • play football • read comics •
answers
ride my bike • stay up late • surf the internet • talk on the phone • watch TV
Exercise 2 2 Match pictures 1–6 with the free-time activities in exercise 1. Which activities
1 talk on the are not in the pictures?
phone
2 ride my bike
3 play football 1 2 3
4 surf the internet

5 go shopping
6 meet my friends
Not shown: listen
to music, read
comics, stay up
late, watch TV
4 5 6
Exercise 3 3 Write six sentences about activities that you like and don’t like doing.
Students’ own
I like meeting my friends. I don’t like going shopping.
answers
Listening
Exercise 4 4 1.32
Listen to the dialogue. How many 5 Listen again and answer the questions. Exercise 5
Eight points has Jake got? Use short answers. 1 Yes, he does.
2 Yes, he does.
Score: A = 3 points; B = 2 points; C = 1 point Does Jake want to do this quiz? Yes, he does. 3 No, he doesn’t.
1 Does Jake like doing a lot of sports? 4 No, he doesn’t.
2 Does he like surfing the internet? 5 Yes, he does.
3–4 points: 8–9 points:
You need to be
5–7 points: Perfect! You’ve got 3 Does he like eating fast food?
more active. a very healthy
Not bad! But you
need to change
lifestyle. 4 Does he go to a café with friends after
one or two habits. school?
5 Does he go home from school by bike?
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Lesson Aims:
Students learn and practise vocabulary related to free-time activities.
Students listen to two people doing a quiz about lifestyle.
Free-time activities Warmer
Ask students which of the free-time activities
Warmer they’ve just learnt are healthy.
Give students a minute to write down, in pairs, all
the free-time activities they know in English. See
who has the longest list. 4 1.32
● Explain to students that they are going to listen

to two teenagers doing a questionnaire to see if
1 1.31
they have a healthy lifestyle.
● Play the audio. Students listen and repeat the ● Look at the key for the questionnaire with the class.
words. Point out the word stress. ● Play the audio. Students listen to the
● Students look at the words and tell you how to conversation and identify how many points Jake
say them in their language. has got.
2 ● Students match the pictures with the words in
exercise 1 and write down the ones which do not 5 ● Read the example with the class.
appear in the pictures. ● Students read the questions.
● Play the audio again. Students listen again and
3 ● Read the example with the students. write short answers to the questions.
● Tell students to write three sentences about ● Check answers with the class.
free-time activities they like doing and three
that they don’t like doing. Web info
● Ask different students to read out their
sentences.
information about lifestyles: ‘healthy kids + NSW +
Extra activity questionnaire’
Have a class vote to find out which activities are the

most popular.
Students who need extra help: Exercise 3. Elicit the
-ing form of the verbs in exercise 1 and write them
on the board.
Fast finishers: Exercise 3. Students think of other
collocations with listen to, play, read and watch.

Workbook
● Vocabulary, page 21
● Vocabulary Reference, page 86

.
.
Digital Activities
Unit 3 T32
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Lesson Aims:
Students learn and practise functional language for ordering food at a café.

Ordering food / At the café 1 Ordering food
Read the menu with the class, explaining any
Warmer unknown vocabulary. Students choose what they
Ask students if they ever eat out. Ask what type would like to have.
of places they go to, who they go with, what their
favourite place is, why they like it and what they
usually eat there.
3 Speak
Model Dialogue Students practise their dialogues in pairs.
1 1.33 Extra activity

● Read the question with the class. Students write their own menus and act out a
● Play the audio. Students listen to and read the conversation in groups as if they were in a restaurant.
dialogue.
● Elicit the answer to the question.
Students who need extra help: Speaking Task.
2 ● Play the audio again. Students listen again and Students write out their dialogue before they do
this time repeat the dialogue. step 3.
● Focus on and explain the following expressions: Fast finishers: Speaking Task. Students act out
Can I help you?; Can I have … ?; Here you are.; another dialogue choosing different types of food.
Anything else?; How much is that?; That’s … , If possible, they do this without looking at the
please. Also look at how we say prices in English. Model Dialogue.
Get the class to pay attention to the intonation,
both of questions and answers.
Workbook
Extra activity ● Speaking, page 122
Tell students that the tuna sandwich costs £3. Ask them Teacher’s Resource File
how much the strawberries cost (£1.50). ● Key Competences: Speaking, pages 23–4
Digital Activities
3 ● Students order the words to make sentences. Tell ● Student’s Digital Material
them to look at the dialogue if they need help.

T33
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Speaking
Ordering food / At the café
Model Dialogue
Assistant
Liam
Hello. Can I help you?
Can I have a ham sandwich,
please?
Oh, we haven’t got ham. What about
a cheese sandwich?
I don’t like cheese. Can I have
a tuna sandwich, please?
Here you are. Anything else?
Can I have some strawberries, please?
I love strawberries!
Sure. Anything else?
No, thanks. How much is that?
That’s £4.50, please.
Here you are.
Exercise 1 1 1.33
Listen to the dialogue. Does Liam 3 Order the words to make sentences. Exercise 3
Yes like strawberries? 1 Can I have a
1 pizza / have / I / Can / a / ?
pizza?
2 is / How / that / much / ? 2 How much is
2 Listen again and repeat the dialogue.
3 a / sandwich / cheese / about / What / ? that?
3 What about
Speaking Task a cheese
sandwich?
1 Ordering food
Read the menu and choose Sandwiches Fruit & Drinks
what you want.
Cheese sandwich £2.50 Strawberries £1.50
Ham sandwich £3.00 Apple £1.00
Tuna sandwich £3.00 Water £1.30
Chicken sandwich £3.25 Juice £1.80
3 Speak
In pairs, practise your dialogue.
Hello. Can I help you?
Hello. Can I have a … , please?
Unit 3 33
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Writing
A blog entry: My lifestyle
Exercise 1 1 1.34
Read the Model Text and listen. Answer
the questions in your notebook.
1 fruit and cereal
2 meeting his 1 What food does Oscar eat for breakfast?
friends, playing
basketball, 2 What does he like doing in his free time?
swimming, 3 What sports does he do?
being at home
with his family,
reading and Model Text
playing video
games Oscar’s blog Posted 8th July
3 basketball and
swimming I’ve got a healthy lifestyle. I eat fruit and cereal for
breakfast and I drink milk. I love chocolate and
biscuits but I don’t eat them very much.
Exercise 2
In my free time, I love meeting my friends and
1 I eat fruit and
cereal for
I like playing basketball. In the summer, we love
breakfast and I swimming. I like being at home with my family.
drink milk.
I love meeting My sisters love listening to music, but I like reading
my friends and and playing video games. My dad likes video
I like playing
games and we play them together.
basketball.
My dad likes
video games
and we play
2 Look at the All Clear Tips. Find examples
Writing Task
them together.
of 1 and 2 in the Model Text. 1 Plan
2 I love chocolates
and biscuits but Make notes about your lifestyle and
I don’t eat them
very much.
All Clear Tips include:
My sisters love and, but Food I eat … for breakfast. I love …

listening to Sports I love playing …
music, but I like Use and or but to connect two sentences:
reading and 1 I eat cereal for breakfast and I drink juice. Free time My sisters love … but I like …
playing video 2 I love chips but I don’t eat them very
games. much. 2 Write
structure:
3 Combine the sentences with and or but.
Paragraph 1 Food
Exercise 3 I eat bread for breakfast. I drink milk for Paragraph 2 Sports
1 My friends watch TV breakfast. Paragraph 3 Free time
and they stay up late. I eat bread and I drink milk for breakfast.
2 My sister watches TV
1 My friends watch TV. They stay up late. 3 Check
but she doesn’t play
video games. 2 My sister watches TV. She doesn’t play present simple
3 I meet my friends and like + -ing
video games.
we play basketball.
4 We go to the park but 3 I meet my friends. We play basketball. subject and object pronouns
we don’t play football. 4 We go to the park. We don’t play football. vocabulary for food and free-time
5 My brother likes activities
5 My brother likes reading comics. I don’t
reading comics but I
don’t like reading them. like reading them. and, but
34
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Lesson Aims:
Students practise using and and but.
Students write a description of their lifestyle.

A blog entry: My lifestyle 1 Plan
Warmer about their lifestyle. Tell them that they can get ideas
Ask students if they like reading blogs and what for what to write about by looking at the vocabulary
type of things people write about in blogs. they learnt on page 32.
2 Write
Model Text their notes to write a blog entry. Emphasize that
they should try to use and to link similar information
1 1.34
and but to contrast different information.
● Ask students to look at the picture and say what
sport Oscar likes doing (basketball). 3 Check
● Students read the questions. Encourage students to check their work, paying
● Students read and listen to Oscar’s blog and particular attention to the points mentioned.
answer the questions. You may need to elicit or
teach the meaning of biscuits, meeting, together. Web info
● Check answers with the class. Type these words in your search engine for more
● Ask the class if they think Oscar has a healthy information about teenagers’ lifestyles: ‘uk answers +
lifestyle and to give their reasons for their answer. teens + usually go to bed’
Extra activity Mixed-ability solutions

Ask students to find five examples of verbs in the Students who need extra help: Writing task.
present simple in the Model Text. Students do not write the full composition. Instead,
they adapt the first four sentences of the Model
All Clear Tips Text to make them true for them.
Fast finishers: Writing task. Students form pairs
2 ● Read the All Clear Tips with the class. Elicit from and try to guess what food, sport and free-time
students why we use and in the first sentence activities their partner has written about. They then
and but in the second (and connects similar read their partner’s blog entry to see if they’ve
ideas; but contrasts two ideas). guessed correctly.
● Students find examples of and and but in the
Model Text. Self-study and extra practice
Workbook
3 ● Read the example with the class. Ask why we use ● Writing Guide, pages 106–7
and, not but. Teacher’s Resource File

● Students combine the sentences with and or but. ● Key Competences: Writing, page 6
Unit 3 T34
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Lesson Aims:
Students learn some facts about British food.
Students practise the pronunciation of the third person singular -s: /s/ /z/ or /ɪz/.
Language note: third person -s

Culture Reading /s/ follows unvoiced sounds.
/z/ follows voiced sounds.
/ɪz/ follows /s/ /z/ /ʃ/ /tʃ/ and /dʒ/ sounds.
British food
Web info
Warmer Type these words in your search engine for
● a recipe for gravy: ‘bbc food + recipes + traditional
Ask students to think of examples of typical British
gravy’
food.
● a simple food likes and dislikes song: ‘video + song +
do you like broccoli’

1.35
● Students look at the pictures of different food. Ask Mixed-ability solutions

them what they can see and which of the food in the Students who need extra help: Reading text.
pictures they have eaten. Ask them which countries Pre-teach meal, roast dinner, oven, sauce, all over the
they associate each of the different kinds of food world and spicy before students read the text.
with.
Fast finishers: Reading text. Students identify all the
● Students read the questions.
types of food mentioned. They then classify them as
● Play the audio. Students read and listen to the text to
I love, I like, I don’t like and I hate.
find the answers to the questions.
Workbook
Extra activity ● Culture: Reading and Listening, page 95
Play the audio again. Stop at key moments and see if

students can guess the next word.
Pronunciation
Third person singular -s: /s/ /z/ or /ɪz/
a 1.36
● Play the audio. Students listen and note the
different pronunciation of the verb endings.
● Play the audio again. Students listen and repeat
the words.
b 1.37
● Students copy the table.

● Play the audio. Students listen and add the verbs
to their table.
Pr
● Check answers with the class. ex
● Play the audio again. Students listen and repeat /s/
the words. /z/
/ɪz
T35
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Culture Reading
Traditional Sunday lunch

A traditional British family meal is a roast dinner.
This is beef or chicken cooked in the oven. The
meat is served with different vegetables and
gravy: a delicious sauce.
International food
The British love food from all over the world. They
love spicy food from India and Mexico. Chinese
food such as fried rice is also very popular.
Vegetarians
About four million British people are vegetarian
– they don’t eat meat. Vegans are also
vegetarians but they don’t eat or drink
dairy products or eat eggs.
1.35
Read and listen. Then answer Reading text
the questions in your notebook. exercise
1 a delicious sauce
1 What is gravy?
2 China
2 Where is fried rice from? 3 Vegans don’t
3 What is the difference between eat meat and
they don’t eat or
vegetarians and vegans? drink any dairy
products or eat
eggs.
Pronunciation
Third person singular -s: /s/ /z/ or /ɪz/
a 1.36
Listen and repeat.
/s/ eats helps

/z/ sees goes
/ɪz/ teaches watches
Pronunciation
exercise b b 1.37
Listen to the verbs in the box. Copy and complete
/s/ drinks, repeats the table in exercise a with the verbs in the box.
/z/ does
/ɪz/ causes, passes, causes does drinks passes repeats washes
washes
Unit 3 35
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Vocabulary Food
apple bread cake carrots cheese
fish ice cream meat milk nuts
pasta potatoes strawberries yoghurt
Free-time activities go shopping listen to music meet my friends play football

read comics ride my bike stay up late surf the internet
talk on the phone watch TV
Grammar Present simple

Affirmative Negative
I / You eat fruit. I do not eat fruit.
He / She / It eats fruit. He / She / It does not eat fruit.
We / You / They eat fruit. We / You / They do not eat fruit.
Interrogative Short answers

Do I / you eat fruit? Yes, I / you do.
Does he / she / it eat fruit? No, he / she / it doesn’t.
Do we / you / they eat fruit? Yes, we / you / they do.
love, like, don’t like, hate + -ing Subject and object pronouns
love, like, don’t like, hate + -ing Subject pronouns Object pronouns
I love surfing the net. I me
I like surfing the net. you you
I do not like surfing the net. he him
I hate surfing the net. she her
it it
? Do you like surfing the net?
we us
you you
Speaking Ordering food they them
Hello. Can I help you? Can I have a ham sandwich, please?
Sure. Anything else? No thanks. How much is that?
That’s £4.50, please. Here you are.
36
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Vocabulary Food love, like, don’t like, hate
+ -ing
Exercise 1 1 Copy and complete the table with the words
Carbohydrates: in the box.
4 Complete the sentences with the
pasta
correct form of love, like, don’t like
Dairy: cheese apples carrots cheese meat pasta
Fruit: apples
or hate.
Protein: meat 1 They staying up late on Exercise 4
Vegetables:
Carbohydrates Dairy Fruit Protein Vegetables
Saturdays. 1 like
carrots
2 hate
2 We playing video games. 3 doesn’t like
3 She watching TV. 4 love
Free-time activities 4 You listening to music. 5 like
2 Complete the sentences. 5 I playing basketball.
Exercise 2 1 I listen to … with my friends.

2 She rides her … on Sundays.
Subject and object pronouns
1 music
2 bike 3 They watch … in the evening. 5 Copy and complete the table with
3 TV
4 We stay up … on Saturdays. the correct object pronouns.
4 late Exercise: 5
5 phone 5 He talks on the … a lot.
1 you
Subject Object
2 him
Grammar Present simple pronouns pronouns 3 her
I me 4 us
3 Complete the sentences with the correct form you (1) 5 them
of the verbs in brackets. he (2)
Exercise 3 1 I … (eat) eggs for breakfast. she (3)
1 eat 2 My brother … (play) football after school. it it

2 plays
3 doesn’t walk 3 My cousin … (not walk) to school. we (4)
4 watches 4 He … (watch) TV all the time. you you

5 Do (you) have 5 … you … (have) a healthy lifestyle? they (5)
All Clear
Write your scores for exercises 1–5 in your If you need extra practice, go to: and practice can go to:
notebook. What did you get for: Unit 3 Grammar Reference Workbook
• Unit 3 Revision, page 24
• food? Unit 3 Vocabulary Reference • Grammar Reference and
• free-time activities? Unit 3 Grammar Exercises Practice, pages 70–1
• present simple? Unit 3 Vocabulary Exercises • Vocabulary Reference, page 86
• love, like, don’t like, hate + -ing? Student’s Digital Material
allclear.macmillan.es
• subject and object pronouns?
Extra Practice 37
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15:19
Rev ision Units 1–3
bulary
Voca Adjectives of physical description
Food
Family
Parts of the body
Work with a partner to complete the sentences in your notebooks. Who finishes first?
START
She’s got long c… hair.
Where does pizza come from? I…
Revision Units 1–3

Vocabulary
Italy Kangaroos have got a long t… .
curly
strawberries
parents
tail
play They’re a small, red
eyes fruit. S…
USA / United States
brothers
fair
This is my mum and dad.
They are my p… .
Washington DC is the
capital of the U… .
We p… football in the park.
She’s got big brown e… .
Adam and Tom are b…s.
FINISH
He’s got short f… hair.
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Lesson Aims:
Students revise and practise vocabulary from Units 1 to 3.
Revision Units 1–3

Vocabulary
Warmer
Write the following headings on the board.
Family
Parts of the body
Adjectives of physical description
Food
Books closed. Students work in pairs. Give them
three minutes to write down as many words as they
can remember belonging to the lexical sets. Then
find out who has the most words by asking Who’s
got more than 15 words?; Who’s got more than 20?,
etc. Once you have established which pair has got
the most words, ask them to read the words out.
● Do the board game as a competition. Explain these

rules to the class before you start.
● Students work in pairs. They complete the words.
● When they have finished, they shout Stop! All the
other teams must stop writing.
● Check answers with the class and write them on the
board.
● Teams get two points for each correct answer and
minus one point for each wrong answer. For a blank,
they get zero points.
● Ask how many points the teams have, starting at 20
(the maximum) and working down.
Extra activity
Students choose five of the missing words from the
board game and scramble their letters. Students
exchange their lists with a partner and unscramble the
words.
Units 1–3 T38
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Lesson Aims:
Students revise and practise the grammar from Units 1 to 3.
Question words
Revision Units 1–3 Warmer

Write the following sentences on the board and
Grammar elicit a question that these could be an answer to.
(Possible answers in brackets.)
be: present simple He’s got a smartphone. (What has he got?)
His pen is in his bag. (Where’s his pen?)
Warmer At weekends I meet my friends. (Who do you meet at
Write the subject pronouns on the board (I, you, he, weekends?)
etc) and elicit the affirmative form of be by asking Is Because I like playing tennis! (Why do you play
it am or is?, etc. tennis?)
Once you have them all written on the board, elicit
the negative and interrogative forms.
3 ● Students order the words to make questions.
They then write answers that are true for them.
1 ● Students read the sentences and complete them ● Check answers with the class.
using the correct form of be. With weaker classes,
you may want to do the first question with them
Extra activity
to give them confidence. Students ask and answer the questions in pairs.
● If you detect any major problems, you might Present simple
want to read through the grammar section of the
Language Reference on page 16 with the class. Warmer
Elicit the affirmative, negative, interrogative and
have got short answers of the present simple as for have got
above.
Warmer
Elicit the affirmative, negative, interrogative and
short answers of have got as for be above, but group
4 ● Students to complete the text with the correct
the subject pronouns I, you, we and they together
and he, she and it together.
● If you detect any major problems, you might
want to read through the grammar section of the
2 ● Students read the text. Language Reference on page 36 with the class.
● Answer any vocabulary queries.
● Students complete the text in pairs. Grammar check
● Check answers with the class. 5 ● Tell students that this exercise revises the rest of
● If you detect any major problems, you might the grammar they have seen in Units 1 to 3 and it
want to read through the grammar section of the will give them a good idea of how well they have
Language Reference on page 26 with the class. learnt it.
● As this exercise is very wide-ranging, you may
want students to do it in pairs so that they can
help each other.
● Students choose the correct option to complete
each sentence.
● Ask students how many they have got right,
starting at 8 and going down.
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Exercise 3
1 What is your name?
2 Where are you from?
3 How old are you?
4 Have you got any brothers or
sisters?
Grammar 5 Who is your best friend?

6 Do you like listening to music?
be: present simple
have got
Question words
Present simple Question words
adjectives
Subject pronouns and possessive
Sing ular and plur al nou ns
3 Order the words to make questions.
love, like, don’t like, hate + -ing
Then write answers that are true for you
Subject and object pronouns
in your notebook.
1 your name / is / What / ?
be: present simple 2 from / Where / you / are / ?
1 Complete the sentences with the correct 3 old / you / are / How / ?
form of be. 4 you / got / any brothers or sisters / Have / ?
5 your / Who / is / friend / best / ?
aren’t am are (x2) isn’t is 6 you / to music / like listening / Do / ?
Present simple
4 Complete the text with the correct form of
the verbs in brackets.
Exercise 4
Peter Moore (1)… (come) from Northern
1 comes
Ireland. He (2)… (not go) to a normal school, 2 doesn’t go
he (3)… (go) to a music school. Peter (4)… 3 goes
4 plays
(play) the trombone. His parents (5)… (play) 5 play
the French horn. They (6)… (love) music. Peter 6 love
(7)
… (want) to be a professional musician. In 7 wants
8 likes
his free time, Peter (8)… (like) playing football.
Exercise 1 1 Hi, my name’s Sean and I … from Ireland.

2 My friends … Dan and Chloë.
Grammar check
1 am
2 are 3 Dan … (not) from Ireland; he’s from the 5 Write the correct word in your notebook.
3 isn’t
USA.
4 are 1 My mum’s name is Lauren. She / Her is Exercise 5
5 aren’t 4 We … in a rock band called The Dogs.
6 is 5 We … (not) famous but our music is from Scotland. 1 She
2 His
fantastic! 2 My dad is from Canada. He / His name
3 children
6 My favourite band … The Script. is Victor. 4 Mice
3 They have got three child / children. 5 riding
6 playing
4 Mouse / Mice have got four legs.
have got 7 They
5 We love ride / riding our bikes. 8 his
Exercise 2 2 Complete the text with the correct form 6 I like play / playing football.
1 haven’t got of have got. 7 They / Them have got long wavy hair.
2 ’ve got 8 My brother often plays tennis with
3 ’s got I (1)… (not) any brothers or sisters but I (2)…
4 hasn’t got seven cousins. My favourite cousin is Laura. he / his friends.
5 ’s got She (3)… blue eyes. Laura (4)… (not) any
6 have got
7 ’s got brothers but she (5)… a sister, Cathy. Laura
8 haven’t got and Cathy (6)… a dog; it (7)… a long tail. They
(8)
… (not) other pets.
Units
Term1–3
1 39
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Cultural Awareness:
Food
1 How much do you know about food in Britain? Do the quiz.
Exercise 1 1 What is the traditional British breakfast?

1 b a) croissants
2 b
b) bacon and eggs
3 c
4 a
c) toast and jam
5 c 2 What is the traditional drink in Britain?
6 a
a) orange juice
b) tea
c) hot chocolate
3 A very popular dish is fish and …
a) carrots.
b) rice.
c) chips.
4 What is in a pasty?
a) meat, potato and onion
b) apples
c) fish
5 When do you eat pudding?
a) during a meal
b) at the end of a meal
c) both
6 What do people usually eat at Christmas?
a) turkey
b) fish
c) lamb
WATCH
2 Watch the documentary about food and answer

the questions.
Exercise 2 1 What time do people have afternoon tea?
1 three o’clock 2 What can you eat with your pie in a pie shop?
2 mashed potato
3 What do they eat in Scotland on 25th January?
3 haggis
1:12
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Lesson Aims:
Students do a quiz to see how much they know about British food-related customs.
Students watch a video about food in Britain and extract specific information.
Culture video: Food

Cultural Awareness: This Culture video and accompanying worksheet,
teaching notes, videoscript and answer key are in
the Teacher’s Resource Centre of the All Clear Digital
Food Material.
The worksheet, teaching notes, videoscript and
Warmer answer key can also be found in the Teacher’s
Ask students to tell you about any typical food or Resource File.
drink where they live and in other autonomous
communities (eg migas, cheese, etc) or countries (eg
pies, muffins, couscous).
1 ● Tell students they are going to do a quiz about

British food customs. Read through the questions
with the class and clear up any vocabulary
problems, but do not tell them what pudding
means.
● Students do the quiz individually.
● Students compare answers in pairs.
Extra activity
Students answer questions 1, 2, 3 and 6 for where they
are from.
2
● Tell students that they are going to watch a
documentary about food in Britain.
● Read through the questions with the class,
clearing up any vocabulary problems, eg pie.
● Ask students what they think the answers to the
questions might be.
● Play the video. Students watch and listen and
check their answers.
Web info
To see a simple demonstration of how to make a full
English breakfast, type these words in your search
engine: ‘video + videojug + full English breakfast’
Units 1–3 T40
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Lesson Aims:
Students look at a collaborative wall about food and make one themselves.
Step 3 Tell each group to pool their information from

step 1 using the digital wall or creating a paper
Digital Competence: poster. Encourage them to include a puzzle.
A collaborative wall
Food
Step 4 Groups show their walls to the rest of the class,
either projected onto a screen or as a physical
poster. Encourage positive feedback and
constructive criticism and suggestions.
Warmer
Step 5 Organize a classroom vote to decide on the
Ask the class if they have ever posted pictures,
best wall.
videos or ideas online. If so, ask them what they
were about and what type of website it was.
Ask students to look at the example of a
Web info
collaborative wall or show it on screen. Ask them Type these words in your search engine for more
what the wall shows in general (different food ideas information about collaborative walls: ‘online
posted by different people on a web page / wall). collaborative wall for schools’
Look at the words in the box. Clear up any Term Project
vocabulary problems, eg recipe, pancake. Tell
For a different type of collaborative project, see
students to find examples of the words in
Workbook pages 130–1.
the picture.
Task
Explain to students that they are going to make an
online collaborative wall about food.
Step 1 Tell students to look for digital information
about a type of food. It can be their own
material, eg a video of a family meal, a photo of
their kitchen, a few lines about their favourite
food, etc, or something they find on the web,
eg a picture of delicious food, a photo of a
fashionable restaurant, a recipe in English, etc.
Step 2 Divide the class into groups of five or six so
that various walls are produced. Write the URL
of a digital wall generator (see Web info) on
the board or tell them to create a wall using
a big piece of paper. You may want to help
each group set up their collaborative wall. If
appropriate, make it clear to the class that this
is a project which they will need to organize in
their free time and that they will need to take
responsibility for it.
T41
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Digital Competence:
A collaborative wall
Look at the collaborative wall and find an example of:
a recipe a photo a video about making a pancake a definition of pancake
15:50
LOG IN HOME RECIPES FAQS SEARCH
Pancake Here’s a picture of the pancakes we made!

Trix, 9 days ago
Day!
A pancake is a thin cake. You make a batter and fry
it in a pan. You can add sugar and lemon for a sweet
pancake, or chocolate for another topping.
Trix, 5 days ago
Make as many words as you can from the letters

PANCAKE DAY CELEBRATIONS
cat take son pack cake
Sara, 5 days ago
Recipe for pancakes

110g flour 2 eggs
200ml milk + 75ml water
50g butter
Mix ingredients. Melt butter in pan.
Put the batter in the pan and fry.
Serve with lemon and sugar.
Sara, 2 days ago
TASK Create a collaborative wall. Follow the steps below.
Step 1 Find Step 2 Create Step 3 Put the Step 4 Show Step 5 Read
information, a collaborative information from your wall to the your classmates’
videos and wall. Use a digital Step 1 on your students in your walls and add
photos about generator if Wall. Try to include class. Ask them to information. Who
a type of food. possible. a puzzle. add information. has the best one?
41
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Going
4 places Overview
● Understand, memorize and correctly use ● Use appropriate functional language to make
vocabulary related to places in town and landscape suggestions CLC, SCC
features CLC ● Write a city guide CLC, SIE, CAE
● Identify specific information from a text on twin ● Use there is / there are + also to add information CLC
cities CLC ● Identify specific information from a text about
● Understand and correctly use grammar structures carnivals and festivals CLC
related to there is / there are, prepositions of place ● Assimilate the All Clear Tips and Rules and study
and countability and draw parallels to L1 CLC, L2L the Language Reference from the unit CLC, L2L,
● Identify specific information through a listening SIE
activity about a place CLC, L2L ● Identify areas of language which need
improvement and use ICT for extra practice DC,
CLC, L2L
Linguistic content

● there is / there are: affirmative, negative, ● Places in town: chemist, church, etc
interrogative and short answers ● Landscape features: beach, forest, etc
● Prepositions of place: behind, between, etc
● a / an, some, any Functional language
● there is / there are + also ● Making suggestions / A day out
Recycled grammar Pronunciation

● be: present simple (Unit 1) ● The /ə/ sound
● have got (Unit 2)
● Reading Understand specific information in a ● Writing Write a short city guide with simple and
clearly structured fact book article on twin cities. relevant information and facts to describe places in
The student can re-read the more difficult parts, the city, page 48
page 43 ● Reading Get the main idea of a short journalistic
● Listening Extract the main idea from a holiday text about carnivals and festivals in a magazine
resort advertisement which is delivered in a slow, format. The student is guided by names and
clear way. Clearly recorded and without any pictures to aid understanding, page 49
interference, page 46
● Speaking Participate effectively in a face-to-face
informal dialogue, making suggestions about a
day out, page 47
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● Cooperation Negotiate free-time plans with a friend, ● Compare grammar in English with your own language,
page 47 page 44
● Socio-cultural awareness Identify the location,
population and main features of a city, page 48 Cross-curricular content
● Learning how to learn Plan to write a city guide, ● Geography: twin cities, page 43
page 48 ● Geography: landscape features, page 46
● Recognizing diversity Popular cultural manifestations ● Language and literature: conventions for writing a city
around the world, page 49 guide, page 48


● Video School (Revision Units 4–6, page 74) Tips to find extra information on: things to see in Brazil,
Student’s website www.macmillansecondary.es things to see in Liverpool, the Tropical Islands resort,
Dubai, Venetian carnival masks
Workbook

pages 13–6
Lifelong Learning

Unit 4 T42B
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Going Objectives
4 places
Vocabulary Places in town; landscape features
Grammar
Speaking
Writing
there is / there are; prepositions of
place; a / an, some, any
Making suggestions
A city guide; there is / there are + also
Vocabulary
Places in town
Exercise 1 1 1.38
Listen and repeat the words. Match them with pictures 1–14.
1 supermarket chemist • church • cinema • hotel • library • museum • newsagent • restaurant • school • shoe shop •
2 newsagent
3 underground station
shopping centre • sports centre • supermarket • underground station
4 cinema
2
5 shopping centre 1 3 4
6 shoe shop
7 church
8 library
9 restaurant
10 sports centre
11 museum
12 school 6
13 chemist
8
14 hotel 7
5
10 13
12
11
Exercise 2
1 underground station 14
2 sports centre
3 church
4 supermarket 2 1.39
Listen to the six sounds. Match
5 restaurant them with the places from exercise 1.
6 school
1 – underground station
Exercise 3 3 1.40
Listen to Emma and Alex. Where does Alex go at the weekend?
Alex goes to the
sports centre.
4 In pairs, ask questions about the places in your town. Use the words in the box.
at the weekend after school with your friends with your parents
Where do you go at the weekend?

I go to the cinema.
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Lesson Aims:
Students learn and practise some words for places in a town.
Students listen to and practise a dialogue about places in a town.
Vocabulary 4
● Practise the question and answer in the speech
Places in town bubbles with the class. Pay attention to stress
and intonation.
Warmer ● Refer them to the phrases in the box and elicit
See what places students know. Brainstorm where another question.
they go in town and write their ideas on the board.
● Students ask and answer questions about places
in their town in pairs.
1 1.38 Mixed-ability solutions

● Teach the difficult words, eg chemist, church, Students who need extra help: Exercise 4.
library, newsagent, shopping centre, underground Students write the dialogues in pairs before saying
station. them out loud.
● Play the audio. Students listen and repeat the Fast finishers: Exercise 4. Students write more
words. questions using other days, times and people.
● Students look at the places in the pictures.
They match the words with the pictures.
● Check answers with the class. Explain that a Workbook
● Vocabulary, page 26
library doesn’t sell books, it lends them and a
newsagent sells newspapers, magazines and Teacher’s Resource File
sweets. ● All Clear Basics, page 16
2 1.39 ● Vocabulary Extension, page 15
● Play the audio. Match the first sound with the Digital Activities
place (underground station) together as an ● Student’s Digital Material
example.
● Play the other sounds and ask students to match
them to places in exercise 1.
Extra activity
In pairs, students think of sounds for the other places.
Ask the pairs to act out their sounds so other students
can guess the place.
3 1.40
● Students read the question.

● Play the audio. Students listen for the answer.
Unit 4 T42
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Lesson Aims:
Students read and listen to a text about twin cities for specific information.

Practise the word stress in three-syllable words that
Fact book appear in the text: another, similar, January, carnival,
stadium, tourism, fantastic, important, interesting,
Warmer museums, slavery.
Introduce the idea of twins and of twin cities. Ask
students if they know if their town or city is twinned Cultural note
with any English-speaking ones (eg Madrid – New The name ‘Sugar Loaf’ was invented in the 16th century
York; Barcelona – Boston, Dublin and Glasgow; when sugar cane was a very important business in
Valencia – Sacramento, USA). For a full list, type ‘wiki Brazil. In order to transport the sugar on ships, blocks
+ Spanish twinned cities’ in a search engine. of sugar were placed in conical objects made of
dried earth. These objects had a similar shape to the
mountain, which took its name from them.
Word Check
Check students understand the new words: twin, cities, Web info
also, slavery, teams. Explain any they don’t know. Type these words in your search engine for more
information about
1 1.41 ● things to see in Rio de Janeiro: ‘rough guide +
● Students look at the pictures and describe what Rio de Janeiro’

they can see. Ask them to identify the cities ● things to see in Liverpool: ‘simonseeks + Liverpool’
(Rio de Janeiro and Liverpool) and say what they

know about them. Mixed-ability solutions
● Students read the question. Students who need extra help: Exercise 3.
● Students read and listen to the text to find the Read out the relevant part of the text where the
answer. answer to each question is to be found, eg 1 Rio de
● Check the answer with the class. Janeiro means ‘January River’ but there isn’t a river
there! and so on.
2 ● Tell the class to read the text again and find the
Fast finishers: Exercise 3. Students write down four
names of the things 1–5 in the text.
similarities and one difference between Rio de
Janeiro and Liverpool.
3 ● Students read the statements. Self-study and extra practice

● Give them time to re-read the text and decide if Teacher’s Resource File
the statements are true or false. ● Key Competences: Reading, page 7
● Check answers with the class. Ask students to
identify the part of the text which tells them the
answer.
All Clear Facts

Read the fact with the class. Explain the literal meaning
of sugar loaf (a block of sugar) by using the example of a
loaf of bread which you can draw on the board.
T43
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Reading
Word Check
Fact book twin cities also slavery teams
Some cities have a twin city in another country.

Rio de Janeiro and Liverpool are twin cities.
They are very different but they are also
similar — just like human twins!
• RIO DE JANEIRO means ‘January River’ but there isn’t

a river there! It is near the sea and there are some incredible
beaches. There’s also a famous mountain called the Sugar
Loaf. Every year, there’s a huge carnival with music, food,
dancing and street parties. People love football here and
there’s a big football stadium called the Maracanã. There’s
also a lot of tourism. For tourists, there are fantastic
museums, shopping centres and restaurants.
• LIVERPOOL is also near the sea and the River Mersey.

There aren’t any mountains near Liverpool but there are
beaches. Music is very important and some famous music
groups come from here, like The Beatles. Liverpool also has a
carnival. There’s a famous hotel called The Adelphi and there
are some interesting museums like the Maritime Museum and
the Slavery Museum. There are two big football teams
— Liverpool and Everton. It’s the favourite sport here too!
Exercise 1 1 1.41
Read and listen. Which city has a famous
Rio de Janeiro football stadium?
Exercise 2 2 Read the text again. Match 1–5 with a–e. Write them
1 b in your notebook.
2 c
1 a mountain a) the Adelphi
3 d
4 e 2 a football team b) the Sugar Loaf
5 a 3 a river c) Everton
4 a music group d) the Mersey
5 a hotel e) The Beatles
3 Write true or false in your notebook.

All Clear Facts
The Sugar Loaf mountain is 396 metres
1 There’s a river in Rio. high.
2 Rio is popular with tourists.
3 There are beaches near Liverpool. Exercise 3
4 There’s a carnival in Liverpool. 1 false – … there isn’t a river there!
5 There are only two museums in Liverpool. 2 true – There’s also a lot of tourism.
3 true – … there are beaches.
4
5
true – Liverpool also has a carnival.
Unit 4
false – … there are some interesting museums like …
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Grammar
there is / there are
There is a shop. There isn’t a shop. Is there a shop? Yes, there is. /
Singular
No, there isn’t.
There are some There aren’t any Are there any shops? Yes, there are. /
Plural
Exercise 1 1 Look at the sentences in the table. How 5 Ask and answer the questions from
Students’ own do you say there is and there are in your exercise 4.
answers language?
2 Complete the sentences with there is and No, there aren’t.

there are.
In Rio de Janeiro, …
a famous mountain. Prepositions of place
In Rio de Janeiro, there is a famous mountain.
Exercise 2 1 fantastic beaches. 6 Read the words in the box. How do you
1 there are 2 a big football stadium. say them in your language?
2 there is
3 a carnival. Exercise 6
3 there is behind between in
4 there are 4 shopping centres and restaurants. Students’ own
5 there is
in front of near on answers
5 a lot of tourism.
3 Write sentences using There isn’t and There 7 Match the prepositions with the pictures.
aren’t in your notebook. Where is the mouse?
There is a river in Rio. 1 2 Exercise 7
There isn’t a river in Rio. 1 near
1 There are six airports in Rio. 2 on
3 in front of
2 There is a carnival in my town. 4 behind
3 There’s a stadium in my town. 5 in
6 between
4 There are mountains in Liverpool.
5 There’s a library in my street.
3 4
4 Order the words to make questions. Then

write true short answers in your notebook.
any trees / Are there / in your street / ?
1 a bus station / in your street / Is there / ?
2 Are there / in your town / any banks / ?
5 6
3 in your street / Is there / an underground
station / ?
4 a library / Is there / in your school / ?
5 any newsagents / in your street / Are
there / ?
1 There aren’t six airports in Rio. 1 Is there a bus station in your street?
44 2 There isn’t a carnival in my town. 2 Are there any banks in your town?
3 There isn’t a stadium in my town. 3 Is there an underground station in your street?
4 There aren’t (any) mountains in Liverpool. 4 Is there a library in your school?
5 There isn’t a library in my street. 5 Are there any newsagents in your street?
Students’ own answers – Yes, there is / are. or No, there isn’t / aren’t.
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Lesson Aims:
Students learn and practise there is / there are (affirmative, negative, interrogative and short answers) and prepositions of place.
Grammar 5
● Read the example in the speech bubbles with the
there is / there are class.
● Ask students another of the questions from
Warmer exercise 4, eg
Say and write on the board: Is there a bus station in your street?
In my town there’s a museum.
● Encourage them to give you a short answer.
In my town there are two supermarkets.
● Ask students to ask and answer the questions
Ask students what the sentences mean. in pairs.
Prepositions of place
1 ● Students read the sentences in the affirmative
6 ● Demonstrate the prepositions of place by putting
column of the grammar table and answer the
your pen in different positions and saying: It’s on
question.
the table.; It’s behind the book., etc.
● Point out that there’s is a common contraction
● Ask students to translate the prepositions in the
of there is, but that there are doesn’t have a
box into their language.
contraction.
● Practise the sentences in the grammar table. Pay
attention to the weak form in there are /ðerə/.
7 ● Match the first picture with the corresponding
preposition (near) with the class as an example.
2 ● Read the example sentence with the class.
● Students match the other prepositions with the
● Students complete the sentences with there is or
remaining pictures.
there are.
Extra activity Mixed-ability solutions

Students close their books. Practise the sentences in Students who need extra help: Exercise 2.
exercise 2. You say: a famous mountain. The class says: Students first write singular or plural for each
In Rio de Janeiro there is a famous mountain. Repeat the sentence. Then write on the board:
procedure with the other sentences. Singular = there is …
Plural = there are …
3 ● Ask students how to form the negative form of Students then do the exercise.
there is and there are. Tell them to look at the Fast finishers: Exercise 4. Students role-play or write
negative column of the grammar table to check. a conversation with a tourist who is asking about
● Read the example with the class. the facilities available in their town. The tourist
● Students work in pairs and write the sentences can ask questions with Is there … ? or Are there … ?
using There isn’t or There aren’t. about the places on page 42 of the Student’s Book.
4 ● Read through the interrogative and short

answers columns in the grammar table with the
class. Ask students to translate the sentences.
● Read the example with the class. Ask students for
possible answers.
● Students order the words to make questions and
then write a true short answer for each one.
Unit 4 T44
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Lesson Aims:
Students learn to use a / an, some and any correctly with countable and uncountable nouns.
Grammar All Clear

Grammar
a / an, some, any
10 ● Tell students that this is a cumulative check of
the grammar in Units 1 to 4 and explain any
Warmer
vocabulary they may not know, eg bored, wave
Write on the board: a bus, an egg. Ask the class why
machine and let’s go.
we use a in one case and an in another. ● Students complete the dialogue with the correct
Then write on the board a house, an hour. Ask why
we say an hour and not a hour (because hour starts
with a vowel sound).
11 1.42

All Clear Rules ●
answers.
Check answers with the class. This is a good
Introduce the idea of countable and uncountable
moment to check they have understood the new
nouns. Write the following nouns on the board and ask
grammar and to review the grammar from the
students to classify them as countable or uncountable:
previous units.
bed, book, bus, milk, money, music, school, water.
Explain that we use a or an before countable nouns in Extra activity
the singular and some before uncountable nouns in the Act out the dialogue with one student after checking
singular. the answers. Students then read the dialogue in pairs.
Read through the grammar table in the Student’s Book
with the class, or use the Interactive Grammar Table. Ask Mixed-ability solutions
when we use some and when we use any.
Read the All Clear Rules with the class.
Write two options on the board for each gap.
8 ● Students use a or an with the nouns in the box. Fast finishers: Exercise 10. Students write down
● Check answers with the class. three pieces of information about the swimming
pool in the dialogue. Then ask them to write three
9 ● Complete the first sentence with the class as an sentences about their local swimming pool.
example. Ask whether aquarium is countable or Self-study and extra practice
uncountable; whether it is singular or plural and
Workbook
whether the sentence is affirmative, negative or ● Grammar, pages 28–9
interrogative. ● Grammar Reference and Practice, pages 72–3
● Students complete the rest of the sentences with
a / an, some or any.
● Grammar Consolidation, page 14
● Grammar Extension, page 16
Digital activities
T45
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a / an, some, any
Countable nouns Uncountable nouns
Singular Plural Singular
Affirmative There is a shop. There are some shops. There is some food.
Negative There isn’t a shop. There aren’t any shops. There isn’t any food.
Interrogative Is there a shop? Are there any shops? Is there any food?
9 Complete the sentences with a / an, some or any. Exercise 9

All Clear Rules 1 There’s … aquarium in Valencia. It’s called the
1
2
an
some
We use a before consonant sounds. Oceanographic Centre. 3 an
We use an before vowel sounds. 2 There are … interesting activities, like sleeping with 4 any
We use some with plural countable nouns 5 some
sharks.
and uncountable nouns in affirmative
sentences.
3 There isn’t … underground station near the
We use any with plural countable nouns
aquarium.
and uncountable nouns in negative and 4 There aren’t … swimming pools or water slides.
interrogative sentences. 5 There’s … delicious food at the Marine Corner shop.
8 Use a or an with the nouns in the box.
Exercise 8 airport aquarium hotel

an airport island museum park
an aquarium river stadium
a hotel
an island
a museum
a park
a river
a stadium
All Clear
10 Complete the dialogue with the correct
Grammar
Exercise 10 Ben I’m bored and there (1)… (not be) anything to do. 1 2 3 4 5 6 7 8 9
1 isn’t
Emily This website says there (2)… (be) lots of things to do!
2 are
3 haven’t got Ben But I (3)… (not have got) any money.
4 ’s Emily What about the swimming pool?
5 isn’t
6 Is
There (4)… (be) a wave machine and
7 aren’t it (5)… (not be) very expensive.
8 ’s Ben (6)
… (be) it near here?
Emily Yes, it is. There (7)… (not be) any
trains but there (8)… (be) a bus.
Ben Great! Let’s go!
11 1.42
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Vocabulary
Landscape features
Exercise 1 1 1.43
Listen and repeat the words. How do you say them in your language?
Students’ own beach • forest • ice • island • lake • mountain • river • sand • snow • trees • water • waves
answers
2 Match 1–12 in the picture with the words in exercise 1.
Exercise 2
1 beach 9
2 forest
3 river 7
4 snow 6
5 island 2
6 lake 3
7 mountain
11
8 waves
5
9 ice 1
12
10 water 10
11 trees
12 sand
8
Exercise 3 3 Complete the text with words from exercise 1. Then listen and check.
1.44
1 mountains
2 snow There are three (1)… . There’s some (2)… on the big mountain. There’s a (3)… near the big mountain.
3 lake There’s a small lake in the (4)… . There isn’t any (5)… on the small lake. There’s a (6)… between the
4 forest
small mountains and the forest. There’s a (7)… in front of the forest. There’s (8)… on the beach but
5 ice
6 river there aren’t any (9)… . There are some big (10)… in the sea.
7 beach
8 sand
9 trees
10 waves
Listening
4 1.45
Listen to the advertisement. What is Tropical Islands? Write a, b or c in your notebook.
Exercise 4
b a holiday world
Exercise 5 a) a shopping centre b) a holiday world c) a hotel

1 true
2 true 5 Listen again. Write true or false in your notebook.
3 false
4 false 1 Tropical Islands is in Europe. 4 There are hotels but there isn’t a campsite.
5 false 2 There are beaches and a forest. 5 Tropical Islands is indoors and outdoors.
3 There aren’t any insects in the rainforest.
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Lesson Aims:
Students learn and practise words for describing landscape features.
Students listen to an advertisement, identify what it is about and extract specific information.
Landscape features Warmer
Tell students that they are going to listen to an
Warmer advertisement for a place called Tropical Islands.
In pairs, students think of any words they know in Tell them to look at the three pictures and discuss
English related to nature (not animals) and make which of the pictures they think is Tropical Islands.
a list. Ask some students to read out their lists and
write the words on the board.
4 1.45
● Play the audio. Students listen and decide which

1 1.43
of the three options describes Tropical Islands.
● Play the audio. Students listen and repeat the ● Check the answer with the class.
words. Pay particular attention to word stress, the
silent s in island and the pronunciation of -tain in 5 ● Students read the statements.
mountain (= /tɪn/). ● Play the audio again. Students listen again and
● Elicit from students how to say the words in their decide if each statement is true or false.
language. ● Check answers with the class.
2 ● Students look at the map of the island. Ask them Web info
what they can see.
● Students match the words in exercise 1 with the
information about the Tropical Islands resort: ‘tropical +
places on the map in pairs.
islands’
3 1.44
● Make sure that students understand the meaning Write two options on the board for each gap.
of lake and sea before they start the activity.
Fast finishers: Exercise 3. Students try to memorize
● Elicit the first missing word with the class.
the picture in exercise 2. They then close their
● In pairs, students choose the correct words from
books and write a description from memory.
exercise 1 to complete the description of
the island. Self-study and extra practice
● Play the audio. Students listen and check Workbook
their answers. ● Vocabulary, page 27
● Check answers with the class. ● Vocabulary Reference, page 87
Extra activity Teacher’s Resource File

Ask students to draw a map of an island and describe it
to a partner.
Digital Activities
Unit 4 T46
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Lesson Aims:
Students learn and practise functional language for making suggestions for a day out.

Making suggestions / A day out 1 Talk about a day out
Students choose a place.
Warmer
Write a list of places on the board, eg beach, café,
cinema, park, sports centre. Ask students where they
spend their free time.
3 Speak
Students practise their dialogues in pairs.
Model Dialogue
1 1.46 Students who need extra help: Speaking Task.
● Read the question with the class. Students write out their dialogue before they do
● Play the audio. Students listen to and read the step 3.
dialogue. Fast finishers: Speaking Task. Students act out
● Students answer the question. another dialogue using one of the other places. If
possible, they do this without looking at the Model
2 ● Play the audio again. Students listen again and Dialogue.
this time repeat the dialogue.
● Focus on the use of How about, What about and
Why don’t we to introduce suggestions. You may Workbook
also need to explain the meaning of I hate and
That’s a pity! Get the class to pay attention to Teacher’s Resource File
intonation, both of questions and answers. ● Key Competences: Speaking, pages 25–6
Digital Activitites
3 ● Ask students to look at the dialogue and to tell ● Student’s Digital Material
you what is special about the form of the verbs

that follow How about and What about.
● Students complete the suggestions with the
correct form of the verbs in brackets. Tell them
to look closely at the dialogue to ascertain what
form of the verb (-ing form or infinitive) they
need in each case.
Extra activity
In pairs, students take turns to make the suggestions in
questions 2–5. The other student responds positively
(Good idea!) or negatively (I hate the beach / football, etc).
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Speaking
Making suggestions / A day out
Model Dialogue
Simon
Ben
shopping centre
shopping
museum
Exercise 1 1 1.46
Listen to the dialogue. Is the 3 Complete the suggestions with the correct form
Yes museum closed? of the verbs in brackets.
Exercise 3
1 What can we … (do) today?
2 Listen again and repeat the dialogue. 1 do
2 How about … (go) to the beach? 2 going
3 Let’s … (play) football! 3 play
4 What about … (go) to the cinema? 4 going
5 visit
5 Why don’t we … (visit) the science museum?
Speaking Task
1 Talk about a day out
Choose a place.
castle theatre sports centre
3 Speak
What can we do this afternoon?
How about … ?
Unit 4 47
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Writing
A city guide
Exercise 1 1 Read the Model Text and listen. Answer
1.47
1 in the United the questions in your notebook.
Arab Emirates
2 about two 1 Where is Dubai?
million people 2 What is its population?
3 the desert
3 What is the writer’s favourite place?
Model Text
Dubai is a city in the United Arab Emirates.
It has a population of about two million people.
It is near the sea and there are some fantastic beaches
there. There’s also a desert.
There are hotels, shopping centres and restaurants.
There are cinemas and there’s also a water park.
My favourite place is the desert. I love riding my
quad bike there.
Exercise 2 2 Look at the All Clear Tips. Find an

example in the Model Text. Writing Task
There’s also a desert.
There are also 1 Plan
All Clear Tips
traditional markets.
there’s also a water Make notes about a city and include:
park.
there is / there are + also Location … is a city in … . It is near …
Use also with there is / there are to add Population It’s got a population of …
information: Landscape There are mountains.
There’s also a desert. Places There are shops, a museum …
Favourite place My favourite place is … .
I love …
3 Rewrite the sentences with also. Write
them in your notebook. 2 Write
There are mountains near my town. There’s structure:
also a beach.
Paragraph 1 Location, population, landscape
1 There are two museums. There’s a
Paragraph 2 Places
church.
Paragraph 3 Your favourite place
2 There are some shops. There’s a
market. 3 Check
3 There’s a sports centre. There’s a there is / there are
football stadium. prepositions of place
4 There are restaurants. There are hotels. vocabulary for places in town and
5 There’s a hotel. There’s a campsite. landscape features
also
Exercise 3
1 There are two museums. There’s also a church.
48 2
3
There are some shops. There’s also a market.
There’s a sports centre. There’s also a football stadium.
4 There are restaurants. There are also hotels.
5 There’s a hotel. There’s also a campsite.
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Lesson Aims:
Students practise using there is / there are + also.
Students write a city guide.

A city guide 1 Plan
Read the notes with the class. Students choose a
Warmer city and make notes about it. Tell them to look for
Read out these sentences. Ask students to guess information on the internet if they don’t know all the
the city (Paris). details.
It’s in Europe.
2 Write
People don’t speak English there.
It’s got a lot of museums.
their notes to write their city guide. Emphasize that
There’s a river in the city.
they should try to use there is / there are + also to add
It’s expensive.
information.
The food is good.
It’s the capital of France. 3 Check
Model Text
Extra activity
1 1.47 Ask students to tell each other about their cities. Have
they included the same information?
● Look at the pictures and ask students if they
know where Dubai is. If you have a map, locate it.
● Students read the questions. Web info
● Play the audio. Students read and listen to the Type ‘Dubai’ in your search engine for more information
text and answer the questions. about Dubai.
Extra activity Students who need extra help: Writing Task.
Ask students to write down six things that the city of Students just complete the notes in step 1 and do
Dubai has got. not write the complete composition.
Fast finishers: Writing Task. In pairs, students read
All Clear Tips each other their descriptions without saying which
city they have written about. Their partner has
2 ● Read the All Clear Tips with the class. Make sure to guess.
that they understand add information and also.
● Students find examples in the Model Text.
Workbook
3 ● Look at the example with the class.
● Students rewrite the sentences with also. Teacher’s Resource File
● Check answers with the class. ● Key Competences: Writing, page 8
Unit 4 T48
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Lesson Aims:
Students learn about carnivals and festivals in various cities around the world.
Students practise the /ə/ sound.
b 1.50
Culture Reading ● Play the audio. Students listen and identify the /ə/
sounds in the sentences.
● Play the audio again for students to listen and
Carnivals and festivals repeat the sentences.
Warmer Web info

Ask students to think of any popular festivals where Type these words in your search engine for more
they live or in their country. information about Venetian carnival masks (video):
‘video + Venice masks’
1.48
● Students look at the pictures. Ask them to say what Mixed-ability solutions
they see in each picture. Students who need extra help: Reading text.
● You may want to pre-teach the following vocabulary, Give the following hints to help students answer
mostly with the aid of the pictures: parties, fireworks, the questions.
burn, costumes, parade, choose, queen, sad, masks. 1 Christmas or February to March?
● Students read the questions. 2 burn or dance?
● Play the audio. Students read and listen to the text to 3 cheese or cake?
find the answers. 4 happy or sad?
● Check answers with the class. 5 hats or masks?
Fast finishers: Reading text. Students read the text
Extra activity again carefully. Then they close their books and see
Ask students how they celebrate carnival time (February how much they can remember.
to March) where they live.
Workbook
Pronunciation ● Culture: Reading and Listening, page 96
/ə/
a 1.49
● Read the information about the /ə/ sound with
the class.
● Play the audio. Students listen to the sentence
and note the /ə/ sounds in a and the.
Extra activity
Write this sentence on the board and underline the
stressed words:
New Orleans is a big city by the river.
Explain that in English we only stress the important
words in a sentence. Often, the vowel sounds in the
unstressed words are pronounced with a /ə/ sound.
Get the class to say the sentence with the correct word
stress and the appropriate /ə/ sounds.
T49
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Culture Reading
Carniv
FROM FEBRUARY TO als and festivals
MARCH THERE ARE
CARNIVALS AND
FESTIVALS ALL OVER
THE WORLD.
LAS FALLAS, SPAIN

In March, there is a fantastic festival in
Valencia called Las Fallas. There are parties
and fireworks and incredible figures called
Fallas. On the last night, they burn all the
Fallas.
NEW ORLEANS, THE USA

New Orleans is a big city by the Mississippi River. Its carnival is
called Mardi Gras. There are incredible costumes and fantastic
parties. There is also a special cake called King Cake. It’s delicious!
LAS PALMAS, SPAIN

The Carnival of Las Palmas is in February.
Thousands of people watch the parade,
or cabalgata. There is also a competition
to choose the Carnival Queen.
On the last day, some people wear black
because it’s the end of the carnival and
they are sad.
VENICE, ITALY
During the Venice carnival, there are operas in the
streets and on the canals. People wear beautiful
costumes. They also wear special masks called Bautas.
DO YOU CELEBRATE
A CARNIVAL IN YOUR TOWN ?
Read and listen. Then answer the
Pronunciation
1.48
questions in your notebook.
1 When is carnival time?
/ə /
2 What do they do on the last night of The /ə/ is the most frequent sound in English.
Las Fallas? It is often heard in words like the, of and a.
3 What is the special food in New Orleans? a Listen to the underlined sounds.
1.49
4 In Las Palmas, why do some people wear
black on the last day? New Orleans is a big city by the river. Pronunciation
5 What do people wear in Venice? exercise b
b 1.50
Identify the /ə/ sound in this sentence.
It’s ten to two.
Reading text exercise It’s ten to two. Let’s go for lunch. Let’s go for lunch.
1 from February to March
2
3
They burn all the Fallas. (figures)
King Cake Unit 4 49
4 Because it’s the end of the carnival and they are sad.
5 beautiful costumes and special masks
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Vocabulary Places in town
chemist church cinema hotel library
museum newsagent restaurant school shoe shop
shopping centre sports centre supermarket underground station
Landscape features beach forest ice island lake mountain river sand
snow trees water waves
Grammar there is / there are

Singular Plural
Affirmative There is a tree. There are some trees.
Negative There is not a tree. There are not any trees.
Interrogative Is there a tree? Are there any trees?
Short answers Yes, there is. / No, there isn’t. Yes, there are. / No, there aren’t.
a / an, some, any

Countable Uncountable
There is a lake.
Affirmative There is some snow.
There are some lakes.
There is not a lake.
Negative There is not any snow.
There are not any lakes.
Is there a lake?
Interrogative Is there any snow?
Are there any lakes?
Prepositions of place behind between in in front of near on
Speaking Making suggestions
50
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Vocabulary Places in town Prepositions of place
1 Order the letters to make words. Write them 4 Complete the words with the vowels. Then
in your notebook. match them with the pictures.
Exercise 1
1 eolht 1 2 a) b h nd Exercise 4
1 hotel
2 restaurant 2 austrtnaer b) n 1 a – behind
2 c – between
3 shopping centre 3 phospign eetrnc c) b tw n
3 d – in front of
4 museum 4 mmesuu d) n fr nt f
3 4 4 e – near
5 newsagent
5 nswe atneg e) n r 5 b – on
Landscape features 5
2 Match 1–5 with a–e in your notebook.

5 uaaurimq
Exercise 2 a / an, some, any
1 a 5
2 e Landscape features
2
3
4 5 Complete the sentences with a / an, some

3 c
4 d 2 Match 1–5 with a–e. or any. Write them in your notebook.
1
5 b Exercise 5
1 There’s … restaurant on the beach.
2 There aren’t … trees on the beach. 1 a
a) beach d) forest 2 any
b) mountain e) river 3 There are … mountains near the lake. 3 some
c) lake 4 There’s … snow on the mountains. 4 some
5 There is … island on the lake. 5 an
Grammar there is / there are

3 Write the correct word in your notebook.
Exercise 3 1 There is / are a sports centre in my town.

1 is 2 There is / are two shopping centres in my
2 are town.
3 are
4 aren’t
3 There is / are museums and a church near
5 isn’t my house.
4 There isn’t / aren’t any restaurants on this
street.
5 There isn’t / aren’t an underground station All Clear
near the hotel.
• places in town? Unit 4 Vocabulary Reference • Grammar Reference and
• landscape features? Practice, pages 72–3
Unit 4 Grammar Exercises • Vocabulary Reference, page 87
• there is / there are? Unit 4 Vocabulary Exercises Student’s Digital Material
• prepositions of place? allclear.macmillan.es
• a / an, some, any?
Extra Practice 51
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13:33

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All Clear For Ukraine

Step-by-step guidance Clear syllabus Competential Evaluation Life skills

Student Components Teacher Components For Ukraine

Teacher’s Book for the 5th grade

For Ukraine For Ukraine

StudentFor Ukraine For Ukraine For Ukraine

All Clear For Ukraine

For Ukraine For Ukraine

All Clear For Ukraine

for the grade Student’s Digital Pack

Fiona Mauchline & Catherine Smith

Class Audio CDs

Student Website Online Dictionary

Teacher’s Book COMMON EUROPEAN FRAMEWORK

Student’s Book with

All Clear is compatible All Clear is compatible

Student’s Digital Pack

2.14 Unit 7, Reading, History file, exercise 2

Culture: Reading and Listening

Online Dictionary Online Dictionary

Patrick Howarth and Philip Wood

Fiona Mauchline and Catherine Smith

for the grade

All Clear is compatible For Ukraine

Student’s Digital Pack

Student’s Digital Pack

2.14 Unit 7, Reading, History file, exercise 2

Culture: Reading and Listening

COMMON EUROPEAN FRAMEWORK COMMON EUROPEAN FRAMEWORK

Student’s Book with Workbook Teacher’s Book

Teacher’s Digital Pack

Student’s Digital Pack

Patrick Howarth & Philip Wood

Class Audio CDs

Online Dictionary Class Audio CDs

COMMON EUROPEAN FRAMEWORK

AllClear_Ukraina_TB5_COVER.indd 1 15.04.2019 12:57

Your access code is:

AllClear_Ukraina_TB5_COVER.indd 2 15.04.2019 12:57

for the grade

Overview of components page vi

Student’s Book Contents page xiv

Starter Unit page T4

Unit 3 Healthy lifestyle page T28A

Revision Units 1–3 page T38

Unit 4 Going places page T42A

Unit 5 At school page T52A

Unit 6 Sport page T62A

Revision Units 4–6 page T72

Unit 7 At home page T76A

Unit 9 Special days page T96A

Revision Units 7–9 page T106

Culture Ukraine page T110

Workbook Answer Key page T120

n Student’s Book Audioscripts page T141

Workbook Audioscripts page T144

Skills Digital competence

Cross-curricular content Support and solutions for teachers

section of the Teacher’s Resource File. ● Class Audio CDs