Team Together 6 Teachers Book

Jenny Heath
with Magdalena Custodio and Victoria Bewick
Teacher’s Book
with Digital Resources
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6
l Re s ources
er’s B ook with Digi t a
Teach
Contents
Scope and sequence ................................................................................................... 2
Introduction ................................................................................................................... 4
Course components ................................................................................................... 6
Unit walkthrough ......................................................................................................... 8
Assessment .................................................................................................................. 11
How to work with projects ................................................................................... 15
How to work with mixed-ability groups ....................................................... 16
How to work with videos ....................................................................................... 17
How to work with posters .................................................................................... 18
Classroom language ............................................................................................... 19
Games bank ................................................................................................................. 20
Lessons notes ............................................................................................................. 22
Audioscript ................................................................................................................ 270
Extra resources ........................................................................................................ 285
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Scope and sequence
Unit Vocabulary Grammar Literacy Culture
S Let’s get
started!
1 City life City tourism used to Literature: a picture story Big city, little c
Travel and transport Present continuous for future Reading and writing: articles Project: a fact
plans
Present simple for timetables
2 Our future Jobs will for predictions Literature: a poem Celebrating life
Life events might, may and could for Reading and writing: blogs Project: a post
predictions traditional cele
3 Let’s read! Books Reported speech: statements Literature: a mystery story Mysteries with
Adjectives Present simple and Past simple Reading and writing: detective Project: a pres
passive stories unsolved myst
Mateo’s Learning Club Language booster 1 Think like
4 Our planet The environment Modal verbs of obligation Literature: a diary Climate chang
Extreme weather Reported speech: questions and Reading and writing: reports Project: an act
commands endangered an
5 Adventure Extreme sports Reflexive pronouns Literature: an adventure story Ready for som
Geography Past perfect Reading and writing: brochures Project: a post
Sports and adverts sport for PE les
Shopping Zero and first conditionals Literature: a poem Interesting ma

6 Spend or save?
Imaginary situations Second conditional Reading and writing: emails Project: a tour
an interesting

Communication (not) as ... as Literature: a play Communicatin
7
Let’s talk!
Feelings Question tags Reading and writing: interviews Project: a post
a language tha
words
8 Inventions Inventions Relative pronouns Literature: a biographical story Young invento

Health and medicine Embedded questions Reading and writing: letters Project: a fact
inventor
9 It’s party time! Music Verb patterns: –ing / infinitive Literature: a story Don’t stop the
Having a party Verb patterns: object + infinitive Reading and writing: descriptions Project: a web
music festival
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Culture English in action Pronunciation Get ready for…
story Big city, little city Asking for travel information Rising and falling intonation A2 Key and B1 Preliminary
g: articles Project: a fact file about a city Excuse me, how much is a return in questions for Schools
ticket to Berlin? Listening Part 1
Speaking Parts 2/3
Celebrating life events Making and responding to Sentence stress with modal A2 Key for Schools
g: blogs Project: a poster about a offers of help verbs Reading and Writing Part 1
traditional celebration Would you like a hand? Listening Part 3
B1 Preliminary for Schools
That would be great!
Reading Part 1
Listening Part 4
y story Mysteries with no answers Agreeing and disagreeing Rising and falling intonation A2 Key for Schools
g: detective Project: a presentation about an You’re absolutely right. when agreeing and Reading and Writing Part 3
unsolved mystery disagreeing B1 Preliminary for Schools
I (totally) disagree.
Reading Part 3
Speaking Part 2
Think like a scientist! How can we compare and contrast things?

Climate change and animals Giving advice Silent letters A2 Key for Schools
g: reports Project: an action plan to help an Perhaps you ought to ... Reading and Writing Part 4
endangered animal Listening Part 1
Reading Part 5
Listening Part 1
ture story Ready for something new? Asking and saying what you Sentence stress with Past A2 Key for Schools
g: brochures Project: a poster about a new prefer perfect Listening Part 4
sport for PE lessons Would you rather go jogging or Speaking Part 2
play golf? B1 Preliminary for Schools
Listening Part 2
I’d rather go jogging.
Speaking Parts 3/4
Interesting markets Making a complaint Strong and weak forms in B1 Preliminary for Schools
g: emails Project: a tourist leaflet about I’m afraid I have a complaint the second conditional Reading Part 4
an interesting market about this jacket. Listening Part 2
Think like a scientist! How can we give an explanation?

Communicating without words Giving your opinion Rising and falling intonation A2 Key for Schools
g: interviews Project: a poster about Personally, I think ... in question tags Reading and Writing Part 1
a language that doesn’t have Speaking Part 2
I’m certain that ...
words B1 Preliminary for Schools
Reading Part 1
Speaking Part 3
phical story Young inventors Talking about how sure you Sentence stress in relative A2 Key for Schools
g: letters Project: a fact file about a famous are clauses Listening Part 1
inventor I’m quite sure. B1 Preliminary for Schools
Listening Part 1
I doubt it.
Writing Part 2
Don’t stop the music! Saying thank you and Sentence stress in verb B1 Preliminary for Schools
g: descriptions Project: a website for your own responding to thanks patterns with infinitive Reading Part 2
music festival I’m really grateful. Writing Part 1
Don’t mention it.
Think like a scientist! How can we talk about chronology?
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Introduction
About Team Together The Think! feature at the start of the unit allows for quick
revision of the lexical items that students are very likely to know
Learn Together! Succeed Together! Team Together! from previous learning, which is a great confidence-booster.
Team Together is a fast-paced, 7-level primary English The Communicate activities effectively help students use
course that develops language alongside future-ready English in meaningful contexts from the very beginning.
skills. Pupils are challenged to communicate creatively in Each Pupil’s Book lesson has a corresponding Activity Book
authentic contexts, think critically and work together to get lesson allowing for a lot of additional vocabulary practice.
results. Team Together sets out a clear path for progress
Work with words feature in every lesson 4 focuses on word
and prepares children for success in external examinations
formation and extends the content from the Pupil’s Book.
including PTE Young Learners and Cambridge English
Qualifications. Words in context section in every lesson 8 focuses on new
vocabulary to support the learning of the new content from
Team Together takes students from level Pre A1 to B1 of the
the Pupil’s Book.
Common European Framework of Reference for Languages
(CEFR). Content from the main lessons is complemented by Extra
practice sections and Vocabulary reference at the end of the
Activity Book.
For students
Throughout their Primary education students are in
Grammar
a transitional period between childhood and their teens
and are still developing intellectually and emotionally. Grammar structures are taught in a clear, step-by-step
Team Together follows children’s developmental stages by approach in every unit. The new structures presentation is
offering content that is adapted to their cognitive needs in contextualised through the Team Talk dialogues and Book Club
each level through a careful choice of the main characters, texts. Grammar boxes on the Pupil’s Book page contain clear,
the topics, the language content and the way in which it is student-friendly examples of the target structures and provide
presented. a reference point for students as they learn and practise.
Further consolidation practice is available in the Activity Book,
Team Together has been designed to create an enjoyable and
both in the corresponding lesson activities as well as in the
engaging environment for effective learning. A full-colour
Grammar reference section at the end of the Activity Book.
Pupil’s Book and Activity Book are complemented with
a wide range of multimedia and digital tools, such as videos,
animations and digital content online, which are certain to Team Talk
captivate students’ attention. Team Together level 6 features a group of Primary children who
run an online magazine called the World of Wonder! or WOW!
For teachers Magazine.
Team Together has been created using tried and tested Sophia, Mateo, Mei and Alex interact with the students, asking
methodology for effective language teaching. A variety questions that encourage them to reflect on their learning and
of language presentation contexts and an ample supply of their knowledge of the world.
videos will help keep students engaged and motivated.
Seamlessly integrated external exams preparation and
Skills
a complete assessment package will help your students All four skills are practised throughout Level 6 of Team
get results and prepare for future exams. Together, with a dedicated listening section in lesson 3 and a
Team Together has also been created with busy teachers literacy section in lessons 8 and 9 of each unit.
in mind. At-a-glance organisation of materials within Special focus has been put on reading and writing. The Book
the Teacher’s Book will help you find all the necessary Club section focuses on different literature genres and allows
information such as answer keys and audioscripts, but it will students to become familiar with the characteristics of each
also give you ideas on how to extend Pupil’s Book activities genre.
and adapt them to your students’ level. In the literacy spread, students are acquainted with different
types of everyday texts, such as articles, blogs and reports.
Students follow a model text and step-by-step instructions
Course features to create their own pieces of writing. The How to write …
and Writing Tip boxes offer extra support and draw students’
attention to some of the challenging aspects of writing.
Vocabulary
Further support and extension activities can be found in the
In Level 6, each unit starts with an eye-catching visual
Activity Book.
presentation of the target vocabulary, which has a form of
an online magazine and which gets students’ attention right The speaking skill is practised through a variety of contexts:
from the start. The visual presentation serves a variety of • Most lessons end with a Communicate activity where
purposes: students can put the newly acquired contents into practice
and personalise them
• to present new vocabulary in context
• Lesson 4 contains an information gap activity which
• to revise previously learnt vocabulary
provides a fun and motivating way to get students to speak
• to offer speaking practice for both everyday communication in a less controlled manner
purposes as well as external exams preparation.
• Lesson 7, English in action, is dedicated to teaching
It is followed by engaging step-by-step vocabulary functional language, which is key to successful social
presentation. As well as being close to students’ interests, interaction. Exposing students to this language right from
vocabulary sets reflect external exams topic areas. the start ensures that they not only acquire knowledge of
grammar and vocabulary but also learn what to say
in a variety of situations, such as asking the way or calling
the emergency services.
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Culture 21st century skills
Learning a foreign language includes exposure to vocabulary One of the features of Team Together is the focus on 21st
and grammar, but it isn’t complete without information about century skills, which are a must for today’s learners to allow
the culture of countries where that language is spoken. them to thrive and succeed in the modern world. Students
need to learn more than just vocabulary and grammar; they
The Culture sections in Team Together are designed in such
need to learn critical thinking and problem-solving, creativity,
a way as to bring that information closer to students in a
communication and collaboration. Many of the activities in
friendly manner. Focusing mostly on the UK and USA in levels
Team Together serve both purposes – as students put new
1 and 2, the scope of English-speaking countries is then
knowledge into practice, they also work on the development of
slowly expanded with each level, following students’ learning
their 21st century skills. These activities are easily identifiable
in other subjects.
with the following icons:
Learning Club: Language Booster and CLIL Critical thinking Communication
After every three units of the Pupil’s Book, there is a Learning Problem-solving Collaboration
Club section. This consists of a Language Booster lesson and Creativity
a CLIL lesson. Other 21st century skills covered in Team Together include:
The Language Booster lesson consolidates and extends
Social and cultural awareness: Lesson 6 of each unit enables
language and topics taught in the three preceding units. The
students to learn about other countries and through a project
Language Booster has been written so that it can be done as
reflect on how their own country is similar or different.
a single lesson, or two lessons – one per page. In the Pupil’s
Book, the exercises are numbered continuously from the first Curiosity and Initiative: In the project work, students are
page to the second, but in the Teacher’s Book, the teacher’s encouraged to find information, make decisions and present
notes have been written to treat each page as a separate their opinions.
lesson to offer more support and flexibility for teachers. If you Assessment for learning: see page 11 for more information.
have time to cover both pages in a single lesson, you can omit
the warmer activities on the second page of notes and then Literacy, Numeracy, Scientific Literacy: These are covered
continue with the procedural notes for the exercises on the through a wide range of topics covered in the series as well
second page. as through work on specific areas such as development of the
reading and writing skills.
The three CLIL sections in Team Together 6 help students
learn key concepts of English and Social and Natural Science ICT Literacy: In the project work, students are encouraged
in a more integrated manner. to use a variety of materials and sources, which include web
searches and work with modern technologies.
External exams preparation
Team Together provides a lot of opportunities to get students Support for mixed-ability classes
acquainted with the format of external exams. Cambridge Team Together supports teachers who work with mixed-ability
English Qualifications exam type tasks, marked with the classes in a number of ways. The Teacher’s Book includes
symbol, are seamlessly integrated in the core material, teaching tips for mixed-ability classes, labelled Diversity:
providing practice in an unthreatening manner. Support/Challenge and Extra activity: Fast finishers.
The Get ready for... section at the end of each unit both The photocopiable resources package includes extra
in the Pupil’s Book and Activity Book focuses specifically worksheets for grammar, vocabulary and communication
on exam practice. lessons to help teachers cater for the different needs of their
Team Together fully prepares learners for Cambridge English students. In addition, there are photocopiable worksheets
Qualifications Pre A1 Starters, A1 Movers and A2 Flyers. As to accompany the Reading and Listening tasks in the Skills
well as exam task-type practice, all vocabulary and structures lessons, which are available at two levels: support and
are covered in the series. challenge. They give the teacher an opportunity to work
Further vocabulary practice is offered in the Team Together with mixed-ability students in the classroom and make the
Vocabulary Booster books. core material in the Pupil’s Book more suitable to individual
students.
The series also exposes pupils to exam task types in the A2
Key for Schools and B1 Preliminary for Schools.
The assessment package also includes an exam-style test for
those students who are preparing for the external exams. In
addition, students can prepare for PTE Young Learners tests
using the two books, Top Tips and Practice for PTE Young
Learners Firstwords & Springboard and Top Tips and Practice
for PTE Young Learners Quickmarch & Breakthrough.
See page 7 for more information.
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Course components
Pupil’s Book Teacher’s Book

The Pupil’s Book provides materials to present the target The Teacher’s Book provides step-by-step lesson plans
language effectively. It includes an introductory unit (Starter), covering all the course material. Each lesson plan is
nine main units and three Learning Club sections. clearly structured into stages:
• Starting the lesson
Lesson 1 Vocabulary 6
• Presentation
6 Spend or save? 1 Work in pairs. Look at the WOW! Magazine Welcome page. Then read and answer.
• Practice
2 6.1
Look and match. Then listen, check and repeat.
WOW! World of Wonder! Magazine

on sale ueue till esigner labels get a refun e change shop assistant 1
cre it car customer secon han receipt online shopping
1 2 3 4 5 6
Welcome Book Club Culture Over to you!
Some of you have told us

that you love shopping and
you enjoy spending money!
7 8 9 10 11 12 • Finishing the lesson
Others have told us that they
Additional ideas for Extension and 21st century skills

prefer to save money. How
many words do you know for
3 6.2
Listen and read. Who doesn’t like going shopping and why?
the things on this page?
... ... ...
WOW! Blog
Mei has a question for
activities as well as suggestions on how to support or

you. Can you think of some
answers to her question?
WOW! Question
Mei 8 minutes ago Mateo 10 minutes ago
1 2
I like shopping in second-hand shops. I don’t really like shopping. Why would
I stand in a queue of customers at a till when
challenge mixed-ability students are an excellent tool

If you look carefully, you can find really brilliant
things for just a few coins. So, I’m helping my my parents can buy everything we need online?
wallet and the environment! I prefer to be outside enjoying myself!
... ... ...
Sophia 1 hour ago 4 Alex 2 hours ago
Mei 3 minutes ago 3
Some things are made in poor countries I love shopping! My favourite shop is
for busy teachers who may lack time for planning.

Why is money important?
... by people who don’t get much money. That’s not Sports Superstar. There are lots of designer labels,
In this unit I will … fair. We must go to shops that sell things that are which are very expensive. I’m not very good at
made fairly. If we only buy from these shops, we’ll saving money … I’m much better at spending it!
• learn words for shopping and for help the people who make the things we buy.
imaginary situations
• use the ero, first an secon
con itionals
The Introduction includes recommended procedures

... ... ... 4 Work in pairs. Look at the words in Activity 2 and answer the questions.
• read a poem about imaginary
situations 1 Which wor s are things you might see in a shop I never buy designer labels.
• learn about interesting markets 2 Which wor s are people you might see in a shop I thin they‛re too e en i e
around the world
5 Work in pairs. Answer the questions.
for effective use of games and posters and also

• work in a group to make a tourist
lea et about an interesting mar et 1 o you li e shopping in secon han shops Why Why not
• learn how to ma e a complaint in 2 o you e er buy esigner labels Why Why not
a shop Lesson 8
3 re you better at sa ing or spen ing money
• read and write emails
... ... ... 4 Literacy: brochures and adverts
a e you or someone in your family e er ha to as for a refun or e change something
contains tips on working with mixed-ability groups.

What was it tip Reading
72 seventy-two Reading seventy-three 73
Brochures and adverts
WOW! Book club

are written to sell things.
Lesson 4 1 Before you read Read the text quickly in just one minute. You’ll probably read lots
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15/07/2019 12:34 of positive and persuasive
words, for example brilliant
a It’s a brochure which is trying to get you to go on an or great. But remember that
adventure holiday. they might not be true!
b It’s a story which is describing someone’s adventure holiday.
Once, there was a charming, old tower on a steep hill c t’s a te t boo which is teaching you about i erent parts of the worl .
near a village. It was built a long time ago and it used
to be very popular. Many tourists used to come to
look at the gorgeous paintings on the walls. 2 5.20
Listen and read.
But one day, people heard strange noises from inside
the tower. Everyone was scared and ran away. MAKE YOUR NEXT HOLIDAY AN ADAMS’ ADVENTURE! ‘After we’d tried
adventure holida these
didn’t want to go ys, we
1
SAFARI ADVENTURES anywh
else!’ Amy, Chest ere Lesson 1
Have you ever dreamed of er.
Vocabulary Lesson 1 Vocabulary
9
seeing a lion or tiger where
Two brave children from the village heard about the mystery and decided to explore. Lesson 3 Grammar it lives, in its natural habitat?
Then come and enjoy yourself POLAR ADVENTURES
‘We’re detectives,’ said Nina to her brother, Ben. ‘We’ll solve this mystery!’
They walked to the tower and they listened carefully, but they couldn’t hear anything. on one of our stunning safari Imagine watching a polar bear
walking across the sea ice in
Objectives 2 1.1 Look and match. Then listen, check and
adventures. Go and see lions, 1
‘Look!’ said Nina. ‘The walls are painted on the outside with bright pictures.’
EXTREME SPORT CLIMBING ADVENTURES the Arctic or a huge group of • Lesson aims: to learn and use words for city tourism Work in pairs. Look at the WOW! Magazine Welcome page. Then read and answer.
‘Oh yes,’ replied Ben. ‘They’re beautiful. Look at those tiny animals. I can see pictures 1 Look back at the dialogue in Lesson 2. elephants and rhinos in Africa repeat.
of horses and cows. Let’s have a look inside.’ Are these sentences true or false? 5 9.7 ADVENTURES
Listen. For each question, choose or tigers in India or bears and Do you want to climb to the top penguins keeping themselves • Target language: capital city, backpacker, tour guide,
You can’t describe the feeling wolves in the USA. All our of the world? Then choose one of warm in the Antarctic. These • Refer ss to page 9. Tell ss to match the words they know 2 1.1
Say why. the correct picture. tourist information centre, accommodation, luggage,
of excitement when you do an tour groups are small, which our climbing adventures. We have amazing, icy worlds are not and guess the ones they don’t know.
1 atie is tal ing to Tom. What
statue, monument, police station, fountain, tourist,
1 ateo is going to be in a performance extreme sport for the first time. means you can get close trips for everyone, from gentle very far away. You can see • Play the audio. capital city 1 backpacker 7 tour guide 10 tourist information centre 9 accommodation 12
instrument is she learning to playOnce you try it for yourself, hill climbing in the UK to rock them on our polar adventures. clock tower
with the orchestra. to the animals and have an • Check answers using the Lollipop stick technique. luggage11 statue 2 monument 4 police station 3 fountain 5 tourist 8 clock tower 6
you’ll keep coming back for experience you’ll never forget. climbing in Spain or mountain
2 There are rums, eyboar , guitar an A B C Ask How many words did you already know?
more! You can go diving in climbing in the Himalayas in 1 2 3 4 5 6
a trumpet in ateo’s ban .
Inside, the tower was dark, empty and 3 ateo’s ban might recor some music
Australia, kite surfing in Mexico Nepal. All our climbing adventures
are run by expert climbers, so
Materials • Have ss say a word to their partners and their partner
points to the correct picture. Then they swap.
or play ice hockey in Canada.
quiet. They turned on their torches. in the summer. We have the perfect extreme you’re always safe. • sheets of A4 paper, enough for each pair of students • Consolidate understanding with these questions in any
‘Ben, look!’ said Nina. ‘The tower isn’t
4 Alex’s mum really wanted him to learn 2 Laura is at the theatre. What sports holiday for you! Choose • Resource 1A
empty. What’s that thing in the corner?’ Words in context order. Ss raise their hands to offer answers, e.g. What’s
the rums. performance oes she want to watch from many terrific activities the name of our capital city? 7 8 9 10 11 12
A B C in all parts of the world. perfect terrific stunning gentle e pert
2 Look at the grammar table. Then
1 Before you read Today’s Book Club text 4 3.10
Now listen to the rest of the read and circle the correct options to
Activity Book, page 61
Global Scale of English (GSE) Diversity
3 After you read e d nd ch e the e t d ent re h lid r e ch er n Challenge
complete the rules. • Reading: Can understand a simple text about a past
is a mystery story. Look and circle the story. Were you right?
3 i e an lice are tal ing about music.
1 2 3 4 event (GSE 35). • Ss do Activity 2 individually before listening to the audio.
options that describe a mystery story. Support
5 After you read Activity Book, page 31. What music oes lice enjoy listening ‘Mytoname is Tessa. I love ‘I’m Berat. I love animals! ‘My name’s Louis. I like ‘I’m Jon. I enjoy going on 3 1.2
Listen and read. What cities are the children talking about? Who had a bad
Grammar • Speaking: Can compare the advantages and
1 goo mystery story has a lot of suspense, watching extreme sports, I went to Africa last year holidays where I can try holiday to places I’ve never • Ss work in pairs before listening to the audio.
Verbs + –ing form
A B C disadvantages of different options using a range experience in a city? The children are talking about Barcelona, London, Beijing and
which means you want to read to the but I’m not very sporty. I and I saw lions and lots of different activities, been before. Last year, I went Sydney. Sophia had a bad experience in Sydney.
6 Discuss in a group. of complex linking words/phrases (GSE 60). Can
end / put the book down. I always enjoy watching the school concert. would really like to go on gorillas. It was amazing! things like water skiing or to the Antarctic. Next year, I’d
WOW! Blog
1 Why o you thin the people were When they finish playing, ateo will go on. a holiday where I can go Next time I go on holiday, surfboarding. I’m scared like to go somewhere warm repeat phrases and short sentences, if spoken slowly 3 1.2 Listen and read. What cities are the
2 uestion is usually answere
scare of the noise hiking, maybe in a valley or I’d really like to see polar of high places though, so where I can see interesting and clearly (GSE 22). Can describe past events or children talking about? Who had a bad experience
at the start / end of the story. Alex’s mum keeps saying that it isn’t a goo i ea.
across some green hills.’
6 9.8 Listen again and answer the questions. bears or penguins.’ I won’t go climbing.’ new animals.’ experiences using simple descriptive language to add
2 o you thin ina an en were
er infiniti e in a city?
3 The writer uses a jecti es to escribe interest (GSE 47).
bra e Why Why not 1 a Why i n’t atie learn the eyboar
the setting, which is the place the story They hope to record some music together. 4 • Check answers using the Lollipop stick technique.
nd n er in ir hich the d ent re h lid ld t li e t 1 Alex 8 minutes ago 2 Mateo 10 minutes ago
happens / the people in the story. 3 Woul you go an e plore li e ina b What does her music teacher always
I learned to use this camera yester ay. go on and why? My brother travelled around Europe My family and I have just arrived in London,
an en i Why Why not tell her Extra activity Critical thinking
2 3.9
Listen and read. What is the mystery?
I promise to film the orchestra.
68 sixty-eight
2 a Why oesn’t Laura go to the opera Assessment for Learning this summer by train. He went with some other so last weekend we became tourists! We went to the
7 What happened next? Write • Ss say/find the countries that the cities in Activity 3 backpackers and they visited 13 countries in tourist information centre and found out about places
1 ome erbs, for e ample, njoy fin h b Who li es roc music Setting aims and criteria: lesson objectives are in.
3 Work in groups. What do you think is and act out the conversation that two months. His favourite city was Barcelona! to visit. My mother was our tour guide. We saw the
and keep, are followed by the –ing form 3 a Who plays for their school orchestra presentation
making the strange noises? Tell the class the children had when they got back famous clock tower, Big Ben, and The Monument, which
/ infiniti e. b Who went to see a pop band play
M05_TT_PB_06GLB_2601_U05.indd 68 15/07/2019 12:18 Monitoring students’ learning: Lollipop stick
your ideas and then have a class vote. to the village and explained what 4 Work in pairs. Look at the photos and words on 3 Mei 1 hour ago
was built to remember the Great Fire of London.
2 ome erbs, for e ample, hop an last year technique When I was young, I lived in Beijing
happened. pages 8 and 9. Find and say. 4 Sophia 2 hours ago
36 thirty-six and p o are followed by the –ing Peer learning: pairwork and my grandmother still lives there. Last year
form / infiniti e • Place ss in pairs for this activity. We went to Sydney last year. It was amazing
7 Choose three verbs and write three Independent learning: Summative questions we went to Beijing for the summer holidays.
• Walk around the class monitoring pairs. to go sightseeing, but our accommodation was far
sentences about music: two true and one technique There are lots of fountains and squares where
• Ask different ss to offer answers. away from the city centre. Then I left my bag in a taxi
3 Read the dialogue in Lesson 2 again. false. Swap with your partner. Can they you can play.
M03_TT_PB_06GLB_2601_U03.indd 36 15/07/2019 12:07
Find an example of another verb that guess which sentence is false? and we had to go to the police station. That wasn’t fun.
takes the -ing form and another verb that
enjoy finish eep li e hope
Starting the lesson
t e the infiniti e • Place ss in different pairs for this activity.
learn promise want • Write City on the board. Ask ss to think of one word they
• Walk around the class monitoring pairs.
know connected to cities. They raise their hands and tell 4 Work in pairs. Look at the photos and 5 Work in pairs. Answer the
4 Work in pairs. Tell each other three things the class.
I en oy i tening to a i a mu i words on pages 8 and 9. Find and say. questions.
you enjoy doing in your free time and I ant to earn to ay the io in Buenos Aires is
Activity Book
three things you hope to do over the I ho e to oin the hoo or he tra ne t year 1 Which words are buildings in a city? police station, 1 What’s the best the e t ity I‛ e
summer. Did you and your partner say
I thin enten e t o i a e
Presentation 1 Unscramble the words to complete the
tourist information centre, The Monument, clock tower
2 Which words are things or places tourists city you’ve ever visited because …
any of the same things? visited and why?
• Explain that in this lesson ss will learn to talk about definitions. may go to see in a city?
city tourism. statue, fountain, monument, clock tower 2 Imagine a tourist
• Give ss one minute to complete the activity. Have ss 3 Which words do we use for people? You should visit …
one hundred and fifteen 115 is visiting where you
check their answers with their partners. backpacker, tourist, tour guide because …
4 Which words are things that tourists
live. What places
Practice Answer key 2 Luggage, 3 police station, 4 tour guide, may need?
would you tell them
5 statue, 6 Accommodation accommodation, tour guide, tourist information centre,
nine 9
M09_TT_PB_06GLB_2601_U09.indd 115 16/07/2019 13:12 luggage to visit and why?
Pupil’s Book 2 Read the travel forum. Then read and
complete the comments.
1 Work in pairs. Look at the WOW! Magazine • Ss complete the activity individually. Have them
Finishing the lesson
M01_TT_PB_06GLB_2601_U01.indd 9 15/07/2019 10:47
Welcome page. Then read and answer. raise their hands to offer answers. 4 Write five or more sentences about the
• Refer ss to pages 8 and 9. Read the rubric and tell ss to Answer key 1 Fountain; 2 tourists, clock tower; • Ss close their books and work in pairs. Give each pair a
capital city of your country.
look at the photos on the Welcome page for a moment. 3 backpacker, tourist information centre sheet of A4 paper. Tell ss to draw twelve boxes on the sheet
• Ss complete the activity individually. Have them
Activity Book
• Read out the introduction, or ask a student to read of paper.
it out. Make sure ss understand the questions. Explain 3 Read the I’m learning box. Then complete raise their hands to offer answers.
• Give pairs one minute to remember the twelve new words
advantages (good things) and disadvantages (bad the lists with words you know. and write them in the twelve boxes.
things) if necessary. Give ss one minute to discuss • Place ss in pairs to complete the activity. Extra activity Fast finishers • Ask How many words did you remember? Which words
in pairs. • Ask for feedback using the Lollipop stick technique. are harder to remember? Why is that? Can you spell them
• Have ss write new words in a vocabulary list in their
• Using the Lollipop stick technique, ask ss Possible answers 2 fountain, monument, statue, correctly? What can you do to remember them?
notebooks.
for feedback. clock tower; 3 passport, guidebook, tourist information
centre, go sightseeing; 4 bag, backpack, suitcase;
5 holiday, tour guide, capital city
The Activity Book provides reinforcement and consolidation

30 31
of the language presented in the Pupil’s Book. It contains M01_TT_TB_06GLB_2670_U01.indd 30 30/10/2019 14:35 M01_TT_TB_06GLB_2670_U01.indd 31 30/10/2019 14:35
controlled and freer practice plus personalisation and further

listening and reading activities. Every unit also contains a
Grammar reference and a Get ready for… section for further Class Audio
external exams practice. The Class Audio MP3s have all the recordings for the Pupil’s
Book and Activity Book. In order to facilitate using the audio
Lesson 3
materials, all recordings are appropriately numbered on the
pages of the Pupil’s Book and the Activity Book. All audio for
Grammar
will for predictions
the series can be found online.

1 2.8
Listen and complete the sentences 3 rder the rd t e e ti n
with will or won’t. with will. hen rite tr e n er r
1 day you teacher will a become

one ?
Will you become a teacher one day?
2
2 work a for company you will big
?
Get ready for...
Mario Kate 3 another your will country live
1 Mario will become a language

family in ? A2 Key for Schools Listening Part 1 A2 Key for Schools Reading and Writing Part 6
teacher.
4 learn any you languages will
ink!
2 He learn talian ne t year. Th 1 e d the t c re ll e re n h t h et d Think! 1 e d the t c re ll e re n h t h et d
foreign ?
3 He live somewhere in Europe.
Try! 2 2.21
2.21
h t r nd d fir t ? i ten nd tic ✓) the correct picture. Try! 2 e d the e il r t hen n er the rt the e il
4 Kate be a professional athlete.
5 town home will a be your in hen e l in r n er
5 She go to university one day. small ?
send forward attach send forward attach
6 She need to study
photography. 6 lot you a will children have of ? ear aty, (1) i William,
2 Read and complete the sentences with I’m doing a project about what I want (2) I want to be a doctor when I’m
to be when ’m ol er, an nee some older. It interests me because I want to
will or won’t nd the er in the 4 Write questions about the future with ideas. Which job interests you the help people. It’ll be hard and I’ll have
will e the ide in the r r most? Do you think it will be hard? to stu y a lot, but on’t min that.
buy eat go rain study watch
own ideas. Thanks for your help! (3) hope this helps,
1 You don’t need to bring that umbrella. William Katy
where / live? what / study? A B C
It won’t rain this afternoon. when / start working? what job / have?
2 After she finishes stu ying, Sudarat where / travel? when / have children? tip Exam
TV for an hour or two. Listen to the whole dialogue before you main body greeting 1 ending
he nee s to rela . Do! 3 Listen. For each question,
2.22
choose your answer. The correct answer
1 Where will you live? choose the correct answer. may be at the end of the dialogue. tip Exam
3 My friends and I cycling Do! 3 r n li h riend r n nt t n
2 Make sure you answer
on Saturday if the weather is nice and t h t nt t e hen re lder
3 all the questions in
sunny. rite n e il t r n rite rd r re
1 What does David want to be when 3 Where does Sophia want to study the main body of your
4 Ali probably very much 4
In the email: • tell ran what you want to be email. Don’t forget
he’s older? ne t summer
for dinner because he had a big lunch 5 the greeting and the
• say why you think this job is interesting
today. 6 ending.
• say if you think it will be hard or not
5 My parents me a new
tablet if on’t pass all my e ams.
5 r ith r rtner the send forward attach
6 I computer
the e ti n r cti it nd rite
programming at university because I From:
their n er in r n te
want to design apps and games.
Grammar reference, pageA119 B C A B C To:
18 eighteen
2 Who is the journalist going to interview? 4 When will they have a meeting with
the architect?
M02_TT_AB_06GLB_2625_U02.indd 18 15/07/2019 15:29
A B C A B C
4
WOW! Book Club
Grammar reference
Lesson 4 3
26 twenty-six twenty-seven 27
M02_TT_AB_06GLB_2625_U02.indd 26 15/07/2019 15:29 Lesson 3: Modal verbs of obligation

M02_TT_AB_06GLB_2625_U02.indd 27 15/07/2019 15:29
1 After you read 3.9 3.10

Read and listen to the mystery story on Pupil’s Book 1 Read and complete.
e in er the e ent in rder Modal verbs of obligation
mustn’t
a The children went inside and used their torches.
1
should try to save water. destroy
We must 3
plastic.
b People returned and the tower became famous. need to
2
plant more trees.
recycle
c Nina and Ben went to the tower to see what was happening.
waste water. use
shouldn’t
d They found pictures of animals on the tower. We 4
throw away plastic. should
e People suddenly stopped visiting the old tower.
5
our forests.
f The cow was very happy when it was free again.

6
a lot of water.
We needn’t
buy another magazine.
1 g There was an old tower that many people visited.
WOW! Culture 5
h They solved the mystery and let the animal go free. 2 Write the sentences with the correct modal verbs.
Lesson 6
1 We shouldn’t recycle plastic. We should recycle plastic.
2 n er the e ti n rite c lete entence
2 People must waste water.
1 Who used to visit the tower and why did they go there?
3 You needn’t eat fruit every day.
Past perfect Tourists used to visit the tower to see the
1 paintings
After you on the wall.
read e d the te t n il e in e d nd c lete the 4 I need to go everywhere by car.
2 What happened when people heard the strange entencenoise? rite ne rd in e ch ce 5 We should destroy the rainforests.
1 Underwater hoc ey is a water sport that is playe in many i erent countries around
6 He mustn’t pick up rubbish in the park.
2 A
the world.
3 What pictures did Ben and Nina see on the walls of the tower?
of un erwater hoc ey is minutes long, with a minute
Lesson 8 in
Literacy: brochures and adverts 5
Lesson 5: Reported speech: questions and commands
4 What i ina an en fin when they turnetheon middle.
their torches 3 Read and complete.
3 n a tuna throwing competition, people aroun ery uic ly before they Reading Reported speech: Wh- questions
the fish as far as they can. be
1 5.18did eNina
5 What d think
nd c the cow
letewas
thesaying
di l to ethem?
hen li ten nd chec Words in context
Sam asked us, ‘Where 1 is the swimming pool?’ don’t
4 Fisherman often threw o their boats when they ha too many.
Sam asked us where the swimming pool 2 . if
5 Nicholas Kaufmann cycleball in in 1893. 1 e d nd c lete the definiti n is
Reported speech: yes/no questions
6 any countries ta e in the cycleball Worl Cup, which is a game e pert gentle perfect stunning terrific not
3 Read the Work with words box. Write the nouns. Use a dictionary to help you. I asked Amy, ‘Does your family 3
a lot of plastic?’
of playe on bi es. recycle
1 Someone who is oing things in a nice, in an careful way is gentle . I asked Amy 4 her family 5 a lot of plastic.
Work with words 1 bright brightness recycled
2 e d the entence nd circle T tr e rF l e hen e l in r n er
2 dark 2 Something that is extremely beautiful or attactive is . Reported speech: commands was
The noun su -ness 1 Underwater hoc ey matches 4 eople on’t use real fish for
3 empty 3 Something that people say is excellent or wonderful is . Dad told me, ‘Be careful and 6 start any fires’.
ome nouns are forme by a ing the suffi are played by twelve people. T/F tuna throwing nowadays. T/F Dad told me to 7 careful and 8 to start any fires.
4 great 4 omething that is one with special s ills an information is .
-ness to adjectives. Sometimes there are There are two teams of six players.
spelling changes. 5 ill 5 omething that is ma e with no problems or mista es is . 4 Write the questions and commands as reported speech.
2 Underwater hoc ey was first 5 Cycleball teams don’t always
fit (adj) → fitness (noun) 6 kind
played in Australia. T/F have two players. T/F 1 Mum asked me, ‘Do you want a biscuit?’ Mum asked me if I wanted a biscuit.
happy (adj) → happiness (noun) 7 sad 2 e d the r ch re n il e in rite the di erent h lid 2 Tom told us, ‘Don’t make any noise.’
8 strange
3 Only fisherman can play the 6 Cycleball players can move 3 Lisa asked Dan, ‘Are you feeling OK?’
9 throwing.
sport of tuna tidy T/F the ball with their hands. T/F 4 I asked Tom, ‘When do you study?’
5 Kate told Zoe, Turn o the T .’
4 rite fi e entence in n n3 ith

5.15
i ten t
ness re e ch
in t n . ther n
rt entence l e tre e rt lete the te t 6 I asked Ana, ‘Where’s my book?’
1 You can see ama ing wil animals in many i erent countries. safari adventures
Zorbing is an unusual 1 outdoor sport that people2 do oncan
You hills isit
in mountainous places in the , pain or epal. one hundred and twenty-one 121
2 . They get31
thirty-one inside a big ball called a zorb. It’s made of
3 You will go to places that are cold and icy most of the year.
clear 3 . fter they get insi e, people roll own the hill as
4 You won’t be travelling around with many other people.
fast as they can. Zorbs are usually about 4 metres across Z01_TT_AB_06GLB_2625_COM.indd 121 22/07/2019 15:10
M03_TT_AB_06GLB_2625_U03.indd 31 an only one person can fi22/07/2019

t insi e. 5 You can do an extreme sport that you’ve never done before.
14:07 ome people enjoy competing in
zorb 5 to see who is the fastest. Other3people

n only go
er the e ti n ec lete entence
zorbing for 6 . You can go zorbing on 7 li e
1 Where can people go to play a winter sport? People can go to Canada to play
la es an swimming pools. oes that soun 8 to you?
ice hockey.
2 Where can you go to see tigers in their natural habitat?
4 r in r h e ne the n l rt in the nd find n er t
the e ti n rite t r n l rt 3 Why are safari a enture groups usually uite small
4 Where can new climbers get experience on easy hills?
be racing bossaball cheese rolling curling ostrich racing sepa ta raw
5 Who helps to eep the climbing a entures safe
1 Where do people play the sport? 4 What rules must people follow?
6 Where must people go if they want to see penguins?
2 What do the players have to do? 5 What o you thin of the sport
3 What is needed to play the sport? 4 r in r h e l ce r the nd thin ide r n d ent re
a before they gave it to the teacher. h lid c ld d there e the e ti n t hel hen h re r ide ith
fifty-nine 59
b before we went to the gift shop. the cl
c I played a computer game.
the ma on ainforest the Canary slan s La e ai al
M05_TT_AB_06GLB_2625_U05.indd 59 d they too a bus to the hotel. 16/07/2019 13:21 the ahara esert the oc y ountains
e before I left home for school.
1 Where is the place located? 4 What other activities can you do?
f we ha a brea to rin some water. 2 What’s the weather li e there 5 What advice can you give people?
3 What sports can you do there?
sixty-one 61
M05_TT_AB_06GLB_2625_U05.indd 61 16/07/2019 13:21
6
www.frenglish.ru
Tests Posters
Upon completion of each unit of the Pupil’s Book, the teacher The Posters designed for Team Together are a great visual aid
is able to check the progress students are making by using for presenting or consolidating vocabulary.
a test. There are nine Unit tests, three End-of-term tests The level-specific posters
and one End-of-year test. All these tests are available in are created from the
two versions: Standard (A) and Challenge (B) so as to allow unit opener illustrations, 4 The environment
teachers for more flexibility with mixed-ability classes. of Wonder! Magazine
and provide a lot of WOW! World Welcome Book Club Culture Over to you!
There is also one Placement test and one preparation test for opportunities for revision You told us
that you’re
A2 Key for Schools and B1 Preliminary for Schools exams. and speaking practice.
worried about
our planet’s
future. Why is
the weather
recycle
changing? What global warming
The worksheets and audio are available in the teacher’s The Classroom posters
are we doing to waste energy
our world? Look
at the pictures.
How many words
resource area online. contain five posters that

do you know for
things on our
planet?
Mateo has a
can be used with any

climate change
question for you. save water
ment
Can you think of protect the environ
any answers to
his question?
level of the course. The

Photocopiable resources WOW! Questio
n
pack is comprised of pollution

switch off lights
plant trees
The Photocopiable resources contain consolidation and the Alphabet, Numbers, Mateo 3 minutes ago
What can we do to
protect our planet? ...
extension worksheets for further practice of vocabulary, Classroom language, pick up rubbish
destroy the rainfore
sts use renewable energy
grammar, CLIL and English in action. There are also Months and seasons and Team Together Level
6 Posters © Pearson
Education Limited
2020
worksheets to be used with the culture videos as well as Common irregular verbs Alphabet
24/09/2019 10:34
d 4
M01_TT_POS_06GLB_2793.ind
graded reading and listening skills worksheets to support posters. Aa Bb Cc Dd Ee Ff

mixed-ability classes. They are all available online.
Gg Hh
The ‘How to work
Ii
with posters’ section

apple boots cat dinosaur eggs feathers glasses horse
Jj Kk ice lolly
Ll Mm Nn Oo
on page 18 details
Pp Qq
Presentation tool
Rr
a variety of
juice kangaroo lamp mouse nest orange pen queen robot
Ss Tt Uu
The presentation tool offers teachers an interactive version suggestions of
Vv Ww Xx Yy Zz
of the Pupil’s Book with integrated answers, audio, video and how the posters scooter tortoise umbrella violin window taxi yoyo zebra
classroom tools. Teachers can navigate the material using the can be used.
interactive lesson flow or traditional page view. The planning
Team Together Classroom
M01_TT_CP_01GLB_2748.indd posters © Pearson Education
1
Limited 2020
02/08/2019 14:59
area gives a useful overview with both teacher’s notes and

activity previews. The presentation tool is also available
offline. Vocabulary Booster
The three Vocabulary Booster books can be used alongside
the main Team Together components. Key vocabulary
Online practice and pupil resources from Cambridge English Qualifications Pre A1 Starters, A1
Pupils can do games and extra practice online, with a digital Movers and A2 Flyers is presented and practised in a fun
‘gradebook’ for teachers to monitor progress. There is also a and engaging way in each book. These books can be used
Pupil’s Book eBook and more. in general English classes and also to support those pupils
wishing to go on and take these external exams. Teaching
tips, answer keys and audio can be found online.
Top Tips and Practice for PTE Young

Learners
To accompany Team Together, these two practice books offer
strategies, guidance and practice papers for the PTE Young
Learners tests, grouped together into tests for younger and
older learners.
Top Tips an d Practice

ers
PTE Young Learnfor
FIR STW ORD S &
SPR ING BOA RD
Top Tips aPTnEdYoPunra ctice

Team Together Top Tips and Practice
and Springboard is a flexible resource
for PTE Young Learners Firstword
s
g Learners for
for test preparation. It helps the
teacher to prepare learners effectively
and allows children to feel confident
SPR ING BOAR D
about the final test.
This book includes:

FIR STW OR DS &
• Tips and guidance for teachers to
explain to their students so they are
prepared for the test
• Guided practice exercises for Firstwords
(pre A1) and Springboard (A1) to
familiarise students with the test
format
• A past paper for each exam to practise
taking a complete test
• Access to accompanying audio files
and answer keys online
This practice book can be used

as a perfect complement to Team
Levels 1 and 2 or as a standalon Together
e resource.
LEARN Together
her
SUCCEED Toget
Team Together is a fast-paced
7-level
primary English course that develops
language alongside future-rea
dy skills.
english.com/teamtogether
Sarah Gudgeon
TeamTogether_PTEYL_FIRST-SPRING
_CVR.indd 2
05/07/2019 10:44
7
www.frenglish.ru
Unit walkthrough
Lesson 1
Photographic vocabulary
Think! exercise to activate presentation
students’ previous knowledge
4 Our planet 1
2 4.1
Work in pairs. Look at the WOW! Magazine Welcome page. Then read and answer.

protect the en ironment climate change sa e water plant trees switch o lights
waste energy 1 recycle pollution destroy the rainforests pick up rubbish
use renewable energy global warming
1 2 3 4 5 6
You told us that you’re

worried about our planet’s 7 8 9 10 11 12
future. Why is the weather
changing? What are we
doing to our world? Look
at the pictures. How many
... ...
words do you know for 3 4.2
Listen and read. Which children helped the environment and how?
things on our planet? ...
WOW! Blog
Mateo has a question for
you. Can you think of any
answers to his question?
WOW! Question
1 Mateo 5 minutes ago 2 Mei 15 minutes ago
... ... I love nature and my favourite During the summer, we took part in the Great
place is the sea! But I’m worried British Beach Clean. I picked up more than 30 pieces of
about global warming. We have to rubbish from the beach. I couldn’t believe how much there
...
do everything we can now to stop was. We should always put our litter in a bin.
climate change.
Mateo 3 minutes ago
3 Sophia 20 minutes ago 4 Alex 3 hours ago
What can we do to protect our
planet? ... ... We did a project on renewable Last year, my aunt gave me a tree for my birthday.
...
energy last term. I made an oven out She said that people shouldn’t destroy the rainforests
In this unit I will …
of an old pizza box and sunlight. It and we should plant trees instead. So I planted the
• learn words for the environment was so cool! tree in my garden and I can watch it grow every year.
and natural disasters
• use modal verbs and reported
questions and commands ...
4 Look at the words in Activity 2 and put them into two groups.
• read a diary about a frightening
experience
... ...
Our planet’s problems Things we can do to help our planet
• learn about how climate change
can cause problems for animals
• work in a group to write an action
plan to help an endangered animal 1 What things do you recycle? Can you think 3 How do you save energy?
• learn how to give advice of any other things you could recycle? 4 What can we do to stop pollution?
• read and write reports 2 How do you save water? 5 Do you use renewable energy? What type?
... ... ...
48 forty-eight forty-nine 49
M04_TT_PB_06GLB_2601_U04.indd 48 15/07/2019 11:55 M04_TT_PB_06GLB_2601_U04.indd 49 15/07/2019 11:55
Big questions to activate

A clear list of unit objectives Communicate activity for
critical thinking
personalisation and speaking practice
Lesson 2–3
Grammar contextualised Focus on everyday expressions Listening skills practice

through dialogues
WOW! Team Talk Lesson 3 4

Lesson 2 Grammar
Mei: How about recycling more things?

Alex: Yes, good idea. At the moment, there 1 Look back at the dialogue in Lesson 2.
are recycling boxes for paper, but 5 4.6
Listen. For each question,
How are the children going to save
what about plastic? We use a lot of choose the correct picture.
energy? List all their ideas.
Energize School
plastic bottles and we shouldn’t just
Competition
1 Mark is talking to his mother. What
throw them away. 2 Look at the grammar table. Then must he recycle?
Mateo: I agree. What about water? Can we read and circle the correct options to
do anything to save water? Yesterday, complete the rules. A B C
Spring Competitiom Leaderbord
I found the hot water running in the

sink in the school bathroom. Grammar
Alex: We mustn’t do that because it wastes
Modal verbs
energy and water.
Mateo: Hey, look at this website. There’s a Mei: OK. So we need to let everyone know We should take part in the competition. 2 Sara is talking to her father. What
competition to see which school can about the competition. Shall I put it We shouldn’t throw away plastic bottles. should she do to save energy?
save the most energy. We should take in the newsletter? We must close doors.
A B C
part in it! Alex: No, we needn’t do that. Let’s put our We mustn’t waste water.
Mei: I think that’s a great idea. ideas up on the WOW! website and We need to switch o the lights when we lea e
Alex: Me too! What can we do to save ask people for other suggestions, too. a room.
energy then? Mateo: Brilliant! Come on, we must go or We needn’t put our ideas in the newsletter.
Mei: now! We nee to switch o lights we’ll be late for our next lesson.
an turn o computers when we Mei: Mateo, I hope you aren’t going to 6 4.7
Listen again. Are these sentences
We use should when you think something
leave a room. forget to turn o the computer an is / isn’t the right thing to do. true or false? Say why.
Mateo: And we must close doors, too. That switch o the lights! We use need to and must when it is / isn’t 1 a Mark’s mum is going to use the
will keep the classrooms warm. What Mateo: No! I was just about to do that! Alex, necessary to do something. plastic water bottle again.
else should we do? close the door behind you …! We use needn’t / mustn’t when it is not b he has finishe rea ing the
necessary to do something. newspaper.
We use needn’t / mustn’t when it is
c Mark should leave the glass bottle
necessary not to do something.
1 4.3
Listen and read. What 3 Work in pairs. Find these by the sink.
competition are the children going to expressions in the dialogue. Then 2 a Sara’s family should have showers
take part in? use the expressions and act out. 3 Read the dialogue in Lesson 2 again. instead of baths.
Underline examples of the modal verbs. b When they brush their teeth, they
2 Read the dialogue again and answer Brilliant! I know! Me too!
always turn o the water.
the questions. Talk to your partner. 4 Talk about the rules at your school. Use
1 c Sara usually goes to school by car.
I watched a programme on TV last the modal verbs from the grammar box.
1 What are the WOW! Team going to do night about the future of our planet.
when they leave a classroom?
(…) We must wear school 7 Write a list of things you use
2 Why are they going to close doors?
2 How can we save energy? uniform. We should
3 What recycling boxes do they already water for every day. Swap with your
work hard. We need
have? to be polite. partner. Suggest ways he or she can
et‛ it h o ome o the ight
4 What recycling boxes do they need? save water.
5 How are they going to tell the other 3 We won the competition! (…) We mu tn‛t u e ou needn‛t ha e
students about the competition? mobile phones. We a bath every day.
6 What should Mateo do when he leaves hou dn‛t orget You should have
the classroom? 4 Imagine that your school is taking our homework. We quick showers.
part in the same competition. What needn‛t ring any
money to school.
would you do to save energy at school?
50 fifty fifty-one 51
Students work with grammar rules

box for better understanding Communicate activity for
personalisation and speaking practice
8
www.frenglish.ru
Lesson 4–5
Photographic vocabulary
presentation
A section to work with literature
Students work with grammar rules
and different text genres
box for better understanding
WOW! Book club Lesson 5 4

Lesson 4 Vocabulary and Grammar
1 4.10
Look and match. Then listen, check 4 Look at the grammar table. Then
and repeat. read and circle the correct options to
12 June, Thursday
th
complete the rules.
hurricane tornado
Dear Diary, iences of my life! thunder and lightning gale Grammar
the most frightening exper
Yesterday I had one of and looked out heatwa e rought forest fire
a large storm. I got up
I was woken up early by ed to the loud thunder and olcano tsunami oo
Reported speech: Wh- questions
hotel . I listen
of the windo w of our at that time – ‘What is a hurricane?’
lightning. It wasn’t scary avalanche 1 snowstorm
watched the amazing
I asked my dad what a hurricane was.
it was exciting! news that a
phone and saw on the 1 2 3
But then I looked at my hurricane was and I Reported speech: yes/no questions
I asked my dad what a
hurricane was coming. do. He told me not to worry because
what to ‘Do you know what to do?’
asked him if he knew our hotel room and
big storm. We stayed in
a hurricane was just a was a flood in I asked him if he knew what to do.
oon, there was even more rain. There
by the aftern
was blowing the trees! Reported speech: commands
the harbour and a gale er. In the eveni ng, the hotel
and strong
The winds got stronger quickly, but he told 4 5 6 ‘Get out!’ The hotel manager told us to get out.
out of our hotel room
manager told us to get room. I asked him ‘Don’t panic!’ He told me not to panic.
us to go to the dining
us not to panic. He told he said that it was the safest
g us there and
why he was sendin
place in the hotel. ts. When we were
When we report questions, we change
dy full of other touris
The dining room was alrea and then present tenses to past / future tenses and we
ure in front of the doors
all inside, we put the furnit her in the corner. We waite
d and
7 8 9 sometimes change / don’t change pronouns,
the fl oor toget
we got down on rain was falling on the roof and for example you becomes he.
loude r, the
waited. The winds got told me to hold his hand.
dark. My dad When we report Wh- questions, we use
then it suddenly went not to be scared.
scared and he told me
I asked him if he was the wild weather. say /ask + question word.
long time, listening to
We stayed there for a rain stopp ed. I couldn’t believe When we report yes/no questions, we use
d and the
Finally, morning arrive that we were
over and I felt so happy ask / tell + if.
that the storm was finally … 10 11 12
I hope I never have a night like that again When we report commands, we use
safe.
Jake ask / tell + pronoun + to + verb.
5 4.11
Zara is telling Mario about a radio
interview. Listen and answer the
2 Read the diary in Lesson 4 again. How questions.
1 Before you read Today’s Book Club text 3 After you read Activity Book, page 45. n e ther rd c n find?
1 What four questions did the presenter
is a diary. Look and circle the options 3 Match the people in the story to the ask?
4 Discuss in a group. Imagine there
that describe a diary. words they said. 2 What four commands did the scientist
is a hurricane where you live.
1 A diary entry is written in the fir t give?
1 Where do you go? Jake Jake’s dad the hotel manager
person (I) / third person (he/she).
2 What do you do? 6 Work in pairs.
2 Diaries are usually formal / informal. 1 ‘What’s a hurricane?’
3 How do you feel? 1 Ask and answer two questions about
3 A diary usually describes what happens 2 ‘Don’t worry! A hurricane is just natural disasters.
in the writer’s life / a newspaper a big storm.’
5 Work in pairs. Write a paragraph 2 Give two commands about what to do.
article. 3 ‘Do you know what to do?’
from a diary to describe a natural 3 While you talk, note down your
4 A diary often describes the writer’s 4 ‘Go to the dining room, please.’
disaster. Read it to another pair, but partner’s questions an commands.
feelings / clothes.
don’t say what it is. Can they guess? 5 ‘Don’t panic.’ 4 Report the questions and commands
2 4.9
Listen and read. What was Jake’s 6 ‘Hold my hand.’ back to your partner. Are you correct?
frightening experience?
52 fifty-two fifty-three 53
Before you read and After you read 21st century skills practice Further practice of
activities for clearly staged reading listening skills
practice
Lesson 6–7
Project based on the
principles of team work Useful phrases
Before you read and After you read to foster collaboration,
activities for clearly staged reading at a glance Focus on functional
creativity and initiative language
practice
WOW! Culture Lesson 7 4

Lesson 6 English in action
Climate change and animals

Giving advice
might change our lives, but what about

We often hear about how global warming 1 Listen and read. Answer the
4.16
that some animals might become extinct

the lives of animals? Scientists have found questions.
because of climate change.
1 What does Paulo want to do?
Sea ice and polar bears Bamboo and giant pandas Global warming and diseases 2 How is Mrs Taylor helping him?
The sea ice in the Arctic is getting Giant pandas live in the mountains Scientists are worried because as the Earth
smaller each year. It is 30% smaller in south and central China. They gets hotter, there will be more diseases. 2 e d the di l e in ind fi e
now than it was in 1979. In some eat bamboo, which is 90% of their These can be passed from humans to pieces of advice that Mrs Taylor gives
areas, it melts completely in the diet. But bamboo grows very slowly, gorillas, so they might be in danger in the Paulo. Use the Say it! box to help you.
summer. This is causing problems so climate change could cause future. Mountain gorillas live in central Africa.
for polar bears. These beautiful problems. If there isn’t enough In some ways, they can adapt well to climate
white bears go onto the sea ice bamboo, then pandas won’t survive. change. They can live in high temperatures My friends and I want to do
to find their food. This means that A recent survey only found 1,864 and they eat a lot of different foods. But something to help animals that are in Giving advice
they are in danger because they pandas, so we must protect these there are very few mountain gorillas left in danger. Do you have any ideas? I think you should …
can’t find enough food to eat. amazing animals. the wild. We think there are only about 880, Perhaps you ought to …
so we must protect them from diseases. Yes, of course. First of all, I think you
You could always …
shoul fin out what animals you can If I were you, I would …
help in our area. Why don’t you look Why don’t you …?
online to fin out more ou coul
always help to pick up rubbish from
the beach, too. 3 Take it in turns to give each other
advice. Use the Say it! box to help you.
Oh yes. That’s a good idea.
Perhaps you ought to put a notice in • revise for an English test – how?
So what can we do to help these animals? We must do everything we can to slow down climate change, so that
the school newsletter as well. • buy a birthday present – where?
we do not put them in danger. Also, we must protect their homes and make sure they have enough food.
• go out for lunch – which café?
OK. Yes, I can do that.
• play a new computer game – which game?
Project
• go to the cinema which film
WOW! Fact
Also, if I were you, I would have a
Write an action plan for how you can look at your garden and make sure • download a new song – which song?
Polar bears have a very good sense of smell.
help an endangered animal. that it’s safe for animals and birds.
For example, they can smell seals that are Perhaps you ought to
16 km away! 1 In groups, choose an animal that is in learn some vocabulary.
danger because of climate change. Use
one from the bo or fin your own.
1 Before you read What’s your favourite Pronunciation
animal and why? Will it be in danger snow leopard African/Asian elephant
4 4.17
Listen and read. Which letters don’t we pronounce? Then listen again
because of climate change? green sea turtle cheetah tiger
and repeat.
Why?/Why not?
2 eci e who will research to fin out more
We mustn’t waste water They shouldn’t pollute You needn’t worry about
2 4.14
Listen and read. about the following ideas:
during a drought. the environment. thunder and lightning.
• adopting an animal
3 After you read Activity Book, page 47. • protecting natural habitats
• organising a sponsored event
4 Work in pairs. Which of these
• visiting wildlife centres
animals would you most like to adopt
3 Discuss and choose the three best ideas.
and why?
4 Present your action plan to the rest of the
Find out more! Watch the video. class.
54 fifty-four fifty-five 55
Model dialogue
to help students
learn new
language in
More content related to the Work on pronunciation natural contexts
topic of the lesson available through tongue twisters
in Culture video
9
www.frenglish.ru
Lesson 8–9
Scaffolded
Literacy sections for Recorded text Model text step-by-step
dedicated reading and for modelling instruction for the
writing skills practice pronunciation writing task
Literacy: reports
Lesson 8 Lesson 9 4
ti p Reading
Reading To understand the main idea 1 Look at the diagrams. Do you think they are a helpful way to present Writing
of a report, read the title and information? Why?/Why not?
1 Before you read Look at the title and the diagrams. the first paragraph. lso, loo
at the diagrams because they Young people and the environment
What do you think this report is about? ment?
can help you to understand the Is it important to help the environ These diagrams show how students
information in the text quickly. answered a survey
2 4.20
Listen and read. Don’t know 2% about the environment. 453 students,
between the
No 11% ages of 11 and 12, were asked two question
s.
Plastic pollution in the sea Yes
0 10 20 30 40 50 60 70
87%
80 90 100
Firstly, the survey asked students if
it was important
to help the environment. Most students
(87%)
environment?
A report by the Ellen MacArthur Foundation has shown that by 2050, there will be more What’s the best way to help the said yes. Secondly, the survey asked
what the best
plastic in the sea than fish! This will cause a lot of problems for the whole planet. way to help the environment was. 32%
32% Recycling of students
Firstly, the report showed that we are making twenty This report is important because it said recycling while 24% said saving
energy. 18%
times more plastic than we were making 50 years ago. shows how serious the plastic problem 24% Saving energy said saving water and 14% said picking
is. It told businesses and governments up rubbish.
However, only 5% of these plastics are recycled, so this
18% Saving water However, only 9% of students said that
means that a lot is thrown away. Secondly, the report to work together to protect the oceans. planting trees
said that every year 8 million tonnes of plastic pollution It said that in the future they should only was the best thing to do.
14% Picking up rubbish
goes into the ocean. This is the same as putting one use plastics that can be recycled and it In conclusion, this survey shows that
rubbish lorry of plastic into the ocean every minute. said that plastic should never end up in 9% Planting trees most young
Survey of 453 students, people are interested in helping the
Small pieces of plastic can kill fish and larger pieces of the sea as rubbish. environment.
3% Don’t know aged between 11 and 12 years
plastic are dangerous for turtles and seals. Graph to show how much plastic we make Also, they think that recycling and
saving energy
today 2050 311
are the best ways to help.
350
mt
300
Million tonnes
250
Plastics production
200
2 Read the How to write... box. Then read the report in Activity 1 again and match the
311 million tonnes 1,124 million tonnes 150 paragraphs with the descriptions.
100
15
50 mt How to write... a report
Ratio of plastics to 0 1 Paragraph a Describes the survey
fish in the ocean
ago ago ago ago ago ago tod
ay • Use a clear title which explains what the report is about. one results in detail.
ars ars ars ars ars ars
60 ye 50 ye 40 ye 30 ye 20 ye 10 ye
• Use expressions such as this survey shows … to explain
2 Paragraph b Explains what the
1:5 >1:1
Words in context the results.
two survey results show.
• Use phrases such as fi t y ond y and n on u on.
foundation tonne piece • Don’t include your own opinion – just present the facts. 3 Paragraph c Says what the
3 Read again. Are these sentences
After you read business government end up three survey was about.
true or false? Say why. 3 Write a report on a survey about endangered animals. Use the How to write… box to
1 This report is about how much plastic we will need to make in the future. help you.
2 There is more plastic in the sea than fish at the moment. 1 Look at the diagrams and Is it important to What’s the best way
write a plan, using the help endangered to help endangered
3 We made twenty times less plastic 50 years ago than we do today. animals? animals?
information in Activity 2.
4 Only 5% of plastics are thrown away. Don’t know: 4% Protecting their homes: 42%
2 Write your report. No: 4% Supporting wildlife
5 Every year, 8 million tonnes of plastic pollution ends up in the sea.
3 Read and check your report. Yes: 92% charities: 18%
6 The report says that businesses and governments must both help with this problem. Making our gardens
ti p Writing 4% safe: 15%
4 How do the diagrams help us to understand the text? 4% Picking up rubbish: 12% Survey of
while and however 342 students,
5 Work in pairs. How serious do you think the plastic pollution problem is? To compare two i erent things,
92% Not using plastic: 9% aged between
Don’t know: 4% 11 and 12 years
What could you do to help? use while or however.
0 10 20 30 40 50 60 70 80 90 100
56 fifty-six fifty-seven 57
Before you read and After you read Vocabulary extension

Writing tip to help students deal
activities for clearly staged reading with further work in the
with important grammar, lexical
practice Activity Book
or composition points
Lesson 10 / Get ready for...
Review section for consolidation in the form of External exams

a comments website for the WOW! Magazine practice section
WOW! Over to you! 4

Lesson 10
Get ready for...
ti p Exam
This is YOUR page! We want to hear from YOU.
This is YOURSend
page! Wecomments
your want to hear
andfrom YOU.to WOW@WOWTeam.com
photos A2 Key Reading and Writing Part 4 and ea the whole te t first to fin
out what it’s about. Then look at
Send us your comments and photos like the people below! B1 Preliminary for Schools Reading Part 5 each question and try to choose
1 2 comments 2 5 comments the correct wor to fit the space.
Marta, 12, Argentina 20 minutes ago Phil, 11, Oregon, USA 5 minutes ago
1 For each gap, choose the correct answer. Make sure you read the whole
sentence before you choose
I like all your ideas for how to save energy I helped to clear rubbish off the beach your answer. Then make sure the
at school. Our school is very green! We use last month just like Mei did. A local artist was other three wor s on’t fit. When
renewable energy from the sun for all our lights and there as well and he made an amazing statue
Green turtles
you’ve answered all the questions,
computers. out of some of the things we found. I think read through the whole text
that’s a good way of showing people how again to check that it makes sense.
3 4 comments much rubbish we
Leo, 11, United Kingdom 1 hour ago throw away and
1 A on C in
I thought the story about the hurricane was how dangerous
B about D for
really exciting. I hope I never have an experience it is for sea
Green turtles live on the Great Barrier Reef (1) … 2 A experiment C description
like that. There were some floods in our town last animals.
Australia and lay their eggs in the sand on the B report D story
year and that was quite scary. It rained so much
beaches nearby. A (2) … has found that the rising
that the water came over the top of the river and 4 3 comments 3 A because C also
temperatures mean that 99 percent of all turtles are
destroyed a lot of homes. B although D but
Agnes, 11, Denmark 1 hour ago born female. The temperature around the turtle
I liked the article about the eggs decides whether the turtle is born male or 4 A might C must
endangered animals. Pandas are so cute! female. This won’t be a problem immediately B shouldn’t D mustn’t
I got some money for my birthday last year (3) … turtles don’t start to lay eggs until they are 5 A climate C heating
and I used it to 25 to 35 years old. But it will be a serious problem B change D warming
adopt a penguin! in the future. Scientists say that we (4) … do
My money helps to something now to stop global (5) … or green turtles 6 A excited C excellent
protect penguins in may become (6) … . B extinct D example
the Antarctic. Maybe
I’ll adopt a panda ti p Exam
next year! A2 Key and B1 Preliminary on’t choose the first picture that
for Schools Listening Part 1 you hear. You may hear all of them
during the recording – you must listen
2 4.21
Listen. For each question, choose carefully to understand which is the
1 Read the comments on the WOW! 3 Think about the WOW! Question
correct answer to the question.
Magazine. Who has helped an again. Discuss in groups. the correct picture.
endangered animal and how? re r n er di erent n ? 1 What’s the weather A B C
like at the moment?
2 Work in pairs and answer the
questions. Then write your comments WOW! Question
about the WOW! Magazine and read 2 What new thing are Sue A B C
them to the class. and Tom going to do to
1 Which reading text did you like best help the environment?
and why?
2 Did you learn anything new about the 3 What did Rita do A B C
environment? this afternoon?
Mateo 3 minutes ago
3 What are you going to do in the future
to save energy and water?
planet?
...
58 fifty-eight fifty-nine 59
Collaborative task for engaging and motivating

revision; additional self-assessment activity:
Progress path, after every three units
10
www.frenglish.ru
Assessment
Monitoring progress and exam What is English Benchmark?

readiness with Team Together English Benchmark is a motivating English test for young
learners aged 6–13, which proves students’ English abilities
Team Together can be used for all general English courses. to parents, monitors learning progress and ensures teaching
It can also be used to prepare pupils for external exams targets the right skills. English Benchmark measures
including Cambridge English Qualifications and PTE Young students’ speaking, listening, reading and writing skills
Learners. Team Together provides teachers and institutions through fun and interactive tablet-based activities, with
with the GSE tools that enable them to demonstrate visibility immediate detailed reports for teachers and parents that
of student progress step by step, and a way of identifying and include students’ strengths, suggestions for improvement and
addressing learner needs and supporting the achievement recommended activities to improve their skills.
of goals whether these be general or exam related.
English Benchmark and Team Together make the perfect
Team Together is additionally aligned to English Benchmark
partners for your language and learning assessment. As your
which can provide an independent measure of learner
students learn with Team Together, you can use the English
proficiency and formative information to support planning
Benchmark tests to measure their progress. After students
and next steps.
have taken their test, you will see recommendations of which
The table below indicates the correlation between the course lessons to teach next in order to focus on the areas that need
and various international frameworks and tests. improvement.
GSE CEFR PTE YL English Cambridge In order to show progress, learners should take the test at
Benchmark English least once at the start and once at the end of the year. If
Qualifications
possible, teachers could ask learners to take the test again
Starter 10–22 Pre A1 half way through the year or at the end of each term to check
Level 1 17–29 Pre A1/A1 Firstwords Level 1 Pre A1 they are on track.
Starters
Level 2 20–32 A1 Springboard Level 2
Level 3 24–39 A1/A2 Quickmarch Level 3 A1 Movers
Level 4 30–43 A2/A2+ Quickmarch/ Level 3/4

Breakthrough
Level 5 33–46 A2/B1 Breakthrough Level 5 A2 Flyers and

A2 Key for
Schools
Level 6 36–50 A2+/B1 A2 Key for

Schools and
B1 Preliminary
for Schools
The Global Scale of English
The Global Scale of English (GSE) is a standardised, granular

scale which measures English language proficiency. Unlike
some other frameworks which describe attainment in broad
bands, the Global Scale of English identifies what a learner
can do at each point on the scale across speaking, listening,
reading and writing skills.
The scale is designed to motivate learners by giving a more
granular insight into their progress. Teachers can use the
Global Scale of English to match a student to the right course
materials for their exact level and learning goals.
The badging above and on the back of your book shows
the range of objectives that are covered within the content.
Knowing this range helps you select course materials with the
right level of support and challenge for your students to help
them progress. It does not mean that students need to have
mastered all the objectives below the range before starting
the course, or that they will all be ‘at’ the top of the range
by the end.
For more information about how using the GSE can support
your planning and teaching, the assessment of your learners,
and in selecting or creating additional materials
to supplement your core programme, please go to
www.english.com/gse.
11
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by Magdalena Custodio Espinar • Mini-whiteboards. Use them for short answers or to
practise prepositions, vocabulary, comprehension,
spelling, gap fills, grammar – any time you want to check
Formative assessment / Assessment understanding. Students write their answers individually
for learning and hold up the whiteboards and you get feedback from all
your students at the same time!
Assessment and evaluation are frequently used as
• Happy/sad face technique. (also Yes/No, Stop/Go, True/
interchangeable terms. However, assessment is focused on
False) Use this for critical thinking development and
student learning, whereas evaluation is focused on learning yes/no answers. Make a set of cards with a happy face on
programmes and any or all their components (objectives, one side, and a sad face on the other – one for each student
syllabus, teaching and assessment methods, materials, etc.). – or students can make their own. After practising a skill,
In the classroom, what clearly differentiates these two terms ask students how they feel they are doing. Alternatively,
is the use made of the information and data obtained from students can show this on a scale from 1–5 using the
assessment or from evaluation. If you use it to improve the fingers on their hands for a deeper understanding of the
teaching and learning process you are developing formative yes and no answers.
assessment, or assessment for learning. If you use it to • Traffic light cards. Use them to check that students know
grade or measure the quality of the learning, you are what to do on a given task. Students show you a green/
developing summative assessment. This means that the same yellow/red card, depending on their level of confidence.
assessment tools can be summative or formative depending • Exit slips. Use them to evaluate your lessons at the end of
on the type of information they provide and the use that is the day or session, to get feedback from the lesson, or to
made of it. offer students the opportunity to give opinions. Exit slips
Formative assessment, or assessment for learning, is “the can simply be post-it notes stuck on the door on their way
process of seeking and interpreting evidence for use by out of class.
learners and their teachers, to identify where the learners Other types of assessment tools you can use during
are in their learning, where they need to go and how best to instruction are those oriented towards helping you actively
get there” (Assessment Reform Group, 2008). This process observe the different skills and competences that your
requires alternative assessment tools likely to be shared by students are developing while they are working in class.
teachers and students which are used as an ongoing process, • Checklists. These are very useful to assess different tasks
which are flexible and adapted to the individual needs of or different stages of the same task at the same time.
students and which guarantee that all the students engage in Taking note of your students’ performance on the spot will
the learning process. provide you with objective evidence of their true level of
Here are some suggestions on how to use these types of tools competence.
to implement assessment for learning in your classroom. • Observation forms. The teacher collects data on students’
work by filling in observation forms or reading written
Main strategies of formative assessment assignments to adjust teaching procedures where
necessary.
The main stages of the formative assessment process are:
• Video/audio recordings. These are excellent tools to
1 Setting the aims and criteria for success
observe your students from a different perspective and
2 Monitoring students’ learning, including giving constructive analyse their strengths and weaknesses, behaviour and
feedback classroom relationships in depth. [Be aware that you may
3 Peer learning need parental permission to record children.]
4 Independent learning/long-term assessment Peer learning

Working together in pairs or groups gives students an
Setting aims and criteria
opportunity to share knowledge and also learn from their
If you want your students to be successful in the learning classmates.
process, you need to tell them what it is that they are going to
Tools that can be used for peer work and peer learning are:
learn and what you expect of them in terms of performance.
At the beginning of each lesson, the teacher should tell the • Think-pair-share. Students work on their own, then they
students what they are going to learn. This can be done by discuss their ideas in pairs and finally they present their
using key questions which are meant to inspire students’ ideas to a group or the whole class.
curiosity, interest and engagement. • Two stars and a wish. Students say two positive things
about the work of their partner and suggest one area for
Monitoring students’ learning improvement.
This stage of assessment is used to achieve the following • Expert envoy. This is a tool to use with mixed-ability
goals: classes. If you have students who are strong in some areas,
you may choose them to be the ‘experts’ for their class or
• to adjust ongoing teaching and learning
group and ask them to help their classmates.
• to increase the level of interaction and provide for feedback
• Three facts and a fib. Students write three true statements
loops during questioning
and one false statement about the topic of a lesson and
• to improve student achievement of intended outcomes share them with other students/pairs/groups to see if they
Tools that can be used for monitoring students’ learning are: can identify the false information. This technique can also
be used in a summative evaluation at the end of a longer
• Lollipop stick technique or Random selection tool. Use
learning process, e.g. a unit.
sticks or cards that students can personalise with their
names at the beginning of the school year. Pick them Checklists and video recordings can also be used as peer
randomly to call on students for questions thus ensuring learning tools.
that all students have an active role and will produce a
similar amount of language, because student talking time
(STT) matters!
12
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Independent learning and long-term formative assessment Using rubrics for assessment in CLIL
Long-term formative assessment tools are used to improve Rubrics can be very useful tools to help CLIL teachers fulfil
the following areas of your assessment practice: the requirements of assessment practice in bilingual contexts.
• for the students to develop critical thinking skills about There are many reasons to use them, but these are the most
their own performance important ones:
• to promote collaboration • firstly, because they suit the CLIL dual approach (content
• to improve student achievement of intended instructional learning and language development);
outcomes • secondly, because they allow for performance-based
Performance-based teaching and learning impacts strongly assessment to provide qualitative feedback connected to
on the way we carry out assessment by helping students the assessment criteria;
become autonomous and independent learners aware of the • thirdly, because they tell teachers, students and parents in
process by which they learn as well as their learning goals. advance what needs to be done to successfully perform
Some of the long-term assessment tools you can use in your the task;
classes are: • finally, because they give teachers and students a sense of
• Summative and thought-provoking questions. At the end direction and a context to share the learning goals from the
of a lesson or a unit students are asked to reflect on their beginning of the teaching and learning process.
learning process and to try to self-assess their performance Language should not be an invisible component in the
by answering the following questions: What have I learnt? bilingual classroom. Teachers in bilingual schools should
What do I need to work on? I can … . I’m (not) good at … . be aware of the language proficiency of their students and
• Portfolios. Students are given the responsibility of selecting systematically conduct language demands analyses of
which pieces of work they produce should be placed in their the content to provide appropriate scaffolding. Since not
portfolios to demonstrate how they are improving. all students in the same class have the same language
• Checklists. These are used to assess students’ completion proficiency, effective assessment in CLIL should measure
of a task. They are not rating scales and they only include students’ progress in the foreign language at different levels
Yes/No or ✔/✘ descriptors. and along distinct learning paths. Rubrics are a tool that can
help teachers achieve this goal of effective assessment of
• Projects. Students present what they know through pictures
content, language and process in an integrated way.
and texts such as essays, research reports or long-term
projects. Rubrics are scoring guides, which include several assessment
• Student Travel journals/Learning diaries. Students create criteria to evaluate student performance or work resulting
their own books, in which they chart the journey of their from a performance task. In this sense, they are different
learning. from checklists because they are rating scales, which means
that they not only contain a list of items to be checked but
• Rubrics. They can be used when evaluating student
they also include a range of marks to assess how well each
performance or work resulting from a performance task.
For further details see below. item has been performed. These rating scales can be holistic
or analytic.
It is very important to remember that before this type of
assessment is implemented in the classroom, a supportive
Holistic rubrics
classroom environment is created and students are given
guidance on how to reflect upon and evaluate their own All criteria are evaluated simultaneously at a unidimensional
performance as well as that of their peers. level because each level of the rubric (1, 2, 3) includes all the
descriptors for the different criteria assessed (for content,
language and delivery).
Holistic Rubric
Oral The three descriptors are assessed

Presentations at the same time.
Accomplished Stays on topic all the time and

(Level 1): content, speaks clearly. Body language is
language and appropriate.
delivery
Developing Stays on topic most of the time and

(Level 2): content, speaks clearly but mispronounces
language and some words. Body language is
delivery appropriate most of the time.
Beginning It was hard to tell what the topic

(Level 3): content, was. Often mumbles or cannot be
language and understood. Body language is not
delivery appropriate most of the time.
Holistic rubrics provide an overall evaluation of quality,

proficiency and understanding, thus the feedback is limited
because the descriptors are not analysed in detail. This
means that errors are tolerated, and no correct answer is
expected. Also, the scoring process is faster.
13
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Analytic rubrics Steps to make a rubric
Each criterion is evaluated separately at a multidimensional Here are some steps to be followed when making rubrics to
level because each criterion of the rubric (to assess content, assess students in CLIL classrooms.
language and delivery) includes several descriptors at • First, begin by designing an authentic task likely to help
different levels of performance of the task. students 1) learn the curricular content, 2) develop the
necessary language to learn about that content, and
Analytic rubric 3) achieve the given learning goals and key competences at
Oral Beginning Developing Accomplished
the students’ level, e.g. Create a questionnaire for
presentations (Level 3) (Level 2) (Level 1) Earth Day.
Criteria/ • Next, define the criteria to assess student learning from
performance this task. These assessment criteria will be the reference
Content Does not seem Shows a good Shows a full points to describe the acceptable level of performance of
to understand understanding understanding the task, e.g.
the topic very of parts of the of the topic.
well. It was topic. Stays Stays on topic – students know about the festival (their level of
hard to tell on topic some all (90–100%) comprehension of the subject);
what the topic (50–89%) of of the time.
– students are able to write questions about the festival
was. the time.
(type of questions; tenses; number; etc.);
Language Often mumbles Speaks clearly Speaks clearly
or cannot be and distinctly and distinctly – students are able to work in groups to create a
understood OR most (75–94%) all (95–100%) questionnaire (contributions; quality of work; time
mispronounces of the time. of the time and management; attitude; etc.)
more than five Mispronounces mispronounces
words. no more than no words. • Use the CEFR charts or the Global Scale of English
five words. (english.com/GSE) to measure learner progress on the
language proficiency scale and get your assessment
Delivery Slouches and/ Sometimes Stands up
or does not stands up straight, looks
criteria for language from their available descriptors. Using
look at people straight and relaxed and these scales as a reference is useful for understanding
during the establishes confident. your students’ levels of proficiency more precisely, to
presentation. eye contact. Establishes monitor students’ progress in a more accurate way and
eye contact to make more informed choices in selecting materials
with everyone
or assessments, e.g. Speaking: Can ask someone simple
in the room
during the questions about their life and experiences, GSE 37/A2(+);
presentation. Can summarise the key information in basic diagrams, e.g.
bar charts, timelines, GSE 54/B1(+).
Analytic rubrics provide detailed information from the defined
• Then use a cognitive taxonomy to identify the cognitive
performance levels. This means that a significant degree of domain and skill that your tasks involve, e.g. interpret the
feedback is provided. However, the scoring process is slower. information collected from the questionnaires involves
The use of each type of rubric will depend on the nature applying knowledge. Then write differentiating descriptors
of the task and other factors such as the time available, as you move on the scale from lower order thinking
the need for substantial feedback, the number of students, skills (LOTs) to higher order thinking skills (HOTs), e.g.
different language/competence levels in the group and the the information is used to create a graph but not clearly
assessment goal: holistic rubrics should be used for overall displayed; the information is used and displayed in a graph
scores and analytic ones when detailed feedback on each but there are some mistakes in the interpretation of data;
criterion is desired. the information is clearly displayed and interpreted.
For your rubrics to be valid, reliable and fair, there must be • Once you have defined the assessment criteria and
identified possible descriptors of performance, you can:
a coherent connection between the learning goals and the
task, the learning goals and the assessment criteria, and the – make a holistic rubric, then write descriptors
descriptors with each assessment criterion. incorporating all criteria in each descriptor;
– create an analytic rubric, then write descriptors for each
individual criterion.
• Check that the criteria and descriptors you have included in
your rubric assess students’ content, process and language
learning at the right level.
• Finally, adapt the format of the rubric to the age and
language proficiency of your students and plan carefully
the structure of the rubric. You may wish to leave space at
the bottom of the rubric to write comments, add signatures,
stickers, parental feedback, etc.
After having used teacher-made rubrics for some time,
students may feel ready to have an active role in this process
and create their own rubrics and checklists as guidelines for
goal setting. Train your students to do it and they will develop
a very important key competence: learning to learn.
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How to work with projects
by Magdalena Custodio Espinar • Assess the quality of projects by using professional work
as a reference. Boost the quality of your students’ work
by showing them good examples of other students’ work.
One of the key factors affecting children’s ability to learn
Develop scaffolding to help students reach the standards
cooperation and collaboration is the type of situations
and include both individual and group grades.
they face. In other words, students will not learn how to
be a reliable team player if they aren’t exposed to tasks • Promote full participation by using a checklist for active
that require team work. There are many ways to organise observation of students that will give you objective
student interaction in class and the most popular ones are evidence of their performance. Set realistic alternatives
collaborative and cooperative work. These two interaction and consequences for non-participation such as suggesting
systems may seem interchangeable but there are some clear individual ways of working on the project, negative
differences between them: individual grades, etc.
• Foster reflection strategies both for the process and for the
Collaborative work final product from a critical point of view to improve future
• Group goal performance.
• Learning takes place in a group

When deciding on how to group your students, you should
• The final product is co-constructed consider your rationale so as to group students according to
• Roles/responsibilities are flexible and agreed the right criterion. Here are some ideas to arrange your class
• The process is important for group and project work.
Grouping for leadership. If you have passive students who
Cooperative work need someone monitoring and taking control of their active
contribution in group work, pre-assign groups and make
• Individual goals within the group
sure these students share groups with class leaders (those
• Learning is an individual process students who are more skilled or have more knowledge).
• The final product consists of individual contributions Random selection groups. If the task does not require
• Roles and responsibilities are usually pre-defined specific students to be separate or together you can simply
• The final product is important put the groups in alphabetical order, take their names from
a bag or hat, use a pack of cards (group them based on
When working on projects, collaborative work is the preferred
having black or red cards, cards in a specific order, the same
system, giving students an opportunity to share ideas,
numbers …) or word-family cards, synonym word cards, date
verbalise opinions and interact with other classmates. Thanks
of birth, etc.
to this, a real communicative context is developed in the
classroom during which students must listen to each other Then, you can rotate some members to create new groups.
and reach an agreement to create a common product. Turn and talk (front row/back row) for a quick group task is
also a possibility.
To apply successful project work in the classroom you should:
If you are familiar with your students’ interests, e.g. football
• Keep a flexible project schedule and involve students in
teams, make cards with the names of the most popular
project design when possible. Promote parent involvement.
players and use them to make the ‘football teams’. You can
• Prepare students by having them think about the project do this with popular bands, TV series and cartoons of their
in advance. A rubric can be very useful to show them interest.
what they are aiming for and trying to accomplish. Use
Grouping by interest. Have your students complete a
negotiation strategies to help them understand the
survey and group them based on their responses. You can
rationale for this type of work.
also design the task according to different interests and
• Establish moments for feedback and specific products give students the opportunity to join a group according to
at the end of each work session to promote a sense of their personal interest or expectations of the task, e.g. in
mission, e.g. record evidence of progress using field notes a presentation about their hometown, students interested
or observation templates. Keep records public so students in history can focus on historical buildings and students
have ownership of them by using rubrics or checklists. interested in sports can focus on stadiums and sports
• Avoid making decisions for students. It will take time for facilities.
students to be able to develop time management skills and
learning to learn competence. Promote this by providing
them with support during the project, e.g. a time line with
the work sessions; worksheets with instructions or steps
to follow; a project goals checklist to tick; a webquest to
develop critical thinking skills, etc.
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How to work with mixed-ability groups
by Magdalena Custodio Espinar In addition, a cognitive taxonomy provides a hierarchy of
thinking skills organised from lower order thinking skills
(LOTs, e.g. identify) to higher order thinking skills (HOTs, e.g.
Teaching and learning EFL or CLIL involves many different
compare). Bloom’s revised taxonomy comprises six cognitive
processes such as recording observations, presentation
domains involving cognitive skills such as remembering,
of ideas, argumentation, modelling constructions and
understanding, applying, analysing, evaluating and creating.
explanations, arriving at conclusions, obtaining, evaluating
Using a taxonomy will allow teachers to adapt the degree
and communicating information … in English! This is a very
of difficulty of the activities they plan from a cognitive point
rich and complex communicative context which requires both
of view by identifying the cognitive domain and skill they
cognitive and language skills for learning to occur.
demand. It will also help them develop a ‘continuum of
Students’ engagement in the learning process can be practice’ of always going from LOTs to HOTs, thus starting at
increased significantly by analysing in advance the linguistic students’ present cognitive level (because, for example, you
and cognitive demands of every task. This analysis will allow cannot apply if you do not first understand and remember).
teachers to provide students with the necessary scaffolding
to encourage them to actively participate in the lesson, Differentiated learning
regardless of the language level of that student.
Using a taxonomy to prepare your lessons can help them
be more effective and flexible and, therefore, more likely
Language scaffolding
to be learnt by all the students. Here are some examples
In EFL and CLIL, language is used for learning and of strategies to cope with mixed-ability students in the
communicating. This means that it is necessary to scaffold classroom.
the input (the language students receive), the intake (the
• Low level students are a majority. Since a taxonomy is a
information they process) and the output (the language
hierarchy of cognitive skills we must try to extend children’s
they are able to produce after this information processing)
thinking skills from LOTs to HOTs by practising first at lower
to ensure an effective interaction. This scaffolding is very
levels (remembering and understanding) and progressively
important because the interaction promotes the necessary
moving towards higher levels (applying, analysing,
feedback to connect the input received and the output
evaluating and creating). Therefore, if the average level of
produced in a meaningful way by students. This is called
the class is very low, we will have to take this into account
interlanguage development and it is a key factor of content
and provide them with more activities from the lower levels
learning and language development.
at the beginning and gradually include some of higher
To identify the necessary scaffolding for our students we levels.
can conduct a language demands analysis. It consists of
• High level students are a majority. If the average of the
identifying and describing in advance different types of
class is very high, you should try to provide them with
language involved in CLIL lessons and performance-based
more activities from the higher levels in order to ensure a
tasks: language of learning, language for learning and
motivating and challenging context.
language through learning (Coyle, Hood, Marsh, 2010).
• Heterogeneous students. Prepare activities at lower levels
Language of learning refers to the language connected with
(remembering and understanding) for some children and
the content being learnt. Students will learn it to access new
activities at higher levels to work and practise the same
knowledge, e.g. learning about sound: high/low pitch, tone,
content at the same time. For example, list the main stages
volume, etc.
of metamorphosis (LOT); find out and describe the main
Language for learning is the language necessary to perform stages of metamorphosis (HOT).
the communicative functions of the learning context. If
• Fast finishers. All students work first on the same set of
students need to compare the waves of the sound in a
activities, then students who finish earlier can design their
graph, do they know the comparative and superlative form
own activities at a higher level. You can teach them to use
of adjectives? If not, scaffolding is required to complete this
the taxonomy for this purpose.
task.
• Gifted students with a special curricular adaptation.
Language through learning refers to language learnt due
Prepare compulsory activities for all the children at lower
to cognitive and academic development. Each pupil will
levels and voluntary activities for ‘those who want to go
develop this type of language during the learning process
further’. This strategy will provide more students with the
in close relation to their individual cognitive development by
opportunity to do the higher order activities and will allow
interacting with the resources (personal, digital, etc.) and
the teacher to include different activities for the class and
completing the tasks.
for the gifted student in an easy and unforced manner. For
Analysing the linguistic demands of the content and the example, prepare a set of activities from different levels
task will allow teachers to provide students with suitable about the properties of light, then offer the possibility to
scaffolding strategies likely to promote interaction and investigate what a shadow is, when it can be seen, why
feedback in the classroom. In the previous example the it changes length, etc. You can give students a book or
teacher can provide oral scaffolding by displaying visual aids website, etc. for them to find out about it.
such as word cards for the language of learning and the
comparative and superlative structure on a poster to help
students interact (compare the waves of the sound).
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How to work with videos
Videos are a great tool for conveying information to young How to use the video material?
learners. A combination of images, movement, colours,
• Watch the video with students from the beginning to the
sounds, music and language fulfils its educational functions
end. Encourage students to say aloud the English words
at all levels of understanding. Students may watch the same
which they remember from the recording.
videos many times and each time their perception of the
material they watch is enhanced. • Watch the video again, stopping the recording after each
scene so that you can ask students questions about the
things they see.
How is the video material presented?
• Students complete the photocopiable worksheet
In Team Together level 6 there is a culture video for every
corresponding to the recording.
unit.
These videos contain the target vocabulary and grammar of
Where can you find worksheets for the video
the unit, though occasionally new words are introduced with a
clear presentation of their meaning.
material?
Worksheets for the video material are included in the
photocopiable resources, which can be downloaded online.
When to use the video material?
Culture videos are to be used as an extension of the content
presented in the Pupil’s Books as they offer additional
information about the topic covered in the lesson.
It is likely that during the first viewing students will not
understand the entire text presented in the recording, but
they will get the meaning of the pictures, sounds and
the rhythm of the spoken language.
You can also use the videos to revise the material.
Children have got good short-term memory, but
watching the same episodes again two months
after new material was introduced will considerably
stimulate their memorising ability.
What are the techniques of working
with the video material?
• listening with the screen covered
(blind listening)
• watching with the sound muted
(silent viewing)
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How to work with posters
Posters can be a powerful and
engaging tool for presenting
or consolidating the language
covered in the Pupil’s Book.
n d s easo ns 9 Music
In Team Together level 6 there Month s a
are nine full colour vocabulary March
April WOW! World of Wonder! M
January
February Welcome
agazine
posters. Each poster can August
We love
We enjoy
music!
Book Club
Culture
Over to yo
July playing u!
be used for presentation or June different
it? May instrumen
What month is
ts,
singing
and
revision of the vocabulary from November
December dancing
! We like
a lot of diff
October erent
September
types of
each unit.
music
and we th
ink
that mus
ic is opera
importa
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we celeb orchestr
a
rate, too.
Mei has soundtrac
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ather
violin
What’s the we rock mu

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Alphabet, Numbers, Classroom Whose birthd s © Pearson Educa
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Classroom poster
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language, Months and seasons

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Team Toge
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© Pearson
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24/09/2019
10:36
Techniques of working with posters

Stick the poster to the wall in a visible place. In this way it
will remind students of the material they have covered.
Predicting True or false?

In order to create the atmosphere of anticipation and to Point to various objects in the poster and make true or false
invoke curiosity in children, before you show the students sentences related to them. For example, point to a lion and
a poster, give them its title. Tell students that in a moment say It’s a zebra. Students answer No.
they will see a poster with e.g. toys. Ask students to think
about the vocabulary which may be presented in the poster. Quiz
Encourage students to provide examples of particular words
Tell students that you are thinking about a certain picture
related to this thematic group. In the case of toys it will be:
from the poster. The students’ task is to guess which picture
a teddy, a doll, a ball, a kite, etc. Then, stick the poster to
you mean. You may describe the object you have in mind for
the wall and check together how many words the students
more advanced students, e.g. It’s grey. It’s small. It has got
predicted correctly.
a tail. What is it? Students answer It’s a bird.
Asking questions Peeping through a keyhole

Point to the objects, persons, colours, etc. presented in the
Cut out a hole (5–7 cm wide) resembling a keyhole in the
poster and ask questions: What’s this? What colour is it? How
middle of a large sheet of paper. Place the sheet on the
many (balls) can you see? Is it a (doll)?, etc.
poster and ask students what they can see. Move the sheet
on the poster so that each time children guess the name of
Finding and pointing another object.
Ask individual children to come to the poster, find and point
to appropriate objects, e.g. Point to the (red car), etc. You Singing
may also divide students into two teams and change finding
Use a chant related to the subject of the poster and
particular elements into an exciting competition. Ask one
introduced in the Pupil’s Book. Ask one or more students
person from the team to come to the poster and find a
to come to the poster. Play the chant; the task of children
particular object. If he/she does it correctly, the team scores
standing by the poster is to point to the objects mentioned
a point. If he/she makes a mistake, another team takes
in the recording.
a turn. Students may replace the teacher and give the
commands.
Placing words on the poster
Memory game If students can recognise written words, you may ask them
to place appropriate word cards below the pictures in the
Set a specific time limit, e.g. 30 seconds. Tell students to look
poster. One by one, students come to the poster and place a
at the poster carefully and remember as much as they can.
card with the corresponding word in the appropriate place.
Then, cover the poster or take it off the wall and ask children
Then you may ask all students to read the words aloud
one by one about the objects presented in the poster. You may
together.
also ask about the features of these objects, e.g. Is the (ball)
(big)? What colour is the (kite)? Students’ task is to answer
from memory. You may also conduct this exercise as a team Make your own poster
competition, observing the time limit. The team who provided Students can create their own posters, based on a similar
the biggest number of names of objects from the poster wins. topic.
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Classroom language
Greeting the class Pair work/Group work

Hello. Hi! How are you today? Find a partner.
Good morning/afternoon. Is everyone here? Get into twos/threes.
Come in. Is anyone away today? Who’s your partner?
Sit down/Stand up, please. Where is (Juan)? Work in pairs/groups.
What day is it today? Make a circle.
Work with your partner/friend/group.
Show your partner/friend/group.
Starting the lesson Tell your partner/friend/group.
Are you ready? Give this/these out, please.
Now ask your partner/friend/group.
Let’s begin/start. Have you got a (pencil)?
Listen (to me). Open your books at page (4).
Look (at me/at the board). Turn to page (6). Language used for playing games
Take out your books/ Open the window/door. It’s my/your/his/her turn. Roll the dice.
notebooks/coloured pencils. Close the window/door. Whose turn is it? Move your/my counter (3)
You’re out. spaces.
Don’t look. Miss a turn.

Managing the class No cheating. Go back (2) spaces.
Be quiet, please. Put your hands up/down. Turn around. Roll again.
Look at me/Listen to me. Who’s next? Close your eyes. I’ve won!
Come to the front of the Queue/Line up! Pass the (ball, cup), etc. You’re the winner!
class. Repeat after me. Wait outside.
Come to the board. Wait a minute, please.
Come here, please. Hurry up.
Useful phrases for the students
May/Can I go to the toilet? I’m sorry.
Words of praise I understand/I don’t Can you help me?
Well done! Much better. Great work! understand. I’m ready.
Excellent! Good job. Good luck! Excuse me … I’m finished.
Fantastic! Congratulations! Thank you.
That’s nice. That’s correct! Ending the lesson
Put your books/notebooks/coloured pencils away.
During the lesson – instructions Tidy up.
Hold up your picture. It’s break time/lunch time. Put that in the bin/rubbish bin, please.
Draw/Colour/Stick/Cut Wait a minute, please. Collect the stickers/cards/spinners/scissors, please.

out … Be careful. The lesson is finished.
Write the answer on the Sorry, guess/try again. That’s all for today.
board/in your book. Goodbye!
Next, please.
Let’s sing. See you tomorrow.
Again, please.
All together now. Have a nice weekend/holiday.
During the lesson – questions

Are you ready? May/Can I help you?
Do you understand? Are you finished?
What do you think? Who’s finished?
Anything else? What can you see?
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Games bank
Word card games Catch and say it!

Ask students to stand in a big circle. Say a category of
Draw the word vocabulary (e.g. food) aloud and throw a soft ball to a
Place a set of word cards on the desk. Draw a box on the selected pupil. The pupil has to say a word from the category
board. Ask a pupil to pick up the first card and draw the you chose. If the pupil doesn’t catch the ball or say the
object mentioned in the card in the box on the board. Other appropriate word, he/she has to sit down. Continue the game
students guess the word. When they guess the word, the pupil until all students sit down.
shows the word card to the class.
Pass the ball
Ask students to sit in a circle. Choose a category of
Games with songs vocabulary. Give students a small soft ball and ask them to
pass it from hand to hand. Every pupil who receives the ball
Sing and respond has to say a word belonging to the chosen category – if
Provide a few students with one word they have to remember. he/she fails to do so, he/she drops out of the game.
(The words should come from the song you want to revise.)
The ball is burning
Play the recording and ask students to stand up and sing,
and sit down when they hear their word. Students standing in a circle throw a ball to one another and
name words from a vocabulary set. The ball shouldn’t be
Sing and stand in the correct order caught when somebody says the ‘forbidden’ word (previously
Use self-made word cards with objects appearing in the song agreed), e.g. lemonade if the vocabulary set is food. If despite
you want to revise. Ask a few students to come to the board. that, somebody catches the ball, he/she kneels or squats
Give them the cards. Explain to students that their task is to down and continues playing. When he/she catches the ball
listen to the lyrics carefully and to stand in the order in which properly in the next turn, he/she stands up.
the words from their cards appear. The other students sing
Guessing game: pictures
the song.
Ask one pupil to slowly draw on the board a picture
Performances presenting a new word from the current lesson. Other
Select a few songs for which you can prepare simple students try to guess what the picture presents and say the
costumes or props. Teach students to show the content of appropriate word. The pupil who guesses the word first draws
the song with gestures or mimics. Invite parents, teachers or the next picture. A set of ready-made picture charades cards
students from other classes to a mini-performance. can be found on page 286.
Simon says
TPR activities Give students simple instructions. Warn them, however, that
they can follow the instructions only when these are preceded
What does the picture present? by the phrase Simon says, e.g. when you say Simon says jump,
students can jump, but when you say only Jump, they cannot
Distribute small sheets of paper among students and ask
move (explain to students that Simon is a king who gives
them to draw on them one object from the covered material,
them commands). The pupil who makes a mistake loses one
e.g. food. Collect the papers and stick them to students’ backs
point. Vary the speed of instructions to make the game more
without revealing to them what the pictures present. The aim
interesting. Later you may ask students to give instructions.
of the game is to stimulate students to ask questions, thanks
to which they will be able to guess which picture they have on
their backs, e.g. Is it a (banana)? Students may walk around
the classroom or play in pairs.
Alternative bingo
Ask each pupil to draw a picture presenting a word from a
certain vocabulary group (e.g. animals). While students are
drawing, write words belonging to this vocabulary group
on small pieces of paper and put them in a box or bag.
Ask students to stand up. Pick up one piece of paper at a
time and read out the word. The students who drew the
corresponding animal or object should sit down. Continue
until you use all the pieces of paper.
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Team games Ghost Writing
Students write letters or words in the air with their whole arm.
Picture charades
Backs to the board
Divide the class into two teams. Invite one representative
of each team to the front of the classroom. Show each of Students work in two or three teams, with one student (the
them the same word card or whisper to them the same word. player) from each standing with their back to the board,
Students draw on the board pictures presenting the word. The facing their team members. The teacher writes a word, phrase
team which is the first to guess the meaning of the picture or drawing which players are NOT allowed to look at. The
and provides the correct word scores one point. A set of teams need to find ways to make their player say the target
ready-made picture charades cards can be found on expression/words correctly, and can use any way of doing this,
page 286. e.g. defining, explaining, miming, giving clues (it’s got seven
letters, it starts with the letter before B, it sounds like X, etc.).
Answer and draw points If noise levels get too high, have students whisper instead, or
pass the talking stick/microphone so only one team member
Divide the class into two teams. Invite representatives of both
speaks at a time.
teams to the board in turns. Quietly give them particular
words and ask them to draw appropriate pictures on the Mill drill
board. If the picture depicts the word correctly, the student
rolls the dice or spins the spinner and scores the indicated The class work in two halves, where one has a question or
number of points for his/her team. statement that needs a response. The activity takes place
with students mingling, walking (with a slip of paper on which
Parachute they have written down a prompt) around to collect answers/
responses, before changing roles.
Divide students into two teams. On the board draw a big
falling parachute with a parachutist. Think of a word from the Concentric circles
current unit and draw as many strokes or lines attached to
the parachute, as many letters there are in the word. Students Students work in two circles to carry out a role play or Q & A
from both teams try to guess the word. For each incorrect or short exchange. The inner circle of students (standing or
answer erase one of the lines. Grant points to the teams sitting) turn around to face the other ss in the outer circle,
when they provide a correct answer. When you erase all lines who move around at the teacher’s instruction. In this way
before the word is guessed, the team who answered last loses they rehearse, repeat and practise the TL in a controlled way,
a point. In order to make the game more dramatic, draw a with different partners.
shark emerging from the sea below the parachutist.
Don’t say it!
Shadowing Students work in teams or pairs or as a whole class. The aim
Students follow the audio they hear with its written form at is to describe a word or phrase without naming it for another
the same time as moving their mouths (lips, tongue, etc.) student or team or the class to name. The ready-made picture
and sub-vocalising. In this way, they are practising moving and word charades cards on pages 286 and 287 can be used
their mouths to make the right shape at the right speed, for this game. For a more challenging game, use the Don’t say
but are not making a noise; this is the silent version. This it! cards on page 288, which also include words students have
re-uses texts to work on pronunciation, but only when overall to avoid when describing the answer.
meaning has been understood. The technique can also be
Charades
used with vocalisation, where students carry out shadowing
the intonation and rhythm. I was first made aware of it in the Students work in groups or as a whole class to mime out
early 1990s but it is having a renaissance as a useful strategy target vocabulary words or expressions for their team to
for young learners. identify. A set of ready-made charades cards can be found on
page 287.
Picture Pair Dictation

Students describe and draw, using any picture from the
book, or a drawing they have made (e.g. the furniture in their
room). One describes, the other draws. They should work
without being able to see the drawing or the picture (e.g.
opposite or back to back). Afterwards, they compare and
spot the differences. Students then change roles. Encourage
communication in English with questions to check, e.g. on the
right or the left of …?
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Starter
Let’s get started!
1 S1
Listen and read. Who are these children? They are the new WOW! team.

Arlo, Lara, Bobby and Ting did

Good morning, everyone, and welcome such a great job on the magazine
to ear We‛re your ne WOW last year. We hope we can make
eam We‛re in our a t year o rimary it just as good this year.
hoo no It‛ going to e an e iting
year for us all and for the magazine!
Do you remember how it works?

The WOW!, or World of Wonder!,
magazine is full of articles just for you.
You tell us what you want in your So, we need to hear your ideas!
maga ine and e‛ ma e it or you What do you want to read about?
What do you want to talk about?
e u and e‛ get to or
4 four
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Lesson 1
Meet the WOW! Team
Objectives 2 Look and read. Match the pictures to the WOW!
• Lesson aims: to revise vocabulary to describe people; Magazine ideas.
to introduce the new WOW! team; to introduce the unit
• Ss work individually and write their answers in their
topics
notebooks. Then they compare ideas with a partner.
• Target language: describing people (revision)
• Ask ss to read out their answers using the Lollipop
stick technique. Ask them to give reasons for their
Materials answers, saying key words and describing what they
can see in the pictures.
• a ball
• Yes/No response cards Diversity
• sheets of A4 paper, enough for each student Challenge
(fast finishers) • Ss act out the story to the class without their books.
Support
Global Scale of English (GSE) • Struggling ss prompt from the book.
• Listening: Can get the gist of short, simple texts on

familiar topics, if supported by pictures (GSE 33). 3 Look again at Activity 2 and talk to your
partner.
• Reading: Can understand short, school-related
messages in emails, text messages and social media • Ask two ss to read out the questions.
postings (GSE 39). Can scan several short, simple texts • Walk around the class monitoring pairs.
on the same topic to find specific information (GSE 47). • Promote class discussion: Who is most interested in
• Speaking: Can give brief reasons for their opinions on inventions? Ss raise their hands. Ask different ss to give
familiar topics (GSE 48). reasons why.
• Using the Lollipop stick technique, ask ss to offer
ideas for more topics and write their ideas on the board.
Assessment for Learning
Extra activity Critical thinking
Setting aims and criteria: lesson objectives
presentation • Ask ss to think of reasons why their own ideas for topics
are good for the magazine.
Monitoring students’ learning: Yes/No response cards
technique; Lollipop stick technique;
Peer learning: pairwork; groupwork; Two stars and
a wish technique
Activity Book
Independent learning: Summative questions 1 Read and complete the sentences.
technique
• Ss complete the activity individually. Have ss check
their answers with their partners.
Starting the lesson Answer key 1 Team; 2 Everyone; 3 articles, read;
• Write sports, hobbies, TV programmes, school subjects, 4 reading, ideas
clothes on the board. Using the Lollipop stick technique, ask
2 Read the ideas on Pupil’s Book page 5 again.
ss to say a word connected to one of the topics. Specify a
topic for each student.
Then write the names.
• Ask What are your favourite sports/hobbies/TV programmes/ • Ss work individually.
school subjects/clothes? and elicit answers. • Check answers using the Lollipop stick
technique.
Answer key 2 Hannah, 3 Dominic, 4 Selina, 5 Luisa,
Presentation 6 Ali, 7 Martin, 8 Jasiek, 9 Tara
• Explain that in this lesson ss will meet the new
WOW! team. 3 How interesting are these topics for you?
Number them from 1 (the most interesting) to
9 (the least interesting).
Practice • Ss work individually and then compare answers with
a partner.
Pupil’s Book • Have a class vote for the most interesting topic.
1 S1 Listen and read. Who are these children? Extra activity Fast finishers
• Refer ss to page 4. Ask ss to look at the pictures and to
• Have ss close their books and write down the topics they
raise their hands to describe the children.
remember from Activity 2.
• Play the audio.
• Check comprehension with questions: What does WOW
stand for? (World of Wonder) What is in the magazine?
(articles for primary school students)
• Extension Tell ss to work in pairs and think of answers • Ask Which do you think will be your favourite topic for
the WOW! Magazine?
to Mei’s questions.
• Ask for feedback and promote class discussion: Do you
agree? Is that an interesting topic? What’s your idea?
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Lesson 1 S
a
This is YOUR page! We want to hear
WOW!
b
from YOU. Send us your comments
and photos like the people below!
1
c
Hannah, 11, England 2 minutes ago 2
I’m new to London and it’s such a big city! Tara, 11, South Africa 3 minutes ago
It’s very exciting, but it can be a bit scary sometimes. Last month, we went hiking.
I want to read more about life in big cities. It was so exciting! While I was
hiking, I thought about all
d 3
the other adventures I could
Martin, 12, Australia 4 minutes ago
have. I want to read some
I can’t believe this is our LAST stories about adventure.
year at primary school! It’s time
e
to start thinking about the future. 4
f I want to read about jobs that I Dominic, 12, USA 10 minutes ago
might do or exciting things that
I love shopping! I want to
might happen to me in the future!
hear about different types of
shopping around the world.
6
5 Is it the same or is it different?
Selina, 11, Jamaica 20 minutes ago
Jasiek, 10, Poland 10 minutes ago
We’ve had a lot of My older sister loves sending texts to g
stormy weather this her friends on her phone. But I prefer
summer on our island. talking to my friends face-to-face! h
I want to read articles Why do some people spend so long
about why the weather on their phones?
is changing and what
we can do to stop it.
7 9
Luisa, 11, Argentina 1 hour ago Ali, 10, India 1 day ago
8
Riya, 10, Brazil 1 hour ago
In the future, I want to be I enjoy playing the
an inventor! I want to read flute every day. I want
I’ve just finished i
some articles about great to read articles about
reading a brilliant
inventions, so that I can music! I wonder how
book about a mystery.
get some ideas of my own! people use music in
I loved it! I want to read
more about mysteries! different ways around
the world.
2 Look and read. Match the pictures to the WOW! Magazine ideas.
1 e, 2 a, 3 d, 4 c, 5 g, 6 i, 7 b, 8 h, 9 f
3 Look again at Activity 2 and talk to your partner.
1 Which of the topics that the children talk about are you most interested in and why?
2 What other topics would you like to see in the WOW! Magazine? Why?
five 5
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WOW! Team Talk Lesson 2
teo x h ia
M a Mei Ale So p
About Us Hello. Nice to meet you! I’m ten years old. I’m going to be eleven very soon –
my birthday is on 23rd September. My grandmother comes from Argentina,
1
so I can speak English and some Spanish, too. We often go to Argentina in
? the summer holidays. I have two sisters and a brother. In my free time, I love
reading and writing. At school, my favourite subject is English because we
read a lot of interesting books. I also enjoy going ice skating and playing table
tennis. I’m looking forward to writing some articles for the magazine this year!
Hi! I’m eleven years old and I’m English. My favourite sport is football. I love
football because it’s exciting and fun to be part of a team. I play football
2
every day of the week! My dad is my hero because he was the first person
? to show me how to kick a ball when I was a little boy! I’m interested in other
sports and I love adventure as well. I do athletics and I go cycling. In the
winter, I go snowboarding and skiing. I never sit still for very long! I also
love taking photographs. I promise I’ll take some interesting ones for the
magazine this year!
3 I’m eleven years old and I come from Spain. My family and I moved to England
two weeks ago and I’ve just started at this school. I miss my old friends and I
? miss the sea, but it’s great to move to a new country and I love London! All the
students here are very kind and I’ve already made a lot of new friends. I really
love science and nature and I’m very interested in learning about our planet.
I ride my bike to school every day because I want to keep our planet clean.
I will try to find interesting articles about science for our magazine.
4
Hello, everyone! I’m eleven and I come from China. We moved to the UK
? because of my mum’s job. I’m excited to be part of the WOW! Team this year!
It’s a great way to make new friends. I really love design. In my free time, I
design and make my own clothes. I made these comfortable trousers and
this top! I also love watching TV. I like documentaries and drama series best.
I’m going to design the WOW! Magazine this year. I hope you like it!
6 six
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Lesson 2
Objectives 2 Read the About Us page again. Talk to your

• Lesson aims: to introduce the characters; to revise partner.
questions words
• Place ss in pairs for this activity.
• Target language: revision of question forms
• Check answers and ask for feedback using the
Lollipop stick technique.
Materials 3 S3 Listen and circle the correct option to

complete the questions. Then match to the answers.
• a ball
• Ss choose and match individually.
• Play the audio. See page 270 for audioscript.
Global Scale of English (GSE) • Check answers using the Lollipop stick technique.
Play the audio again if necessary.
• Reading: Can follow extended stories and texts written
in simple, familiar language, if supported by pictures 4 Work in pairs. Take it in turns to ask and
(GSE 44). answer the questions in Activity 3. Can you find
• Speaking: Can give brief reasons for their opinions on three things that are the same and three things
familiar topics (GSE 48). Can talk about their hobbies that are different?
and interests, using simple language (GSE 34). Can • Ask different ss to read out the questions in Activity 3 to
ask a range of questions in guessing games to find the make sure all ss have the correct versions.
answer (GSE 36). Can ask someone simple questions • Place ss in pairs for this activity.
about their life and experiences (GSE 36). • Place two pairs together to compare things that are
• Listening: Can understand the main information in the same and different.
short, simple dialogues about someone’s hobbies and • Ask pairs to demonstrate one question and answer each.
interests, if spoken slowly and clearly and supported by • Extension Ss think of one extra question to add to
pictures (GSE 33). Activity 4. They then ask and answer their questions in
pairs. Monitor pairwork and help where necessary.
Assessment for Learning 5 Play a guessing game about question words.

Can your partner guess the answer?
Setting aims and criteria: lesson objectives presentation
technique; Lollipop stick technique
• Ask for feedback using the Lollipop stick technique.
Peer learning: pairwork; Two stars and a wish technique
Independent learning: Summative questions technique 6 Work in groups to find out some information
about your classmates.
• Place ss in groups of four for this activity.
Starting the lesson • Ask different groups to demonstrate two of their questions.
• Ask different ss these questions: How old are you? Where do • Extension Ss stand up and mingle, asking and
you come from? answering questions about themselves.
• Call out these activities one at a time and ask ss to
respond to which ones they do, using their Yes/No response
cards: reading, writing, playing the piano, playing table Activity Book
tennis, playing football, athletics, cycling, snowboarding,
skiing, taking photographs, making clothes, watching TV. 1 Read the text on Pupil’s Book page 6 again
and circle T (true) or F (false). Then explain
your answers.
Presentation
Answer key 2 T – She loves reading and her favourite
• Explain that in this lesson ss will learn more about the
subject is English.; 3 T – It’s fun to be part of a team.;
new WOW! team members.
4 F – He goes snowboarding and skiing.; 5 F – He
lives in London and he misses the sea.; 6 T – All the
Practice students are very kind.; 7 F – She comes from China.
2 Answer the questions about the WOW! Team

Pupil’s Book members. Give reasons.
Answer key 2 Mei, because she loves design and
1 S2 Listen and read. Match the photos to the
she makes her own clothes.; 3 Mateo, because he’s
WOW! Team. interested in science, nature and the environment.;
• Refer ss to page 6. Ask different ss to describe the 4 Sophia, because her family is from Argentina and
appearance of the children in the photos before they she spends holidays there. Mateo, because he comes
listen and read. from Spain and he has just arrived in the UK.
• Play the audio. Ss write their answers in their notebooks.
Diversity
• Check answers using the Lollipop stick technique.
Challenge
Extra activity Critical thinking • Ss do Activities 1 and 2 individually. Ask different ss
to write the answers on the board.
• Ask ss to say what they have in common with the WOW!
Support
team members, e.g. Sophia is going to be eleven soon.
• Ss do Activities 1 and 2 in pairs. Write the
I’m also going to be eleven soon.
answers on the board.
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S
1 S2
Listen and read. Match the photos to the WOW! Team. Mateo – 3, Alex – 2, Mei – 4, Sophia – 1
2 Read the About Us page again. Talk to your partner. Sophia is going to write some
articles for the magazine. Alex is
1 What are the WOW! Team going to do for the magazine this year? going to take some photos. Mateo
2 Which job would you like to do on the magazine? Why? is going to find articles about
science. Mei is going to design the
3 Do you have a magazine at school? magazine.
3 S3
Listen and circle the correct option to complete the questions. Then match to
the answers.
1 Where do / does you come from? c a My birthday is on 4th March.
2 How many years / old are you? f b I have one older brother.
3 When / Who is your birthday? a c I come from England.
4 How many / much brothers and sisters d My favourite sport is football.
do you have? b e I love football because it’s exciting
5 What / Why ’s your favourite sport? d and fun to be part of a team.
6 What / Why do you like football so much? e f I’m eleven years old.
4 Work in pairs. Take it in turns to ask and answer the questions in Activity 3.
n find three thin th t re the e nd three thin th t re di erent?
5 Play a guessing game about question words. Can your partner guess the answer?
who what where why how many when
time
We use this question word to ask
place things about the reason for something.
reason I it hy‛?
Yes, it is.
number
people
6 r in r t find t e in r ti n t r cl te
1 Write six questions of your own using the question words from Activity 5.
2 Ask questions about some of the topics in the box or use your own ideas.
3 Work with another group. Ask and answer questions.
sports hobbies TV programmes school subjects clothes
seven 7

3 Read and complete the questions and write

your answers. Then ask and answer with your • Ask What can you remember about the team members?
partner. Write their answers in your notebook.
• Give ss a few minutes to complete the activity. Then
they can compare answers with other ss.
• Place ss in different pairs for this activity.
Extra activity Fast finishers

• Ss find the free-time activity words on page 7 that they
like and write them in their notebooks.
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1 City life

w
We love visiting big cities!
There’s so much to do and
see! Look at the photos
here. How many words
do you know for places in
cities? How many words
for different ways to travel
around? ... ... ...
Alex has a question for

you. Can you think of some NEW photo: ph_
answers to his question? TUG_PB_6_9_2g
WOW! Question
... ... ...
Alex 3 minutes ago

What are the advantages and
disadvantages of big cities?
...
• learn words for city tourism, travel
and transport
• use used to to talk about the past ... ... ...
• read a picture story
• use the Present continuous and
Present simple to talk about the future
• learn about big and small cities
• wor in a group to write a fact file
about a city
• learn how to ask for travel information
• read and write magazine articles
... ... ...
8 eight
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Unit objectives
Talk about cities, travel and transport
Language
Vocabulary City tourism capital city, backpacker, tour guide, tourist information centre,
accommodation, luggage, statue, monument, police station, fountain, tourist, clock tower
City travel and transport taxi, neighbourhood, lorry, roundabout, coach, road sign,
railway station, traffic lights, crossroads, fire engine, traffic jam, pavement
Grammar used to
Present continuous for future plans
Present simple for timetables and scheduled events
Functions Asking for travel information; Excuse me, how much is the return ticket to Berlin?
Phonics Rising and falling intonation in questions
Key competences
Linguistic competence: use language as an instrument for communication (L. 1–10)
Digital competence: use Pupil’s Book eBook (L. 1–9)
Social and civic competences: learn to be creative (L. 4 and 6); learn to talk about someone in your family
(L. 8)
Cultural awareness and expression: raise awareness of cultural similarities and differences (L. 5)
Learning to learn: reflect on what has been learnt and self-evaluate progress (L. 1–9); use previous
knowledge (L. 1); follow instructions (L. 1–9); personalisation of language learnt (L. 3 and 5)
Initiative and entrepreneurship: choose topic for the project (L. 5)
21st Century Skills for Learning and Innovation

Critical thinking Predicting (L. 8); Problem solving (L. 2); Logical thinking (L 1, 2 and 8); Defining and
describing (L. 1, 2, 4 and 5); Finding information (L. 7); Planning (L. 6); Reflecting on
learning (L. 1–10)
Creativity Writing treasure hunt clues (L. 4); Making a fact file about a city (L. 6)
Communication Describing cities (L. 1, 5); Answering questions (L. 2); Talking about what you used to do
(L. 3); Functional dialogue (L 7); Playing a True/False game (L. 8)
Collaboration Project groupwork (L. 6); Acting out (L. 7)
Evaluation
• Assessment for Learning: throughout the unit (see detailed notes in the lesson plans)
• Self-assessment: Pupil’s Book p. 18; Activity Book p. 13
• Unit 1 Extra practice: Activity Book p. 118
• Unit 1 Photocopiable Resources (optional): Vocabulary 1 and 2, Grammar 1 and 2, Communication game,
Reading differentiation, Listening differentiation, Culture, English in action
• Unit 1 Test
External exams
Pupil’s Book Activity Book
A2 Key and B1 Preliminary for Schools A2 Key for Schools
Listening Part 1 Listening Part 2
Speaking Parts 2 and 3 Reading and Writing Part 2
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Lesson 1
Vocabulary
Objectives 2 1.1 Look and match. Then listen, check and
• Lesson aims: to learn and use words for city tourism repeat.
• Target language: capital city, backpacker, tour guide,
• Refer ss to page 9. Tell ss to match the words they know
tourist information centre, accommodation, luggage,
and guess the ones they don’t know.
statue, monument, police station, fountain, tourist,
• Play the audio.
clock tower
Ask How many words did you already know?
Materials • Have ss say a word to their partners and their partner

• sheets of A4 paper, enough for each pair of students • Consolidate understanding with these questions in any
• Resource 1A order. Ss raise their hands to offer answers, e.g. What’s
the name of our capital city?

• Reading: Can understand a simple text about a past Challenge
event (GSE 35). • Ss do Activity 2 individually before listening to the audio.
Support
• Speaking: Can compare the advantages and
• Ss work in pairs before listening to the audio.
disadvantages of different options using a range
of complex linking words/phrases (GSE 60). Can
repeat phrases and short sentences, if spoken slowly 3 1.2 Listen and read. What cities are the
and clearly (GSE 22). Can describe past events or children talking about? Who had a bad experience
experiences using simple descriptive language to add in a city?
interest (GSE 47).

• Ss say/find the countries that the cities in Activity 3
Setting aims and criteria: lesson objectives are in.
presentation
Monitoring students’ learning: Lollipop stick 4 Work in pairs. Look at the photos and words on
technique pages 8 and 9. Find and say.
Peer learning: pairwork
Independent learning: Summative questions
technique
• Ask different ss to offer answers.

Starting the lesson
• Place ss in different pairs for this activity.
• Write City on the board. Ask ss to think of one word they
know connected to cities. They raise their hands and tell • Walk around the class monitoring pairs.
the class.
Activity Book
Presentation 1 Unscramble the words to complete the
• Explain that in this lesson ss will learn to talk about definitions.
city tourism. • Give ss one minute to complete the activity. Have ss
check their answers with their partners.
Practice Answer key 2 Luggage, 3 police station, 4 tour guide,
5 statue, 6 Accommodation
Pupil’s Book 2 Read the travel forum. Then read and

complete the comments.
1 Work in pairs. Look at the WOW! Magazine • Ss complete the activity individually. Have them
Welcome page. Then read and answer. raise their hands to offer answers.
• Refer ss to pages 8 and 9. Read the rubric and tell ss to Answer key 1 Fountain; 2 tourists, clock tower;
look at the photos on the Welcome page for a moment. 3 backpacker, tourist information centre
• Read out the introduction, or ask a student to read
it out. Make sure ss understand the questions. Explain 3 Read the I’m learning box. Then complete
advantages (good things) and disadvantages (bad the lists with words you know.
things) if necessary. Give ss one minute to discuss • Place ss in pairs to complete the activity.
in pairs. • Ask for feedback using the Lollipop stick technique.
• Using the Lollipop stick technique, ask ss Possible answers 2 fountain, monument, statue,
for feedback. clock tower; 3 passport, guidebook, tourist information
centre, go sightseeing; 4 bag, backpack, suitcase;
5 holiday, tour guide, capital city
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1 Work in pairs. Look at the WOW! Magazine Welcome page. Then read and answer.
2 1.1
capital city 1 backpacker 7 tour guide 10 tourist information centre 9 accommodation 12

luggage11 statue 2 monument 4 police station 3 fountain 5 tourist 8 clock tower 6
1 2 3 4 5 6
7 8 9 10 11 12
3 Listen and read. What cities are the children talking about? Who had a bad
1.2
experience in a city? The children are talking about Barcelona, London, Beijing and
Sydney. Sophia had a bad experience in Sydney.
WOW! Blog
1 Alex 8 minutes ago 2 Mateo 10 minutes ago
My brother travelled around Europe My family and I have just arrived in London,
this summer by train. He went with some other so last weekend we became tourists! We went to the
backpackers and they visited 13 countries in tourist information centre and found out about places
two months. His favourite city was Barcelona! to visit. My mother was our tour guide. We saw the
famous clock tower, Big Ben, and The Monument, which
3 Mei 1 hour ago
was built to remember the Great Fire of London.
When I was young, I lived in Beijing Sophia 2 hours ago
4
and my grandmother still lives there. Last year We went to Sydney last year. It was amazing
we went to Beijing for the summer holidays. to go sightseeing, but our accommodation was far
There are lots of fountains and squares where away from the city centre. Then I left my bag in a taxi
you can play. and we had to go to the police station. That wasn’t fun.
4 Work in pairs. Look at the photos and 5 Work in pairs. Answer the
words on pages 8 and 9. Find and say. questions.
Buenos Aires is
1 Which words are buildings in a city? police station, 1 What’s the best the e t ity I‛ e
tourist information centre, The Monument, clock tower city you’ve ever visited because …
2 Which words are things or places tourists
may go to see in a city? visited and why?
statue, fountain, monument, clock tower 2 Imagine a tourist
3 Which words do we use for people? You should visit …
backpacker, tourist, tour guide is visiting where you because …
4 Which words are things that tourists
live. What places
may need?
accommodation, tour guide, tourist information centre, would you tell them
nine 9
luggage to visit and why?

M01_TT_PB_06GLB_2601_U01.indd 9 15/07/2019 10:47
4 Write five or more sentences about the

capital city of your country. • Ss close their books and work in pairs. Give each pair a
sheet of A4 paper. Tell ss to draw twelve boxes on the sheet
• Ss complete the activity individually. Have them of paper.
raise their hands to offer answers.
• Give pairs one minute to remember the twelve new words
and write them in the twelve boxes.
Extra activity Fast finishers • Ask How many words did you remember? Which words
• Have ss write new words in a vocabulary list in their are harder to remember? Why is that? Can you spell them
correctly? What can you do to remember them?
notebooks.
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Lesson 2
WOW! Team Talk
Objectives 2 Work in pairs. Read the dialogue again and
• Lesson aims: to listen to and read a dialogue about answer the questions.
The Monument in London
• Tell ss to read the dialogue quietly and then discuss
the answers in pairs.
Materials • Check answers using the Lollipop stick technique.
• Extension Check comprehension with questions: What
• a ball
did Mateo think of the Monument? (It was brilliant.)
What does Sophia think of Mateo’s photo? (It’s amazing.)
What started in Pudding Lane? (a fire in a bakery) How
Global Scale of English (GSE) many days did the fire burn? (four) Did they call the fire
• Reading: Can understand the main themes of brigade? (No, there wasn’t one.)
a simplified story (GSE 36). Can identify specific
information in a simple story, if guided by questions Diversity
(GSE 35). Can scan a simple text to find specific
Challenge
information (GSE 38).
• Have ss complete Activity 2 orally.
• Speaking: Can act out a short dialogue or role play, Support
given prompts (GSE 38). Can describe past events or • Tell ss to write down their answers in their notebooks.
experiences using simple descriptive language to add
interest (GSE 47).
3 Work in pairs. Find these expressions in the
dialogue. Then use the expressions and act out.
Assessment for Learning • Ss act out the expressions in pairs. Ask different
pairs to demonstrate the expressions to the class.
Setting aims and criteria: lesson objectives • Extension Ss act out the expressions again, but change
presentation
the information to their own ideas.
Monitoring students’ learning: Lollipop stick
technique 4 Have you ever visited an interesting old place in
Peer learning: acting out a city? Why did you like it? What did you find out
Independent learning: Summative questions about the past?
technique • Place ss in groups for this activity.
• Walk around the class monitoring groups.
• Ask groups to report back to the class.
Starting the lesson
• Using the Lollipop stick technique, ask ss to say one
thing they remember about one of the WOW! team. Activity Book
1 1.4 Read and complete the sentences from
Presentation the dialogue on Pupil’s Book page 10. Who
said them? Write. Then listen and check.
• Explain that in this lesson ss will read about a
monument in London that is called The Monument. • Give ss one minute to complete the activity. Ss check
• Write fire, burn and fire brigade on the board. Write this
sentence on the board too and ask ss to fill in the gaps: • Play the audio.
When there is a ___, you must call the ___ or the building • Ask different ss to offer answers.
will ___. Answer key 2 Mateo, burned; 3 Sophia, think;
4 Sophia, know; 5 Mateo, brilliant; 6 Sophia, do
Practice 2 Read the dialogue again. Circle T (true) or

F (false). Then explain your answers.
Pupil’s Book • Ask different ss to offer answers. Ask for class
agreement.
1 1.3 Listen and read. What event from the past Answer key 2 T – He said he thought it was brilliant.;
does The Monument in London remember? 3 F – She knew there was a monument about the
Great Fire.; 4 F – The fire started in an oven in a
• Refer ss to page 10.
bakery.; 5 F – There weren’t fire brigades in those days.
• Ask ss to raise their hands to offer answers.
3 1.5 Read and complete the dialogues with
Key words search the correct expressions. Then listen and check.
The Monument London, The Great Fire of London • Check answers using the Lollipop stick
technique, choosing two ss. One student reads the
sentence and the other student uses the expression.
Extra activity Critical thinking Answer key 2 That’s amazing!; 3 Oh no, that’s awful!;
• Ask Why do people build monuments? Discuss as a class. 4 That’s amazing!; 5 Oh no, that’s awful!; 6 What’s up?
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Mateo: Hi, Sophia. What’s up?

Sophia: Hey, Mateo. I saw in your blog that you
visited The Monument in London. What did
you think?
Mateo: I thought it was brilliant. Look, here’s a
picture I took.
Sophia: That’s amazing! I know that it’s a monument
to remember the Great Fire of London,
but I don’t know much else about it.
Mateo: Well, it’s a tall tower with a gold ball at
the top. It’s a few metres away from where
the fire starte in .
Sophia: i n’t now that. ow i the fire start
Mateo: Well, there was a bakery on Pudding
Lane an the fire starte in an o en. The
buildings in London used to be wooden,
so the fire mo e from house to house
very quickly.
Sophia: Oh no! That’s awful! Then what happened?
Mateo: The fire burne for four ays because there
was no fire briga e.
Sophia: So what did people use to do when there
was a fire
Mateo: Well, they didn’t use to be able to call the
fire briga e li e we o now, so they just
use to throw buc ets of water o er fires.
1 Listen and read. What event from the past does The Monument in London
1.3
remember? The Great Fire of London
2 Work in pairs. Read the dialogue again and answer the questions.
1 Where is The Monument and why? 3 Why i the fire mo e so uic ly
It’s on Pudding Lane, near to where the fire started. Because the houses in London used to be wooden.
2 When was the Great Fire of London? 4 How many ays i the fire burn for
in 1666 It burned for four days.
3 Work in pairs. Find these expressions in the That’s amazing! What’s up?
dialogue. Then use the expressions and act out. Oh no! That’s awful!
1 I broke my leg (…) 2 (…) Nothing much. 3 We won (…)

last week. I‛m doing my our football
homework. match 11-0!
4 Have you ever visited an interesting old place in a city? Why did you like it?
h t did find t t the t?
10 ten
4
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Work in pairs. Write another dialogue for

Finishing the lesson 15/07/2019 10:47
each expression. Then act out the dialogues. • Ss close their books. Ask them what they remember
about The Monument in London.
• Ask pairs to demonstrate their dialogues to
the class.

• Ss write a mini fact file about The Monument in London
in their notebooks.
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Lesson 3
Grammar
Objectives
2 Look at the grammar table. Then read and
• Lesson aims: to learn and use used to; to understand a circle the correct options to complete the rules.
listening task
• Give ss a minute to work out the rules.
• Target language: They used to throw buckets of water
• Tell ss to look at the sentences on the board. Ask Which
over fire.
thing happened many times? (Alex used to go to school.)
Which thing is a completed action? (he moved)
Materials • Tell ss to write down the correct rules in their
notebooks. Have ss check each other’s notes.
• Yes/No response cards
• sheets of A4 paper, enough for each student Diversity
• Resources 10 and 46
Challenge
• Ss work out the rules individually.
Support
Global Scale of English (GSE) • Ss work in pairs and discuss the rules.
• Reading: Can identify specific information in a simple
story, if guided by questions (GSE 35). Can scan a 3 Read the dialogue in lesson 2 again. Find two
simple text to find specific information (GSE 38). examples of used to + verb.
• Listening: Can extract factual information from short, • Ss work individually.
simple dialogues or stories about past events, if spoken • Ask for feedback using the Lollipop stick technique.
slowly and clearly and guided by questions or prompts • Extension Ss find the Past simple regular verbs for
(GSE 39).
completed actions (visited, started, moved, happened,
• Speaking: Can talk about past events or experiences, burned).
using simple language (GSE 41).
4 Write three questions about life in London in
1666. Then work in pairs and ask and answer.
Assessment for Learning • Ss work individually before the pairwork.
Setting aims and criteria: lesson objectives • Ask pairs to demonstrate one question and answer.
presentation
5 1.6 Listen. For each question, choose the
correct picture.
Peer learning: pairwork • Ask ss to think about what they can see in the photos
Independent learning: Three facts and a fib before they listen.
technique • Play the audio. See page 270 for audioscript.
Starting the lesson 6 1.7 Listen again and answer the questions.
• Ask ss to answer questions about The Monument using • Ss read the questions before listening again.
their Yes/No response cards: Is The Monument in London/ • Check answers using the Lollipop stick technique.
Manchester? Does it remember the Nice/Great Fire of
London? Did the fire start in 1666/1555? Did it start in a 7 In pairs, talk about things you used to do and
butcher’s/bakery? Was the street called Bread/Pudding Lane? didn’t use to do when you were a baby.
Did it burn for three/four days? Was there a fire brigade? • Place ss in pairs for this activity.

Presentation
• Explain that in this lesson ss will learn to use used to • Ss compare what they do now with what their
and they will also do a listening activity. parents used to do at the same age. They work in pairs
and write three sentences.
• Write Alex used to go to school in ____. He moved to the
UK ___ weeks ago. Ask ss to fill in the gaps (Spain, two).
• Underline used to go and circle moved. Ask Which verb is in
the Past simple? and elicit answers. Activity Book
1 1.8 Listen to Kim and her dad. Read and

Practice circle T (true) or F (false).
Pupil’s Book Answer key 2 T, 3 F, 4 F, 5 T, 6 T
2 Read and circle the correct answers.

1 Look back at the dialogue in Lesson 2.
Answer key 2 didn’t use to, 3 used to, 4 didn’t use to,
• Refer ss to pages 10 and 11. They discuss in pairs.
5 used to
• Ask different ss to raise their hands to offer answers.
3 Read and complete the sentences with the
correct form of used to.
Answer key 2 used to visit, 3 used to be, 4 didn’t use
to have, 5 used to like
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Lesson 3 Grammar 1
Houses used to be wooden. / People didn’t use to call
the fire brigade when there was a fire. / People used
to throw buckets of water over a fire.
1 Look back at the dialogue in Lesson 2. 5 1.6

choose the correct picture.
1 in three things that were i erent
about life in London at the time of the 1 Where did Tom’s grandfather use to live
Great Fire. when he was young?
2 Find how the Great Fire of London A B C
started. It started in an oven in a bakery.
3 Find how long the Great Fire of
London burned. It burned for four days.

read and circle the correct options to
complete the rules. 2 What place did Martine and Jon always
Grammar use to visit when they were children?
used to A B C
throw buckets of water

They used to
o er fires.
We didn’t use to call the fire briga e.
Did she use to live in a wooden house?
Yes, she did. / No, she didn’t.
6 Listen again and answer the

1.7
We use used to + verb / the Past simple for

questions.
things that happened many times in the
past. 1 a Why did Tom’s grandfather live in
a hotel? It was his family’s hotel.
We use used to + verb / the Past simple for
completed actions in the past. b What can he remember about living
The delicious breakfasts his mother used to
there? cook for the tourists.
2 a What city did Martine and Jon use to
3 Read the dialogue in Lesson 2 again. visit when they were children? Paris
Find two examples of used to + verb. b Why did they have to go to the
The buildings used to be wooden.
They just used to throw buckets of water over fires. police station one year?
4 Write three questions about life in Their dad lost his passport.
London in 1666. Then work in pairs
and ask and answer. 7 In pairs, talk about things you
used to do and didn’t use to do when
Did they use to you were a baby.
ha e re rigade ? o, they didn‛t
play with toys go to school
ride a bike drink milk
talk to my friends play football
sing songs read books
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M01_TT_PB_06GLB_2601_U01.indd 11 15/07/2019 10:47
4 Write survey questions. Then write true 2 Write sentences with used to.
answers for you. • Ss complete the activity individually. They then
Answer key 2 Did your parents use to read to you?; compare answers with a partner.
3 Did your family use to go camping?; 4 Did you use
to watch cartoons?; 5 Did your friends use to play with
toys?; 6 Did you use to sleep with the light on? Extra activity Fast finishers
5 Work with your partner. Ask them your • Have ss copy the grammar table into their notebooks.
questions from Activity 4 and write their
answers in your notebook.
Grammar reference
• Place ss in groups of four. Hand each student a sheet
1 Read and complete. of paper. Ss practise used to using the Three facts and a fib
technique. Walk around the class monitoring groups.
Answer key 2 didn’t use to, 3 use to, 4 did, 5 didn’t
35
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Lesson 4
Book club
Objectives 3 After you read Activity Book, page 7.
• Lesson aims: to understand a reading text; to
• Ss turn to page 7 in their Activity Books.
introduce compound nouns
4 Work in pairs. Write three more treasure hunt
clues like the ones in the story. Swap with another
Materials pair of students and try to guess what the places
• three cards, enough for each pair of students are.
• Place ss in pairs for this activity. Hand each pair
three cards for their clues.
Global Scale of English (GSE) • Walk around the class monitoring pairs.
• Reading: Can follow the sequence of events in short, • Pairs swap clues and write down the places. They then
simple cartoon stories that use familiar key words work with the other pairs to confirm answers. Ss swap
(GSE 32). with a different pair and repeat.
Activity Book
1 After you read Read the picture story on Pupil’s
Setting aims and criteria: lesson objectives Book page 12 again. Number the places or
presentation things in the city in the order they appear.
• Ss complete the activity individually. Ask ss to raise
technique
their hands to offer answers.
Answer key 2 railway station, 3 library,
4 roundabout, 5 traffic lights, 6 post office,
technique 7 crossroads, 8 bus station, 9 bank
2 Answer the questions. Write complete sentences.

Starting the lesson • Ss complete the activity individually.
• Ask What kind of books do you read? Do you read cartoon
• Check answers using the Lollipop stick
stories? and elicit answers.
technique.
Answer key 2 They travel by train.; 3 She gets it on
Presentation her phone.; 4 They find it on the road sign next to the
library.; 5 They find it on the pavement by the post
• Explain that in this lesson ss will read a Book Club text. office.; 6 They find the treasure at the bank.
• Write Treasure Hunt on the board. Ask ss to raise their
hands to offer explanations of what a treasure hunt is. Diversity
Challenge
Practice • Ask different ss to write the answers on the board.
Ask for class agreement for correct spelling.
Support
Pupil’s Book
• Write the answers on the board and have ss check
their spelling.
1 Before you read Today’s Book Club text is a picture
story. Look and circle the words that describe a
picture story. Then answer. 3 Read the Work with words box. Read and
complete the sentences with compound nouns
• Refer ss to page 12. Tell them to look at the pictures.
from the picture story. What other compound
• Ss work in pairs to complete the activity.
nouns can you find in the story? Write.
• Ss work individually and then compare answers with
a partner.
Key words search
Answer key 2 crossroads, 3 fire engine, 4 roundabout,
How to write a cartoon story 5 railway station
Other compound nouns: post office, treasure hunt,
2 1.9 Listen and read. What treasure do the city square, road sign, traffic jam, bus station
children find?
4 Make compound nouns with a word from
each box. Then write five sentences using a
• Check comprehension with questions: When did they
compound noun from this lesson.
plan the treasure hunt? (last week) Does Sam know the
neighbourhood? (no) What happens in the traffic jam?
a partner.
(The fire engine can’t get through.)
• Ask for feedback using the Lollipop stick
Extra activity Collaborative work technique. Write ss’ ideas on the board. Explain
meanings if necessary.
• Divide ss into groups of three. Assign a role to each Answer key backpack, bathroom, clock tower,
student (Lucy, Claire, Sam). Ss act out the cartoon story. football, motorbike, police station, shopping centre,
underground
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WOW! Book club Lesson 4
Mum: Right, I have the first clue on my phone.

Lucy: Mum, some of my friends are doing a treasure
hunt around the city tomorrow. Can we go, too? The first place you will need to look
Mum: Yes, OK. Is at the place where you borrow books.
Lucy: It starts at 10 am in the city square. Oh, I’m
seeing Sam tomorrow. We planned it last week. Lucy: The library! You borrow books at the library!
Can we take him, too? Sam: Yes! I don’t know this neighbourhood.
Mum: Yes, of course. The train for the city leaves Where’s the nearest library?
at 9.30 am, so tell him to meet us at the railway Mum: It’s on the other side of the roundabout,
station just before. past the traffic lights. Come on! Let’s go!
Mum: Oh, what a big traffic jam. The fire engine

can’t get through. Mind that lorry and the taxis!
Sam: I have it! The second clue is on this road sign in Lucy: I have it! Here’s the third clue on the pavement
front of the library. in front of the post office!
The clues just get better and better. We hope you think the treasure’s funny.
Where do you go to send a letter? You’ll find it where you keep your money!
Lucy: The post office! We go to the post office to Sam: The bank! You keep your money in a bank!
send letters! Where’s that, Mum? There’s a bank over there, where the coach is.
Mum: It’s on the other side of the crossroads, near the Oh look! There’s the treasure! It’s chocolate money!
bus station. Lucy: We can get chocolate money from that bank!
1 Before you readToday’s Book Club text 3 After you read Activity Book, page 7.
is a picture story. Look and circle the
words that describe a picture story. 4 Work in pairs. Write three more
Then answer. treasure hunt clues like the ones in
1 The action is shown in lots of pictures / the story. Swap with another pair of
one large picture. students and try to guess what the
2 The text uses names / speech bubbles.
places are.
2 Listen and read. What treasure do

1.9
the children find? chocolate coins

12 twelve
M01_TT_PB_06GLB_2601_U01.indd 12 15/07/2019 10:47

• Ss write the compound nouns in their notebooks.

• Write Today I have learnt … on the board and have ss
complete the sentence in their notebooks.
37
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Lesson 5
Vocabulary and Grammar
Objectives 2 Read the story in Lesson 4 again. How many
• Lesson aims: to learn and use vocabulary for city things or places in a city can you find in it?
travel and transport; to learn and use Present How many types of transport?
continuous for future plans; to learn and use Present
simple for timetables and scheduled events
• Ss work in pairs to find the words. Ask different
• Target language: taxi, neighbourhood, lorry,
pairs for feedback.
roundabout, coach, road sign, railway station, traffic
lights, crossroads, fire engine, traffic jam, pavement; 3 Think about the story in Lesson 4. Are the
My friends are doing a treasure hunt tomorrow. sentences true or false?
The treasure hunt starts at 10 am in the city square.
• Ss complete the activity individually and then compare
answers with a partner.
Materials Have ss correct the false sentences.
• True/False response cards
• Resources 1B and 11
• Ss work in pairs and choose a different frame each
in the cartoon story. Ss write one false sentence of their
Global Scale of English (GSE) own about the frame and ask their partner to correct it.
• Reading: Can scan a simple text to find specific 4 Look at the grammar table. Then read and
information (GSE 38). Can identify specific information circle the correct options to complete the rules.
in a simple story, if guided by questions (GSE 35).
• Listening: Can understand some details in extended
dialogues on familiar everyday topics (GSE 46).
• Tell ss to write down the correct rules in their
• Speaking: Can repeat phrases and short sentences,
if spoken slowly and clearly (GSE 22). Can talk about
plans for the near future in a simple way (GSE 38). 5 1.11 Listen to two children and answer the
questions.
Assessment for Learning Diversity
Challenge
presentation
• Ask ss to try to get all the answers with only one listening.
Monitoring students’ learning: True/False response Support
cards technique; Lollipop stick technique • Allow ss to listen to the audio for the second time. You
Peer learning: pairwork may also give out the photocopied audioscript for them
Independent learning: Summative questions technique to follow and underline the answers.
6 Work in pairs. Look at your diary and tell your

Starting the lesson friend about your plans for the weekend.
• Revise the city tourism words. Write them on the board • Place ss in pairs and assign Students A and B.
with the first and last letter missing and have different ss
complete the words.
Activity Book
Presentation 1 1.12 Complete the words. Then listen and tick
• Explain that in this lesson ss will talk about city travel (✔) the places or things in the city you hear.
and transport. • Play the audio. See page 270 for audioscript.
• Write on the board half of the compound nouns that ss used Answer key 1 1 coach, 2 crossroads ✔, 3 fire engine,
in Lesson 4. Ask ss to raise their hands to say the whole 4 railway station ✔, 6 traffic jam ✔
word: round(about), road (sign), railway (station), traffic
2 7 lorry, 8 neighbourhood ✔, 9 pavement, 10 road
(lights), cross(roads), fire (engine), traffic (jam).
sign ✔, 11 roundabout ✔, 12 traffic lights ✔
2 Read and match the definitions to the pictures.
Practice Then write the words.
Answer key 2 e, crossroads; 3 b, taxi; 4 f, lorry;
Pupil’s Book 5 a, traffic jam; 6 c, pavement
3 Read and complete with the Present simple or
1 1.10 Look and match. Then listen, check and
Present continuous for future.
repeat.
• Refer ss to page 13. Tell them to look at the pictures. Answer key 2 are staying, 3 aren’t travelling,
4 leaves, 5 are getting up, 6 I’m having,
Ask Which words did we just talk about?
7 are/’re meeting, 8 opens, 9 are going, 10 starts
• Play the audio.
• Ask different ss to offer answers. 4 Write about your plans for the weekend. Use
• Consolidate understanding of the new words. Tell ss to ideas from the box or your own ideas.
look at the pictures, listen and answer. Ask Which means • Ss work individually and then read each other’s
of transport can you hire to take you somewhere? (taxi) work and give feedback.
38
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Lesson 5 Vocabulary and Grammar 1
1 Look and match. Then listen, check

1.10
complete the rules.
taxi 1 neighbourhood 6 lorry 3
Grammar
roundabout 7 coach 2 road sign10
railway station 5 traffic lights 11 Present continuous for future
crossroa s 8 fire engine 4 My friends are doing a treasure hunt tomorrow.
traffic jam 12 pa ement 9 I’m seeing Sam tomorrow.
Present simple for future
1 2 3
The treasure hunt starts at 10 am in the city square.
The train for the city leaves at 9.30 am.
We use the Present continuous / Present

simple tense to talk about arrangements for
4 5 6 the future.
We use the Present continuous / Present
simple tense to talk about timetables, for
example, trains or buses.
7 8 9
5 Listen to two children and answer
1.11
the questions.
1 Which city are they talking about? Madrid
2 How is the boy getting to his
10 11 12 grandmother’s house? by train
3 What doesn’t Pierre like about this city? the traffic
6 Work in pairs. Look at your diary

and tell your friend about your plans
for the weekend.
2 Read the story in Lesson 4 again. How
many things or places in a city can Student A Student B
find in it? n t e
Saturday: Saturday:
transport? e, bus 3 pm
go Sara’s hous go theatre with
Mum
with Ben
3 Think about the story in Lesson 4. do homework play begin at
7.30 pm
at 5 pm Sunday:
Are the sentences true or false?
watch football
Sunday: with
1 Some of Lucy’s friends are doing ith Hassan
play tennis w Santiago
a city treasure hunt next week. T/F 5 pm match end at 5 pm
match start at
2 Lucy is seeing Sam tomorrow. T/F
3 The treasure hunt starts at 10 am. T / F What are you doing on Saturday?
4 The train leaves at 9 am. T/F On Saturday, I‛m meeting
Sara. My bus leaves at 3 pm.
thirteen 13
Grammar reference
Extra activity Fast finishers 15/07/2019 10:47
• Ss write the new words from the lesson in their

3 Read and complete. notebooks.
• Ss complete the activity individually. They then
compare answers with a partner.
Answer key 2 plans, 3 Present simple, 4 timetables
• Ss close their books. Ask What are you doing tomorrow?
4 Read and complete the sentences with the What time does the first lesson start next Friday? and elicit
correct present tenses. answers.
Answer key 2 starts, 3 ’m meeting, 4 doesn’t open,
5 leaves, 6 aren’t having
39
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Lesson 6
Culture
Objectives • Refer ss to page 14. Tell them to look at the pictures.
• Lesson aims: to learn about Tokyo, Japan and Nuuk, Ask What can you see? What are the buildings like? and
Greenland elicit answers.
• Target language: revision of vocabulary and grammar
2 1.13 Listen and read.
• Check comprehension with questions: What do they sell
Materials in Tokyo’s large market? (fish) How do lots of people get
on the train in Tokyo? (People push them on.) What goes
through Nuuk? (small rivers) What can you buy at the
• sheets of A4 paper, enough for each group of students
market? (fish and seal meat)
• coloured pencils
• Resource 55 Extra activity Critical thinking
• Ss work in pairs and choose a different paragraph
Global Scale of English (GSE) each in the text. Ss write one comprehension question
about the paragraph and ask their partner to answer it.
• Reading: Can get the gist of short, simple texts on
familiar topics, if supported by pictures (GSE 33). Can
identify basic similarities and differences in the facts 3 After you read Activity Book, page 9.
between two short, simple texts on the same familiar • Ss turn to page 9 in their Activity Books.
topic, if supported by pictures and questions (GSE 37).
• Speaking: Can express their opinions on familiar 4 Talk to your partner. Find things that are the
topics, using simple language (GSE 41). Can give brief same and different. Which city would you prefer to
reasons for their opinions on familiar topics (GSE 48). visit and why?
• Ss discuss in pairs for one minute. Encourage class
feedback and discussion.
Setting aims and criteria: lesson objectives Key words search
presentation fun Japan facts for kids, Nuuk facts for kids
Monitoring students’ learning: True/False response
cards technique; Lollipop stick technique
Diversity
Peer learning: pairwork; groupwork
Challenge
• Do Activity 4 using the Lollipop stick technique.
technique
Support
• Prompt discussion with questions that need short
answers and encourage ss to answer as a class, e.g.
Starting the lesson Is there a fish market in both cities?
• Write big city and small city on the board. Ask ss to name
big and small cities in their country.
Find out more! Watch the video.
• Tell ss they are going to watch a video and to watch
Presentation carefully.
• Explain that in this lesson ss will talk about a big city
called Tokyo in Japan and a small city called Nuuk in
Greenland. Project
• Extension Ask ss to find Tokyo and Nuuk on a map. Use an
Make a fact file about a city.
online map if available.
• Divide ss into groups of three. Give each group paper
and coloured pencils. Give ss two minutes to brainstorm
Culture notes ideas.
• Tokyo is the capital of Japan. More than 13 million • Help ss decide who will do each part of the research.
people live there.
• Each student presents their part of the fact file to the class.
• Nuuk is the largest city in Greenland. Just over 17,000
people live there. • Display the fact files in the classroom.
Activity Book
Practice
1 After you read Read the text on Pupil’s Book
Pupil’s Book page 14 again. Answer the questions. Use
complete sentences.
1 Before you read Would you rather live in a very big Answer key 2 The temperature can be –13ºC in Nuuk
city or a very small city? during the winter.; 3 Tokyo’s Sky Tree tower is one of
the tallest towers in the world.; 4 People can buy fresh
• Ss discuss in pairs for one minute. Then ask for fish every day at the market.; 5 1.2 billion people pass
class feedback. Ss raise their hands to offer ideas. through the Shinjuku Station in a year.; 6 Visitors can
Encourage class discussion with questions, e.g. Who see whales near Nuuk in the summer months.
agrees? What do you think, (name)? Do you have another
idea?
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WOW! Culture Lesson 6
There are so many interesting cities in the world. Here’s an article about
one of the BIGGEST and one of the smallest cities in the world. Cities
come in all different shapes and sizes. Some are very big and some are very
small. Some have a lot of people living in them and some have very few.
Big city, little city
TOKYO NUUK
Country Greenland
Country Japan
Population 17,600 people
Population 37.8 million
people Size 690 km²
Size 13,572 km2 Language(s) Greenlandic
and Danish
Language(s) Japanese
Money Danish krone
Money Yen
The biggest city in the world is Tokyo in Japan. It’s Nuuk is one of the smallest capital cities in the world.
on the biggest island of Japan, Honshu. • The city is very beautiful, with mountains on one side
• Tokyo is home to one of the largest fish markets and the sea on the other. There are small rivers that go
in the world. More than 2,000 tonnes of fish are through the city, too.
sold every day! • There’s a market every day in the city where you can
• The Tokyo Sky Tree is one of the tallest towers in buy fresh fish and seal meat.
the world at 634 metres tall. • Nuuk is one of the coldest capital cities in the world.
• The busiest railway station in the world is The temperature is below zero for many months of the
Shinjuku Station in Tokyo. 1.2 billion people use year. The coldest month is February with temperatures
the station every year! There are people who as low as –13°C.
push passengers into the trains to get as many • Visitors to Nuuk often go to see whales, which visit
people in as possible. the waters around the city in the summer months.
WOW! Fact Project

There are 28 mega-cities in the world. These
are cities with more than 10 million people. e ct file t cit
1 In groups, imagine you’re planning a
1 visit to a city for your next holiday.
Before you readWould you rather live in
a very big city or a very small city? 2 Choose a city in the world.
3 eci e who will research to fin
2 1.13
Listen and read. • basic information (capital city,
population).
3 After you read Activity Book, page 9. • interesting facts.
• photos.
4 Talk to your partner. Find things that
4 Write your notes on a piece of paper.
re the e nd di erent hich cit
Add photos or pictures.
would you prefer to visit and why?
5 Present the information to the rest of
Both Tokyo and Nuuk 37.8 million people live the class.
are capital cities. in Toyko and only 17,600
people live in Nuuk. 6 Take a class vote to decide which city is
the most unusual.

14 fourteen
M01_TT_PB_06GLB_2601_U01.indd 14 15/07/2019 10:47
2 Read the comments from a travel blog. Should 4 Work in groups. Choose a town or city in
the people visit Tokyo, Nuuk or both? Write and your country that would be interesting for
explain your answers. tourists and find answers to the questions.
Then make a fact file about your town or city.
Answer key 2 Tokyo, because it’s big and busy with
lots of things to do.; 3 Nuuk, because you can see • Ss make fact files in groups.
whales there in the summer.; 4 Tokyo, because it’s
warmer than Nuuk.; 5 Both places are good for eating
fish and trying interesting new dishes. Finishing the lesson
3 1.14 Listen to a report about another • Write The most interesting thing in this lesson for me
capital city. Complete the notes. is … on the board and have ss complete the sentence in
their notebooks. They read out their ideas to the class.
Answer key 2 San Marino; 3 Italy; 4 About 4,000;
5 About 7 km2; 6 cool; 7 Italian; 8 euros
41
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Lesson 7
English in action
Objectives Practice
• Lesson aims: to learn to ask for travel information; to
learn and practise intonation
Pupil’s Book
• Target language: Excuse me, how much is a single/
return ticket to Berlin?
1 1.15 Listen and read. Answer the questions.
• Refer ss to page 15. Ask ss to look at the picture and
Materials raise their hands to say what they can see.
• Play the audio.
• Yes/No response cards
• a ball
• Resource 64 2 Read the dialogue again. Find and write how Anna
asks for travel information. Use the Say it! box to
help you.
Global Scale of English (GSE) • Draw ss’ attention to the Say it! box. Read out the
• Reading: Can understand the main points of short, sentences and have ss repeat as a class. Explain
simple dialogues related to everyday situations, if meanings if necessary.
guided by questions (GSE 34). Can scan a simple text • Ss work in pairs and discuss.
to find specific information (GSE 38). • Extension Ss read out the dialogue in pairs.
• Listening: Can identify basic, factual information in
short, simple dialogues or stories on familiar everyday 3 Act out dialogues with your partner. Then swap
topics, if spoken slowly and clearly (GSE 33). roles and repeat. Use the Say it! box to help you.
• Speaking: Can act out a short dialogue or role play, • Place ss in pairs and assign Student A and Student B.
given prompts (GSE 38). • Ask different pairs to act out to the class.
• Extension Divide ss into two teams. Repeat the activity
Assessment for Learning with two ss from each team. Ss score a point for getting
all the grammar and vocabulary right. Repeat with two
Setting aims and criteria: lesson objectives different ss until all ss have had a turn.
presentation
Monitoring students’ learning: Yes/No response cards Extra activity Collaborative work
technique; Lollipop stick technique • Ss remain in the same pairs as in Activity 3. They
Peer learning: pairwork find out information online for local trains or buses and
Independent learning: Thought-provoking questions they act out a third dialogue.
technique
Pronunciation
Starting the lesson
• Ask ss questions and they respond with their Yes/No 4 1.16 Listen and say. When does the intonation
response cards, e.g. Do you like travelling? Have you been to go up? When does it go down?
a foreign city? Do you travel on train/buses/coaches? • Ask What is intonation? Ss work out the answer from the
rubric questions.
• Play the audio. Play it again, pausing after each line,
Presentation and have ss repeat. Play it a third time and have ss say
• Explain that in this lesson ss will learn to ask for travel the questions with the audio. Make sure they copy the
information. intonation.
• Ask two ss to come to the front. Tell the class to listen • Ask different ss to offer answers.
carefully. Ask ss What city have you visited? Did you like it? • Extension Place ss in pairs. Ask them to write two
and elicit answers. Ss can then sit down.
travel questions, one a Yes/No question and the other a
• Using the Lollipop stick technique, ask the class Wh- question. They practise asking their questions with
questions about the two ss who stood up, e.g. What city has the correct intonation.
(name) visited? Did he/she like it? Write the questions on the • Invite a few ss to the front to say their questions.
board and leave them there for later.
Activity Book
Diversity
Challenge 1 1.17 Read and complete the dialogue.
• Write the answers on the board under ss’ names so ss Then listen and check.
can answer more easily. Answer key 2 £57, 3 direct, 4 next, 5 12:45, 6 leave,
Support 7 coach, 8 stop
• Use confident ss for the presentation.
2 Write a dialogue between you and a travel
assistant. Use the questions below and
Activity 1 to help you. Then act out with your
partner.
• Walk around the room monitoring pairs.
42
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Lesson
Less on7 7 English in action 1
Asking for travel information
1 Listen and read. Answer the

1.15
questions.
1 Where is Anna going? Edinburgh
2 How is she getting there? by train
2 Read the dialogue again. Find and

write how Anna asks for travel
information. Use the Say it! box to
help you. How much is a return ticket to Edinburgh? /
What time is the next train? / Is that a direct
train? / Which platform does it leave from?
Asking for travel information

Excuse me, how much is a single/return
ticket to Berlin?
What time is the last train?
Is that a direct train or do I need to change?
TIME: 11:20
DATE: Septem
ber 12th Which platform does it leave from?
ester
FROM: Manch
TO: Edinburgh
3 Act out dialogues with your

Excuse me, how much is a return partner. Then swap roles and repeat.
ticket to Edinburgh? Use the Say it! box to help you.
That’ll be £137.
bus stop
And what time is the next train? Student A
time
Dialogue 1
et
It leaves at 11.20. price of return tick
You want to travel to Ankara know :
Is that a direct train? by coach. You wan
t to
by train. You want to know: el to York
Yes, it is. price of single ticket You want to trav
direct train? Dialogue 2
OK, great. Which platform does
platform Platform 14.
it leave from? aves from
Ask Student B for help. direct train and le
That train goes from to Ankara is 70 lir
a. It’s a
Dialogue 2
Platform 19.
le ticket
questions: A sing
Answer Student B’s A’s
Answer Student
Thank you. questions: A return ticket to
York is £45 and it leaves at Dialogue 1
10.15 from Bus Stop C. Student B
Pronunciation
4 1.16
Listen and say. When does the intonation go up? When does it go down?
What time is the next train? Is that a direct train?
Which platform do I need? Shall we get that train?
Our voices usually go down when we ask wh- questions.

Our voices usually go up when we ask questions with ‘yes’ or ‘no’ answers. fifteen 15
M01_TT_PB_06GLB_2601_U01.indd 15 15/07/2019 10:48

3 1.18 Listen to the questions. Write them
in the correct column. Then practise with your • Ss copy the dialogue from page 15 into their notebooks
partner. and mark the intonation on the questions with arrows.
• Play the audio.

• Ask different ss to write the questions on the board.
• Ss practise in pairs. Monitor intonation.
• Ask How successful is your learning? Ask ss to say what
Answer key Up: Is that a direct coach? Is the next
they are doing to learn.
train leaving soon? Shall we get the next coach to
Oxford?
Down: Which bus stop does it leave from? What time is
the next train to Paris?
43
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Lesson 8
Reading
Objectives • Check comprehension with questions: Is there a lot of
• Lesson aims: to read and understand a reading text space in New York City? (no) When did the railway line
• Target language: ground, railway line, success, century, close? (in the 1980s) What does Sam think of High Line?
teenager; revision of vocabulary and grammar (It’s safe and quiet and a place to relax.) What do they
need technology for in Lowline? (sunlight) Which words
did you find that are similar to parks? (green space,
Materials gardens)
• True/False response cards • Extension Ss do the differentiation for the reading tasks.
• Resource 37
• Ss work in pairs. They think of a place in their town
Global Scale of English (GSE) or city where a park can be built.
• Reading: Can make basic predictions about text
content from headings, titles or headlines (GSE 41). 3 After you read Read the text again and write the
Can identify the main ideas in straightforward, letters for the sentences to fill the gaps in the
structured magazine articles on familiar topics article.
(GSE 52). Can identify supporting details in simple,
• Ss work individually to complete the activity.
structured paragraphs on familiar topics, if guided
by questions (GSE 43). Can scan a simple text to find
specific information (GSE 38).
Diversity
• Speaking: Can give brief reasons for their opinions on
familiar topics (GSE 48). Challenge
• Tell ss to think of key words in the sentences and the
text before and after the gaps to help them choose.
Assessment for Learning Support
• Work as a class and discuss key words in the sentences
Setting aims and criteria: lesson objectives and the text before and after the gaps to help them
presentation choose.
technique
4 Play the True or False game.
• Place ss into pairs for the game. They take turns to
Independent learning: Thought-provoking questions
say true or false sentences about the text.
technique
• Extension Read out true or false sentences about the
text for ss to respond with their True/False response
Starting the lesson cards.
• Ask ss about parks in cities. Encourage class discussion
5 Ask and answer in pairs.
with questions, e.g. Can you name any parks in your city/
town? Do you think parks are important in cities? Why? What • Place ss in pairs.
can you do in parks? • Walk around the room monitoring pairs.
• Ask different pairs for feedback.
Presentation Activity Book

• Explain that in this lesson ss will read an article about
parks in New York. 1 Read the definitions and write the words. Then
• Draw ss’ attention to these words: century, ground, railway match to the pictures.
line, success and teenager. Write them on the board, draw • Ss complete the activity individually. They compare
and ask Which word is a person? Which word is a number of answers with a partner before class feedback.
years? Which word is the opposite of failure? Which word is
Answer key 2 c, century; 3 b, teenager; 4 a, ground;
what we stand on? Which word is what a train travels along?
5 d, success
Elicit answers.
2 Read the article on Pupil’s Book page 16
again. Then write the answers.
Practice
• Ss complete the activity individually.
Pupil’s Book • Ask different ss to offer answers.
Answer key 2 the High Line, 3 the High Line Park,
4 school students, 5 the Lowline Park,
1 Before you read Read the title and the first 6 new technology
paragraph of the article. What do you think it will
be about? 3 Read the sentences and write T (true), F (false)
• Refer ss to page 16. Read the tip to ss. Give ss a minute or DS (doesn’t say). Then explain your answers.
to think. Accept all reasonable suggestions. • Ss complete the activity individually. They can refer
to their Pupil’s Books if necessary.
Answer key 2 DS – The text doesn’t say why the
• Ask ss to find words similar to park while they listen and railway line closed.; 3 T – He likes the park because
read. Play the audio. it’s a safe, quiet place.; 4 DS – The text does not say
what will be in the gardens in the Lowline park.;
5 T – He wants to get sunlight down under the ground.
44
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Lesson 8
Literacy: articles
Reading
tip Reading
1 Before you read e d the title nd the fir t r r h The first paragraph of

of the article. What do you think it will be about? an article often gives a
useful summary.
2 1.19
Listen and read.
Unusual
gardens in
G reen spaces are very important for
people who live in cities. There isn’t
a lot of space in New York City, so people
New York have put parks in new places. Some parks
are up high and some are under the ground!
During the 20th century, the High Line used to be a railway line, which
ran over the streets of Manhattan. (1) _____
B It closed in the 1980s and
the railway line wasn’t used any more. Then in 1999, Joshua David
and Robert Hammond had an idea to change the old railway line into
gardens. The High Line Park opened in 2009. The gardens are now
a beautiful space, high above the busy city streets. Many school
students visit the park on school trips. (2) _____
A Sam Watts, 13, told
us, ‘New York City can be very noisy and the park is a safe, quiet
place where I can relax.’
After the success of the High Line, the people of New
York are now building the Lowline. This park isn’t up
high above the streets. (3) _____
D They are using a space
that used to be an old station. There aren’t many green
spaces in this part of New York, so it’s great for the people
who live there. Designer James Ramsey wants to use new
technology to get sunlight down under the ground. Young
people can help, too. Kasia Miller, 14, told us, ‘This is such
an exciting project. (4) _____
C It’s also using new technology
that could really
change our Words in context
cities in the
21st century.’ ground railway line success
century teenager
3 After you readRead the text again and 4 Play the True or False game.
write the letters for the sentences to
fill the in the rticle The High Line Park False! It opened
opened in 2006. in 2009.
A Local teenagers help to look after the
park and learn about plants.
5 Ask and answer in pairs.
B Trains used to take things to and
from businesses in the middle of 1 Are there any parks or gardens where
New York City. you live? Which is your favourite and
why?
C It’s not only creating an amazing new
park for our city. 2 Where o you prefer to li e in a city
or in the countryside? Why?
D It’s under the ground!
16 sixteen
4
Work in groups. Imagine you are planning a

new park in your area. Discuss the questions • Ask Are you good at understanding what kind of text
and make notes. Then share your ideas with you are reading? Is it possible to understand a text without
the class. knowing all the words? Do you feel confident about reading
activities? How can you get better? and encourage class
• Place ss in groups of four. discussion.
• Walk around the room monitoring groups.
• Ask different pairs to present their ideas.

• Ss write the words in their notebooks, in context with
definitions.
45
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Lesson 9
Writing
Objectives Diversity
• Lesson aims: to write an article about the place where
Challenge
you live
• Ss read the box to themselves.
• Target language: revision of vocabulary and grammar Support
• Read the box aloud to ss and explain meanings
if necessary.
Materials
• a ball 3 Write an article for the WOW! Magazine about the
• sheets of A4 paper, enough for each student place where you live. Use the How to write... box
to help you.
• Read the Writing tip to ss.
Global Scale of English (GSE) • Monitor and helps ss with ideas.
• Reading: Can skim straightforward extended texts with • Ss work individually to complete the article.
a clear structure to get a general idea of the content • Ss evaluate their own work.
(GSE 55). Can identify main paragraph topics in simple • Using the Two stars and a wish technique, ss read
texts on familiar subjects, if supported by prompts or and check each other’s work.
questions (GSE 41).
• Writing: Can write short, simple descriptive texts about Extra activity Creativity
familiar places using basic connectors, given a model • After checking their written work, ss copy it onto
(GSE 41). a sheet of paper and find/draw a picture of the place.
They display their work on the classroom wall and later
Assessment for Learning add it to their portfolios.

presentation Activity Book
technique 1 Underline the two options. Then write one
Peer learning: pairwork; Two stars and a wish sentence using either … or.
technique • Ss complete the activity individually.
Independent learning: portfolio; Learning diary; • Check answers using the Lollipop stick
portfolio technique.
Answer key 2 in summer/in autumn, My
grandparents travel either in spring or in autumn.;
Starting the lesson 3 come shopping with me/stay at the hotel, You can
either come shopping with me or stay at the hotel.;
• Ss work in pairs and write down as many new words 4 spaghetti/pizza, They want to have either spaghetti
from Unit 1 as they can remember in one minute. or pizza.; 5 a musical/a puppet show, She can watch
• Ask for feedback using the Lollipop stick technique. either a musical or a puppet show.; 6 jeans/shorts,
Santiago always wears either jeans or shorts.
Presentation 2 Plan an article about a city you want to visit

in the future.
• Explain that in this lesson ss will write an article for
WOW! Magazine about the place where they live. • Give ss one minute to complete their notes. Monitor
and help with ideas.
• Using the Two stars and a wish technique, ss
Practice read and check each other’s work.
Pupil’s Book 3 Now write your article.

• Ss work individually to complete the description.
1 Read the article and circle the best title.
4 Check your work. Tick (✔) the steps when you
• Refer ss to page 17. Give them one minute to read have done them.
and choose.
• Ss evaluate their own work.
• Ask a student to offer an answer. Ask for class
agreement.
read and check each other’s work.
• Extension Check comprehension with questions: Where
does Simon live? (Edinburgh) Where is Edinburgh? (in
the south of Scotland, near the North Sea) Which festival Extra activity Fast finishers
does he prefer? (the summer one) What are the people
• Ss find the words connected to cities in Simon’s article
like? (friendly)
and write a list in their notebooks.
2 Read the How to write... box. Then read the article
in Activity 1 again and match the paragraphs to
the questions. Finishing the lesson
• Give ss time to complete the activity individually. • Ss write down what they achieved in their Learning
• Ask for feedback using the Lollipop stick technique. diary: Today I wrote an article about … .
46
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Lesson 9 1
1 Read the article and circle the best title. Writing
a My favourite place to go on holiday
b The place where I live
c The place where I want to live when I grow up
I
live in the beautiful city of Edinburgh, which is the
capital of Scotland. Edinburgh is in the south of
Scotland, near the North Sea.
The place that I like best is Edinburgh Castle. It’s on a great rock in
the middle of the city. Lots of important historical events happened in the castle.
Many kings and queens have lived there. Now it’s a famous place for tourists to visit.
The best time of year in Edinburgh is either the arts festival in August or New Year. I prefer
the festival in the summer because there’s so much to do. People come from all over the world to
see the interesting shows. I enjoy watching musicals and puppet shows!
I think tourists should come to Edinburgh because there are a lot of awesome places to visit and
many beautiful buildings. The people are also very friendly!
Simon, 11, Scotland
2 Read the How to write... box. Then read the article in Activity 1 again
and match the paragraphs to the questions.
How to write... an article

1 aragraph a What’s your favourite
• Include an introduction, clear introduction b place?
paragraphs and a conclusion. 2 Paragraph 2 a b Where do you live?
• Use formal language.
3 Paragraph 3 d c Why should people visit?
• Check your facts – only use
websites you can trust. 4 aragraph d What’s your favourite time
conclusion c of year?
3 Write an article for the WOW! Magazine about the tip Writing
place where you live. Use the How to write... box to either … or
help you. We use either … or to talk about a
choice between two things.
1 Write a plan use the uestions in cti ity .
The best time of year in Edinburgh
2 Write your answers. is either the arts festival in August
3 Add more information to make an article. or New Year.
4 Read and check your article.
seventeen 17
M01_TT_PB_06GLB_2601_U01.indd 17 15/07/2019 10:48
47
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Lesson 10
Comments
Objectives Practice
• Lesson aims: to review unit language
• Target language: unit vocabulary and grammar Pupil’s Book
1 Read the comments about the WOW! Magazine.

Materials Which child wants to visit London?
• sheets of A4 paper, two for each student
• a ringbinder folder for class comments • Check answers using the Lollipop stick technique.
• a ball Ss read out the complete sentences.
Diversity
Global Scale of English (GSE)
Challenge
• Reading: Can understand short, school-related • Ss read the activity quietly to themselves.
messages in emails, text messages and social media Support
postings (GSE 39). Can understand short, • Read out the comments to ss.
school-related messages in emails, text messages
and social media postings (GSE 39).
• Speaking: Can list the advantages of a course of action
2 Work in pairs and answer the questions. Then
in some detail, using a range of fixed expressions
write your comments about the WOW! Magazine
(GSE 56).
and read them to the class.
• Writing: Can write short, simple personal messages • Ss work in pairs to answer the questions. They
giving information of immediate relevance, given write their own comments and then compare with
prompts or a model (GSE 38). their partner.
• Ask different ss to read out their comments.
Assessment for Learning Extra activity Creativity

Setting aims and criteria: Key question technique; • Give each pair a sheet of paper. Ss copy their comments
lesson objectives presentation and put them in a class comments folder.
technique; 3 Think about the WOW! Question again. Discuss
Peer learning: pairwork; groupwork in groups. Are your answers different now?
Independent learning: Summative questions • Ss discuss in groups and then give feedback to the
technique class using the Lollipop stick technique.
Starting the lesson Activity Book

• Ask ss a key question about reviews: Why is it important 1 Label the pictures.
to revise vocabulary? Accept all reasonable answers.
• Ss do the activity individually and then compare
Presentation Answer key 2 backpacker, 3 fountain, 4 luggage,
5 road sign, 6 lorry, 7 roundabout, 8 taxi
• Explain that in this lesson ss will read comments for
the WOW! Magazine. Then they will do revision of the unit
2 Unscramble the words to complete the
vocabulary in their Activity Books.
sentences.
• Revise the city tourism words by writing them on the board
with the vowels missing. Ask different ss to complete the • Ss complete the activity individually and then
words: accommodation, backpacker, capital city, clock tower, compare answers with a partner.
fountain, luggage, monument, police station, statue, tour Answer key 2 neighbourhood, 3 crossroads,
guide, tourist, tourist information centre. 4 pavement, 5 monument, 6 accommodation
• Revise the travel and transport words by writing the first
3 What were you like when you were a baby?
half of the words or compound nouns on the board. Ask
different ss to write the missing words: coach, crossroads,
Write true sentences with used to.
fire engine, lorry, neighbourhood, pavement, railway station, • Ss complete the activity individually and then
road sign, roundabout, taxi, traffic jam, traffic lights. compare ideas with a partner.
• Revise used to. Ask ss to work in pairs and tell each
other two things they used to do when they were five. Ask 4 Read and complete the text. Use the Present
different pairs to report back to the class about their friend. simple and Present continuous tenses.
• Revise Present continuous for future plans and Present • Ss complete the activity individually and then
simple for future schedules. Write these gapped sentences compare answers with a partner.
on the board and ask ss to complete them in their Answer key 2 starts, 3 is meeting, 4 are catching,
notebooks. Ask two ss to complete them on the board for ss 5 leaves
to check.
The train _____ (leave) at 9 am tomorrow morning.
We _____ (go) shopping on Saturday.
48
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WOW! Over to you! Lesson 10

Send us your comments and photos like the people below!
1 2 comments 2 4 comments
Sai, 10, India 34 minutes ago Lauren, 11, Switzerland 3 minutes ago
I really enjoyed the story about the treasure We’ve just learned about the Great Fire
hunt. My friends and I did a treasure hunt last of London in History. I enjoyed reading about
summer. It took us seven hours and we still didn’t Mateo’s trip there and all the things he found
find the treasure in the end! out. I’d like to go there one day because I live in
a very small village!
3 3 comments
Franc, 11, Canada 47 minutes ago

4 3 comments
I liked the article about the big and small Hassan, 11, UAE 20 minutes ago
cities in the world. I live in a small town. I think I’d I liked reading about the parks
like to live in Tokyo because there’s so much to see in New York. I’ve never been there and it
and do. sounds really interesting. There’s an unusual
park near where I live. It’s called Mamzar
5 6 comments Beach Park and it’s on the beach. You can sit
Ivan, 10, Croatia 1 hour ago under a tree or go swimming in the sea. It’s a
Franc, I really liked that article too! I’m great place to relax.
from Croatia, where we have the smallest town
in the world. It’s called Hum. Only 23 people live
there, but a lot of tourists visit in the summer
because it’s very beautiful!
1 Read the comments about the WOW! 3 Think about the WOW! Question
Magazine. Which child wants to visit again. Discuss in groups. Are your
London? Lauren n er di erent n ?

questions. Then write your comments
WOW! Question
about the WOW! Magazine and read
them to the class.
1 Which stories did you like best?
2 Did you learn anything new?
Alex 3 minutes ago
3 What city would you like to visit soon?
What are the advantages and
disadvantages of big cities?
...
18 eighteen

M01_TT_PB_06GLB_2601_U01.indd 18 15/07/2019 10:48
Self-evaluation
• Write on the board In Unit 1 I can …, I am good at …,
5 Answer the questions about your work in Unit 1. I am not very good at … . Ss copy the sentences into their
• Ss do the activity individually. notebooks and complete them with their own evaluation.
Ask different ss What do you need to practise more? How can
you do that? What are you already doing?
• Ss read the comments again on page 18 of their Pupil’s
Books and decide who they agree with and why. Next lesson Unit 1 Test
49
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Get ready for...
Objectives
2 Work in pairs. Some students are going on a
• Lesson aims: to practise for the A2 Key and B1
school trip to a big city. Look at the activities that
Preliminary for Schools Listening Part 1, Speaking
they could do and discuss which would be the
Parts 2 and 3, Listening Part 2, Reading and Writing
most interesting and why.
Part 2
• Target language: unit vocabulary and grammar • Tell ss that this is the A2 Key and B1 Preliminary for
Schools Speaking Parts 2 and 3 exam. Read the Exam
tip to ss.
Global Scale of English (GSE) • Monitor pairs. Praise good use of language after the
activity.
short, simple dialogues or stories on familiar everyday
topics, if spoken slowly and clearly (GSE 33).
Extra activity Collaborative work
• Speaking: Can give brief reasons for their opinions on • Divide the class into groups to discuss what they
familiar topics (GSE 48). liked about the unit, using the Expert envoy technique.
Ss write their opinion about the unit under lesson
headings. The envoy reports back to the class.
Activity Book
technique
A2 Key for Schools Listening Part 2
Peer learning: Expert envoy technique; groupwork;
Think-pair-share technique 1 Think! Read the task carefully. Make sure you
Independent learning: Thought-provoking questions know what you have to do.
technique
• Tell ss that this is the A2 Key for Schools Listening
Part 2 exam.
Starting the lesson 2 Try! 1.21 Listen. For each question, choose
• Ask What did you learn in Unit 1? How many new words have the correct answer. Then explain your answers.
you learnt? Did you find the grammar easy or difficult? What
do you think of the topic City life? and elicit answers. • Play the audio. See page 271 for audioscript.
technique.
Presentation Answer key 2 C, 3 B
• Explain that in this lesson ss will practise for the A2 Key
for Schools and B1 Preliminary for Schools exams. 3 Do! 1.22 For each question, write the
correct answer in each gap. You will hear a
father talking to his daughter about a school
Key words search trip. Write one word or a number or a date
kids health – tests and exams, exam tips for kids or a time.
• Read the Exam tip to ss.
Practice Answer key 1 statues, 2 Gallery, 3 curry, 4 two,
5 Station
Pupil’s Book
A2 Key for Schools Reading and Writing Part 2
correct answer. 1 Think! Read the task carefully. Make sure you
know what you have to do.
• Refer ss to page 19. Tell ss that this is the A2 Key and
• Tell ss that this is the A2 Key for Schools Reading
B1 Preliminary for Schools Listening Part 1 exam.
and Writing Part 2 exam.
• Tell ss to think about what they can see in the photos 2 Try! Read the texts and the questions. Write the
before they listen. correct names.
technique.
Diversity Answer key 2 George, 3 Holly
Challenge 3 Do! For each question, choose the correct

• Ss think about the photos before they listen, but do not answer.
say anything.
Support
• Ask different ss to say what they can see in the photos
technique.
before they listen.
Answer key 2 A, 3 B, 4 C, 5 B
50
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Get ready for... 1
tip Exam
A2 Key and B1 Preliminary for Schools In the exam, you will hear each
Listening Part 1 recording twice. Try to understand
the general i ea the first time you
1 1.20
Listen. For each question, choose the listen and choose the best answer.
Listen carefully the second time to
correct answer.
check that your answer is correct.
1 How is Panayiota getting to the city tomorrow?
A B C
2 What place did James visit in the city?
A B C
3 Where does the woman want to go?
A B C
Speaking Parts 2 and 3 tip Exam
In the exam, explain your

2 Work in pairs. Some students are going on ideas and give reasons for
a school trip to a big city. Look at the activities them, using because:
that they could do and discuss which would be I think museums are
the most interesting and why. interesting because you can
learn about how people in
Go to page 132 the past used to live.
nineteen 19
M01_TT_PB_06GLB_2601_U01.indd 19 15/07/2019 10:48

• Ss write three sentences about the unit.

• Ask How did you get on in Unit 1? What did you like best?
Which words were the most difficult to remember? Do you
understand the grammar? What would you like to learn more
about?
51
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2 Our future

Lots of you wanted to hear

about different jobs and the
exciting things that might
happen to you in the future.
Take a look at the pictures.
How many words do you
know?
... ... ...
Sophia has a question for
answers?
WOW! Question
... ... ...
Sophia 3 minutes ago

What’s more important – having a
good job or having a big family and
a lot of friends? Why?
...
• learn words for jobs and important
life events
• use will, might, may and could for ... ... ...
predictions
• read a poem
• learn about how people celebrate
life e ents in i erent countries
• work in a group to do a poster
presentation
• learn how to make and respond to
o ers of help
• read and write a blog about the future
... ... ...
20 twenty
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Unit objectives
Talk about jobs and life events
Language
Vocabulary Jobs hairdresser, manager, dentist, computer programmer, inventor, architect, novelist,
graphic designer, politician, diver, professional footballer, journalist
Life events fall in love, find a job, be born, get a degree, retire, get married, go to school,
have children, go to university, grow up, move house, go backpacking
Grammar will for predictions

Modals of prediction
Functions Making and responding to offers and suggestions; Do you need any help?
Phonics Sentence stress with modal verbs
Key competences
Mathematical, science and technological competences: order to complete a task (L. 2)
Social and civic competences: learn to be creative (L. 2); learn to talk about someone in your family (L. 8)

Critical thinking Predicting (L. 8); Problem solving (L. 2); Logical thinking (L. 1, 2 and 8); Defining and
describing (L. 1, 2, 4 and 5); Finding information (L. 7); Planning (L. 6); Reflecting on
learning (L. 1–10)
Creativity Make a poster about a traditional celebration (L. 6)
Communication Describing cities (L. 1 and 5); Answering questions (L. 2); Talking about what you used
to do (L. 3); Functional dialogue (L. 7)
Evaluation
• Unit 2 Test
External exams
Reading Part 1 Listening Part 1
A2 Key for Schools Reading and Writing Part 6
Listening Part 3
Listening Part 4
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Lesson 1
Vocabulary
Objectives • Check answers using the Lollipop stick technique.
• Lesson aims: to learn and use words for jobs Ask How many words did you already know?
• Target language: hairdresser, manager, dentist, • Have ss say a word to their partner and their partner
computer programmer, inventor, architect, novelist, points to the correct picture. Then they swap.
graphic designer, politician, diver, professional footballer, • Consolidate understanding with these questions in any
journalist order. Ss call out the job in unison, e.g. Which person
styles your hair? (hairdresser) Which person writes books
with stories? (novelist) Which person designs buildings?
Materials (architect) Which person do you see for your teeth?
• sheets of A4 paper, enough for each pair of students (dentist), etc.
• Resource 2A
3 2.2 Listen and read. What jobs do the children
want to do?
• Reading: Can make basic inferences from simple Extra activity Critical thinking
information in a short text (GSE 37).
• Ss think about what the different jobs have in common,
e.g. A journalist and a novelist write. A hairdresser and a
dentist look after your appearance.
(GSE 56). Can repeat phrases and short sentences,
if spoken slowly and clearly (GSE 22). Can give brief
reasons for their opinions on familiar topics (GSE 48). 4 Work in pairs. Look at the jobs on pages 20
Can talk about common jobs using simple language and 21. Find and say.
(GSE 34).
Assessment for Learning • Ask different ss to offer answers.
Setting aims and criteria: lesson objectives Diversity

presentation; Key question technique
Challenge
Monitoring students’ learning: Lollipop stick • Make sure ss speak in full sentences linked with
technique because, and encourage them to discuss with agree/
Peer learning: pairwork disagree.
Independent learning: Summative questions Support
technique • Read the questions aloud to ss before they talk in pairs
and make sure they understand them.
Starting the lesson

5 Work in pairs. Play a guessing game about
• Write Jobs on the board. Ask ss to think of a job they like,
jobs.
then to raise their hands and tell the class. Have a vote for
the most popular job. • Place ss in different pairs for this activity.
Presentation
Activity Book
• Explain that in this lesson ss will learn to talk
about jobs. 1 Read and complete the sentences.
• Give ss one minute to complete the activity. Have ss
Practice check their answers with their partners.
Answer key 2 inventor, 3 diver, 4 dentist,
Pupil’s Book 5 hairdresser, 6 journalist
2 Read the comments. What job would be good

1 Work in pairs. Look at the WOW! Magazine for each person? Write.
Welcome page. Then read and answer.
• Ss complete the activity individually. Have them
• Refer ss to pages 20 and 21. Read the rubric and tell raise their hands to offer answers.
ss to look at the photos on the Welcome page for a
Answer key 2 professional footballer, 3 architect,
moment. 4 computer programmer, 5 graphic designer,
• Read out the introduction, or ask a student to read 6 politician
it out. Make sure ss understand the questions. Give ss
one minute to discuss in pairs. 3 Read the I’m learning box. Then complete
• Using the Lollipop stick technique, ask ss for the jobs with the correct suffixes.
feedback. Accept all reasonable answers. • Place ss in pairs to complete the activity.
• Ask for feedback using the Lollipop stick
2 2.1 Look and match. Then listen, check and technique.
repeat.
Answer key 2 artist, 3 musician, 4 builder, 5 doctor,
• Refer ss to page 21. Tell ss to match the words they 6 librarian, 7 scientist, 8 actor
know and guess the ones they don’t know.
• Play the audio.
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2 2.1
hairdresser 6 manager 8 dentist 7 computer programmer 2 inventor 4 architect 5
novelist 11 graphic designer 9 politician 12 diver 10 professional footballer 3 journalist 1
1 2 3 4 5 6
7 8 9 10 11 12
3 2.2
Listen and read. What jobs do the children want to do?
WOW! Blog
1 Sophia 7 minutes ago novelist 2 Alex 15 minutes ago inventor
I love reading and I always have so many ideas in my head! For example, yesterday
writing! I want to do a job I thought it would be nice to have a pair of football boots that get hot
where I can read and write and cold. Then when it’s really hot, they will keep you cool and when it’s
every day. I don’t think I’ll snowing, they will keep you warm. I won’t become a professional footballer
become a journalist. I want because I’m not good enough, but I want to do a job where I can use my
to write my own books. ideas to make real things and have something to do with sports!
3
Mei 1 hour ago architect 4 Mateo 3 hours ago diver
My favourite hobby is Every summer, I go to the beach with my family and I
making things. In the future, spend all my time under the water like a fish! Maybe I’ll be a
I think I’ll do a job where I can fish when I grow up! Maybe not! But I’ll do a job where I can spend
design and build new buildings! a lot of time in and under the water.
4 Work in pairs. Look at 5 Work in pairs. Play a guessing game

the jobs on pages 20 and 21. about jobs.
Find and say. This person looks after our teeth.
1 Which of the jobs do you think
Is it a
is the most ifficult an why dentist?
Yes, it is!
Your turn!
is the easiest an why
is the most interesting an why
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4 Write five or more sentences about jobs you

know. What do the people do? Where do they • Ss close their books and work in pairs. Give each pair a
work? Which jobs seem interesting to sheet of A4 paper. Tell ss to draw twelve boxes on the paper.
you? • Give pairs one minute to remember the twelve new words
and write them in the twelve boxes.
• Ask different ss to read their sentences to the class. • Ask How many words did you remember? Which words
are harder to remember? What can you do to remember
them?
• Have ss write new words in a vocabulary list in their
notebooks.
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Lesson 2
WOW! Team Talk
Objectives
• Lesson aims: to listen to and read a dialogue about dialogue. Then use the expressions and act out.
future jobs
• Ss act out the expressions in pairs. Ask different
Materials • Extension Ask ss to think of their own statements that

could prompt these expressions.
• a ball
Challenge
• Have ss act out the expression without their books.
Global Scale of English (GSE) Support
• Reading: Can identify specific information in a simple • Ss can refer to the books when they act out.
story if guided by questions (GSE 35). Can scan a
simple text to find specific information (GSE 38).
4 Work in pairs and answer the questions.
• Speaking: Can act out a short dialogue or role play,
given prompts (GSE 38). Can talk about common jobs • Place ss in pairs for this activity.
using simple language (GSE 34). • Walk around the class monitoring pairs.
• Ask pairs to report back to the class.
Assessment for Learning Activity Book

Setting aims and criteria: lesson objectives 1 2.4 Read and complete the sentences from
presentation the dialogue on Pupil’s Book page 22.
Monitoring students’ learning: Lollipop stick Then listen and check.
technique
• Give ss one minute to complete the activity. Ss check
Peer learning: acting out their answers with their partner.
Independent learning: Summative questions • Play the audio.
technique • Ask different ss to offer answers.
Answer key 1 big; 2 kind, don’t; 3 keep, knows;
Starting the lesson 4 such, building; 5 won’t, wanted; 6 sort, live
• Using the Lollipop stick technique, ask ss to say one job 2 Read the dialogue again. Circle T (true) or
they remember from Lesson 1. F (false). Then explain your answers.
• Ss write and then compare answers with a partner.
Presentation • Ask different ss to offer answers. Ask for class
agreement.
• Explain that in this lesson ss will read about the jobs
Alex and Mei want to do. Ask ss to guess what the jobs Answer key 2 F – He doesn’t think that will happen.;
might be. 3 F – He says he’ll keep practising.; 4 T – He says she
does a great job with the WOW! website.; 5 F – She
says she will design a house for him.; 6 F – He says he
Practice isn’t sure.

Pupil’s Book the correct expressions. Then listen and check.
1 2.3 Listen and read. What job does Mei think • Check answers using the Lollipop stick
Alex will do in the future? technique, choosing two ss. One student reads the
• Refer ss to page 22. sentence and the other student uses the expression.
• Ask ss to raise their hand to offer answers. Answer key 2 I disagree!, 3 Oh cool!, 4 I disagree!,
5 I’m not sure., 6 Oh cool!
4 Work in pairs. Write another dialogue for
• Ask How do we choose the job we like? Is it because of
each expression. Then act out the dialogues.
talent, hobbies, what our parents do? Or something else?
Discuss as a class. • Place ss in pairs for this activity.
2 Work in pairs. Read the dialogue again and the class.
answer the questions.
the answers in pairs. Extra activity Fast finishers
• Check answers using the Lollipop stick technique. • Ss write their answers to the questions from Pupil’s
Ask ss if they guessed correctly. Book Activity 4 in their notebooks.
• Extension Check comprehension with questions: Does
Mei agree with Alex’s blog? (no) When does Alex think he
will be a professional footballer? (in his dreams) What
does Alex ask Mei to do for him? (design a house) What
does Mei say he will also need? (a big garden)
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Mei: Great goal, Alex!

Alex: Thanks!
Mei: I read in the blog that you don’t think
you’re good enough to be a professional
footballer when you grow up. I disagree!
I think you’ll be a brilliant footballer for
one of the big teams!
Alex: Ah, that’s kind of you to say, but I don’t
think that will happen. I’m pretty sure it
won’t happen!
Mei: Yes, it will! A football manager will come
to our school and he’ll see you play and Mei: No, I won’t. I’ve always wanted to be
he’ll ask you to join! an architect.
Alex: Ha ha! I think that will only happen in Alex: Oh cool! Will you design a house for
my dreams! But thank you anyway. I’ll me
keep practising and who knows what will Mei: Of course I will! What type of house
happen in the future What about you will you want to li e in
What will you o when you grow up Alex: Oh, I’m not sure. I think I’ll live in a big
You do such a great job designing and house near the sea.
building the WOW! website. Will you Mei: You’ll need a big garden so you
become a graphic esigner Or maybe a can practise scoring goals for your
computer programmer professional team!
1 2.3
Listen and read. What job does Mei think Alex will do in the future? a professional footballer
1 Why doesn’t Alex think he can be a 3 What does Mei want to be when she
He doesn’t think
professional footballer he’s good enough. grows up an architect
2 What job does Mei do on the WOW! 4 Where does Alex want his house to be
website She designs and builds the website. in the future near the sea
3 Work in pairs. Find these expressions in the dialogue. Then use the expressions
and act out.
Oh cool! I disagree! I’m not sure.
1 What do you want to 2 I‛ e got ome ho o ate 3 I thin eing a o iti ian
be when you grow up? for us to share! would be boring.
(…) (…) (…)

1 What jobs o people in your family o
2 What job o you thin you will o in the future an why
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• Ss close their books. Ask them the questions from

Pupil’s Book Activity 2 again. Ss raise their hands to offer
answers.
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Lesson 3
Grammar
Objectives • Tell ss to look at the sentence on the board. Ask
• Lesson aims: to learn and use will for predictions; to How do we know this is about the future? (Alex isn’t a
understand a listening task professional footballer now.)
• Target language: I think you’ll be a brilliant footballer. • Tell ss to write down the correct rules in their
Materials Diversity
• True/False response cards Challenge
• sheets of A4 paper, enough for each student
Support
• Ss work in pairs and discuss the rules.
Global Scale of English (GSE) 3 Read the dialogue in Lesson 2 again. Find
examples of will for predictions.
• Reading: Can identify specific information in a simple
story if guided by questions (GSE 23). Can scan a • Ss work individually.
simple text to find specific information (GSE 38). • Ask for feedback using the Lollipop stick technique.
4 Work in pairs. Make predictions about the
short, simple dialogues or stories on familiar, everyday
things below.
• Speaking: Can make simple predictions about the • Place ss in pairs for this activity.
future, given a model (GSE 42). Can talk about plans • Ask one student from each pair to stand up and move to
for the near future in a simple way (GSE 38). sit with a different student. Ss repeat the pairwork.
5 2.6 Listen. What is Mark doing and why?

Assessment for Learning • Ask ss to think about what they can see in the photo
before they listen.
Setting aims and criteria: lesson objectives • Play the audio. See page 271 for audioscript.
presentation
Monitoring students’ learning: True/False response 6 2.7 Listen again. For each question, choose
cards technique; Lollipop stick technique the correct answer.
Peer learning: pairwork • Ss read the questions before listening again.
Independent learning: Summative questions • Check answers using the Lollipop stick technique.
technique
7 Do your own class survey. Ask and answer
questions about what jobs you will do in the
Starting the lesson future. What job will most students do?
• Play an ABC jobs game. Ask ss in turn around the class • Hand each group of ss a sheet of paper to write their
to say a job starting with A and going to Z. If they cannot survey questions on.
think of a job for their letter, they say Pass! • Place two groups together at a time and have them
answer each other’s questions.
Presentation Extra activity Critical thinking

• Explain that in this lesson ss will learn to use will for • Ss think about what jobs people will/won’t do in one
predictions and they will also do a listening activity. hundred years’ time. They raise their hands to give
• Write Alex ____ _____ a brilliant footballer. Ask ss to fill in the suggestions and reasons, e.g. People won’t be shop
gaps (will be). assistants because all shops will be online.
• Underline will and circle be. Ask ss what the form of the
verb after will is and elicit answers.
Activity Book
Practice 1 2.8 Listen and complete the sentences with

will or won’t.
Pupil’s Book • Play the audio. See page 271 for audioscript.
Answer key 2 won’t, 3 will, 4 won’t, 5 will, 6 won’t
1 Look back at the dialogue in Lesson 2. Are the
2 Read and complete the sentences with will or
sentences true or false? Say why.
won’t and the verbs in the box.
• Ss give answers using their True/False response Answer key 2 will watch, 3 will go, 4 won’t eat,
5 won’t buy, 6 will study
cards.
• Ask different ss to raise their hands to offer reasons. 3 Order the words to make questions with will.
• They write the answers in their notebooks. Then write true answers for you.
2 Look at the grammar table. Then read and Answer key 2 Will you work for a big company?;
circle the correct options to complete the rule. 3 Will your family live in another country?; 4 Will you
learn any foreign languages?; 5 Will your home be in
• Give ss a minute to work out the rules. a small town?; 6 Will you have a lot of children?
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Lesson 3 Grammar 2
1 Look back at the dialogue in Lesson 2. 5 2.6
Listen. What is Mark doing
Are the sentences true or false? and why?
Say why. He’s doing a survey about jobs for his science project.
1 Mei thinks Alex is good enough at

football to become a professional
footballer. true
2 Alex thinks that Mei is good at
designing. true
3 Mei wants to be a graphic designer
when she grows up. false (She wants to
be an architect.)
4 Alex wants Mei to design a website for
him in the future. false (He wants her
to design a house for him.) 6 2.7
Listen again. For each
2 Look at the grammar table. Then question, choose the correct answer.
1 What job will Alice do when she
complete the rule.
grows up
Grammar A She’ll be a novelist.
will for predictions B She’ll be an architect.
I think you’ll be a brilliant footballer. C She’ll be a journalist.
It won’t happen.
2 What job will an o
Will you become a graphic esigner
A He’ll be a politician.
What will you do when you grow up
B He’ll be a footballer.
We use will/won’t + verb to talk about C He’ll be a diver.

things that we think can happen in the 3 What job will achel o
present / future. A She’ll be a dentist.
B She’ll be a manager.
3 Read the dialogue in Lesson 2 again. C She doesn’t know yet.
Find examples of will for predictions.
4 Work in pairs. Make predictions 7 Do your own class survey. Ask and
about the things below. answer questions about what jobs
1 something that will happen at school you will do in the future. What job
tomorrow will most students do?
2 a sporting event that will happen
next year What o i you
do in the future?
3 what schools will be like in 2100
I‛ e a gra hi
omorro at hoo I‛
designer.
ni h my ien e ro e t
I‛ ha e un h
ith my riend
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4 Write questions about the future with will. Grammar reference

Use the ideas in the box or your own ideas.
1 Read and complete.
Answer key 2 What will you study?; 3 When will you
start working?; 4 What job will you have?; 5 Where will Answer key 2 won’t, 3 Will, 4 will
you travel?; 6 When will you have children? 2 Write questions about the future. Then write
true answers for you.
5 Work with a partner. Ask them the
questions from Activity 4 and write their Answer key 2 What will you study at university?;
answers in your notebook. 3 Where will you live in 2030?; 4 When will you get
married?; 5 When will you retire?

• Ask different ss What will you be when you grow up? and
elicit answers.
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Lesson 4
Book club
Objectives Extra activity Critical thinking
• Ss work in pairs and find the words in the poem
introduce life events vocabulary
that rhyme. Promote class discussion: Do poems have to
rhyme? Do you prefer poems that rhyme? Why? Do you
Materials think songs are poems?
• sheets of A4 paper, enough for each student 3 After you read Activity Book, page 19.
• a ringbinder folder
4 Work in pairs. Student A, read the first two lines

Global Scale of English (GSE) of each verse and Student B, read the second two
• Reading: Can scan a simple text to find specific lines of each verse. Then swap roles and repeat.
information (GSE 38). • Place ss in pairs for this activity. Assign Student A
• Speaking: Can read aloud a short, simple story in a and B to pairs.
way that can be understood (GSE 35). Can talk about • Play the audio again and tell ss to listen to the rhythm
matters of personal information and interest in some of the poem.
detail (GSE 51). • Walk around the class monitoring pairs.
• Ask for feedback: Is it easy to read a poem in English?
Why?/Why not?
5 Take it in turns to answer the questions in the
Setting aims and criteria: lesson objectives poem about you. Then write the poem with your
presentation answers.
• Place ss in the same pairs for this activity.
technique
• Ask ss to read out their poems, time permitting.
Independent learning: Summative questions • Extension Ss copy their version of the poem onto paper.
technique
Put all the poems in a folder for ss to browse through.

• Ask Do you read poems? What do you know about poems?
and elicit answers.
1 After you read Read the poem on Pupil’s Book
page 24 again. Then read and complete the
sentences.
Presentation • Ss complete the activity individually. Ask ss to raise
• Explain that in this lesson ss will read a Book Club text. their hands to offer answers.
• Write My Life on the board. Ask ss to raise their hands to Answer key 2 backpacking, 3 university, 4 teacher,
guess what the poem is about. 5 love, 6 countryside
2 Answer the questions. Use complete sentences.

Practice • Ss complete the activity individually.
Pupil’s Book technique.
Answer key 2 She will get a job after she finishes
1 Before you read Today’s Book Club text is a poem. university.; 3 She can’t tell. / She doesn’t know.; 4 She
Answer the question. Then look and circle the might live in a flat.; 5 She doesn’t know if she’ll have
children.; 6 She will look back at her life when she
words that describe a poem.
finishes work/retires.
• Ss work in pairs to complete the activity. Diversity
Challenge
• Ask different ss to write the answers on the board.
Key words search Ask for class agreement for correct spelling.
How to write a poem Support
their spelling.
2 2.9 Listen and read. What is Lisa thinking
about?
3 Read the Work with words box. Write the
homophones for these words.
• Check comprehension with questions: Was Lisa born in
the morning or the afternoon? (afternoon) What subjects • Read the explanation of homophones to ss.
does she mention? (English and Maths) Where will her • Ss work individually and then compare answers with
flat be? (in the city) Will she have children? (she doesn’t a partner. Write the answers on the board.
know) Answer key 2 sun, 3 one, 4 meet, 5 no, 6 buy, 7 four,
8 there/they’re, 9 here, 10 write, 11 where, 12 our
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Tell me, Lisa, about your life, Do you think that you will fall in love?
When were you born, on what day? Do you think you’ll get married as well?
I was born on a Tuesday, at 6.30 pm, I may fall in love – it may happen to me.
On 29th May. At the moment, I just can’t tell.
And what will you do when you grow up? Where will you live when you move house?
For example, when you leave school? Please will you tell me that?
I may go backpacking, I may travel the world, I could move to a house in the countryside.
I think that will be cool! Or I could choose a city flat.
What will you do when you come back? Do you think that you’ll have children?
Will you go to university? One or two or three?
I might study English, I might study Maths, I may have children, I just don’t know,
I might get a good degree. I’ll have to wait and see.
What will you do when you finish that? When you finish work, when you retire,
What job do you think you’ll do? What will you do for fun?
I could find a job as a teacher. I might sit by the sea and look back at my life
Or I could be an astronaut, too! And laugh at the things that I’ve done!
1 Today’s Book Club

Before you read 3 After you read Activity Book, page 19.
text is a poem. Answer the question.
Then look and circle the words that 4 r in ir t dent re d the fir t
describe a poem. two lines of each verse and Student
B, read the second two lines of each
1 What poems ha e you rea
verse. Then swap roles and repeat.
2 Poems usually have verses / paragraphs.
3 In this poem, there are four / six lines 5 Take it in turns to answer the
in each verse. questions in the poem about you.
Then write the poem with your
2 Listen and read. What is Lisa
2.9
answers.
thinking about? She’s thinking about her future life.
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4 Write five sentences with pairs of

homophones. • Write Today I have learnt … on the board and have ss
• Ss work individually and then read each other’s
work and give feedback.
• Ask different ss to read out a sentence.

• Ss count the number of predictions with will in the poem.
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Lesson 5
• Lesson aims: to learn and use words for life events; to
• Ask ss why the photos are in this order (they are the
learn and use might, may and could for predictions
usual order of events in a person’s life). Ask ss if they
• Target language: fall in love, find a job, be born, get a think the life events could be in a different order and
degree, retire, get married, go to school, have children, why.
go to university, grow up, move house, go backpacking;
I might get a good degree. I may fall in love. I could find
a job as a teacher. 2 Read the poem in Lesson 4 again. How many
words for important life events can you find?
Materials • Ss work in pairs to find the words. Ask different
• Resources 2B and 13 pairs for feedback.
3 Read the poem again. Find the answers to these

questions.
• Reading: Can scan a simple text to find specific
short, simple dialogues or stories on familiar, everyday 4 Look at the grammar table. Then read and
topics, if spoken slowly and clearly (GSE 33). circle the correct options to complete the rules.
• Speaking: Can repeat phrases and short sentences, if • Give ss a minute to work out the rules.
spoken slowly and clearly (GSE 22). Can make simple
predictions about the future, given a model (GSE 42).
Assessment for Learning 5 2.11 Listen to Ben and answer the questions.
Monitoring students’ learning: True/False response Diversity
cards technique; Lollipop stick technique Challenge
Peer learning: pairwork • Ask further comprehension questions about the audio.
Independent learning: Summative questions technique Support
• Say True/False sentences about the audio for ss.
Starting the lesson 6 Read and make predictions using will/won’t or

• Revise the jobs words. Ss work in pairs. Tell them they might, may and could. Then rewrite the sentences
have one minute to write down as many of the jobs as they to make predictions about your own future.
can remember. • Ss work individually and then compare answers with
• Ask for feedback: How many did you remember? a partner.
Presentation
Activity Book
• Explain that in this lesson ss will talk about life events
and make predictions with may, might and could. 1 Complete the life events. Then tick (✔) the five
• Draw two columns on the board. Write fall, find, go, move most important life events for you.
and grow on the left. Write a job, backpacking, in love, house
and up on the right. Ask different ss to come to the board Answer key 2 grow, 3 go, 4 go, 5 go, 6 get, 7 find,
and draw lines to match the words. 8 fall, 9 get, 10 move, 11 have, 12 retire
2 2.12 Listen to Paul and his grandma. Then

Practice listen again and write the life events you hear.
Pupil’s Book Answer key 2 grow up, 3 go to school, 4 move house,
5 go to university, 6 find a job, 7 fall in love,
8 get married
repeat. 3 Look at the table. Then write sentences with
• Refer ss to page 25. Tell them to look at the pictures. will, won’t, may (not), might (not) or could.
Ask Which words did we just talk about? • Tell ss there is more than one answer for sentences
• Play the audio. that use may, might and could.
Answer key 2 He may/might not move to a town in
• Consolidate understanding of the new words. Tell ss to the UK.; 3 He may/might/could get married before
look at the pictures, listen and answer: the age of 30.; 4 He won’t become a Maths teacher.; 5
Where do you get a degree from? School or university? He may/might not have two children.; 6 He will retire
When you move house, do you move or does the house before the age of 65.
move? How old are people when they stop work and
retire?
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2.10
complete the rules.
fall in lo e 8 fin a job 7 be born 1
get a degree 6 retire 12 get married 9
Grammar
go to school 3 have children 11
go to university 5 grow up 2 might, may and could for predictions
move house 10 go backpacking 4 I might get a good degree.
I may fall in love.
1 2 3 I coul fin a job as a teacher.
When we are / aren’t sure about our

prediction, we use will/won’t + verb.
When we are / aren’t sure about our
4 5 6 prediction, we use might, may or could or
might not, may not + verb.
5 Listen to Ben and answer the

2.11
questions.
7 8 9
1 What might en o in the future
He might travel the world.
2 What will his sister NOT do in the
future She won’t fall in love or get married.
3 What could his grandfather do when
10 11 12 he’s He could go backpacking.
6 Read and make predictions using

will/won’t or might, may and could.
Then rewrite the sentences to make
predictions about your own future.
2 Read the poem in Lesson 4 again. 1 Kim I ant to go to uni er ity ay e
How many words for important life
im might go to uni er ity
e ent c n find?
2 Carlos We de nite y ant
3 Read the poem again. Find the nd enit to get married
answers to these questions.
1 When is Lisa’s birth ay 29th May 3 Leo I‛m ure I don‛t ant to retire
2 What does she want to do when she
lea es school go backpacking, travel the world 4 Jane I‛m not ertain i I ant
3 What does she want to study at to get a degree.
uni ersity Maths or English
4 What does she want to do when she 5 Tara We‛re not ure i e
retires sit by the sea and look back at her life nd hili ant to mo e hou e
twenty-five 25
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4 Write your answers in the table in 4 Read and complete the sentences with
Activity 3. Then write sentences with will, predictions about the future.
won’t, may (not), might (not) or could. • Ss complete the activity individually. They then
• Ss work individually and then read each other’s compare answers with a partner.
Grammar reference Extra activity Fast finishers

• Ss write new words from the lesson in their notebooks.
3 Read and tick (✔) the sentences you agree
with.
• Ss complete the activity individually. They then Finishing the lesson
compare answers with a partner. • Ss close their books. Ask What might you do when you
grow up? and elicit answers.
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Lesson 6
Culture
• Lesson aims: to learn about celebrating life events
Challenge
around the world
• Ask ss to give details about celebrations with food and
• Target language: revision of vocabulary and grammar clothes words, colours and other adjectives.
Support
• Write Weddings, Finishing school and Becoming an adult
Materials on the board to help ss think of ideas.
• sheets of A4 paper, enough for each group of students 2 2.13 Listen and read.
• coloured pencils • Play the text all the way through.
• Resource 56 • Check comprehension with questions: What do students
wear to the prom? (smart clothes) Is the celebration
of becoming an adult in China old or modern? (old)
Global Scale of English (GSE) Who wear flowers at an Indian wedding? (the bride and
• Reading: Can get the gist of short, simple texts on groom) Where? (round their necks)
familiar topics, if supported by pictures (GSE 33).
• Speaking: Can talk about basic personal experiences,
using simple linking words (GSE 37). Can give brief • Ss work in pairs to discuss which celebration they
reasons for their opinions on familiar topics (GSE 48). like best and why. Ask pairs for feedback. Have a class
vote.
Assessment for Learning 3 After you read Activity Book, page 21.
Setting aims and criteria: lesson objectives • Ss turn to page 21 in their Activity Books.
presentation
Monitoring students’ learning: True/False response 4 Work in pairs. Ask and answer.
cards technique; Lollipop stick technique • Ss discuss in pairs for one minute.
Independent learning: Summative questions Key words search
technique Hindu weddings, coming of age ceremony in China, USA
proms
Starting the lesson

• Write Life events on the board. Ask ss to name an important
life event that someone in their family has celebrated. • Tell ss they are going to watch a video and to watch
carefully.
Presentation Project
• Explain that in this lesson ss will talk about celebrating
life events in the USA, in China and in India.
Make a poster about a traditional celebration.
• Extension Ask ss to find the USA, China and India on a
map. Use an online map if available.
and coloured pencils.
• Give groups two minutes to brainstorm ideas.
Culture notes
• Help ss decide who will do each part of the research.
• Prom stands for promenade dance.
• Monitor and help groups.
• In China, women become adults at fifteen and men at
twenty. The ceremonies are thought to be over 2,000 • Each student designs and writes their part of the poster.
years old. • Display the posters in the classroom so ss can read them
• Marriage ceremonies in India vary a lot depending on again before the class vote.
family and local traditions.
Activity Book
Practice 1 After you read Read the text on Pupil’s Book

page 26 again. What do the sentences
Pupil’s Book describe?
Answer key 2 prom, 3 hair clips, 4 the prom king and
1 Before you read How do you celebrate important life queen, 5 the Chinese celebration/becoming an adult in
events in your country? China, 6 beautiful brown patterns
• Ss discuss in pairs for one minute. Then ask for 2 Answer the questions. Write complete sentences.
class feedback. Ss raise their hands to offer ideas.
Answer key 2 They put special hair clips in their
Encourage class discussion with questions, e.g. What
hair.; 3 They wear smart clothes.; 4 They celebrate a
about other events? Do people always celebrate in the prom at the end of primary school.; 5 They usually last
same way? for three days.; 6 They wear traditional clothes and
• Refer ss to page 26. Tell them to look at the pictures. flowers around their necks.
Ask What can you see? What are the people wearing?
and elicit answers.
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CELEBRATING LIFE EVENTS

As we grow up, we experience many important life events. These are celebrated
in interesting and colourful ways in different parts of the world.
Becoming an adult in China

In China, you might have a
traditional celebration when you
grow up. This celebration dates
back to Ancient China. People
wear colourful, traditional clothes
and girls wear their hair up with special hair clips, which
Finishing school in the USA are made of gold or wood. It’s important because after
the celebration the person is an adult and not a child
School students in America celebrate leaving any more.
school with a school prom. It’s important
because it’s the end of school and the start
of adult life. All of the students usually wear Getting married
smart clothes and there’s music and dancing. in India
Sometimes, the students may choose a prom
king and queen – one boy and one girl from Traditional wedding
the year. School proms now happen in other celebrations in India
countries as well. In the UK, for example, usually last three days and
some children have a prom to celebrate are full of colour. The bride
finishing primary school at the age of 11. and her female friends
and family sometimes have beautiful brown patterns
drawn on their hands and feet. The bride and groom
WOW! Fact wear traditional clothes and jewellery.
When an Indian bride walks into her new
h e r the fir t ti e he t h Project
over a pot of rice with her right foot.
Make a poster about a traditional
celebration.
1 How do you celebrate
Before you read 1 In groups, think about traditional
important life events in your country? celebrations.
2 Choose one an eci e who will fin
2 2.13
Listen and read.
• information about what the event
3 After you read Activity Book, page 21. celebrates.
• information about what happens
4 Work in pairs. Ask and answer. during the celebration.
• some good photos and some
1 Which of the celebrations would you
interesting facts about the celebration.
most li e to ta e part in an why
3 Put your notes and photos onto a poster.
2 How do you celebrate these life events
in your country 4 Display your poster in the classroom.
5 Take a class vote to decide which
Find out more! Watch the video. celebration sounds the most interesting
and why.
26 twenty-six

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3 2.14 Listen to a report about another

celebration. Complete the text. • Write on the board The most interesting thing in this
lesson for me is … and have ss complete the sentence in
Answer key 2 eighteen/18, 3 adults, 4 friends,
5 candles, 6 flowers, 7 father/dad, 8 celebration
4 Work in groups. Choose one of the

celebrations in the box and find answers to the
questions. Write about your celebration.
• Ss work in groups of four.

• Ss write ten important words from the text in their
notebooks.
65
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Lesson 7
English in action
Objectives
3 Act out dialogues in groups of three. Use the
• Lesson aims: to learn to make and respond to offers to ideas in the box below and the Say it! box to help
help; to learn and practise stressed words in sentences you.
• Target language: Do you need any help?
• Place ss in groups of three.
Materials • Ask different groups to act out to the class.

• a ball
Challenge
• Resource 65 • Record the dialogues on a phone or other recording
device. Play the recording back to ss for them to think
about their own pronunciation and to spot any mistakes.
• Reading: Can understand the main points of short, • Place a more confident student with two ss that need
simple dialogues related to everyday situations, if support for the role play. The stronger student prompts
guided by questions (GSE 34). Can scan a simple text and helps his/her partner.
to find specific information (GSE 38).
given prompts (GSE 38).
• Ss remain in the same groups as in Activity 3. They
think of another situation and they act out a third
Assessment for Learning dialogue.

presentation
Pronunciation
4 2.16 Listen and repeat. Which words do we
Peer learning: pairwork stress?
• Ask What is word stress? Ss offer answers. Explain/
technique
Demonstrate if necessary: I might be an astronaut.
Starting the lesson and have ss repeat. Play it a third time and have ss say
• Ask ss questions and they respond with their Yes/No the sentences with the audio. Make sure they copy the
response cards: Do you like parties? Do you like clearing word stress.
up after a party? Do you make a mess at a party? Do your • Ask different ss to offer answers.
guests make a mess? • Extension Place ss in pairs. Ask them to write three
sentences, one with may, one with might and the other
with could. They practise asking their sentences with the
Presentation correct word stress.
• Explain that in this lesson ss will learn to make and • Invite a few ss to the front to say their sentences.
respond to offers to help.
• Ask ss to work in pairs and think of a sentence they Activity Book
would say to offer a friend some help. Ask different ss for
suggestions and write their ideas on the board. 1 2.17 Read and complete the dialogue.
Then listen and check.
Practice • Ss do the activity individually. Then they listen
and check.
• Ss raise their hands to offer answers.
Pupil’s Book
Answer key 2 hand, 3 this food, 4 Let me help,
5 need any help, 6 but no need, 7 help you, 8 bring
1 2.15 Listen and read. Answer the questions. you some
raise their hands to say what they can see. 2 Read and complete the dialogues with your
• Play the audio. own ideas. Then act out the dialogues with
• Check answers using the Lollipop stick technique. your partner.
• Place ss in new pairs.
2 Read the dialogue again. Find and write four • Walk around the room monitoring pairs.
offers of help. Use the Say it! box to help you.
• Draw ss’ attention to the Say it! box. Read out the
sentences and have ss repeat as a class. Explain
• Ss work in pairs and discuss. Ask different pairs
for feedback.
• Extension Ss read out the dialogue in pairs.
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Lesson 7 English in action 2
Making and responding to offers of help

2.15
questions.
1 Which room is messy an why
The living room is messy because they had a party.
2 What oes the girl o to help
She cleans the shelves.
3 What oes um o to help
She puts away the books.
rite r er hel e the
Say it! box to help you.
The room is such a mess after our

party last night! We have to tidy it. erin t hel cce tin n er hel
Woul you li e a han I’ll help you. Yes, please!
Let me help you. That would be great!
Yes, please. Can help you
e in n er hel
I’ll clean the shelves. Would you like a
Thanks, but no need!
han
That would be great. I’m nearly done.
Do you need any
No, don’t worry!
Let me help you, too. I’ll put the help
books away.
Thanks! I’ll tidy up the mess on the 3 Act out dialogues in groups of
oor. three e the ide in the el
I’ e finishe with the books now. Do and the Say it! box to help you.
you nee any help with the oor
ou nee help with
Thanks, but I’m nearly done and • planning a birthday party.
Dad’s already helping me. • a big project.
I’ll get us all some juice and biscuits. • learning how to use a new app.
I’ll help you, too!
I‛m ha ing a irthday arty ne t
No, don’t worry! You’ve done ee end I‛ e got o mu h to an
enough! Sit down and relax and I’ll
bring you a snack! Would you like a hand?
Yes, please!
Can I help, too?
Pronunciation
4 2.16
Listen and repeat. Which words do we stress? We stress the words that carry the meaning.
I might study Law. I may have children. I could become a novelist.
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3 2.18 Listen and read the sentences.
Circle the stressed words. Then practise with • Ss read the dialogue and find all the offers of help.
your partner.
• Play the audio. Give ss enough time to write down
the questions.
• Ask different ss to write the questions on the board. • Ask How successful is your learning? Ask ss to say what
• Ss practise in pairs. Monitor word stress. they are doing to learn.
Answer key 2 might, make, pizza; 3 may, have, party;

4 might, need, help; 5 may, go, university; 6 could, tidy,
kitchen
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Lesson 8
Reading
• Lesson aims: to read and understand a reading text
Challenge
• Target language: blog, opinion, housework, idea, • Ss work alone to decide on an answer. Ask them to give
feeling; revision of vocabulary and grammar reasons for their answer from the text.
Support
• Ss work in pairs to decide on an answer. Tell ss
Materials where the reason can be found in the text.
• sheets of A4 paper, enough for each student 2 2.19 Listen and read.
• Resource 38 • Play the audio.
• Check comprehension with questions: Is Samira
worried? (no) What kind of jobs can people do now?
Global Scale of English (GSE) (more interesting jobs) What will we have time for in the
• Reading: Can skim straightforward, extended texts with future? (new things and different jobs) Who would like a
a clear structure to get a general idea of the content robot to do her homework? (Nina)
(GSE 55). Can get the gist of short, factual school • Extension Ss do the differentiation for the reading
texts (GSE 41). Can scan a simple text to find specific tasks.
information (GSE 38). Can write short, simple, personal
messages giving information of immediate relevance, 3 After you read Read the blog again and answer the
given prompts or a model (GSE 38). questions.
• Speaking: Can give brief reasons for their opinions on • Ss work individually to complete the activity.
familiar topics (GSE 48). • Ask for feedback using the Lollipop stick technique.
Extra activity Creativity

Assessment for Learning • Hand each student a sheet of paper to design a working
robot. They present it to the class and say what it does.
Monitoring students’ learning: Lollipop stick 4 Work in pairs. Do you think we need to be
technique worried about robots doing all our jobs in the
Peer learning: pairwork future? Why?/Why not?
Independent learning: Thought-provoking questions • Place ss in pairs.
technique • Walk around the room monitoring pairs.
Starting the lesson 5 Write a sentence to add to the comments on the

blog to explain your opinion.
• Write Robots on the board. Ask Do you like robots? Do you
think they are useful? Encourage class discussion with • Ss work individually. They then read each other’s
questions, e.g. What can a robot do? Where do we see comments and give feedback.
robots? • Ask different ss to read out their comments.
Activity Book
Presentation
• Explain that in this lesson ss will read an article about 1 Read the definitions and write the words.
robots and jobs in the future. • Ss complete the activity individually. They compare
• Draw ss’ attention to these words: blog, opinion, housework, answers with a partner before class feedback.
idea and feeling. Write them on the board and ask Which
Answer key 2 blog, 3 feeling, 4 opinion, 5 housework
word is something you write online? Which word is an
emotion? Which word means chores? Which word is what you 2 Read the blog on Pupil’s Book page 28 again.
think about something? Which word is something that pops Read and complete the sentences with two
into your head? Elicit answers.
words.
Practice • Ask different ss to offer answers.
Answer key 2 our jobs, 3 any need, 4 used to,
Pupil’s Book 5 will drive, 6 to do
3 Read the sentences and circle T (true) or

1 Before you read Read the first paragraph quickly. F (false). Then explain your answers.
Does the blogger agree or disagree with the title
of the blog? • Ss complete the activity individually. They can refer
• Refer ss to page 28. Read the Reading tip to ss. Give ss
Answer key 2 T – She says robots make cars
time to read the blog quickly.
in factories.; 3 F – She says people can do more
• Ss raise their hands to offer answers. interesting jobs now.; 4 T – She says we will have time
to learn new things.; 5 F – She says robots will never
have ideas or feelings.; 6 F – She says robots will never
understand a worried child.
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Lesson 8
Literacy: blogs
Reading
tip Reading
1 e d the fir t r r h
Before you read ic l e Remember that a blog is
the blogger agree or disagree with the title of the blog? the opinion of the writer,
She disagrees with the title.
so it might not be true!
2 2.19
Listen and read.
JUST SAYING | My blog by Samira Marsh

LET ME KNOW WHAT YOU THINK
18 October
ABOUT THIS …
Robots are coming for our jobs ...
Kim • 23 minutes ago
I was talking to some friends yesterday about robots. Everyone
Completely agree! Robots
thinks that there won’t be any jobs left for us in the future
can never take the place of
because robots will do all our jobs instead. ‘They’re coming. For
our jobs,’ one friend said! But I don’t agree with this idea and I people!
don’t think there’s any need to worry about the future.
Anthony • 57 minutes ago
Robots aren’t coming for our jobs. They’re already doing them!
I think you’re wrong. By 2050,
They do a lot of the jobs that people used to do in the past. For
robots will do nearly half of
example, robots make cars in factories and milk cows on farms.
all our jobs. What will we all
This doesn’t mean that people can’t find jobs any more. It just
means that people can do more interesting jobs now. do then?
In the future, it’s true that robots will do more jobs. Samira • 2 hours ago
For example, they will do housework We need to change how we
and drive cars. But this means that we
think about work. There may
will have time to learn new things and
be new jobs which nobody is
do different jobs.
doing yet. We need to keep
Also, robots will never have ideas or
learning and keep changing!
feelings, so there are some jobs that
they will never do. For example, a robot Nina • 2 hours ago
will never take care of a sick person
I’ll be happy if a robot does
like a nurse can and a robot will never
my homework!
understand what a worried child needs
in the way a teacher can.
Words in context
3 Read the blog again and

After you read blog opinion housework idea feeling
answer the questions. Activity Book, page 23
1 What did Samira and her friends talk about 4 Work in pairs. Do you think
on the blog They talked about robots doing our jobs we need to be worried about
in the future.
2 Where o robots alrea y o jobs for us robots doing all our jobs in the
They do jobs in factories and on farms.
3 What type of jobs will robots o in the future future? Why?/Why not?
They will do housework and drive cars.
4 What two jobs does Samira think robots will
ne er o an why They will never be able to take care of 5 Write a sentence to add to
sick people like nurses can or understand children like teachers can.
5 Who isagrees with amira’s opinion an why the comments on the blog to
Anthony disagrees because he thinks that robots
will do nearly half of all our jobs by 2050.
explain your opinion.
28 twenty-eight
4
Work in groups. Look at the ideas in the box

and decide if robots could do that job in the • Ask Are you good at understanding what kind of text
future. Discuss and make notes. Then share you are reading? Is it possible to understand a text without
your ideas with the class. knowing all the words? Do you feel confident about reading
activities? How can you get better? Do you read blogs?
• Place ss in groups of four. Do you leave comments? Encourage class discussion.

• Ss write the words in context in their notebooks with
definitions.
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Lesson 9
Writing
• Lesson aims: to write a blog
Challenge
• Target language: revision of vocabulary and grammar • Ss read the box to themselves and raise their hands to
ask questions about new words or something they don’t
understand.
Materials Support
• a ball • Read the box aloud to ss and explain meanings if
necessary.
3 Write a blog called: Will we need teachers in the

Global Scale of English (GSE) future? Use the How to write... box to help you.
• Reading: Can skim straightforward, extended texts with
• Give ss time to complete their plan. Monitor and help
a clear structure to get a general idea of the content
(GSE 55). Can identify main paragraph topics in simple with ideas.
texts on familiar subjects, if supported by prompts or • Ss work individually to complete the blog.
questions (GSE 41). • Ss evaluate their own work.
• Writing: Can write short, simple texts on familiar topics • Using the Two stars and a wish technique, ss read
in linked sentences (GSE 40). and check each other’s work.

Assessment for Learning • After checking their written work, ss copy it onto a
sheet of paper and find/draw a picture. They display
Setting aims and criteria: lesson objectives their work on the classroom wall and later add it to
presentation their portfolios.
Monitoring students’ learning: Lollipop stick • Invite parents or ss from other classes to see the work
technique displayed in the classroom. Ask them for feedback.
Peer learning: pairwork; Two stars and a wish
technique
Independent learning: portfolio; Learning diary Activity Book
1 Read and complete the sentences with because

Starting the lesson or so. Use a comma where necessary.
• Ss work alone and write down as many new words from • Ss complete the activity individually.
Unit 2 as they can remember in one minute. • Check answers using the Lollipop stick
• Ask for feedback using the Lollipop stick technique. technique.
Answer key 2 because; 3 because; 4 , so; 5 because;
6 , so
Presentation
• Explain that in this lesson ss will write a blog about 2 Plan a blog called Will we need to study
teachers in the future. languages in the future?
• Give ss one minute to complete their notes. Monitor
Practice • Using the Two stars and a wish technique, ss
Pupil’s Book
3 Now write your blog.
1 Read Mariana’s blog and tick the best title • Ss work individually to complete the blog in their
for it. notebooks.
• Refer ss to page 29. Give them one minute to read
and choose.
have done them.
agreement. • Ss evaluate their own work.
• Extension Check comprehension with questions: Does • Using the Two stars and a wish technique, ss
she agree that we won’t need doctors? (no) Are patients read and check each other’s work.
all the same? (no) Can robots make decisions? (no)
Promote class discussion: Do you agree with Mariana? Extra activity Fast finishers
Do you want to see a doctor when you are sick? Do you
• Ss find the words they used form Mariana’s blog in their
think robots can make decisions? Can robots learn? Do
own blog and write a list in their notebooks.
they have feelings?
2 Read the How to write... box. Then read the blog

in Activity 1 again and match the paragraphs to Finishing the lesson
the questions. • Ss write down what they achieved in their Learning
• Give ss time to complete the activity individually. diary: Today I wrote an article about … .
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Lesson 9 2
1 Read Mariana’s blog and tick the best title for it. Writing
a What jobs will robots o in the future
b Will we nee octors in the future ✔
c What job will o in the future
1 I’ve just read a blog that says that we won’t need

doctors in the future. Robots will look after patients,
do operations and give out medicines.
2 I completely disagree with this idea. I think that we
will always need doctors because when you are sick,
you want to talk to a person and not a robot. Also,
every patient is different – doctors can understand
this, but robots can’t. In addition, sometimes doctors
have to make difficult decisions about how to make
a patient better. In my opinion, robots can’t make
decisions, so we will always need to talk to a doctor.
3 Overall, robots can help doctors to do their jobs, but
I don’t think they will ever do their jobs for them.
2 Read the How to write… box. Then read the blog in Activity 1 again and match the
paragraphs to the questions.
A What’s your final i ea about the topic C Paragraph 1
B What are your opinions on this topic B Paragraph 2
C What’s the topic of your blog A Paragraph 3
How to write... a blog
logs can be formal or informal, but most are informal. To write a goo blog
• share your opinions and experiences about things you’re interested in.
• use phrases to introduce your opinions, for example, In my opinion …, In my view …
• use linking words when you have a lot of ideas, for example, also, in addition, what’s more.
• use short forms instead of long forms, for example, I’ve just read a blog … instead of I have just
read a blog …
3 Write a blog called: Will we need teachers tip Writing
in the t re? e the How to write... box so and because

to help you. We use so to link two ideas when the
secon i ea is the result of the first i ea.
1 Write a plan use the uestions in cti ity .
We use a comma before so.
2 Write your answers. We use because to link two ideas when
3 Add more information to your answers to the secon i ea is a reason for the first
make a blog. idea. We don’t use a comma with because.
4 Read and check your blog.

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Lesson 10
Comments
Objectives Practice
Materials 1 Read the comments about the WOW! Magazine.

Which comments are from children who are
• sheets of A4 paper, two for each student thinking about their future jobs?
• a ringbinder folder for class comments • Refer ss to page 30.
• a ball • Check answers using the Lollipop stick technique.
Ss read out the complete sentences.

• Reading: Can understand short, school-related Challenge
messages in emails, text messages and social media • Ask different ss to read out the comments to the class.
postings (GSE 39). Support
• Speaking: Can list the advantages of a course of action • Read out the comments to ss.
(GSE 56).
Then write your own comments about the WOW!
Magazine and read them to the class.
• Ss work in pairs to answer the questions. They
Setting aims and criteria: Key question technique; write their own comments and then compare with their
lesson objectives presentation partner.
Monitoring students’ learning: Lollipop stick • Ask different ss to read out their comments.
technique;
Peer learning: pairwork; groupwork Extra activity Creativity
Independent learning: Summative questions • Give each pair a sheet of paper. Ss copy their comments
technique and add them to the class comments folder.
Starting the lesson 3 Think about the WOW! Question again. Discuss
• Ask ss a key question about reviews: Why is it important in groups. Are your answers different now?
to revise grammar? Accept all reasonable answers. • Ss discuss in groups and then give feedback to the
class using the Lollipop stick technique.
Presentation
Activity Book
1 Look at the pictures and write the jobs.
• Revise the jobs words by writing them on the board
with the first and last letters missing. Ask different ss to answers with a partner.
complete the words (architect, camera operator, computer Answer key 2 hairdresser, 3 architect, 4 journalist,
programmer, dentist, diver, graphic designer, hairdresser, 5 diver, 6 dentist
journalist, manager, novelist, politician, professional
footballer). 2 Read and complete the text.
• Revise the life events words by writing the verbs on the • Ss complete the activity individually and then
left and the nouns on the right. Ask different ss to match compare answers with a partner.
the words (be born, fall in love, find a job, get a degree, get Answer key 2 house, 3 up, 4 school, 5 university,
married, go backpacking, go to school, go to university, grow 6 degree, 7 backpacking, 8 love, 9 married, 10 children
up, have children, move house). Ask ss which word is missing
(retire). 3 Write questions about the future with will.
• Revise will for predictions. Ask ss to work in pairs and Then write true answers for you.
tell each other two things they think will happen to them • Ss complete the activity individually and then
in the future. Ask different pairs to report back to the class compare ideas with a partner.
about their friend.
Answer key 2 Will you study graphic design?; 3 Will
• Revise may, might and could for predictions. Write these you go backpacking around the world?; 4 Will you live
gapped sentences on the board and ask ss to complete near the sea?; 5 Will you retire when you’re sixty?
them in their notebooks for themselves. Ask two ss to
complete them on the board for ss to check: 4 Write predictions about your personal future.
I _____ work for the fire brigade. • Ss complete the activity individually and then
I _____ go to university. compare answers with a partner.
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Antonia, 11, Sweden 3 minutes ago Emir, 11, Turkey 3 minutes ago
I enjoyed thinking about what job I will do in I liked Alex’s comment.

the future. Last year, my friend’s father came into It made me think about what
school to talk to us about his job. He’s a novelist. I want to do in the future. I think I’ll be a
He explained that anyone can write books. I can do professional footballer! I want to score goals
it, too! So, I’m writing my first book at the moment. for the best football clubs and play with
I hope one day you’ll see it on the shelves of the best football players. I might play for
bookshops! Manchester United or Real Madrid!
Peter, 10, Argentina 10 minutes ago ich rd 1 hour ago
I loved the poem about all the exciting I enjoyed reading the article about
things that might happen to us in the future. I wrote celebrations around the world. We’ll have a
my own poem, too! prom at the end of
What will I do in the future? this year to celebrate
I might get a job in a zoo, leaving primary
I might make friends with a monkey school. It’ll be a lot
And maybe a zebra or two! of fun!
5 4 comments
Yan, 12, China 4 hours ago
I enjoyed reading the article about robots

and jobs. I didn’t know that robots were doing so
many jobs for us already. I want to be a dentist when
I grow up, so I did some research. Look what I found!
This is a robot dentist. I might have to think
of another job instead!
1 Read the comments about the WOW! 3 Think about the WOW!
Magazine. Which comments are from children Question again. Discuss in
who are thinking about their future jobs? groups. Are your answers
comments 1, 2 and 5 di erent n ?
Then write your own comments about the
WOW! Magazine and read them to the class. WOW! Question
1 Which rea ing te t i you li e best an why
2 What job in the unit do you think sounds the
most interesting an why
3 Has this unit made you start thinking about your What’s more important – having
future ow a good job or having a big family
and a lot of friends? Why?
...
30 thirty

M02_TT_PB_06GLB_2601_U02.indd 30 15/07/2019 12:04
Self-evaluation
5 Answer the questions about your work in I am not very good at … . Ss copy the sentences into their
Unit 2. notebooks and complete them with their own evaluation.
• Ss do the activity individually.

Next lesson Unit 2 Test
• Ss read the comments again on Pupil’s Book page 30
and decide who they agree with and why.
73
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Get ready for...
• Lesson aims: to practise for the A2 Key and B1
Challenge
Preliminary for Schools Reading Part 1, A2 Key for
• Ss read the sentence and options to themselves.
School Listening Part 3, B1 Preliminary for Schools
Support
Listening Part 4
• Read out the sentences and options to ss.
• Target language: unit vocabulary and grammar

Global Scale of English (GSE) • Divide the class into groups to discuss what they
• Reading: Can understand everyday written signs and liked about the unit, using the Expert envoy technique.
notices found in public places (e.g. rules, directions), if Ss write their opinion about the unit under lesson
supported by the context (GSE 32). headings. The envoy reports back to the class.
• Listening: Can extract information from short, simple
dialogues or stories about past events, if spoken slowly
and clearly and guided by questions or prompts Activity Book
(GSE 39).
Assessment for Learning 1 Think! Read the task carefully. Make sure you
• Tell ss that this is the A2 Key for Schools Listening
presentation
Part 1 exam.
technique 2 Try! 2.21 What was Grandad’s first job?
Peer learning: Expert envoy technique; groupwork; Listen and tick (✔) the correct picture. Then
Think-pair-share technique explain your answer.
Independent learning: Thought-provoking questions • Play the audio. See page 272 for audioscript.
technique • Check answers using the Lollipop stick technique.
Answer key C He found a job as a journalist.
Starting the lesson 3 Do! 2.22 Listen. For each question,
• Ask What did you learn in Unit 2? What was easy? What was choose the correct answer.
hard? What was interesting? What wasn’t very interesting?
Have you learnt the new words? and elicit answers.
technique.
Presentation Answer key 1 A, 2 C, 3 A, 4 B
for Schools and B1 Preliminary for Schools exams. A2 Key for Schools Reading and Writing Part 6
1 Think! Read the task carefully. Make sure you

Practice know what you have to do.
Pupil’s Book and Writing Part 6 exam.
1 For each question, choose the correct answer.

2 Try! Read the email from Katy. Then number
the parts of the email.
• Refer ss to page 31. Tell ss that this is the A2 Key and
B1 Preliminary for Schools Reading Part 1 exam.
technique.
• Read the Exam tip to ss. Make sure ss understand
the tip. Answer key 2 main body, 3 ending
• Tell ss to read the adverts carefully before they choose.
3 Do! Your English friend, Frank, wants to
know about what you want to be when you’re
2 2.20 For each question, choose the correct older. Write an email to Frank. Write 35 words
answer. You will hear part of a job interview. or more.
• Ss work individually.
• Tell ss that this is the A2 Key Part 3 and the
• Have ss hand in their work to be checked.
B1 Preliminary for Schools Part 4 Listening exams.
• Read the Exam tip to ss. Make sure ss understand the tip.
• Tell ss to read the sentences and options carefully Extra activity Fast finishers
before they listen. • Ss write three sentences about the unit.
74
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Get ready for... 2
A2 Key for Schools Reading tip Exam
and Writing Part 1 and B1 Preliminary In this part of the exam, you will
read short texts such as notices,
for Schools Reading Part 1 information on food or medicines, or
short notes and emails. Read the text
1 For each question, choose the carefully and think about where you
correct answer. would see it. There might be a clue or
a picture to help you understand why
it was written. Then read the three
1 options (A, B, C) and compare each
WANTED: one to the text before you choose
Part-time hairdresser, three your answer. Finally, read the text
mornings per week – usually again to make sure you have got the
Mondays, Thursdays and Fridays, correct answer.
but days can change. Call Max to
fin out more etails. The advertisement says the person who
gets this job
A will work in the afternoons.
B will work four days a week.
2
C might wor on i erent ays each wee .
To: Peter
Re: This week The email says anet
Hi Peter, A can only work on Thursday this week.
I’m afraid that I can’t work on Thursday B wants to work on Friday, but could also
this week. I could do Friday or Saturday, work on Saturday.
but Friday is better. Let me know what’s
best for you. C can’t work at all this week.
Best,
Janet tip Exam
In this part of the exam,

you will listen to a
A2 Key for Schools Listening Part 3 / conversation between
two people and there
B1 Preliminary for Schools Listening Part 4 will be a number of
uestions about it.
2.20
Listen for gist the first
You will hear part of a job interview. time and try to work
out which part of the
1 In her second year, Rachel studied
conversation each
A dramas B horror movies C documentaries uestion is about.
2 The film that they are ma ing is going to be about the town’s Choose the best option
A history B wildlife C tourism for each uestion as
you do this. Then check
3 Rachel’s favourite student event was the
your answers carefully
A ui night B student swim C end-of-year party when you listen for a
second time.
thirty-one 31

M02_TT_PB_06GLB_2601_U02.indd 31 15/07/2019 12:04
about?
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3 Let’s read!

Some of you said that

your favourite hobby is
reading. What type of
books can you see? Which
do you like best?
Mei loves books and she

has a question for you.
... ... ...
Can you think of some
WOW! Question
... ... ...

Lesson 4
Book Club
Welcome
Mei 3 minutes ago

Why do we enjoy reading books?
Tell me, Lisa, about your life, Do you think that you will fall in love?
When were you born, on what day? Do you think you’ll get married as well?
...
I was born on a Tuesday, at 6.30pm, I may fall in love – it may happen to me.
On 29th May. At the moment, I just can’t tell.
Book Club
And what will you do when you grow up? Where will you live when you move house?
For example, when you leave school? Please will you tell me that?
I may go backpacking, I may travel the world, I could move to a house in the countryside.
I think that will be cool! Or I could choose a city flat.

What will you do when you come back? Do you think that you’ll have children?
Will you go to university? One or two or three?
I might study English, I might study Maths, I may have children, I just don’t know,
I might get a good degree. I’ll have to wait and see.
Culture
What will you do when you finish that? When you finish work, when you retire,
What job do you think you’ll do? What will you do for fun?
I could find a job as a teacher. I might sit by the sea and look back at my life
Or I could be an astronaut, too! And laugh at the things that I’ve done!
• learn wor s for i erent types

Over to you!
of books
• learn a jecti es for escribing places ... ... ...
1 Before you read Today’s Book Club text is a 3 After you read Activity Book, page 19.
poem. Answer the question. Then look and
choose the words that describe a poem. 4 Work in pairs. Student A, read the first two
lines of each verse and Student B, read the
1 What poems have you read?
second two lines of each verse. Then swap
• use reporte speech

2 Poems usually have verses / paragraphs. roles and repeat.
3 In this poem, there are four / six lines
in each verse. 5 Create Take it in turns to answer the
questions in the poem about you. Then

2 000
Listen and read. What is Lisa thinking
write the poem with your answers.
about?
• rea a mystery story 24 twenty-four
• use the resent simple an ast

simple passi e
• wor in a group to fin out more
about a mystery
• learn how to agree or isagree
• rea an write a etecti e story
... ... ...
32 thirty-two
M03_TT_PB_06GLB_2601_U03.indd 32 15/07/2019 12:07
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Unit objectives
Talk about books and describe places
Language
Vocabulary Books adventure story, graphic novel, recipe book, biography, detective story, drama,
fantasy, horror story, mystery, poetry, romance, science fiction
Adjectives to describe places tiny, dark, empty, steep, strange, gorgeous, terrible, secret,
huge, bright, popular, charming
Grammar Reported statements

Present and past passive
Functions Agreeing and disagreeing; You’re absolutely right.
Phonics Rising and falling intonation when agreeing and disagreeing
Key competences
Mathematical, science and technological competences: ordering events (L. 4)
Digital competence: use Pupil's Book eBook (L. 1–10)
Social and civic competences: learn to be creative (L. 1, 2 and 4); learn to talk about books (L. 8)

Critical thinking Predicting (L. 1 and 8); Problem solving (L. 2 and 4); Logical thinking (L 1, 2 and 8);
Defining and describing (L. 1, 2, 4 and 5); Finding information (L. 7); Planning (L. 6);
Reflecting on learning (L. 1–10)
Creativity Make a presentation about a mystery (L. 6)
Communication Talking about books (L. 1, 3); Answering questions (L. 2, 6 and 9); Reporting information
(L. 3); Retelling a story (L. 5); Functional dialogue (L. 7)
Collaboration Doing a survey (L. 2); Project groupwork (L. 6); Acting out (L. 4 and 7)
Evaluation
• Unit 3 Test
• End-of-term 1 Test
External exams
Reading and Writing Part 3 Listening Part 3
B1 Preliminary for Schools B1 Preliminary for Schools
Speaking Part 2 Reading and Writing Part 2
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Lesson 1
Vocabulary
Objectives • Consolidate understanding with these questions. Ss
• Lesson aims: to learn and use words for types of books raise their hands to suggest answers, e.g. Which book is
• Target language: adventure story, graphic novel, recipe about cooking? Which one has cartoon-style drawings?
book, biography, detective story, drama, fantasy, horror Which one is scary? Are science fiction and fantasy about
story, mystery, poetry, romance, science fiction the real world, or not? Which books are about people’s
relationships? What is an adventure story like – boring or
exciting?
Materials 3 3.2 Listen and read. Do the WOW! Quiz and
• a ball guess the type of book.
• Resource 3A

Global Scale of English (GSE) • Ss underline the key words in the quiz which helped
• Reading: Can make basic inferences from simple them find the answers.
information in a short text (GSE 37).
• Speaking: Can give brief reasons for their opinions on 4 Work in pairs and answer the questions.
familiar topics (GSE 48). Can repeat phrases and short
sentences, if spoken slowly and clearly (GSE 22).
Assessment for Learning 5 Make up a sentence from one of the types of
Setting aims and criteria: lesson objectives book in Activity 2. Can your partner guess what
presentation type of book it is?
Monitoring students’ learning: Lollipop stick • Ss write their sentence individually and then swap
technique; notebooks with a partner.
Peer learning: pairwork • Ask for feedback: Did you find the type of book? What
Independent learning: Summative questions helped you? Was it the vocabulary?
technique
Extra activity Challenge
Challenge
Starting the lesson • Point out to ss that different types of books have
• Write Bookworm on the board. Say A bookworm is someone different vocabulary and styles and they need to think
who loves reading. about this when they write their sentence for Activity 5.
• Say My favourite book is (title). The author’s name is (name). Support
Ask ss to think of their favourite book and then to raise • Write Style and Vocabulary on the board. Tell ss that
their hands and tell the class the title and the author. different types of books have different vocabulary and
style. Brainstorm some ideas on the board, e.g. A recipe
book has instructions. A romance has words connected
Presentation to love.
• Explain that in this lesson ss will learn to talk about books.
Activity Book
Practice
1 Find and circle the types of books. Then write.
Pupil’s Book Answer key 2 horror, 3 poetry, 4 science, 5 mystery,
6 adventure, 7 fantasy, 8 graphic, 9 romance,
10 detective, 11 biography, 12 recipe
1 Work in pairs. Look at the WOW! Magazine
Welcome page. Then read and answer. 2 Match the pictures to the descriptions. Then
• Refer ss to pages 32 and 33. Read the rubric and tell ss write the book types from Activity 1.
to look at the book covers on the Welcome page for a
Answer key 2 b, horror story; 3 f, graphic novel;
moment. 4 e, recipe book; 5 a, science fiction; 6 d, romance
it out. Make sure ss understand the questions. Give ss 3 Read the I’m learning box. Then write the
one minute to discuss in pairs. adjective form of the nouns. Use a dictionary
• Using the Lollipop stick technique, ask ss for to help you.
feedback. Accept all reasonable answers. • Ask for feedback using the Lollipop stick
technique.
Answer key 2 mysterious, 3 romantic, 4 terrible,
repeat.
5 fantastic, 6 dangerous, 7 scientific, 8 famous,
• Refer ss to page 33. Tell ss to match the words they 9 energetic
know and guess the ones they don’t know.
• Play the audio.
• Have ss say a word to their partners and their partner
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2 3.1
fantasy 12 graphic no el 10 recipe boo 2 biography 3 science fiction 11 rama 7 Lesson 4
a enture story 5 poetry 6 mystery 4 horror story 1 romance 8 etecti e story 9

Book Club
Welcome
fall in love?
that you will
Do you think d as well?
you’ll get marrie
Do you think happen to me.
1 2 3 4 5 6
about your life, love – it may
Tell me, Lisa, I may fall in tell.
born, on what
day? nt, I just can’t
When were you At the mome
6.30pm,
a Tuesday, at live when you
move house?
I was born on Where will you
On 29 May.
th
tell me that?
Please will you the countr yside.
you grow up? to a house in
you do when
Book Club
And what will I could move
school? a city flat.
when you leave Or I could choose
For example, travel the world,
acking, I may children?
I may go backp that you’ll have
be cool! Do you think
I think that will One or two or
three?
know,
you come back? en, I just don’t
What will you
do when I may have childr see.
and
Will you go to university?
study Maths
, I’ll have to wait
English, I might work, when you
retire,
I might study When you finish
good degree.
I might get a What will you
do for fun?
back at my life
finish that? the sea and look
do when you I might sit by I’ve done!
What will you
Culture
you’ll do? the things that
What job do you
think And laugh at
r.
job as a teache
I could find a too!
an astronaut,
Or I could be
Over to you!
, page 19.
After you read
Activity Book
3
is a two
Book Club text read the first
7 8 9 10 11 12
read Today’s . Student A,
1 Before you Then look and 4 Work in pairs nt B, read the
er the question. verse and Stude
poem. Answ a poem. lines of each verse. Then swap
s that describe of each
choose the word second two
lines
s have you read? t.
1 What poem . roles and repea
s / paragraphs
ly have verse er the
2 Poems usual / six lines Create Take it
in turns to answ
, there are four 5 t you. Then
3 In this poem the poem abou
verse. questions in ers.
in each with your answ
thinking write the poem
What is Lisa
2 Listen and read.
000
about?
24 twent y-four
3 3.2
Listen and read. Do the WOW! Quiz and guess the type of book.
WOW! Quiz
1 Mei 5 minutes ago Graphic novel 2 Alex hours ago Biography
I like a lot of different types of books, but I like reading true stories about people’s
I really enjoy reading books with pictures of the lives. That’s always much more exciting than
characters. I want to write my own story book reading a story. Last month, I read a book about
with pictures one day! my favourite footballer and I found out
a lot of interesting things about his life.
3 Sophia hour ago Sci-fi 4 Mateo 7 minutes ago Horror story

I like stories that take place on different I enjoy being a little bit frightened when
planets. I always enjoy meeting characters who I’m reading a story. I don’t want to feel very
are different to us. scared, just scared enough to make the story
surprising.

First, cut the apple and the banana.
1 What type of boo o you enjoy rea ing an why Then put them in the bowl.
2 What type of boo o you not li e rea ing an why
Is it a
recipe book?
5 Make up a sentence from one of the Yes, it is.

types of book in Activity 2. Can your
partner guess what type of book it is?
thirty-three 33

M03_TT_PB_06GLB_2601_U03.indd 33 15/07/2019 12:07
4 Write five or more sentences about books

you know. What types of books are they? • Ss close their books. Using the Lollipop stick technique,
have ss say a book type from the lesson without repeating
What are they like? Use the adjectives from
one their classmates have already said.
Activity 3.
• Ask How many words did you remember? Which words
are harder to remember? Why is that? Can you spell them
compare ideas with a partner. correctly? What can you do to remember them?
• Ask different ss to read their sentences to the class.

• Have ss write new words and definitions in a vocabulary
list in their notebooks.
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Lesson 2
WOW! Team Talk
Objectives
3 Find these expressions in the dialogue and
• Lesson aims: to listen to and read a dialogue about a match them with the meaning. Then make your
book survey own dialogues with these expressions and act
them out.
Materials • Ss act out the expressions in pairs. Ask different

• a ball
• Yes/No response cards 4 Work in groups to do a survey about reading.
Use the prompts below to ask and answer
questions and take notes. Tell the rest of your
Global Scale of English (GSE) class the results of your group survey.
• Reading: Can skim straightforward extended texts with • Place ss in groups of six for this activity. Tell ss to
a clear structure to get a general idea of the content choose one member of the group to write down the
(GSE 55). Can identify specific information in a simple notes.
story if guided by questions (GSE 35). Can scan a • Walk around the class monitoring groups. Make sure all
simple text to find specific information (GSE 38). ss take part.
• Speaking: Can act out a short dialogue or role play, • Ask groups to report back to the class.
Challenge
Assessment for Learning • Have ss write down the questions in their notebooks
individually and then compare in their groups.
Setting aims and criteria: Lesson objectives Support
presentation • Ask different ss to suggest the question forms. Write the
Monitoring students’ learning: Lollipop stick technique correct answers on the board.
Peer learning: acting out
technique Activity Book

the dialogue on Pupil’s Book page 34. Who
Starting the lesson said them? Write. Then listen and check.
• Say the first word or syllable of a book type from
Lesson 1 and have ss complete it in unison.
• Play the audio.
Presentation • Ask different ss to offer answers.
• Explain that in this lesson ss will read about a survey Answer key 2 Mei, Hold on; 3 Sophia, exciting; 4 Mei,
that the WOW! team have done. drama; 5 Sophia, tell me; 6 Mei, recipe books
2 Read the dialogue again and choose T (true) or

Practice F (false). Then explain your answers.
Pupil’s Book • Ss write and then compare answers with a partner.
• Ask different ss to offer answers. Ask for class
agreement.
1 3.3 Listen and read. What type of survey are
the girls talking about? Answer key 2 F – Everyone said they enjoyed
reading.; 3 F – Most students said they liked detective
• Refer ss to page 34. stories.; 4 T – Her older sister, Lisa, loves it.; 5 F – Only
• Ask ss to raise their hands to offer answers. two people said they liked poetry.; 6 T – She suggests
having a poetry competition on the website.
• Ask What type of books do you think your grandparents
liked? What about your parents? Why do popular book the correct expressions. Then listen and check.
types change? Discuss as a class. • Ss write and then compare answers with a partner.
2 Read the dialogue again and answer the
questions.
Answer key 2 What a shame.; 3 Sure, no problem.;
• Tell ss to read the dialogue quietly and then to 4 What a shame.; 5 Sure, no problem.; 6 Hold on,
discuss the answers in pairs.
• Check answers using the Lollipop stick technique. 4 Work in pairs. Write another dialogue for
Ask volunteers to write the answers on the board. each expression. Then act out the dialogues.
• Extension Check comprehension with questions: Where • Place ss in pairs for this activity.
are the results of the survey? (on Mei’s computer) Who • Walk around the class monitoring pairs.
said they enjoyed reading? (everyone) What does Sophia • Ask pairs to demonstrate their dialogues to the
think adventure stories, detective stories and mystery class.
stories have in common? (They’re the most exciting.)
What does Sophia think is a shame? (that only two
students liked poetry)
80
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lot of chil ren li e rea ing boo s that

are films, too. ost stu ents sai that
they li e a enture stories, etecti e
stories an mystery stories best.
Sophia: That oesn’t surprise me. They’re the
most e citing. What o they not li e
Mei: lot of stu ents sai that they i n’t li e
rama.
Sophia: y ol er sister, Lisa, lo es it. he tol me
that it was her fa ourite type of boo .
What about biographies
Mei: mm, most stu ents sai that they i n’t
rea biographies ery often an only one
person sai that biographies were their
fa ourite type of boo .
Sophia: Can you tell me some of the other
results
Sophia: ey, ei. le tol me that you ha Mei: ure, no problem. ome stu ents sai
the results of our boo sur ey. that they use recipe boo s at home.
Mei: es, that’s right. O er stu ents lso, some stu ents sai that they
answere the sur ey. enjoye rea ing romance no els, but
Sophia: Oh, that’s goo . o, what were the only two stu ents sai that they li e
results poetry.
Mei: ol on. Let me fin them on my Sophia: What a shame! oetry is cool. aybe we
computer. ere we are. Well, e eryone shoul ha e a poetry competition on the
sai that they enjoye rea ing, so that’s website to get more stu ents intereste .
a good start! Mei: That’s a goo i ea!
1 Listen and read. What

3.3
3 Find these expressions in the dialogue
type of survey are the girls and match them with the meaning. Then
talking about? a book survey make your own dialogues with these
expressions and act them out.
2 Read the dialogue again and
1 ol on. a That’s fine.
answer the questions.
2 What a shame! b Wait a moment.
1 o all the stu ents who i
3 ure, no problem. c ’m sorry to hear that.
the sur ey enjoy rea ing yes
2 What types of boo s o most 4 Work in groups to do a survey about
stu ents li e best adventure stories,detective
stories and mystery stories reading. Use the prompts below to ask and
3 What type of boo o a lot of answer questions and take notes. Tell the
stu ents not li e drama rest of your class the results of your group
4 Who li es rama Sophia's older sister survey.
What type of books
5 ow many stu ents sai that 1 What type of boo s enjoy do you enjoy?
they li e biographies best one 2 What fa ourite type book What’s your favourite
type of book?
6 ow are the girls going to get 3 What type of boo not enjoy What type of books do
stu ents intereste in poetry you not enjoy?
They’re going to have a poetry competition on the 4 ow many books rea a month How many books do
website. you read a month?
34 thirty-four
ExtraM03_TT_PB_06GLB_2601_U03.indd
activity Fast finishers 34 15/07/2019 12:07
• Ss write their answers in their notebooks to the

questions in Pupil’s Book Activity 2.

• Ss close their books. Ask them the questions in Pupil’s
Book Activity 2 again. Ss raise their hands to offer answers.
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Lesson 3
Grammar
• Lesson aims: to learn and use reported speech; to
Challenge
understand a listening task
• Target language: ‘We enjoy reading.’ They said that Support
they enjoyed reading. • Ss work in pairs and discuss the rules.
Materials 3 Read the dialogue in Lesson 2 again. Underline

examples of reported speech.
• Extension Ss look at the text again and say what the
Global Scale of English (GSE) direct speech was.
information (GSE 38). 4 Work in pairs. Tell your partner about what
• Listening: Can understand people’s likes in informal books you like and don’t like to read. Then change
conversations, if the speakers talk slowly and clearly pairs. Report to your new partner what your old
(GSE 36). Can extract factual information from short, partner said.
simple dialogues or stories about past events, if spoken • Place ss in pairs for this activity.
slowly and clearly and guided by questions or prompts • Ask one student from each pair to stand up and move to
(GSE 39). sit with a different student. Ss repeat the pairwork.
• Ask pairs to demonstrate one statement and one
reported statement.
Assessment for Learning 5 3.6 Listen. For each question, choose the
Setting aims and criteria: lesson objectives correct answer.
presentation • Tell ss to read the questions and all the options before
Monitoring students’ learning: Yes/No response cards they listen.
technique; Lollipop stick technique • Play the audio. See page 273 for audioscript.
Peer learning: pairwork; Think-pair-share technique • Check answers using the Lollipop stick technique
Independent learning: summative questions
technique 6 3.7 Listen again. Are these sentences true or
false? Say why.
Starting the lesson Ask different ss to give reasons.
• Ask What is your favourite type of book? and elicit answers.
Write the answer for one student on the board in quotation 7 Work in pairs. Say the sentences below in
marks, e.g. ‘My favourite type of book is romance,’ said Maria. reported speech.
Presentation • Place two sets of pairs together and have them

compare and correct each other’s sentences using the
• Explain that in this lesson ss will learn to use reported Think-pair-share technique.
speech and they will also do a listening activity.
• Write under the previous sentence Maria said that her Extra activity Critical thinking
favourite type of book was romance. Ask ss to find the
differences in the two sentences. Ask a volunteer to • Ss write a list of all the words they changed in Activity 7,
underline them (her, that, was). Tell ss that this is reported under the headings: tenses and pronouns.
speech.
Activity Book
Practice
1 3.8 Listen and tick (✔) the correct sentences.
Pupil’s Book • Play the audio. See page 273 for audioscript.
Answer key 1 a, 2 c, 3 b
1 Look back at the dialogue in Lesson 2. Are the
sentences true or false? Say why. 2 Read and complete the dialogue with reported
speech.
• Ask different ss to raise their hands to offer answers Answer key 2 there was, 3 they didn’t sell,
and reasons. 4 he needed, 5 he didn’t know, 6 she could give
2 Look at the grammar table. Then read and 3 Read and write the sentences as reported
circle the correct options to complete the rules. speech.
• Give ss a minute to work out the rules. Answer key 2 I said that romance novels didn’t
• Check answers using the Lollipop stick technique. interest me.; 3 Lisa told us that we had to read her
• Tell ss to write down the correct rules in their new poem.; 4 The boys said that they wanted to see
a horror film.; 5 I told my friends that they needed
to help me study.; 6 Katy said that her brother didn’t
read very much.
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Lesson 3 Grammar 3
5 3.6
Are the sentences true or false?
choose the correct answer.
Say why.
1 sha an artine are tal ing about
1 ei has the results of the rea ing sur ey. true
artine’s birth ay. What type of boo
2 ophia’s brother lo es rea ing rama.
false (Sophia’s sister loves reading drama.) i she get
3 Three stu ents li e biographies best.
false (One person likes biographies best.) A a biography
4 Only two stu ents li e poetry. true
B a recipe boo
2 C a science fiction boo

Look at the grammar table. Then
read and circle the correct options 2 imon is telling ue about a etecti e
to complete the rules. boo . e sai that
A he li e it because it was ol
Grammar
fashione .
Reported speech: statements
B he li e the characters.
‘We enjoy rea ing.’
C he li e the en ing.
They said that they enjoye rea ing.
‘We on’t li e biographies.’
6 3.7
Listen again. Are these sentences
They said that they i n’t li e biographies.
true or false? Say why.
ei has the results of the boo sur ey.’
le told me that ei ha the results of the 1 a arah ierce is a chef. true
boo sur ey. b he has written one recipe boo .
false (She’s written a lot of recipe books.)
‘It’s my fa ourite type of boo .’ c sha’s a tol her that the biography
he told me that it was her fa ourite type was interesting. false (Her mum told her it was
of boo . interesting.)
2 a imon is tal ing about a mystery boo .
false (He’s talking about a detective book.)
When we report speech, we say said that or b is fa ourite character was the
told me that the wor s. etecti e. true
We change the present / past tense to the c ue oesn’t li e etecti e stories.
false (She likes detective stories.)
present / past tense, for e ample, enjoy
changes to enjoyed.
7 Work in pairs. Say the sentences below
We change / don’t change pronouns an
possessi e a jecti es. or e ample, we in reported speech.
changes to they and my changes to her. My name is Sarah Pierce.
I‛m a he hi i my ne re i e
3 Read the dialogue in Lesson 2 again. book, full of delicious meals.
My favourite recipe is my
Underline examples of reported speech. chocolate cake!
4 Work in pairs. Tell your partner She said that her name
about what books you like and don’t was Sarah Pierce.
like to read. Then change pairs. Report
We like reading books,
to your new partner what your old
but we prefer going to the
partner said. cinema! We watch detective
Cristina said that she liked reading adventure m and ad enture m
stories and mystery stories. She said that she We don‛t go to ee romanti
didn‛t i e reading iogra hie She to d me that m or ien e tion
her favourite book was The Railway Children.
thirty-five 35
She said/told me that she was a chef. She said that was She said that they liked reading books, but that they preferred
her new recipe book, full of delicious meals. She said going to the cinema. She said/told me that they watched detective films
that her favourite recipe was her chocolate cake. and adventure films. She said/told me that they didn’t go to see romantic
films or science fiction.
M03_TT_PB_06GLB_2601_U03.indd 35 15/07/2019 12:07
4 Read Katia’s answers to the survey. Then 2 Rewrite the sentences as reported speech.
rewrite her answers as reported speech.
Answer key 2 The boys said that they had to go
Answer key She said that she didn’t like reading home.; 3 Sam told me that I was his best friend.;
mystery or detective stories. She said that she usually 4 We said that we didn’t like cold weather.; 5 Lucia told
reads at home in her bedroom. She said that her Ted that he was really funny.
favourite book was A Wrinkle in Time. She said that
she wanted to read a book called The Wild Robot.
Grammar reference • Have ss copy the sentences from the grammar table into
their notebooks.
compare answers with a partner. Finishing the lesson
Answer key 3 they, 4 were, 5 her, 6 wanted,
• Ask different ss to say something they like and other ss
7 enjoyed, 8 their
to report what they said.
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Lesson 4
Book club
Objectives 3 Work in groups. What do you think is making
• Lesson aims: to understand a reading text; to the strange noises? Tell the class your ideas and
introduce adjectives to describe places then have a class vote.
• Using the Expert envoy technique, ss discuss in
Materials groups and give feedback to the class.
• a ball 4 3.10 Now listen to the rest of the story. Were

you right?
• Play the audio for ss to check. See page 273 for
Global Scale of English (GSE) audioscript.
information (GSE 38). Can read a short text and predict Extra activity Creativity
what they think will happen next (GSE 40).
• Hand each student a sheet of paper. They draw an
• Listening: Can follow the sequence of events in a illustration for the end of the mystery story. Have ss
simple story or narrative, if told slowly and clearly compare their drawings.
(GSE 36).
• Speaking: Can briefly say what they like or dislike
about a simple story (GSE 32). Can briefly say what 5 After you read Activity Book, page 31.
they think will happen next in a simple story or play • Ss turn to page 31 in their Activity Books.
(GSE 42). Can act out parts of a picture story using
simple actions and words (GSE 30). 6 Discuss in a group.
• Place ss in groups of three for this activity. They ask
one question each.
Assessment for Learning • Walk around the class monitoring groups.
• Ask different groups to tell the class their ideas.
presentation 7 What happened next? Write and act out the
Monitoring students’ learning: Lollipop stick conversation that the children had when they got
technique back to the village and explained what happened.
Peer learning: pairwork; Expert envoy technique • Place ss in the same pairs for this activity.
Independent learning: Summative questions • Walk around the class monitoring pairs.
technique • Ask ss to read out their conversations to the class or to
other pairs, time permitting.
Starting the lesson

• Ask Do you read mystery stories? What do you like about Activity Book
them? and elicit answers.
1 After you read 3.9 & 3.10 Read and listen to
the mystery story on Pupil’s Book page 36
Presentation again. Number the events in order.
• Explain that in this lesson ss will read a Book Club text. • Ss complete the activity individually. Ask ss to raise
• Write Mysteries on the board. Using the Lollipop stick
technique, ss say a word they think will be in the mystery. Answer key 2 e, 3 c, 4 d, 5 a, 6 h, 7 f, 8 b
2 Answer the questions. Write complete

Practice sentences.
Pupil’s Book • Check answers using the Lollipop stick
technique.
1 Before you read Today’s Book Club text is a mystery
story. Look and circle the options that describe a Diversity
mystery story. Challenge
• Refer ss to page 36. Tell them to look at the pictures. • Ask different ss to write the answers on the board.
• Ss work in pairs to complete the activity. Ask for class agreement for correct spelling.
• Ask for feedback using the Lollipop stick technique. Support
their spelling.
Key words search
How to write a mystery story Answer key 2 They were scared and they ran away.;
3 They saw pictures of animals on the walls.; 4 They
saw a cow in the corner of the tower.; 5 She thought
2 3.9 Listen and read. What is the mystery? the cow was saying thank you.
• Check comprehension with questions: What is the
building in the story? (a tower) Were the children brave
or scared? (brave) What did they use to see in the dark?
(torches)
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Once, there was a charming, old tower on a steep hill

near a village. It was built a long time ago and it used
to be very popular. Many tourists used to come to
look at the gorgeous paintings on the walls.
But one day, people heard strange noises from inside

the tower. Everyone was scared and ran away.
Two brave children from the village heard about the mystery and decided to explore.
‘We’re detectives,’ said Nina to her brother, Ben. ‘We’ll solve this mystery!’
They walked to the tower and they listened carefully, but they couldn’t hear anything.
‘Look!’ said Nina. ‘The walls are painted on the outside with bright pictures.’
‘Oh yes,’ replied Ben. ‘They’re beautiful. Look at those tiny animals. I can see pictures
of horses and cows. Let’s have a look inside.’
Inside, the tower was dark, empty and

quiet. They turned on their torches.
‘Ben, look!’ said Nina. ‘The tower isn’t
empty. What’s that thing in the corner?’
1 Today’s Book Club text

Before you read 4 Now listen to the rest of the
3.10
is a mystery story. Look and circle the story. Were you right?
A cow was making the noise.
options that describe a mystery story.
5 After you read Activity Book, page 31.
1 goo mystery story has a lot of suspense,
which means you want to read to the 6 Discuss in a group.
end / put the book down.
1 Why o you thin the people were
2 uestion is usually answere
scare of the noise
at the start / end of the story.
2 o you thin ina an en were
3 The writer uses a jecti es to escribe
bra e Why Why not
the setting, which is the place the story
happens / the people in the story. 3 Woul you go an e plore li e ina
an en i Why Why not
2 3.9
Listen and read. What is the mystery?
strange noises in the tower 7 What happened next? Write
3 Work in groups. What do you think is and act out the conversation that
making the strange noises? Tell the class the children had when they got back
your ideas and then have a class vote. to the village and explained what
happened.
36 thirty-six
M03_TT_PB_06GLB_2601_U03.indd 36 15/07/2019 12:07

3 Read the Work with words box. Write the
nouns. Use a dictionary to help you. • Ss find the verbs in the Past simple in the story and
think about the Present simple form.
• Read the explanation of homophones to ss.
a partner. Write the answers on the board. Finishing the lesson
Answer key 2 darkness, 3 emptiness, 4 greatness, • Write Today I have learnt … on the board and have ss
5 illness, 6 kindness, 7 sadness, 8 strangeness,
9 tidiness
4 Write five sentences using a noun with

–ness suffix in each sentence.
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Lesson 5
Objectives Practice
• Lesson aims: to learn and use adjectives for places; to
learn and use the Present simple passive and the Past
Pupil’s Book
simple passive
• Target language: tiny, dark, empty, steep, strange,
gorgeous, terrible, secret, huge, bright, popular,
charming; repeat.
The tower is visited by many tourists every year. • Refer ss to page 37. Tell them to look at the pictures.
The tower was built a long time ago. Ask Which words did we just talk about?
• Play the audio.
Materials • Ask questions and have ss call out the words, e.g.
What’s another word for very big/small/pretty/bad/black/
• Resources 3B and 15
light/attractive? (huge, tiny, gorgeous, terrible, dark,
bright, charming) Is a steep hill difficult to walk up?
Do we know about secret places? When everyone likes
Global Scale of English (GSE) something, what is it?
information (GSE 38). Can understand the order in Extra activity Critical thinking
which events happen, e.g. in diary entries or a story • Ask ss why we use adjectives in stories and elicit
(GSE 41). answers. Ask ss to make a list of other adjectives they
• Listening: Can extract factual information from short, know that can describe places. Write their ideas on the
simple dialogues or stories about past events, if spoken board.
slowly and clearly and guided by questions or prompts
(GSE 39). 2 Read the story in Lesson 4 again. How many of
• Speaking: Can repeat phrases and short sentences, the adjectives from Activity 1 can you find?
if spoken slowly and clearly (GSE 22). Can re-tell the
main points of an extended story in their own words
• Ss work in pairs to find the words.
(GSE 54).
3 Think about the story in Lesson 4. Are the
Assessment for Learning • Ss complete the activity individually and then compare
Setting aims and criteria: lesson objectives answers with a partner.
presentation • Check answers using the Lollipop stick technique.
technique 4 Look at the grammar table. Then read and
circle the correct options to complete the rules.
Independent learning: Summative questions • Give ss a minute to work out the rules.
technique • Check answers using the Lollipop stick technique.
Starting the lesson
5 3.12 Listen to the tour guide. What events
• Revise the book types words. Ss work in pairs. Tell them
happened to the tower in these years?
they have one minute to write down as many of the book
types as they can remember (adventure story, biography, • Play the audio. See page 273 for audioscript. Ask
detective story, drama, fantasy, graphic novel, horror story, different ss to write their answers on the board.
mystery, poetry, recipe book, romance, science fiction).
• Ask for feedback: How many did you remember?
Diversity
Challenge
• Ask different ss to read out the dates before they listen.
Presentation Support
• Explain that in this lesson ss will learn adjectives for • Read out the dates before ss listen and have them repeat.
places and learn to use the Present simple passive and the
Past simple passive. 6 Read the texts. Then take it in turns to change
• Draw two columns on the board. Write tiny, dark, empty, them into the passive.
strange and gorgeous on the left. Write huge, bright, full,
• Ss work in pairs.
normal and terrible on the right. Ask different ss to look and
work out how the word on the left and right are connected • Check answers using the Lollipop stick technique.
(they are opposites).
Activity Book
1 Read the clues and complete the crossword.

Answer key 2 huge, 3 dark, 4 terrible, 5 tiny,
6 gorgeous, 7 bright, 8 secret, 9 strange
2 Read and circle the correct words.

Answer key 2 aren’t, 3 is, 4 weren’t, 5 are, 6 wasn’t
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1 Look and match. Then listen,

3.11 4 Look at the grammar table. Then
check and repeat. read and circle the correct options to
complete the rules.
tiny 2 ar 3 empty 5 steep 7 strange 9
Grammar
gorgeous 10 terrible 11 secret 12 huge 1
bright 4 popular 6 charming 8 Present simple passive
any tourists visit the tower e ery year.
1 2 3
The tower is visited by many tourists e ery year.
eryone enjoys the paintings.
The paintings are enjoye by e eryone.
Past simple passive
ome people built the tower a long time ago.
4 5 6 The tower was built a long time ago.
cow made the noises.
The noises were made by a cow.
We use the passi e when the action is more / less

7 8 9
important than the person who oes the action.
We ma e the Present / Past simple passi e by using
am/is/are the past participle of the erb.
We ma e the Present / Past simple passi e by using
was/were the past participle of the erb.
To say who i the action, we use by / to.
10 11 12
The castle was
5 Listen to the tour guide. What events
3.12 damaged by a huge
thunderstorm in
happened to the tower in these years? 1911.
The tower was
bought by an artist
in 1976.
last year
The tower was
The tower was built in 1856. opened to tourists
2 Read the story in Lesson 4 again. How in 1984.
A mystery was
many of the adjectives from Activity 1 6 Read the texts. Then take it in solved by two
c n find? turns to change them into the passive. children last year.
The tower is visited
3 Think about the story in Lesson 4. Are • A thousand tourists visit the gorgeous tower by a thousand tourists
every year.
the sentences true or false? Say why. every year. People take a lot of photos of the tiny A lot of photos are taken
1 ome people built the tower last year. paintings. They often put the photos online. of the tiny paintings.
The photos are often
false (It was built a long time ago.)
2 cow ma e the strange noises. true • Some people built the Tower of London in 1078. put online.
3 any tourists now isit the tower For 600 years, they kept huge animals there.
e ery year. true In 1835, they moved the animals to a zoo.
4 obo y enjoys the paintings on the

The gorgeous tower is visited by
tower now. a thousand tourists every year.
false (The paintings are enjoyed by everyone.)
The Tower of London was built in 1078. For 600 years, huge
animals were kept there. In 1835, the animals
were moved to a zoo. thirty-seven 37
M03_TT_PB_06GLB_2601_U03.indd 37 15/07/2019 12:07
3 Write sentences with the Present or Past 4 Read and complete the sentences with the
simple passive. Present or Past simple passive.
Answer key 2 is known, 3 are visited, 4 was built, • Ss complete the activity individually.
5 wasn’t designed, 6 was made, 7 were damaged, Answer key 2 are bought, 3 is visited, 4 were made,
8 were bought, 9 are used 5 was built
4 Write five passive sentences about a famous
building you know. Use the words in the box or Extra activity Fast finishers
your own ideas.
• Ss work individually, then check in pairs.
notebooks.
Grammar reference
3 Read and complete. Finishing the lesson

Answer key 2 are taken, 3 was damaged, 4 were fixed • Ss close their books. Ask Is the person or the action more
important when we use the passive? and elicit the action.
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Lesson 6
Culture
Objectives 2 3.13 Listen and read.
• Lesson aims: to learn about unexplained mysteries
• Play the text all the way through.
• Check comprehension with questions: How old is the
manuscript? (about 400 years) What do scientists say
Materials about the lights? (They can’t agree on what makes

them.) Do you know what BCE is? (Before Common Era)
• sheets of A4 paper, enough for each group of students Which mystery is connected to Greek mythology? (the
• coloured pencils lost city of Atlantis)
• Resource 57
• Ss work in pairs and discuss a possible solution for
Global Scale of English (GSE) each mystery. Ask pairs for feedback.
• Reading: Can get the gist of short factual school
texts (GSE 41). Can scan a simple text to find specific 3 After you read Activity Book, page 33.
information (GSE 38). • Ss turn to page 33 in their Activity Books.
familiar topics (GSE 48). 4 Work in pairs. Which of the mysteries from the
text do you think is the most difficult to solve and
why?
Assessment for Learning • Ss discuss in pairs for one minute. Encourage class
presentation
Key words search
Unexplained mysteries, Voynich manuscript, Hessdalen
technique
lights, Atlantis
technique
carefully.
Starting the lesson
• Revise the adjectives from Lesson 5. Write them on the Project
board with the vowels missing and ask different ss to
complete them: bright, charming, dark, empty, gorgeous, Make a presentation about one of the mysteries in
huge, popular, secret, steep, strange, terrible, tiny. the text.
Presentation and coloured pencils.
• Explain that in this lesson ss will talk about mysteries • Give groups two minutes to brainstorm ideas.
that can’t be explained. • Help ss decide who will do each part of the research. Assign
• Extension Ask ss to find the USA, China and India on a parts if necessary.
map. Use an online map if available. • Have ss do their presentations.
Culture notes Diversity

• The Voynich manuscript might have been created in Challenge
Northern Italy. It is named after Wilfrid Voynich who • Encourage ss to learn their presentation well, so they
was a Polish man who bought the manuscript in 1912. can look at their audience while they speak.
• The Hessdalen Lights appear at day and night from a Support
few seconds to over an hour. Sometimes they move fast • Allow ss to read their presentations from their paper.
and other times they hover. They have been seen there
since the 1930s.
• Today experts agree that Plato’s Atlantis was fictional. Activity Book
The story has been depicted in art, music and literature
over the centuries.
page 38 again. Then read and complete the
sentences with two words from the box.
Practice Answer key 2 strange language; 3 Norwegian valley;
4 large, bright; 5 lost cities; 6 Greek writer
Pupil’s Book
1 Before you read Do you know any famous mysteries? Answer key 2 It could be a medical book.; 3 They
Why do you think that people like mysteries? go on and off and move around the sky or down
the valley.; 4 They can be as large as cars.; 5 Plato
• Ss discuss in pairs for one minute. Then ask for
thought Atlantis might be near Spain.; 6 People think
class feedback. Ss raise their hands to offer ideas. Atlantis might be in Africa, Greece or Antarctica.
• Refer ss to page 38. Tell them to look at the headings.
Ask Have you ever heard of any of these mysteries? and
elicit answers.
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MYSTERIES
MYSTERIES
with no answers
? VOYNICH MANUSCRIPT ? HESSDALEN LIGHTS ? LOST CITY OF ATLANTIS
There are some mysteries in Another mystery that One of the oldest mysteries
the world that we have never we can’t explain is in the world is the Lost City
been able to understand. The the Hessdalen Lights. of Atlantis. People have
Voynich Manuscript is one of These bright lights are been trying to find this city,
these mysteries. This book sometimes seen in the sky which was lost underwater
was written before 1639, above a valley in Norway. in around 9,600 BCE. The
but nobody can understand They go on and off and Greek writer, Plato, was
the language. The book has they move around the sky the first to write about
gorgeous pictures of flowers or down the valley. They the city and he thought
and leaves, so some people can be as large as cars. it was a huge island near
think it might be a medical Scientists can’t agree on Spain. Since then, people
book. But no one knows what makes these lights, have had many ideas about
for sure! so they are still a mystery! where Atlantis might be, for
Mike Loren
example, Africa, Greece and
20 minutes ago 15 days ago Antarctica.
Ben
WOW! Fact
1 week ago
Some people think that Atlantis must be in

the Atlantic Ocean because the names are
Project
similar. Both names may come from Atlas, Make a presentation about one of
a character from Greek mythology. the mysteries in the text.
1 n groups, choose one of the mysteries
1 Do you know any
Before you read from the article.
famous mysteries? Why do you think 2 eci e who will fin out more about
that people like mysteries? • the mystery.
2 3.13
Listen and read. the place it happene .
possible answers to e plain it.
3 After you read Activity Book, page 33. 3 iscuss an eci e which answer you
thin is the best.
4 Work in pairs. Which of the 4 resent your i eas to the rest of the class.
mysteries from the text do you think ay why you chose your answer.
i the t di c lt t l e nd h ?
38 thirty-eight
M03_TT_PB_06GLB_2601_U03.indd 38 15/07/2019 12:08

mystery. Complete the text. • Ss write ten important words from the text in their
notebooks.
Answer key 2 desert, 3 people, 4 2,000, 5 USA,
6 1939, 7 unusual, 8 animals, 9 washed, 10 rains,
11 may, 12 enjoy
• Write on the board The most interesting thing in this
4 Work in groups. Choose one of the lesson for me is … and have ss complete the sentence in
mysterious places in the box and find answers their notebooks. They read out their ideas to the class.
to the questions. Write about your mysterious
place.
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Lesson 7
English in action
Objectives • Ss work in pairs and discuss. Ask different pairs for
• Lesson aims: to learn to agree and disagree; to learn feedback.
and practise intonation for agreeing and disagreeing • Extension Ss read out the dialogue in pairs.
• Target language: I totally agree.
Diversity
Challenge
Materials • Ask two ss to read out the dialogue to the class.
• Yes/No response cards Support
• Resource 66 • Read out one sentence at a time and have ss repeat.
3 Choose a situation and act out dialogues with

Global Scale of English (GSE) your partner. Then swap roles. Use the Say it! box
• Reading: Can understand likes and preferences in to help you.
short, simple personal texts, e.g. diary entries or emails • Place ss in pairs and assign Students A and B.
(GSE 37). Can understand the main points of short, • Walk around the class monitoring pairs.
simple dialogues related to everyday situations, if • Ask different pairs to act out to the class.
guided by questions (GSE 34).
• Listening: Can understand people’s likes in informal Extra activity Collaborative work
conversations, if the speakers talk slowly and clearly
• Ss remain in the same pairs as in Activity 3. They
(GSE 36).
think of two more situations and they act out new
dialogues.
given prompts (GSE 38). Can ask for directions on how
to get somewhere on foot or by public transport, using
simple, polite questions (GSE 40).
Pronunciation
3.16 Listen and say. When does the intonation
Assessment for Learning 4
go up? When does it go down?
Setting aims and criteria: lesson objectives • Ask What is intonation? Ss offer answers. Remind them
presentation that it is the way your voice goes up or down when you
Monitoring students’ learning: Yes/No response cards speak.
technique; Lollipop stick technique • Play the audio. Play it again, pausing after each line,
Peer learning: pairwork and have ss repeat. Play it a third time and have ss say
Independent learning: Thought-provoking questions the sentences with the audio. Make sure they copy the
technique intonation.
• Extension Using the Lollipop stick technique, one
Starting the lesson student gives an opinion about types of books and
• Ask ss questions and they respond with their Yes/No another student agrees or disagrees.
response cards: Do you ever disagree with a friend? Are you
polite when you disagree? Then ask What do you say?
Activity Book
Presentation 1 3.17 Listen and number the expressions in

order. Then answer the question.
• Explain that in this lesson ss will learn to agree and
disagree. • Play the audio. See page 273 for audioscript.
• Ask ss to work in pairs and think of a phrase they would • Ss do the activity individually.
say to agree with a friend. Repeat for disagreeing with a • Ss raise their hands to offer answers.
friend. Answer key Saying you agree: 6, 7, 8, 5
Saying you disagree: 2, 3, 1, 4
detective film
Practice
2 Read the statements. Do you agree or
Pupil’s Book disagree? Write your answers. Use the
expressions in Activity 1 to help you. Then
1 3.15 Listen and read. Answer the questions. practise with your partner.
• Refer ss to page 39. Ask ss to look at the picture and • Ss work individually and then in pairs.
raise their hands to say what they can see. • Walk around the room monitoring pairs.
• Play the audio.
3 3.18 Listen and read. Do the expressions
go up or down? Draw or . Then practise
2 Read the dialogue again. Find and write with your partner.
something Mary and Phillippe agree about and • Play the audio. Give ss enough time to draw the
something they disagree about. Use the Say it! arrows. Have them repeat what they hear.
box to help you. • Ss practise in pairs. Monitor intonation.
• Draw ss’ attention to the Say it! box. Read out the Answer key 2 ,3 ,4 ,5 ,6 ,7 ,8
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Agreeing and disagreeing

3.15
questions.
1 Who prefers rea ing Phillippe
2 Who prefers watching films Marta
Saying you agree Saying you disagree

totally agree. totally isagree.
bsolutely! on’t thin so.
ou’re right. ’m not so sure about that.
That’s so true. on’t agree.
o you prefer rea ing a boo or
watching a film prefer rea ing boo s. 2 Read the dialogue again. Find and
The pictures we see in our hea s when write something Mary and Phillippe
we rea are much better than films! agree about and something they
totally isagree. ’ much rather watch disagree about. Use the Say it! box
a film than rea a boo . t’s more to help you.
rela ing.
3 Choose a situation and act out
on’t thin so. prefer rea ing.
dialogues with your partner. Then swap
uite li e rea ing, too, an if there’s a roles. Use the Say it! box to help you.
film ma e of a boo , then li e to rea
the boo before watch the film.
Student A
boring.
is
writing stories
bsolutely! totally agree. Otherwise,
ou thin than rea ing.
you always see the actors in your
detective stories
r
cinema is bette
hea when you’re rea ing about the
are better than going to the
characters. biographies. etecti e stories
.
That’s so true! rea ing is better than better than

They agree about: going to the cinema. biographies are
• they always read the book before they watch a film.
• if you watch the film before you read the book, you always writing stories is fun. ou thin
see the actors in your head when you’re reading.
They disagree about:
Student B
• books are better than films.
Pronunciation
4 3.16
Listen and say. When does the intonation go up? When does it go down?
The intonation goes
totally agree. totally isagree. up when we agree
and down when we
disagree.
bsolutely! on’t thin so.
ou’re right. o, ’m not so sure about that.
thirty-nine 39
M03_TT_PB_06GLB_2601_U03.indd 39 15/07/2019 12:08

• Ss read the dialogue and find all the phrases for
agreeing and disagreeing.

• Ask Do people agree and disagree like this in your
country/language? Ask ss to say what is different or
the same.
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Lesson 8
Reading
Objectives 3 After you read Read the story again and answer the
• Lesson aims: to read and understand a reading text questions.
• Target language: league, advertisement, assistant,
business, plan, tunnel; revision of vocabulary and
grammar

Materials • Ss work in pairs to think of two more comprehension
questions for the story. They swap with another pair and
• Resource 39 answer each other’s questions.
Global Scale of English (GSE) 4 Work in pairs. What did you like about this
story? Was there anything you didn’t like?
• Reading: Can identify key information in short, simple
• Place ss in pairs.
factual texts from the headings and illustrations
(GSE 33). Can understand the main themes of a
simplified story (GSE 36). Can identify specific information • Ask different pairs for feedback.
in a simple story if guided by questions (GSE 35).
• Speaking: Can briefly say what they like or dislike
Diversity
about a simple story (GSE 32). Challenge
• During feedback, ask ss to give reasons for what they
liked and didn’t like.
• Use the Expert envoy technique for pairwork.
presentation
Monitoring students’ learning: Lollipop stick Activity Book
technique
Peer learning: pairwork 1 Read and complete the sentences.
Independent learning: Thought-provoking questions • Ss complete the activity individually. They compare
technique answers with a partner before class feedback.
Answer key 2 plan, 3 tunnel, 4 advertisement,
5 league, 6 assistant
Starting the lesson
• Write Sherlock Holmes on the board and ask ss what 2 Read the detective story on Pupil’s Book page
they know about this name. Ss raise their hands to offer 40 again. Who says the following sentences?
answers. Write.
Presentation Answer key 2 Wilson, 3 Holmes, 4 Watson,
• Explain that in this lesson ss will read a detective story. 5 Merryweather, 6 Watson
• Draw ss’ attention to these words: league, advertisement,
assistant, business, plan and tunnel. Write them on the 3 Read the sentences and circle T (true) or
board and explain meanings: A league is a group of F (false). Then explain your answers.
people. An advertisement tells you to buy something. An • Ss complete the activity individually. They can refer
assistant helps you. A business is a company. A plan is what to their Pupil’s Books if necessary.
you organise to do. A tunnel is something you dig or build
Answer key 2 T – His assistant, Mr Spaulding,
underground.
showed him an old advertisement.; 3 F – Mr Wilson
saw an advertisement for the League of Redheads.;
Practice 4 F – There was £30,000 in a room under the bank.;
5 T – The police officer, Jones, was outside the bank.;
6 F – John Clay made the tunnel to the bank.
Pupil’s Book
4 Work in groups. Discuss what a good
1 Before you read Look at the title of the story and detective should and shouldn’t do and make
the pictures. What do you think it’s going to be notes. Then share your ideas with the class.
about? • Place ss in groups of four.
• Refer ss to page 40. • Walk around the room monitoring groups.
• Ss raise their hands to offer answers. • Ask different pairs to present their ideas.
• Read the Reading tip to ss.
• Play the audio.
definitions.
• Check comprehension with questions: What colour was
Mr Wilson’s hair? (red) Who is Vincent Spaulding? (Mr
Wilson’s assistant) What’s the name of the thief? (John
Clay) Who caught the thief? (Sherlock Holmes)
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Lesson 8
Literacy: detective stories
Reading tip Reading
When you’re rea ing a story

with ialogue, remember that
1 Look at the title of the story and the
Before you read each new spea er starts on a
pictures. What do you think it’s going to be about? new line. This will help you to
un erstan who is tal ing.
2 3.19
Listen and read.
The Red-headed League
O ne day, I found my friend

Sherlock Holmes with a
large man with red hair.
Sherlock Holmes asked Wilson’s
assistant, Spaulding, some
questions, then told Watson his
‘Jones,’ Holmes said, ‘this is
Spaulding or John Clay. You can
take him away.’
‘Come in, Watson!’ Holmes plan. ‘Thank you, Holmes,’ said
cried. ‘Mr Wilson is telling me a ‘We have to stop a thief - Merryweather. ‘You saved the
strange story.’ He turned to the tonight!’ Holmes said suddenly. bank tonight. You really are a
large man. ‘Dr Watson helps me ‘Meet me at home later.’ great detective.’
with my detective work.’ That night, I found two men ‘Clay worked for Wilson,’
Wilson showed us an old with Holmes in his flat. We Holmes told me later, ‘because the
advertisement. ‘It began with went back to the fine street near shop is behind the bank. Because
this,’ he said. ‘I have a shop which Wilson’s shop, into a dark building he wanted Wilson away from
isn’t doing well,’ Wilson said. and down into an underground the shop, he and his friends gave
‘My assistant, Vincent Spaulding, Wilson that strange job. Then he
room.
works hard for little money. He
‘Watson,’ Holmes said quietly, made an underground tunnel,
showed me this advertisement
‘Officer Jones hopes to catch John from a room below the shop to
eight weeks ago. Yes, it was
Clay, a thief. Mr Merryweather the bank. Did you see his dirty
strange, but the money was good!’
works for this bank. There’s trousers?’
Spaulding helped Wilson to
£30,000 here and he doesn’t want ‘And you caught him, Holmes!’
get the job at the League of
to lose it.’ I smiled.
Redheads. He worked there for
We waited. Suddenly, two men
eight weeks, then suddenly the
climbed up through the floor into
business closed. [...]
the room. Holmes quickly caught
the first man. The second man
ran outside into the arms of a
policeman.
Words in context
league a ertisement assistant business plan tunnel

3 After you read Read the story again and answer the questions.
1 What oes r Watson help herloc olmes with 4 ow long i he wor there
his detective work eight weeks
2 What oes the job a ertisement as for 5 What’s the name of the thief
a man with red hair John Clay/Spaulding
3 Who helpe Wilson to get the job 6 ow i he want to escape
Spaulding through an underground tunnel
4 Work in pairs. What did you like about this story?
Was there anything you didn’t like?
40 forty

M03_TT_PB_06GLB_2601_U03.indd 40 15/07/2019 12:08
• Ask Are you good at understanding stories in English?

Is it possible to understand a text without knowing all
the words? Do you feel confident about reading stories
in English? How can you get better? Encourage class
discussion.
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Lesson 9
Writing
• Lesson aims: to write a story
Challenge
• Target language: revision of vocabulary and grammar • Ss read the box to themselves and raise their hands to
ask questions about new words or something they don’t
understand.
Materials Support
• a ball • Read the box aloud to ss and explain meanings if
• sheets of A4 paper, enough for each student necessary.
3 Write your own detective story. Use the How to

Global Scale of English (GSE) write... box to help you.
• Reading: Can understand the main themes of • Read the Writing tip to ss.
a simplified story (GSE 36). Can identify specific • Give ss time to complete their plan. Monitor and help
information in a simple story if guided by questions with ideas.
(GSE 35). • Ss work individually to complete the detective story.
• Writing: Can write a very simple story, given prompts • Ss evaluate their own work.
or a model (GSE 36). • Using the Two stars and a wish technique, ss read
and check each other’s work.
Assessment for Learning Extra activity Creativity

Setting aims and criteria: lesson objectives • After checking their written work, ss copy it onto
presentation a sheet of paper and find/draw a picture of the place.
Monitoring students’ learning: Lollipop stick They display their work on the classroom wall and later
technique add it to their portfolios.
technique
Independent learning: portfolio; Learning diary Activity Book
1 Rewrite the sentences with correct punctuation

Starting the lesson for reported speech.
• Ss work alone and write down as many news words from • Ss complete the activity individually.
Unit 3 as they can remember in one minute. • Check answers using the Lollipop stick
• Ask for feedback using the Lollipop stick technique. technique.
Answer key 2 ‘It’s quite late,’ said Amy, ‘and we
should probably go.’; 3 ‘When did you guess the
Presentation identity of the thief?’ asked Watson.; 4 ‘Don’t move!’
shouted the police officer. ‘You’re under arrest.’; 5 ‘This
• Explain that in this lesson ss will write a detective story. is the best birthday party I’ve ever had,’ smiled Jack.
2 Plan a detective story.

Practice
Pupil’s Book
1 Read Sam’s detective story. Who do you think is
the thief and why? 3 Now write your story.
• Refer ss to page 41. • Ss work individually to complete the blog.
agreement. 4 Check your work. Tick (✔) the steps when you
• Extension Check comprehension with questions: What have done them.
did the shop sell? (jewellery) Who called the police? (Max • Ss evaluate their own work.
and Leo) Where was the glass? (outside) Who had to go • Using the Two stars and a wish technique, ss
to the police station? (Leo) read and check each other’s work.
2 Read the How to write... box. Then answer the

questions in the story planner about Sam’s story. Extra activity Fast finishers
Compare with your partner. • Ss find the words they used from Sam’s story in their
• Give ss time to complete the activity individually before own story and write a list in their notebooks.
talking in pairs.
• Ss write down what they achieved in their Learning
diary: Today I wrote a detective story about … .
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Lesson 9 3
1 Read Sam’s detective story. Who do you think is the thief and why? Writing
Leo because he knew that there were three empty boxes and the glass was outside rather than inside
the shop so the thief had a key.
The missing jewellery ‘Max and Leo,’ he said to the

brothers, ‘where were you last night?’
Max and Leo Smith had a jewellery
‘Do you think we are the thieves?’
shop called Smith Brothers’ Jewellery.
asked Leo. ‘I didn’t do it!’
Max was very hard-working, but Leo
‘The broken glass was outside the
was a bit lazy. One day, Max arrived at
shop,’ said Detective Peters. ‘So, the
the shop and one of the windo ws was
thief was inside when the windo w was
broken. He and his brother called the
broken. The thief had a key to get in.’
police.
‘It wasn’t me,’ said Leo. ‘I didn’t
‘Detective Peters,’ Max said, ‘there’s
take the jewellery out of those three
a broken windo w at our shop and we
boxes.’
think some jewellery was stolen.’
‘Leo,’ said the
‘I’m on my way,’ said Detective
detective. ‘How do you
Peters. ‘Don’t go inside and don’t touch
know that there were
anything.’
three empty boxes when
Detective Peters was very clever and
you haven’t been inside?
very good at catching thieves. He went
I think you should
inside the dark shop and found three
come with me to the
empty jewellery boxes. Then he saw
police station.’
some broken glass outside the shop.
2 Read the How to write… box. Then answer the questions in the story planner
about Sam’s story. Compare with your partner.
How to write... a good story STORY
nclu e SETTING
a beginning that e plains the CHARACTERS
mystery an ma es us want to
rea it. Where oes the
Who is the Who is
a mi le that is e citing. story ta e place
etecti e the thief a jewellery shop
an en that sol es the mystery Detective Peters Leo Smith
an oesn’t lea e us with lots of PLOT
Who is are the other What is
uestions.
character s stolen
interesting characters an setting. Max Smith three boxes of jewellery
suspense through the story to What happens at in Max finds a broken window.
eep us intereste . the beginning, mi le They call the detective.
The detective works out
an en of the story who the thief is.
tip Writing
3 Write your own detective story. Use
Punctuation for speech
the How to write... box to help you.
a e sure you use the correct punctuation
1 Write a plan use the uestions in cti ity . for speech.
2 Write your answers. ‘Max and Leo,’ he said to the brothers, ‘where
were you last night?’
3 more information to your answers
emember to start a new line for each spea er.
to ma e your story more interesting.
4 ea an chec your story. forty-one 41
M03_TT_PB_06GLB_2601_U03.indd 41 15/07/2019 12:08
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Lesson 10
Comments
Objectives Practice

Materials Which child acted out one of the stories from this
• sheets of A4 paper, two for each student unit?
Diversity
Global Scale of English (GSE) Challenge
• Reading: Can understand short, school-related • Ask different ss to read out the comments to the class.
postings (GSE 39). • Read out the comments to ss.
familiar topics (GSE 48). 2 Work in pairs and answer the questions. Then
Assessment for Learning • Ss work in pairs to answer the questions. They
technique; Extra activity Creativity
Peer learning: pairwork; groupwork • Give each pair a sheet of paper. Ss copy their comments
Independent learning: Summative questions and add them to the class comments folder.
technique
3 Think about the WOW! Question again. Discuss
in groups. Are your answers different now?
Starting the lesson
• Ss discuss in groups and then give feedback to the
• Ask ss a key question about reviews: What’s the best way
to learn new vocabulary? Accept all reasonable answers.
Activity Book
Presentation
1 Look at the pictures and write the types of
books.
vocabulary in their Activity Books. • Ss do the activity individually and then compare
• Revise the book type words by writing them on the board answers with a partner.
with the first and last letters missing. Ask different ss to Answer key 2 recipe book, 3 horror story, 4 romance,
complete the words and give definitions (adventure story, 5 detective story, 6 science fiction
biography, detective story, drama, fantasy, graphic novel,
horror story, mystery, poetry, recipe book, romance, science 2 Write sentences. Replace the words in bold
fiction). with adjectives from Pupil’s Book page 37.
• Revise the adjective words by dictating them and asking Answer key 2 gorgeous, 3 steep, 4 tiny, 5 terrible,
different ss to write them on the board. Ask them for 6 charming
definitions (bright, charming, dark, empty, gorgeous, huge,
popular, secret, steep, strange, terrible, tiny). 3 Write the sentences with reported speech.
• Revise reported speech. Ask a student What books do you Answer key 2 Lucy told me that her mum was a
like? and elicit a full sentence answer: Ask another student doctor.; 3 They said that they didn’t like comics.; 4 Dan
What did he/she say? and elicit an answer He/She said that told me that I was late.; 5 Ana said that she wanted to
he/she liked … . go home.
• Revise Present and Past simple passive. Write these
sentences on the board and ask ss to write them in the 4 Write sentences in the Present and Past simple
passive in their notebooks. Ask two ss to complete them on passive.
the board for ss to check. Answer key 2 Italy is known for its delicious food.;
Someone stole my wallet. (My wallet was stolen.) 3 The first jeans were made for workers.; 4 Many cities
are located near rivers.; 5 The palace is not visited by
They know America for its burgers. (America is known for its
many people.; 6 My books were not damaged by
burgers.)
the fire.
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Martin, 11, New Zealand minutes ago Dominic, 10, United Kingdom 15 minutes ago
I enjoyed finding out the results of the I liked the mystery story about the
WOW! team’s reading survey. We’ve decided to do a tower. I didn’t guess the ending! It made me
reading survey at our school, too. I’ll let you know think of an article that I read last week. It was
our results! about a cow that put its head in a tree
and couldn’t get it out again. The poor cow!
Firefighters helped to get her out and she
was fine. Cows
get into some
very strange
places! I really
like cows! Look
at this funny
photo!
Sudarat, 12, Thailand hours ago Ada, 11, South Africa ay ago
I really enjoyed reading about the My friends and I really enjoyed

mysteries that we can’t solve! There’s one in my reading the Sherlock Holmes story. We made
town, too. It’s a sculpture called Kryptos, which it into a little play and acted it out. It was
was made in 1989. There are four puzzles in it, but really fun! I played the part of the thief, so I
we only know the answers to three. There’s still one had dirty trousers!
that nobody can solve!
Magazine. Which child acted out one again. Discuss in groups.
of the stories from this unit? Ada re r n er di erent n ?

them to the class.
1 Which te t i you enjoy rea ing
the most
2 re there any i erent types of boo s
that you want to rea now
3 ecommen a goo boo to your
Mei 3 minutes ago
partner. Why do we enjoy reading books?
...
42 forty-two

M03_TT_PB_06GLB_2601_U03.indd 42 15/07/2019 12:08
Self-evaluation
notebooks and complete them with their own evaluation.
• Ss read the comments again on Pupil’s Book page 42 Next lesson Unit 3 Test
97
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Get ready for...
Objectives
2 Work in pairs. Take it in turns to talk about
• Lesson aims: A2 Key and B1 Preliminary for Schools
your photos.
Reading Part 3, B1 Preliminary for Schools Speaking
Part 2, A2 Key for Schools Listening Part 3, B1 • Tell ss that this is the B1 Preliminary for Schools
Preliminary for Schools Reading Part 2 Speaking Part 2 exam.
• Target language: unit vocabulary and grammar • Read the Exam tip to ss. Make sure ss understand the tip.
• Ss describe the photos one at a time if possible.
Alternatively, they work in pairs.
information (GSE 38). • Divide the class into groups to discuss what they
• Speaking: Can describe the position of things in a liked about the unit, using the Expert envoy technique.
picture using a range of fixed expressions (e.g. in the Ss write their opinion about the unit under lesson
foreground/background, at the back) (GSE 43). headings. The envoy reports back to the class.

Setting aims and criteria: lesson objectives A2 Key for Schools Listening Part 3
presentation
Monitoring students’ learning: Lollipop stick 1 Think! Read the task carefully. Make sure you
technique; Happy/sad face technique know what you have to do.
Peer learning: Expert envoy technique; groupwork; • Tell ss that this is the A2 Key for Schools Listening
Think-pair-share technique Part 3 exam.
Independent learning: Thought-provoking questions • Check ss know what to do using the Happy/sad
technique face technique.
2 Try! 3.20 Listen and choose the correct

Starting the lesson answer. Then explain your answer.
• Ask What did you learn in Unit 3? What was easy? What was • Play the audio. See page 274 for audioscript.
hard? What was interesting? What wasn’t very interesting? • Check answers using the Lollipop stick technique.
Answer key A
3 Do! 3.21 For each question, choose the

Presentation correct answer. You will hear Emma talking to
• Explain that in this lesson ss will practise for the A2 Key a shop assistant about books.
for Schools and B1 Preliminary for Schools exams.
• Read the Exam tip to ss. Tell ss to read the questions
and answers before they listen.
Practice • Play the audio. See page 273 for audioscript.
Answer key 1 B, 2 C, 3 A, 4 C, 5 B
1 Read the text. Choose the correct option.
B1 Preliminary for Schools Reading Part 2
• Refer ss to page 43. Tell ss that this is the A2 Key for
Schools Reading and Writing Part 3 and B1 Preliminary 1 Think! Read the task carefully. Make sure you
for Schools Reading Part 3 exams. know what you have to do.
• Tell ss that this is the B1 Preliminary for Schools
the tip.
Reading Part 2 Exam.
• Tell ss not to rush but to take their time reading a few
• Check ss know what to do using the Happy/sad
times.
face technique.
2 Try! Read the five descriptions of people in
Diversity Activity 3. Find and write the words for each
Challenge person. Tick (✔) the words relating to the
• Ss read the questions and options to themselves. books the people enjoy.
Support • Ss work individually.
• Read out the questions and options to ss. • Check answers using the Lollipop stick
technique.
Answer key
Betty: real ✔, fictional
Oliver: poetry ✔, romance
Helen: fantasy, future ✔
William: superheroes ✔, scary
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Get ready for... 3
tip Exam
A2 Key for Schools Reading and
To answer these uestions, you
Writing Part 3 and B1 Preliminary must un erstan the author’s
for Schools Reading Part 3 opinions. ea the te t through
uic ly, then rea it through
again more carefully. o through
1 Read the text. Choose the correct option.
each option , chec ing
each against the te t before you
Writer Roberto Alonzo-Ortez talks choose your answer.
about his mystery books
wrote my first mystery story when 1 oberto’s first boo

was eight years ol . t was all A was written when he was se en.
about a missing goat! got the i ea B was about a trip to the oo.
after isite a farm with my family.
C ha a ery e citing en ing.
can’t remember how it finishe ,
D ma e him realise how much he li e
but remember how much
writing.
enjoye writing it. still lo e writing
mystery boo s to ay an ’m luc y 2 The thing he li es most about writing is
because now I get to do it as a job! creating
A goo characters.
The thing enjoy most is creating
B goo pu les.
interesting characters. thin that’s
the most important thing, creating C goo clues.
people that rea ers care about. ou D ifficult stories.
also ha e to thin of a goo pu le 3 e thin s that people li e mystery boo s
an gi e your rea ers a few clues because
along the way. t mustn’t be too
A there are interesting characters in them.
easy or too ifficult. thin that’s
B they care about the people in the boo s.
why people li e rea ing mystery
boo s. t’s the challenge of seeing if C there are clues along the way.
you can wor out the pu le before D they want to see if they can sol e the
the en ! pu le before the en .
tip Exam
B1 Preliminary for Schools Speaking Part 2
When you’re tal ing
about a photo in the
2 Work in pairs. Take it in turns to talk about
e am, imagine that you’re
your photos. describing it to someone
who can’t see it. i e
etails of what you can see
an what the people are
oing. or e ample, tal
about what the people
loo li e, what they’re
wearing, what time of
ay it is an or what the
In this picture, there is … I can see …
weather is li e.
forty-three 43
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3 Do! The people below all want to buy a • Ss write three sentences about the unit.
book. Read the eight book reviews. Decide
which book would be the most suitable for
each person. Write the correct letter
(A–H). Finishing the lesson
• Read the Exam tip to ss. Ss work individually.
technique. about?
Answer key
Possible answers
1 Richard H, 2 Betty C, 3 Oliver G, 4 Helen E, 5 William B
Distractors: A, D, F
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Language booster 1
Objectives 2 Read and match the tips to the photos.
• Lesson aims: to consolidate and extend vocabulary
• Read out the title of the article. Ask a volunteer to
and grammar from Units 1–3
define the word tourist (a person who visits a place as
• Target language: places in a city, adjectives, making
part of a holiday).
suggestions and plans
• Write postcard, flag and lift on the board. Say a gapped
sentence for ss to guess which word is missing, e.g. Sue
Materials is on holiday in Paris this week. I got a … from her saying
that it was raining there. (postcard) The … for Spain has
• sheets of A4 paper, enough for each student the colours red and yellow. You can see it outside official
• stopwatch or timer buildings. (flag) Oh no, the … is broken. We have to take
the stairs and Hugh’s flat is on the ninth floor! (lift)
• Ask ss to look at the four photos and, without looking at
Global Scale of English (GSE) the texts, say if they know what the places are.
• Reading Can extract factual details from a simple text • Ss work individually to complete the activity.
(GSE 40). Can get the gist of short factual school texts • Check answers using the Lollipop stick technique.
(GSE 41). Can guess the meaning of unknown words by • Extension Ask Do you read tips or opinions about
linking them to words they already know (GSE 44). where you are going to travel? Ss work in pairs and tell
• Vocabulary Can use language related to describing each other why they do or don’t.
objects and materials – condition (GSE 30–35).
3 Look at the text in Activity 2 again. Find and write
• Writing Can write short, simple descriptive texts about the words.
familiar places using basic connectors, given a model
(GSE 41).
• Extension Ss work in pairs. They find out where
• Listening Can understand some details in extended
photos 1–4 were taken and for 1–6, what they show.
• Reading Can add detail to descriptions of everyday 4 Find and write the adjectives from the text in
topics (e.g. people, places, experiences) using a range Activity 2.
of nouns and verbs (GSE 49).
• Review the list of adjectives from Activity 1.
• Ask ss to complete the activity individually.
• Extension In pairs, ss prepare four definitions
Assessment for Learning for other adjectives (they can choose any appropriate
Setting aims and criteria: lesson objectives adjective, not just from the unit). Then ask different
presentation pairs to read out their definitions to the class and guess
each other’s adjectives.
technique
Independent learning: portfolio; Summative • Give out a sheet of A4 paper to each student. Ss work in
questions technique pairs to look at Activity 3 and write descriptions of the
places using the adjectives from Activity 4 and the texts,
e.g. The statue is huge. Ss can keep their work in their
portfolios.
Starting the lesson
• Say the name of a country. Have ss work in pairs and write 5 Talk to your classmates.
down the capital city of the country for one point and any • Read out the questions. Tell ss to write notes in their
other city in that country for two points. Say, e.g. France! notebook or on a piece of paper.
(Paris, Nice) or Japan! (Tokyo, Osaka), and so on. • Place ss in pairs. They ask and answer the questions
using the notes they made.
Presentation Diversity
• Explain that in this lesson ss will learn more vocabulary
Challenge
related to places in a city and how to describe them.
• Ss write about places near where they live without
mentioning the names of the places. Then they read out
Practice the descriptions for the class to say what place it is.
Support
• Brainstorm places in your area with ss. Write them on the
Pupil’s Book
board. Help ss think of adjectives to describe the places.
1 How many places in a city can you name? Think

of adjectives to describe the places. Activity Book
• Set a timer to one minute and have ss think of as many
places in a city as possible and write them in their 1 After you read Read the text on Pupil’s Book
notebooks. They share their ideas with the class. Elicit page 44 again. Write True or False.
their ideas and write appropriate ones on the board.
• Ss read the text again and do the activity individually.
• Ask ss to work in groups and write adjectives to
• Ask ss to correct the false statements.
describe the places on the board. Ss raise their hands to
offer suggestions. Answer key 2 False, 3 False, 4 True, 5 False, 6 False
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Mateo’s
Language booster 1
Le
arning Club
1 How many places in a city can 3 Look at the text in Activity 2 again.
you name? Think of adjectives to Find and write the words.
describe the
Weplaces.
can compare two places or things. We call it a T-chart
1 becuase the chart has a2shape of a letter T.
2 Read and match the tips to the photos.
TOURIST TIPS
statue monument
3 4
A B C D
Are you planning a city holiday? Then read our city travel
tips which are written by local people. You won’t need a
tour guide to find these special places! Why not send us a
postcard of a secret place in your city?
1 Shuo, 12, Xian, China fountain clock tower
A If you visit my city, you must see the statues of the
Terracotta Army. These statues of horses and men 5 6
were made more than 2,000 years ago, but they
were hidden until 1974. I love them because
they look like real people.
2 Matias, 11, Buenos Aires, Argentina
D One of my favourite places in my city is the

Obelisco de Buenos Aires, which is a huge
stone monument. It’s important because our tourist tour guide
country’s flag was flown here for the first time.
People meet here to celebrate happy events like 4 Find and write the adjectives from the
winning a football match!
text in Activity 2.
3 Lucy, 11, London, United Kingdom
My favourite place in my city is our clock tower, 1 going up at a sharp angle steep
C Big Ben. The tower was finished in 1859 and the 2 ery big huge
clock started working on 31st May of that year.
Big Ben is over 96 metres tall, so you feel tiny 3 ery small tiny
when you’re standing at the bottom! You can
4 with no light dark
climb the steep steps inside to get a gorgeous
view of the city, but soon you’ll be able to get a 5 a lot of people li e it popular
lift to the top!
6 ery pleasant happy
4 Ji-a, 12, Seoul, South Korea
My favourite place in Seoul is the popular Banpo 5
B Talk to your classmates.
Bridge. It’s a bridge and a fountain, too! It was
finished in 1982 and it’s 570 metres long. During 1 What’s your fa ourite place near where
the day, the fountains of water make shapes
likeAtrees
1 Location: and leaves.C,AtDnight
2 Population: when it’sEdark,
3 Transport: the
4 Climate: B
you li e
bridge is lit up in different colours and the water 2 Describe it using some of the a jecti es
fountains dance to music! from cti ity .
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2 Read and match. 4 Write your own tip to add to the website on
• Ss do the activity individually. Check answers as Pupil’s Book page 44.
a class, using the Lollipop stick technique. • Ask ss to read the tips aloud. Tell ss to includethe
Answer key 2 statue, 3 tourist, 4 fountain, same level of detail in their descriptions as the
5 monument, 6 clock tower writer has.
• Ss write their own tip. Ask volunteers to read out
3 Order the letters to complete the sentences. their tips for the class.
• Ss complete the activity individually, then check • Extension Ss choose a holiday photo and write a
short description. Encourage ss to keep their work in
answers in pairs.
their portfolios.
Answer key 2 popular, 3 steep, 4 tiny, 5 dark,
6 gorgeous

• Use the Summative questions technique to ask ss what they
think about what they learnt today. Ask What did you like best?
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Language booster 1
Objectives • Ss work in pairs. They practise performing the
• Lesson aims: to consolidate and extend vocabulary conversation together. Ask volunteers to perform the
and grammar from Units 1–3 conversation for the class.
• Target language: places in a city, adjectives, making
suggestions and plans 7 Find three suggestions that Mark and Sara make.
Use the Say it! box to help you.
• Ss look at the Say it! box. Make sure they understand
Materials how to use shall in questions for suggestions.
• Ss complete the activity individually. Check as a class,
having ss read the correct questions aloud.

Global Scale of English (GSE) • Write situations on the board (e.g. I’m hungry). Ask ss
• Reading Can identify specific information in detailed to write a suggestion to go with it (e.g. Shall we go for
written dialogues (GSE 53). lunch?). Other situations: I can’t find my keys. I’m too
• Speaking Can make suggestions about what to do, hot.
using a few basic fixed expressions (e.g. ‘Let’s’, ‘Why
don’t we …?’ (GSE 42).
• Grammar Can use ‘Shall I/we …?’ to make formal 8 Make suggestions to your partner.
suggestions and offers (GSE 45). • Place ss in pairs. They choose if they are A or B.
• Using the cards, they make suggestions. Their partner
can answer with the answer suggestions in the Say it!
Assessment for Learning box or with their own answers.
Possible answers A: 1 Shall we go to the cinema
Setting aims and criteria: lesson objectives tonight?; 2 Shall we play basketball after school?;
presentation 3 Shall I help you with your homework?
Monitoring students’ learning: True/False response B: 1 Shall I make us some coffee?; 2 Shall we walk to
cards; Lollipop stick technique the station?; 3 Shall we eat outside?
Independent learning: Summative questions 9 An exchange student is visiting you this
technique weekend and wants to do a tour of your favourite
places. Make suggestions to your partner and
plan a schedule.
• Read the instructions aloud.
Starting the lesson • Ss work in pairs and make a plan. They can use the
• Review the places and adjectives from the previous lesson. dialogue in Activity 6 to help them.
Say definitions for ss to say the word, e.g. something very • Help and monitor where necessary.
small (tiny), no or very little light (dark), a person who shows
tourists around (tour guide), something in the street you can Show what you know
look at to tell the time (clock tower), etc. • Tell ss they are going to think about what they have learnt
on Mateo’s Learning Club pages. Ss read and complete the
Show what you know box individually.
Presentation • In pairs, ss ask and answer the questions giving an
• Explain that in this lesson ss will have further practice example to show what they know, e.g. Can you use nouns
with vocabulary related to places in a city and how to and adjectives to describe places in cities? Yes, I can. In my
describe them. city, there’s a huge modern monument.
• Extension Use games in the Games Bank to review any
Practice new words.
6 LB1.1 Listen and read. What are the children 5 LB1.2 Read and listen to the dialogue on
going to be this weekend? Match. Pupil’s Book page 45 again. Complete Sara
and Mark’s schedule for the weekend.
• Ss look at the illustration. Ask What do you think they
are talking about? What are they saying? Have two ss • Ask ss to read the dialogue around the class.
invent an imaginary conversation for the rest of the • Play the audio for ss to listen and complete the
class to listen to. schedule. Play the audio again for ss to check their
• Play the audio. See page 274 for audioscript. Ss listen answers.
and follow in their books. Encourage ss to ask about Answer key 2 climb a steep hill, 3 basketball match,
any words they don’t understand. 4 Science Museum
• Play the audio again for ss to match the names with
6 Write suggestions.
the jobs.
• Check comprehension with the True/False response • Ask a volunteer to read out the first sentence.
cards. Say statements for ss to hold up one of their Point out that ss have to add shall to complete the
cards. Say, e.g. Mark wants a tour of the city. (false) questions.
Sarah wants to go to a market on Sunday morning.
(false) The views from the top of the hill are great.
(true) Mark wants to continue watching TV. (true)
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6 Listen and read. What are the
LB1.1
7 Find three suggestions that Mark
children going to be this weekend? and Sara make. Use the Say it box
Match. to help you. Shall I come with you?
Shall we go there?
1 ara b a tourist Shall we take her to the Science Museum?
2 ar c b photographer
3 Li a c tour guide Making suggestions:
hall we ha e lunch in this caf
hall open the win ow
Responding to suggestions:
✔ es, goo ✘ o, on’t
great idea! thin so.
8 Make suggestions to your partner.

Sara: Hey, Mark, can you help me with B, A
something?
Mark: OK. Let me stop my TV programme … Student A
outsi e
What is it? 1 we / go to Yes 3 we / eat /
Sara: My exchange friend, Li, is visiting this cinema tonight
weekend and she wants to go on a tour of the city.
the station
we play we wal to
Mark: I’m free this weekend. Shall I come with basketball / after
you? some co ee
school 1 I / make us /
Sara: That would be great!
help you with
Mark: No problem! Let’s think of some places we your homewor Student B
can take Li.
Sara: OK! So, there’s the market under the clock
tower on Saturday morning from 10 am. Shall we 9 An exchange student is visiting
go there?
you this weekend and wants to do a
Mark: Yes, great idea! Li might want to do some
shopping. What else? tour of your favourite places. Make
Sara: Well, maybe we could climb the steep hill suggestions to your partner and plan
next to the river. You get gorgeous views from a schedule.
there.
at am at pm
Mark: Yes, I remember when we camped there un am un pm
last year. What next?
Sara: Well, on Sunday morning, you could come
and watch my basketball match.
Mark: es . hat about unday afternoon Show what you know
Shall we take her to the Science Museum?
Sara: Yes, good idea! I think it’ll be fun! You can
be the tour guide because you love talking! Can you use nouns and adjectives
to escribe places in cities
Mark: Ha! And you can be the photographer
because you’re always on your phone! Can you use shall to make
suggestions
Sara: es o ha e you finished watching
Can you plan a tour of your
Mark: No! Don’t change the channel! I was town city
watching that!
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• Ss complete the activity individually. Check as a
8 Complete the suggestions for things to do
with a friend on a Saturday.
Answer key 2 Shall I carry your luggage? 3 Shall we
• Ss look again at the dialogue in Activity 7.
climb the monument? 4 Shall we meet at the fountain?
5 Shall I call a taxi? 6 Shall we take the bus? • Give ss time to write their dialogue, then ask
different pairs to read their dialogue out to
7 LB1.3 Complete the dialogue with the words the class.
below. Then listen and check.
• Ss complete the dialogue individually. Finishing the lesson
• Check in pairs. One person is Tom and the other • In pairs, ss write three things they enjoyed about
is Holly. Ss check they have the same answers. today’s lesson and one thing they didn’t like. Ss share
• Play the audio. See page 274 for audioscript. thoughts with the class.
Answer key 2 next, 3 what, 4 shall, 5 minute • Use the Summative questions technique to ask ss what
they think about what they learnt today.
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Lesson 1
Think like a scientist!
Objectives • Play the audio.
• Lesson aims: to learn to compare and contrast things • Ask for feedback. Check comprehension with questions:
• Target language: location, population, transport, Is a poem/report fiction or non-fiction? (fiction/
climate non-fiction) What letter shape is the chart? (T) What two
things are compared in the T-chart? (a city and a town)
Materials Diversity
• True/False response cards Challenge
• Ask thought-provoking questions: Do you understand
what the text is about? Do you need to understand all the
Global Scale of English (GSE) words to do this? Are there any new words in the text?
Can you work out what they mean from the sentence
• Speaking Can express their opinions on familiar topics, they are in? If not, where can you find their meanings?
using simple language (GSE 41). Write the new words ss suggest on the board and have
• Reading Can connect the information in a text with the them write them in their notebooks with definitions
information given in charts, graphs or diagrams or translations.
(GSE 52). Support
• Tell ss not to worry about understanding all the words
in a text if they can understand the general idea. But
Assessment for Learning remind them to learn key words. Ask ss to say which
words are new and write them on the board. Have ss
copy them into their notebooks. Write definitions or
presentation
translations on the board for ss to copy, too.
technique; True/False response cards technique
Peer learning: pairwork 3 Check Look at the T-chart and the information in
it. Which information matches these four topics?
technique; Summative questions technique • Ss work individually to complete the activity. They
then compare answers in pairs. Ask for feedback from
pairs using the Lollipop stick technique.
Starting the lesson
• Write Reports on the board. Ask What is the purpose of a Extra activity Critical thinking
report? Ss raise their hands to offer ideas.
• Ss work in groups of four. Hand a sheet of paper
to each group. They write three more questions and
Presentation answers to match, based on the text. Make sure they
mix up the order of the answers. They swap work with
• Explain that in this lesson ss will learn to compare and another group and complete each other’s activities.
contrast two places. Ask What do we do when we compare
and contrast? Elicit or explain that we look for similarities
and differences. 4 What other topics could you compare about two
places? Think about your ideas in Activity 1.
Practice • Place ss in pairs and give them time to discuss.
• Ask different pairs to tell the class their ideas and write
Pupil’s Book them on the board. (Suggestions: shops, green spaces,
buildings, history, places of interest)
• Extension Ss think of a question to go with the
1 Think Think of two cities in your country that you
additional words they thought of for other information.
know or that have heard about. In what ways can
you compare them?
Extra activity TPR
• Refer ss to page 46. Read the question. Ss discuss
for one minute in pairs. They then raise their hands to • Using their True/False response cards, ss respond to
offer ideas to the class. these statements and others you might want to add:
• Teach the words or consolidate understanding for A story is fiction.
A report is fiction.
all ss if the words were already suggested: location,
Most school texts are non-fiction.
population, transport, climate. Write them on the board.
A report compares and contrasts facts.
Write these questions next to each new word:
It isn’t important to plan a report.
Location: Where is it?
We don’t learn about cities in social science.
Transport: How can you travel in the city? We don’t compare and contrast facts in T-charts.
Climate: What’s the weather like there? T-charts are useful for planning reports.
Population: How many people live there?
2 Learn C1.1 Listen and read. How can we Extra activity Fast finishers
compare with a T-chart? Why do we call it a • Have ss find the numbers in the text and write them as
T-chart? words in their notebooks.
• Before ss read, tell them to note down key words from
the text that help them answer.
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Mateo’s Lesson 1

How can we compare
Le
arning Club and contrast things?
Think 1 Think of two cities in your country that you know or that you have heard
about. In what ways can you compare them?
We can compare two places or things. We call it a T-chart becuase the chart has a shape of a letter T.
Learn 2 Listen and read. How can we compare with a T-chart? Why do we call it
C1.1
a T-chart?
We rea an write i erent types of te ts fiction an non fiction an we plan them in
i erent ways. or e ample, when we plan a fiction story, we thin about the characters, the
beginning, the mi le an the en ing. When we write a non fiction te t such as a report, we
plan the information that we want to inclu e.
ou alrea y now i erent ways of organising information. or e ample, a Venn diagram
which shows how two things are the same in the mi le an in what ways they are
di erent at the si es . T-chart compares an contrasts two things using information about
the same topics. or e ample, in ocial cience, we can compare two places. To o this, we
write the names of the places that we want to compare at the top, on the left an the right.
We raw a line un er the two names an a line own the mi le. Then we thin about each
topic in turn an complete each si e of the chart with information.
Can you see why we call it a T chart
Place 1 Place 2
. t’s near the coast an besi e a ri er. . t’s in a alley in the mountains.
. n winter it’s usually uite wet an win y. . t can get ery col an snowy in the winter.
C. ore than ninety thousan people li e here. C. bout fi e hun re people li e here.
. There are not many un er . ost are
. ost of them are age between an .
o er .
. There is an airport an there are buses . Only buses an cars can ri e in the alley.
an trains.
location
population transport
climate
Check
1 3
3 Look at the T-chart and the information in it.
Which information matches these four topics? location 2 transport
1 Location: A 2 Population: C, D 3 Transport: E 4 Climate: B
4 What other topics could you compare about two population
places? Think about your ideas in Activity 1. 4
climate
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• Ss work in pairs. They look at the T-chart for one
minute. They cover the information for the town and
together try to remember the contrasting information.
• Ask What new information did you learn in this lesson?
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Lesson 2
Objectives Show what you know
• Lesson aims: to learn about two different mountain
cities in South America Write a compare and contrast report about two
• Target language: slope, peak, foot places in your country.
• Place ss in groups of four to complete the activity. Hand
each group a sheet of paper for notes in a T-chart and a
Materials sheet of paper for the report.
• sheets of A4 paper, two for each group of students • Ss prepare their T-charts to be checked before they write
• coloured pencils the report. The T-charts can be checked by you or in
peer groups.
• Resource 73
• Ss then write their reports.
• Before the presentations, read the Speaking tip to ss. Make
Global Scale of English (GSE) sure every student takes part in the presentation by having
them read out one topic each.
• Reading Can get the gist of short, simple texts on • Say Let’s compare and contrast your reports. Encourage
familiar topics, if supported by pictures (GSE 33). class discussion.
Diversity
Challenge
Setting aims and criteria: lesson objectives • Ss read the notes together as a group and ask if
presentation they have any problems. They also look at the example
Monitoring students’ learning: Lollipop stick for help in their groups.
technique Support
Peer learning: pairwork; groupwork • Read out the notes to ss and draw their attention to the
Independent learning: Summative questions example before they start to work in groups and deal
technique with any problems.
Starting the lesson Extra activity Critical thinking

• Write Information to compare and contrast places on the • Ss write a report about their own town and include one
board. Ask ss to raise their hands and say the information of the other topics of information they suggested in
headings from Activity 3 in Lesson 1 for information that we Lesson 1.
can use to compare and contrast places. Ask different ss to
write them on the board and to explain the meanings.
Extra activity
• Before the class, prepare quiz questions about cities all
Presentation over the world about location, climate, transport and
• Explain that in this lesson ss will learn about two climate, e.g. In which country is Buenos Aires? Divide the
different mountain cities in South America. They will also class into two teams. They take part in a TV-style quiz
write and present a report about two places of their choice. and they win a point for each correct answer.
• Pre-teach the words: slope, peak and foot with a labelled
drawing of a mountain. Point to each part and say This is
the peak/slope/foot of the mountain. Extra activity Fast finishers
• Have ss write in their notebooks three things they learnt
that they didn’t know before these lessons.
Practice
Pupil’s Book Finishing the lesson
• Ss close their books. Ask them to raise their hands and say
1 Let’s practise! Read Sonia’s report about two one piece of information they remember about one of the
different mountain cities in South America. two cities. Another student says the contrasting information
• Refer ss to page 47. Give ss one minute to read about the other city.
the report. • Ask Did the T-chart help you plan? Did you include
everything in your report? Did you compare and contrast all
2 Look at paragraph 2 in Sonia’s report. In which the details? How did you feel about doing a presentation?
order does she write about these topics? Does
she write about the topics in the same order in
paragraph 3?
• Ss work in pairs to read and answer the questions.
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Lesson 2
Let’s practise! 1 e d ni re rt tt di erent nt in citie

in South America.
Many people live in The highest city is in Peru. It’s 5,100 metres above the sea and it’s La Rinconada
mountains with steep called La Rinconada. La Rinconada is also at the foot of a glacier El Alto
slopes and snow on called ‘The sleeping beauty’. La Rinconada has rainy summers and dry
their peaks. The Andes winters as well as lots of snow. The roads near La Rinconada can be
Mountains in South dangerous because of rocks and ice. About 50,000 people live there.
America have two of the
The second highest city is El Alto in Bolivia. It’s 4,150 metres above
highest cities in the world.
the sea. El Alto means ‘The high one’ in Spanish because it’s high up
peak
in the Andes. Like Rinconada, El Alto is cold even in warm months
slope and it has some very rainy seasons. It’s near the border with Peru
foot and it has a railway and lots of traffic. Nearly one million people live
in El Alto.
2 Look at paragraph 2 in Sonia’s report. In which order does she write about
these topics?
A. location, population, climate, transport B. location, climate, transport, population B, A
Does she write about the topics in the same order in paragraph 3? yes
Show what you know
Write a compare and contrast report about two places in your country.
1 n groups, brainstorm places you

want to compare. Then choose Climate: The climate of ... is ... and ... in summer.
four topics that you can compare In winter it’s ... and ...
for the places you ha e chosen. Location: ... is in / near / beside a ... It’s also in / near /
2 Write some notes about the beside ...
places in a T chart. Loo at this Population: The population is about ...
e ample an the one on page Transport: There are ... types of transport. Examples
to help you. are ... and ...
3 eci e the or er of the Bangkok Chiang Mai
information which you’ll present.
B. very hot and dry in winter, warm in winter, very wet
4 Thin of something special wet in summer in summer and autumn
about your two places to write a C. subway, buses, the BTS shuttle buses, taxis and
short intro uction. Skytrain and two airports an airport
5 Then write your report an raw D. more than 8 million about 130,000 people
or fin pictures of each of the people
places.
6 resent your report to
the class. What were t i p Speaking
the most interesting
tan still an wait until the class is
things you learned from uiet. eep your hea up when you
your classmates’ reports spea , an spea slowly an clearly.
Wait for secon s before you say
each bit of information. mile at the en .
forty-seven 47
activity Progress 47
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Pupil’s Book answer key Starter Unit: ss’ own answers;

Teacher’s Book pages 268 (Pupil’s Book) and Unit 1: ss’ own answers; Unit 2: ss’ own answers; Unit 3:
269 (Activity Book) ss’ own answers; Challenge 1: a statue
• Ss work in pairs through the questions from Starter Activity Book answer key Starter Unit: ss’ own answers;
Unit to Unit 3 in the Pupil’s Book (page 134) and in the Unit 1: ss’ own answers; Unit 2: 1 dentist, 2 architect;
Activity Book (page 134). Unit 3: was Sophie; that she loved detective stories
• Depending on the amount of time you have, ss could
work through the Progress paths for both Pupil’s
Book and Activity Book unit-by-unit in class, or do the
Pupil’s Book one in class and the Activity Book one for
homework.
• After completing the Unit 3 question(s), ss can complete
Challenge 1 in the Pupil’s Book with their partner. Tell ss
they should try to complete the challenge in less than
one minute.
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4 Our planet

You told us that you’re

worried about our planet’s
future. Why is the weather
changing? What are we
doing to our world? Look
at the pictures. How many
... ...
words do you know for
things on our planet? ...

WOW! Question ... ...
...
Mateo 3 minutes ago

planet? ... ...
...
• learn words for the environment
and natural disasters
• use modal verbs and reported
questions and commands ...
• read a diary about a frightening
experience
... ...
• learn about how climate change
can cause problems for animals
• work in a group to write an action
plan to help an endangered animal
• learn how to give advice
• read and write reports
... ... ...
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Unit objectives
Talk about the environment and extreme weather
Language
Vocabulary Environment protect the environment, climate change, save water, plant trees, switch
off lights, waste energy, recycle, pollution, destroy the rainforests, pick up rubbish, use
renewable energy, global warming
Extreme weather hurricane, tornado, thunder and lightning, gale, heatwave, drought,
forest fire, volcano, tsunami, flood, avalanche, snowstorm
Grammar Modals of obligation

Reported questions and commands
Functions Giving advice; Perhaps you ought to ...
Phonics Silent letters
Key competences
Mathematical, science and technological competences: order words (L. 3); number events (L. 4)
Social and civic competences: learn to be creative (L. 1, 2 and 4); learn to talk about the environment and
weather (L. 8)

Critical thinking Predicting (L. 1 and 8); Problem solving (L. 2 and 4); Logical thinking (L. 1, 2 and 8);
Creativity Writing an action plan to help an endangered animal (L. 6)
Communication Talking about saving the planet (L. 1, 2 and 8); Talking about school rules (L. 3);
Giving commands (L. 4); Functional dialogue (L. 7)
Collaboration Project groupwork (L. 6); Acting out (L. 4 and 7)
Evaluation
• Unit 4 Test
External exams
A2 Key for Schools A2 Key for Schools
B1 Preliminary for Schools Reading and Writing Part 7
Reading Part 5
A2 Key and B1 Preliminary for Schools
Listening Part 1
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Lesson 1
Vocabulary
Objectives • Consolidate understanding with these questions. Ss
• Lesson aims: to learn and use words for types of books raise their hands to suggest answers, e.g. What’s
• Target language: protect the environment, climate another word for look after/weather/use less/turn off/
change, save water, plant trees, switch off lights, waste use too much/all around the world? (protect, climate,
energy, recycle, pollution, destroy the rainforests, pick up save, switch off, waste, global) Can we recycle glass? Do
rubbish, use renewable energy, global warming you pick up rubbish on the beach? Can the sun give us
renewable energy?
Materials Diversity
• a ball Challenge
• Resource 4A • Tell ss to write the new phrases in their notebooks in a
vocabulary list and to write explanations in English for
homework. They can use an online dictionary to help.
• Tell ss to write the new phrases in their notebooks
• Reading: Can scan several short informational texts on in a vocabulary list. Give them explanations and/or
the same theme to find relevant information (GSE 57). translations to write with each phrase.
• Speaking: Can express their opinions on familiar
topics, using simple language (GSE 41). Can repeat
phrases and short sentences, if spoken slowly and 3 4.2 Listen and read. Which children helped the
clearly (GSE 22). Can talk about everyday activities environment and how?
using simple language (GSE 32). • Check answers using the Lollipop stick technique.
4 Look at the words in Activity 2 and put them

Assessment for Learning into two groups.
• Ss work individually and then compare their answers
with a partner.
presentation
• Ss raise their hands to offer answers. Ask two ss to
write the answers on the board.
technique
Peer learning: pairwork; Think-pair-share technique 5 Work in pairs. Answer the questions.
Independent learning: Thought-provoking questions • Place ss in pairs for this activity.
technique • Walk around the class monitoring pairs.
• Ask different ss to offer answers. Promote class
discussion: Who does the same? Do you have another
Starting the lesson idea? Do you agree/disagree?
• Write Save our plant on the board. Ask What problems does
our planet have? Ss raise their hands to offer ideas.
• Draw two columns on the board and put + and – at
Presentation the top of each. Ask ss to work in pairs and find words
• Explain that in this lesson ss will learn to talk about the in Activity 3 which they think are positive and negative
environment. for our planet. Ask for feedback and have ss write the
words on the board.
Practice
Activity Book
Pupil’s Book
1 Read and circle the correct options.
1 Work in pairs. Look at the WOW! Magazine • Check answers using the Lollipop stick
Welcome page. Then read and answer. technique.
• Refer ss to pages 48 and 49. Read the rubric and tell ss Answer key 2 protect, 3 waste, 4 global, 5 change,
to look at the book covers on the Welcome page for a 6 pollution
moment.
2 Look, read and complete the sentences.
it out. Make sure ss understand the questions. Give ss • Ask different ss to read out their answers.
one minute to discuss in pairs. Answer key 2 switch off, lights; 3 save water; 4 pick
• Using the Lollipop stick technique, ask ss for up rubbish; 5 use renewable energy; 6 plant trees
feedback. Accept all reasonable answers.
3 Read the I’m learning box. Then read
2 4.1 Look and match. Then listen, check and and complete the sentences with verbs for
repeat. protecting our planet. There may be more than
one correct answer.
• Refer ss to page 49. Tell ss to match the words and
• Ss complete the activity using the Think-pair-
phrases they know and guess the ones they don’t know.
share technique.
• Play the audio.
Answer key 2 destroy, 3 protect, 4 use, 5 waste, 6 plant
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2 4.1
protect the en ironment 2 climate change 4 sa e water 5 plant trees 6 switch o lights 9
waste energy 1 recycle 12 pollution 7 destroy the rainforests 8 pick up rubbish 11
use renewable energy 10 global warming 3
1 2 3 4 5 6
7 8 9 10 11 12
3 4.2
Listen and read. Which children helped the environment and how? Mei – she picked up rubbish
from the beach.
Alex – he planted a tree.
WOW! Blog
1 Mateo 5 minutes ago 2 Mei 15 minutes ago
I love nature and my favourite During the summer, we took part in the Great
place is the sea! But I’m worried British Beach Clean. I picked up more than 30 pieces of
about global warming. We have to rubbish from the beach. I couldn’t believe how much there
do everything we can now to stop was. We should always put our litter in a bin.
climate change.
3 Sophia 20 minutes ago 4 Alex 3 hours ago
We did a project on renewable Last year, my aunt gave me a tree for my birthday.
energy last term. I made an oven out She said that people shouldn’t destroy the rainforests
of an old pizza box and sunlight. It and we should plant trees instead. So I planted the
was so cool! tree in my garden and I can watch it grow every year.
4 Look at the words in Activity 2 and put them into two groups.
protect the environment, recycle,
Our planet’s problems Things we can do to help our planet save water, save energy, plant trees,
climate change, global warming, pollution, destroy
the rainforests, waste water, waste energy switch off lights, pick up rubbish,
use renewable energy
1 What things do you recycle? Can you think 3 How do you save energy?
of any other things you could recycle? 4 What can we do to stop pollution?
2 How do you save water? 5 Do you use renewable energy? What type?
forty-nine 49

M04_TT_PB_06GLB_2601_U04.indd 49 15/07/2019 11:55
4 Write five or more sentences about what you

• Ss close their books. Call out the last word for each phrase
and your family do to help the environment.
and have ss raise their hands to say the other words.
• Ask Are phrases harder to remember than single words?
compare ideas with a partner.
How will you learn these words and phrases?

• Ss give themselves one minute to learn the new
vocabulary. They close their books and see how many
they can remember.
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Lesson 2
WOW! Team Talk
• Lesson aims: to listen to and read a dialogue about
Challenge
a competition
• After discussing in pairs, ss write down their answers
in their notebooks. They swap with a partner and check
each other’s work.
Materials Support
• a ball • After discussing in pairs, ss write down their answers
• Yes/No response cards in their notebooks. Write the answers on the board for
them to check.
Global Scale of English (GSE) 3 Work in pairs. Find these expressions in the
• Reading: Can understand the main points of short, dialogue. Then use the expressions and act out.
simple dialogues related to everyday situations, if • Ss act out the expressions in pairs. Ask different
guided by questions (GSE 34). Can scan a simple text
• Extension Ask ss to think of their own statements that
• Listening: Can understand some details in extended could prompt these expressions.
• Ss work in small groups and review the expressions
• Speaking: Can act out a short dialogue or role play, in the units so far and practise using them in
given prompts (GSE 38). Can talk about everyday
conversations.
activities using simple language (GSE 32).
4 Imagine that your school is taking part in the
same competition. What would you do to save
Assessment for Learning energy at school?
• Place ss in groups of three for this activity. Tell ss
Setting aims and criteria: Lesson objectives
to choose one member of the group to write down
presentation
their ideas.
technique
• Ask groups to tell the class their ideas. Have a raise
of hands for each idea to see which one is the
most popular.
technique
Activity Book
Starting the lesson
1 4.4 Read and match the two halves of the
• Say the underlined openings of these phrases from
sentences from the dialogue on Pupil’s Book
Lesson 1 and have ss complete in unison: climate change,
page 50. Then listen and check.
destroy the rainforests, global warming, pick up rubbish,
plant trees, pollution, protect the environment, recycle, save • Give ss one minute to complete the activity. Ss check
water, switch off lights, use renewable energy, waste energy. their answers with their partners.
• Play the audio.
Presentation Answer key 2 c, 3 a, 4 f, 5 d, 6 b
competition that the WOW! team want to take part in. 2 Read the dialogue again and circle T (true) or
Practice • Ss write and then compare answers with a partner.

agreement.
Pupil’s Book
Answer key 2 T – He asks what they can do to
save energy.; 3 F – He says they shouldn’t throw
1 4.3 Listen and read. What competition are the plastic bottles away.; 4 F – He found it running in the
children going to take part in? bathroom.; 5 F – He agrees with Alex that they should
• Refer ss to page 50. ask for other people’s suggestions.; 6 T – She says she
hopes he isn’t going to forget to turn it off.
Extra activity Critical thinking the correct expressions. Then listen and check.
• Ask Why do people take part in competitions? What • Ss write and then compare answers with a partner.
competitions do schools take part in? Discuss as a class. Play the audio for ss to check.
2 Read the dialogue again and answer the technique, choosing two ss. One student reads the
questions. Talk to your partner. sentence and the other student uses the expression.
• Tell ss to read the dialogue quietly and then discuss Answer key 2 I know!, 3 Brilliant!, 4 I know!,
the answers in pairs. 5 Me too!, 6 Brilliant!
Ask volunteers to write the answers on the board.
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Mei: How about recycling more things?

Alex: Yes, good idea. At the moment, there
are recycling boxes for paper, but
what about plastic? We use a lot of
Energize School
Competition plastic bottles and we shouldn’t just
throw them away.
Mateo: I agree. What about water? Can we
do anything to save water? Yesterday,
Spring Competitiom Leaderbord
I found the hot water running in the

sink in the school bathroom.
Alex: We mustn’t do that because it wastes
energy and water.
Mateo: Hey, look at this website. There’s a Mei: OK. So we need to let everyone know
competition to see which school can about the competition. Shall I put it
save the most energy. We should take in the newsletter?
part in it! Alex: No, we needn’t do that. Let’s put our
Mei: I think that’s a great idea. ideas up on the WOW! website and
Alex: Me too! What can we do to save ask people for other suggestions, too.
energy then? Mateo: Brilliant! Come on, we must go or
Mei: now! We nee to switch o lights we’ll be late for our next lesson.
an turn o computers when we Mei: Mateo, I hope you aren’t going to
leave a room. forget to turn o the computer an
Mateo: And we must close doors, too. That switch o the lights!
will keep the classrooms warm. What Mateo: No! I was just about to do that! Alex,
else should we do? close the door behind you …!
1 Listen and read. What

4.3
3 Work in pairs. Find these
competition are the children going to expressions in the dialogue. Then
take part in? a competition to see which use the expressions and act out.
school can save the most energy
2 Read the dialogue again and answer Brilliant! I know! Me too!
the questions. Talk to your partner.
1 I watched a programme on TV last
1 What are the WOW! Team going to do night about the future of our planet.
when they leave a classroom?
switch off lights, turn off computers and close doors (…)
2 Why are they going to close doors?
to keep the classrooms warm 2 How can we save energy?
3 What recycling boxes do they already
have? paper et‛ it h o ome o the ight
4 What recycling boxes do they need? plastic
5 How are they going to tell the other 3 We won the competition! (…)
students about the competition?
They’re going to put ideas up on the WOW! website.
6 What should Mateo do when he leaves
the classroom? 4 Imagine that your school is taking
turn off the computer and switch off the lights
part in the same competition. What
would you do to save energy at school?
50 fifty
4

each expression. Then act out the dialogues. • Ss close their books. Ask them the questions in Pupil’s
• Ask pairs to demonstrate their dialogues to the
class.

• Ss write the words connected to saving the planet in this
lesson in their notebooks.
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Lesson 3
Grammar
Objectives
• Lesson aims: to learn and use modals for obligation; circle the correct options to complete the rules.
to understand a listening task
• Target language: We should take part in the
competition. We must close doors. We need to switch off
the lights when we leave a room. • Tell ss to write down the correct rules in their
3 Read the dialogue in Lesson 2 again. Underline

Materials examples of the modal verbs.
• Resources 16 and 49 • Ss work individually.
• Extension Ss look at the text again and match the
Global Scale of English (GSE) sentences with modals to the uses, e.g. ‘We should take
• Reading: Can understand the main points of short, part in it’ talks about something it is right to do.
simple dialogues related to everyday situations, if
guided by questions (GSE 34). Can scan a simple text 4 Talk about the rules at your school. Use the
to find specific information (GSE 38). modal verbs from the grammar box.
• Listening: Can identify specific information in short, • Place ss in pairs for this activity.
simple dialogues, if there is some repetition and • Walk around the class monitoring pairs.
rephrasing (GSE 34). • Ask one student from each pair to stand up and move to
• Speaking: Can talk about matters of personal sit with a different student. Ss repeat the pairwork.
information and interest in some detail (GSE 51).
correct picture.
Assessment for Learning • Tell ss to read the questions and look at the pictures
before they listen.
presentation
technique; Lollipop stick technique 6 4.7 Listen again. Are these sentences true or
Peer learning: pairwork; Think-pair-share technique false? Say why.
Independent learning: Summative questions technique • Ss read the questions before listening again.
Ask different ss to give reasons.
Starting the lesson
• Ask What do you switch off at home? and elicit answers. 7 Write a list of things you use water for every
day. Swap with your partner. Suggest ways he or
she can save water.
Presentation • Ss write their lists in their notebooks. Then they
• Explain that in this lesson ss will learn to use modal compare and suggest in pairs.
verbs for things that are right or necessary to do. They will • Walk around the class monitoring pairs.
also do a listening activity.
• Write We’re going out. We should switch off the lights. Ask Extra activity Critical thinking
Which verb is the modal verb? and elicit should.
• Ss write a list of other things people waste and what
they should do to stop.
Practice
1 4.8 Listen and tick (✔) the correct

1 Look back at the dialogue in Lesson 2. How are sentences.
the children going to save energy? List all their
ideas.
Answer key 2 a, 3 a, 4 b
• Refer ss to pages 50 and 51. They write their lists
in pairs. 2 Read and circle the correct modal verbs.
• Ask different ss to raise their hands to offer ideas. Ask
Answer key 2 must, 3 shouldn’t, 4 mustn’t, 5 needn’t,
for class agreement and have ss tick the points off
6 should
their lists.
3 Re-write each sentence so that it means the
Diversity same as the first sentence. Use the affirmative
Challenge or negative form of the modal verb in brackets.
• One student in each pair finds an idea and dictates it to Answer key 2 We must stop cutting down trees.;
the other student to write down. 3 I needn’t tidy my room today.; 4 Jo, you mustn’t
Support shout in the classroom.; 5 You should put on a
• Ss work in pairs and they both write down the lists. sweater.; 6 People need to recycle more plastic.
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Lesson 3 switch off lights,
Grammar 4
turn off computers,
close doors,
recycle more things,
turn off water when finished
5 4.6
How are the children going to save
energy? List all their ideas.
1 Mark is talking to his mother. What
2 Look at the grammar table. Then must he recycle?
complete the rules. A B C
Grammar
Modal verbs
We should take part in the competition. 2 Sara is talking to her father. What
We shouldn’t throw away plastic bottles. should she do to save energy?
We must close doors.
A B C
We mustn’t waste water.
We need to switch o the lights when we lea e
a room.
We needn’t put our ideas in the newsletter.
6 Listen again. Are these sentences

4.7
We use should when you think something
is / isn’t the right thing to do. true or false? Say why.
We use need to and must when it is / isn’t 1 a Mark’s mum is going to use the
necessary to do something. plastic water bottle again. true
We use needn’t / mustn’t when it is not b he has finishe rea ing the
necessary to do something. newspaper. false (She hasn’t finished reading the newspaper yet.)
We use needn’t / mustn’t when it is
c Mark should leave the glass bottle
necessary not to do something.
by the sink. false (Mark should leave the plastic bottle by the sink.)
2 a Sara’s family should have showers
3 Read the dialogue in Lesson 2 again. instead of baths.
false (They already have showers instead of baths.)
Underline examples of the modal verbs. b When they brush their teeth, they
always turn o the water. true
4 Talk about the rules at your school. Use
c Sara usually goes to school by car. true
the modal verbs from the grammar box.
We must wear school 7 Write a list of things you use

uniform. We should water for every day. Swap with your
work hard. We need
to be polite. partner. Suggest ways he or she can
save water.
We mu tn‛t u e ou needn‛t ha e
mobile phones. We a bath every day.
hou dn‛t orget You should have
our homework. We quick showers.
needn‛t ring any
money to school.
fifty-one 51
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4 Order the words to make sentences. 2 Write the sentences with the correct modal verbs.
Tick (✔) the sentences you agree with. Then Answer key 2 People mustn’t waste water.; 3 You
compare your answers with your partner. need to eat fruit every day.; 4 I needn’t go to school by
Answer key 2 Everyone must protect the car.; 5 We shouldn’t destroy the rainforests. 6 He must
environment.; 3 People needn’t save water.; pick up rubbish in the park.
4 We should try to waste more energy.; 5 People must
plant lots of new trees.; 6 We need to use lots of Extra activity Fast finishers
paper.; 7 People shouldn’t destroy the rainforests.;
8 We mustn’t pick up rubbish in the street. • Have ss copy the sentences from the grammar table into
their notebooks.
Grammar reference
Answer key 2 need to, 3 recycle, 4 mustn’t, 5 destroy,
6 use • Ask ss to say a rule that they agree with from the lesson.
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Lesson 4
Book club
introduce extreme weather words
4 Discuss in a group. Imagine there is a
hurricane where you live.
Materials • Place ss in groups of three for this activity. They ask
• sheets of A4 paper, enough for each pair of students one question each.
• Reading: Can identify specific information in a simple 5 Work in pairs. Write a paragraph from a diary
story, if guided by questions (GSE 35). to describe a natural disaster. Read it to another
• Speaking: Can talk about matters of personal pair, but don’t say what it is. Can they guess?
information and interest in some detail (GSE 51). • Explain the meaning of natural disaster. Brainstorm
• Writing: Can write a short description of a trip or event natural disaster words as a class and write the words ss
(GSE 40). know on the board. Tell them to look at Jake’s diary for
help. Explain meanings or ask ss to look the words up in
a dictionary if available.
Assessment for Learning • After they complete the activity, ask for feedback: Did
you guess the disaster? Was it easy/hard? Why?
presentation
Diversity
technique Challenge
• Ask ss to work out the meanings of the natural disaster
words in the text from the context.
Support
technique
• Tell ss the translation for the natural disaster words.
Starting the lesson Extra activity Creativity

• Ask What types of good weather do you get in your • Ss add illustrations to their diary paragraph.
country? How about bad weather? Use the Lollipop stick
technique for feedback.
Activity Book
Presentation 1 After you read Read the diary on Pupil’s Book
• Explain that in this lesson ss will read a Book Club text. page 52 again. Number the events in order.
• Write Diary on the board. Ask Who keeps a diary? and ask
for a show of hands.
Answer key 2 f, 3 a, 4 g, 5 c, 6 h, 7 e, 8 b
Practice
Pupil’s Book • Ss complete the activity individually.

technique.
1 Before you read Today’s Book Club text is a diary.
Look and circle the options that describe a Answer key 2 He saw the news on his phone.; 3 He
diary. spent the first morning in the hotel room.; 4 It was the
safest place in the hotel.; 5 They put it in front of the
• Refer ss to page 52. Tell them to look at the pictures. doors.; 6 He told him to hold his hand.
• Ask for feedback using the Lollipop stick technique. 3 Read the Work with words box. Then read and
complete the sentences with a phrasal verb
with get.
Key words search
Tips for keeping a diary
a partner. Write the answers on the board.
Answer key 2 get into, 3 get up, 4 get out, 5 get
2 4.9 Listen and read. What was Jake’s down, 6 get onto
frightening experience?
• Ask ss to raise their hands to offer answers. 4 Write sentences using the six phrasal verbs
• Check comprehension with questions: Where were Jake from Activity 3.
and his dad staying? (in a hotel) What happened to the • Ss work individually and then read each other’s
wind? (It got stronger and stronger.) Did they stay in work and give feedback.
their room? (no) Do you think Jake was scared? (Yes, but • Ask different ss to read out a sentence.
his dad told him not to be.)
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12th June, Thursday
Dear Diary, of my life!

ha d on e of th e mo st frightening experiences
Yesterday I and looked out
n up ea rly by a large storm. I got up
I wa s wo ke under and
nd ow of ou r ho te l. I listened to the loud th
of the wi e–
am az ing lig ht nin g. It wasn’t scary at that tim
watched the
it was exciting! that a
I loo ke d at my ph on e and sa w on the news s and I
But then my da d what a hurricane wa
co mi ng . I as ke d
hurricane was to worry because
he kn ew wh at to do. He told me not
asked hi m if l room and
wa s ju st a big sto rm . We stayed in our hote
a hurricane d in
th er e wa s ev en mo re rain. There was a floo
by the afternoon, !
was blo wing the trees
the harbour and a gale on ger. In the ening, th
ev e hotel
t str on ge r an d str
The winds go quickly, but he told
ld us to ge t out of our hotel room
ma na ge r to . I asked him
pa nic . He to ld us to go to the dining room
us not to fest
ing us th er e an d he said that it was the sa
why he was se nd
place in the hotel. When we were
ro om wa s alr ea dy full of other tourists.
The dining doors and then
pu t th e fu rniture in front of the
all ins ide , we . We waited and
t do wn on th e fl oo r together in the corner roof and
we go e rain was falling on the
wi nd s go t lou de r, th
waited. The to hold his hand.
en ly we nt dark. My dad told me
th en it su dd be scared.
m if he wa s sc ar ed and he told me not to
I asked hi her.
e fo r a lon g tim e, lis tening to the wild weat
We stayed ther uldn’t believe
rn ing ar riv ed an d the rain stopped. I co
Finall y, mo we were
rm wa s fi na lly ov er and I felt so happy that
that the sto ain …
ve a night like that ag
safe. I hope I never ha
Jake
1 Before you read Today’s Book Club text 3 After you read Activity Book, page 45.
is a diary. Look and circle the options
4 Discuss in a group. Imagine there
that describe a diary.
is a hurricane where you live.
1 A diary entry is written in the fir t
1 Where do you go?
person (I) / third person (he/she).
2 What do you do?
2 Diaries are usually formal / informal.
3 How do you feel?
3 A diary usually describes what happens
in the writer’s life / a newspaper
5 Work in pairs. Write a paragraph
article.
from a diary to describe a natural
4 A diary often describes the writer’s
disaster. Read it to another pair, but
feelings / clothes.
don’t say what it is. Can they guess?
2 4.9
Listen and read. What was Jake’s
frightening experience? a hurricane
52 fifty-two
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• Ss find all the adjectives in Jake’s diary entry.

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Lesson 5
• Lesson aims: to learn and use words for extreme
• Ask ss to think about what people do to stay safe in
weather; to learn and use reported questions and
these conditions. They work in pairs and write down one
commands
idea for each condition. Promote class discussion.
• Target language: hurricane, tornado, thunder and
lightning, gale, heatwave, drought, forest fire, volcano,
tsunami, flood, avalanche, snowstorm; 2 Read the diary in Lesson 4 again. How many
‘What is a hurricane?’ weather words can you find?
I asked my dad what a hurricane was. • Refer ss to page 52.
• Ss work in pairs to find the words. Ask for feedback.
Materials 3 Match the people in the story to the words they said.
• Resources 4B and 17 • Ss complete the activity individually and then compare

Global Scale of English (GSE) 4 Look at the grammar table. Then read and
• Reading: Can scan a simple text to find specific circle the correct options to complete the rules.
information (GSE 38). Can understand the order in • Give ss a minute to work out the rules.
which events happen, e.g. in diary entries or a story • Check answers using the Lollipop stick technique.
(GSE 41). • Tell ss to write down the correct rules in their
• Listening: Can extract factual information from short, notebooks. Have ss check each other’s notes.
simple dialogues or stories about past events, if spoken
slowly and clearly and guided by questions or prompts
5 4.11 Zara is telling Mario about a radio
(GSE 39).
interview. Listen and answer the questions.
• Speaking: Can repeat phrases and short sentences, if • Play the audio. See page 275 for audioscript. Ask
spoken slowly and clearly (GSE 22). Can give an opinion different ss to write their answers on the board.
in a structured discussion, if guided by questions 6 Work in pairs.
(GSE 46).
• Ss work in pairs using the Think-pair-share technique.
Diversity
Assessment for Learning Challenge
Setting aims and criteria: lesson objectives • Ss check each other’s written questions and commands
presentation; Key question technique before they report back to each other.
Monitoring students’ learning: Lollipop stick Support
technique • Go around the class briefly checking ss’ questions and
Peer learning: pairwork; Think-pair-share technique commands before they report back in pairs.
technique
Activity Book
1 Label the pictures.

Starting the lesson
• Ask What can you remember from Jake’s frightening Answer key 2 volcano, 3 tsunami, 4 thunder and
lightning, 5 avalanche, 6 flood
experience? Ss raise their hands to offer ideas.
2 4.12 Listen and tick (✔) the extreme weather
Presentation that you hear. There is more than one answer.
• Explain that in this lesson ss will learn words for • Play the audio. See page 275 for audioscript.
extreme weather and learn to use the reported questions Answer key 1 tornado, gale; 2 heatwave, drought,
and commands. forest fire
• Pre-teach the new words. Write them all on the board and 3 4.13 Listen again. Complete the text.
ask ss which ones they know or can work out. Ss raise their
hands to offer ideas. Explain meanings with definitions or Answer key 2 tornadoes, 3 bigger, 4 gale, 5 strong,
drawings, e.g. Avalanche: this is when snow falls down a 6 heatwave, 7 hot, 8 drought, 9 rain, 10 forest fire
mountainside.
4 Read and complete the reported questions.
Answer key 2 where penguins lived.; 3 asked if a
Practice tornado lasted a long time.; 4 asked when it was
summer in Australia.; 5 asked if a tsunami was very
Pupil’s Book dangerous.; 6 asked what she could do to help.
5 Write reported commands.

repeat. Answer key 2 My parents told me not to be late.;
3 Camila told her sister to stop wearing her clothes.;
4 My friends told me not to buy more shoes.; 5 We told
• Play the audio. Maria to join the basketball team.; 6 I told everyone
• Ask different ss to offer answers. not to call me at night.
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4.10
hurricane 5 tornado 7 complete the rules.
thunder and lightning 2 gale 6 Grammar
heatwa e 4 rought 9 forest fire 12
Reported speech: Wh- questions
olcano 11 tsunami 8 oo 10
avalanche 1 snowstorm 3 ‘What is a hurricane?’
I asked my dad what a hurricane was.
1 2 3
Reported speech: yes/no questions
‘Do you know what to do?’
I asked him if he knew what to do.
Reported speech: commands
4 5 6 ‘Get out!’ The hotel manager told us to get out.
‘Don’t panic!’ He told me not to panic.
When we report questions, we change

present tenses to past / future tenses and we
7 8 9 sometimes change / don’t change pronouns,
for example you becomes he.
When we report Wh- questions, we use
say /ask + question word.
When we report yes/no questions, we use
ask / tell + if.
10 11 12
When we report commands, we use
ask / tell + pronoun + to + verb.
5 4.11
Zara is telling Mario about a radio
interview. Listen and answer the
2 Read the diary in Lesson 4 again. How questions.
n e ther rd c n find?
1 What four questions did the presenter
3 Match the people in the story to the ask?
words they said. 2 What four commands did the scientist
give?
Jake Jake’s dad the hotel manager
6 Work in pairs.
1 ‘What’s a hurricane?’ Jake
1 Ask and answer two questions about Go to the basement
2 ‘Don’t worry! A hurricane is just natural disasters.
of your house.
Hide under a heavy
a big storm.’ Jake’s dad
2 Give two commands about what to do. table or desk.
3 ‘Do you know what to do?’ Jake Don’t go near
3 While you talk, note down your windows or doors.
4 ‘Go to the dining room, please.’ partner’s questions an commands. Don’t panic.
the hotel manager
5 ‘Don’t panic.’ 4 Report the questions and commands
the hotel manager
6 ‘Hold my hand.’ back to your partner. Are you correct?
Jake’s dad Why are heatwaves and droughts
happening more often than they used to?
Is there anything we can do about this?
What’s a tsunami? fifty-three 53
Are tornadoes dangerous?
Grammar reference

Answer key 2 was, 3 recycle, 4 if, 5 recycled, 6 don’t,
7 be, 8 not • Ss close their books. Ask Is it easy to report questions?
and say Don’t forget your homework! Ask ss to report your
4 Write the questions and commands as question and command.
reported speech.
Answer key 2 Tom told us not to make any noise.;
3 Lisa asked Dan if he was feeling OK.; 4 I asked Tom
when he studied.; 5 Kate told Zoe to turn off the TV.;
6 I asked Ana where my book was.
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Lesson 6
Culture
• Lesson aims: to learn about climate change and
animals
• Check comprehension with questions: What can’t polar
bears find in summer? (enough food to eat) What will
happen to pandas if there isn’t enough bamboo? (they
Materials won’t survive) What will cause more diseases? (the Earth
getting hotter)
• coloured pencils Extra activity Critical thinking
• Resource 58
• Ss work in pairs and write down three things that
they didn’t know before they read the text. Ask Do you
think people know about endangered animals? How can
Global Scale of English (GSE) they learn about the problem?
topics, using simple language (GSE 46). Can give brief 4 Work in pairs. Which of these animals would
reasons for their opinions on familiar topics (GSE 48).
you most like to adopt and why?
• Explain the meaning of adopt if necessary.
Assessment for Learning Ss discuss in pairs for one minute. Encourage class
Monitoring students’ learning: Lollipop stick technique
Key words search
polar bears, giant pandas, mountain gorillas
Independent learning: Summative questions technique

Starting the lesson • Tell ss they are going to watch a video and to
• Write these words on the board with the first and last letter watch carefully.
missing and ask different ss to complete them: avalanche,
drought, flood, forest fire, gale, heatwave, hurricane,
snowstorm, thunder and lightning, tornado, tsunami, volcano.
Project
Write an action plan for how you can help an
Presentation endangered animal.
• Explain that in this lesson ss will talk about endangered • Divide ss into groups of four. Give each group paper and
animals. coloured pencils.
• Extension Ask ss to find the Arctic, China and Africa on a • Give groups two minutes to brainstorm ideas.
map. Use an online map if available. • Help ss decide who will do each part of the research. Assign
parts if necessary.
Culture notes • Each student designs and writes their part of the action plan.
• Polar bears are born on land, but live most of their life • Have ss present their plans together.
on sea ice where they hunt seals for food.
• The panda is classified as a meat eater, but in fact it
Diversity
eats bamboo, often over 9 kg per day.
• Gorillas are the largest primates and they live in groups. Challenge
The dominant male is called the silverback. • Ss refer to the texts in their Pupil’s Books for help with
vocabulary and grammar.
Support
• Suggest that ss use modals and vocabulary related to
Practice the topic. Write some ideas from the texts on the board.
Pupil’s Book
Activity Book
1 Before you read What’s your favourite animal and
why? Will it be in danger because of climate 1 After you read Read the text on Pupil’s Book
change? Why?/Why not? page 54 again. What do the sentences
describe? Write.
class feedback. Ss raise their hands to offer ideas. Answer key 2 sea ice in the Arctic, 3 mountain
• Refer ss to page 54. Tell them to look at the gorillas, 4 diseases, 5 polar bears, 6 bamboo
photographs and describe what they can see.
Key words search

WWF list of endangered animals
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Climate c hange and anim a ls

t about g might change our lives, but wha
We often hear about how global warmin inct
nd that some animals might become ext
the lives of animals? Scientists have fou
because of climate change.
Sea ice and polar bears Bamboo and giant pandas Global warming and diseases
The sea ice in the Arctic is getting Giant pandas live in the mountains Scientists are worried because as the Earth
smaller each year. It is 30% smaller in south and central China. They gets hotter, there will be more diseases.
now than it was in 1979. In some eat bamboo, which is 90% of their These can be passed from humans to
areas, it melts completely in the diet. But bamboo grows very slowly, gorillas, so they might be in danger in the
summer. This is causing problems so climate change could cause future. Mountain gorillas live in central Africa.
for polar bears. These beautiful problems. If there isn’t enough In some ways, they can adapt well to climate
white bears go onto the sea ice bamboo, then pandas won’t survive. change. They can live in high temperatures
to find their food. This means that A recent survey only found 1,864 and they eat a lot of different foods. But
they are in danger because they pandas, so we must protect these there are very few mountain gorillas left in
can’t find enough food to eat. amazing animals. the wild. We think there are only about 880,
so we must protect them from diseases.
So what can we do to help these animals? We must do everything we can to slow down climate change, so that
we do not put them in danger. Also, we must protect their homes and make sure they have enough food.
Project
WOW! Fact
Polar bears have a very good sense of smell. Write an action plan for how you can
For example, they can smell seals that are help an endangered animal.
16 km away! 1 In groups, choose an animal that is in
danger because of climate change. Use
one from the bo or fin your own.
1 What’s your favourite
Before you read
animal and why? Will it be in danger snow leopard African/Asian elephant
because of climate change? green sea turtle cheetah tiger
Why?/Why not?
2 eci e who will research to fin out more
2 4.14
Listen and read. about the following ideas:
• adopting an animal
3 After you read Activity Book, page 47. • protecting natural habitats
• organising a sponsored event
4 Work in pairs. Which of these
• visiting wildlife centres
animals would you most like to adopt
3 Discuss and choose the three best ideas.
and why?
4 Present your action plan to the rest of the
Find out more! Watch the video. class.
54 fifty-four
M04_TT_PB_06GLB_2601_U04.indd 54 15/07/2019 11:56
2 Answer the questions. Use complete sentences. 4 Work in groups. Choose one of the
endangered animals in the box and find
Answer key 2 Polar bears go onto the sea ice to find
their food.; 3 The sea ice melts completely in some answers to the questions. Then make a poster
areas.; 4 The giant pandas won’t survive. / There won’t about your endangered animal.
be enough food for the pandas.; 5 There are about 880 • Ss work in groups of four. They find information
mountain gorillas right now.; 6 They can live in high online if available.
temperatures.

endangered animal. Complete the notes. Finishing the lesson
• Write The most interesting thing in this lesson for me
is … on the board and have ss complete the sentence.
Answer key 2 orange, 3 white, 4 plants, 5 flowers,
6 south, 7 5,000/five thousand, 8 wetter, 9 colder,
10 forests
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Lesson 7
English in action
• Lesson aims: to learn to give advice; to learn and
Challenge
practise letters that are not pronounced in modals
• Ask two ss to read out the dialogue to the class.
• Target language: Perhaps you ought to ... Support
• Read out one sentence at a time and have ss repeat.
Materials
3 Take it in turns to give each other advice. Use
• a ball the Say it! box to help you.
• Resource 67
• Place ss in different pairs.
• Ask different pairs to tell the class their advice and
Global Scale of English (GSE) compare ideas.
• Reading: Can understand the main points of short,
simple dialogues related to everyday situations, if Extra activity Collaborative work
think of two more situations and they give more advice.
Pronunciation
Assessment for Learning 4 4.17 Listen and read. Which letters don’t we
Setting aims and criteria: lesson objectives pronounce? Then listen again and repeat.
presentation • Explain pronounce if necessary.
Monitoring students’ learning: Lollipop stick • Play the audio. Play it again, pausing after each line,
technique and have ss repeat. Play it a third time and have ss say
Peer learning: pairwork the sentences with the audio. Make sure they copy the
Independent learning: Thought-provoking questions intonation.
• Extension If available, record individual ss’
pronunciation of one sentence and have them listen and
Starting the lesson check themselves.
• Write Advice on the board. Using the Lollipop stick
technique, ask ss Who do you ask for good advice? Activity Book
1 4.18 Read and complete the dialogue.

Presentation Then listen and check.
• Explain that in this lesson ss will learn to give advice. • Ss do the activity individually. Then they listen
• Ask ss to work in pairs and think of a phrase they would and check.
say to give advice to a friend. • Ss raise their hands to offer answers.
Answer key 2 c, 3 a, 4 f, 5 b, 6 e
Practice 2 Read the statements. Write advice. Then act

out the dialogues with your partner.
Pupil’s Book
• Ss work individually. Check and correct answers
before ss act out in pairs.
1 4.16 Listen and read. Answer the questions. • Walk around the room monitoring pairs.
raise their hands to say what they can see. 3 4.19 Listen and read the sentences. Look
• Play the audio. at the underlined words and circle the letters
we don’t pronounce. Then practise with your
partner.
2 Read the dialogue again. Find five pieces of advice • Play the audio. Give ss enough time to circle. Have
that Mrs Taylor gives Paulo. Use the Say it! box to them repeat what they hear.
help you. • Ss practise in pairs. Monitor intonation.
• Draw ss’ attention to the Say it! box. Read out the Answer key 2 ‘l’, 3 ‘l’, 4 ‘l’, 5 the first ‘t’, 6 ‘l’
for feedback.
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Giving advice

4.16
questions.
1 What does Paulo want to do?
help animals that are in danger
2 How is Mrs Taylor helping him?
She’s giving him some advice on things he can do.
2 e d the di l e in ind fi e
pieces of advice that Mrs Taylor gives
Paulo. Use the Say it! box to help you.
My friends and I want to do

something to help animals that are in Giving advice
danger. Do you have any ideas? I think you should …
Perhaps you ought to …
Yes, of course. First of all, I think you
You could always …
shoul fin out what animals you can If I were you, I would …
help in our area. Why don’t you look Why don’t you …?
online to fin out more ou coul
always help to pick up rubbish from
the beach, too. 3 Take it in turns to give each other
advice. Use the Say it! box to help you.
Oh yes. That’s a good idea.
Perhaps you ought to put a notice in • revise for an English test – how?
the school newsletter as well. • buy a birthday present – where?
• go out for lunch – which café?
OK. Yes, I can do that.
• play a new computer game – which game?
Also, if I were you, I would have a • go to the cinema which film
look at your garden and make sure • download a new song – which song?
that it’s safe for animals and birds.
Perhaps you ought to
learn some vocabulary.
Pronunciation
4 Listen and read. Which letters don’t we pronounce? Then listen again
4.17
and repeat.
We mustn’t waste water They shouldn’t pollute You needn’t worry about
during a drought. the environment. thunder and lightning.
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giving advice.

• Ask Do people give advice like this in your country/
language? Ask ss to say what is different or the same.
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Lesson 8
Reading
Objectives 3 After you read Read again. Are these sentences
• Lesson aims: to read and understand a reading text true or false? Say why.
• Target language: foundation, tonne, piece, business,
government, end up; revision of vocabulary and
grammar

Materials
• Ss work in pairs to think of two more true or false
• Resource 40
statements for the report. They swap with another pair
and decide if they are true or false. For false ones, they
Global Scale of English (GSE) give reasons.
• Reading: Can identify key information in short, simple

4 How do the diagrams help us to understand
factual texts from the headings and illustrations
the text?
(GSE 33). Can get the gist of short, factual school
texts (GSE 41). Can scan a simple text to find specific • Place ss in pairs.
information (GSE 38). Can connect the information in • Walk around the room monitoring pairs.
a text with the information given in charts, graphs or • Ask different pairs for feedback.
diagrams (GSE 52).
5 Work in pairs. How serious do you think the
familiar topics (GSE 48).
plastic pollution problem is? What could you do
to help?
Assessment for Learning • Walk around the room monitoring pairs.
presentation
Diversity
Challenge
technique
• During feedback for Activities 4 and 5, include all ss
Peer learning: pairwork; Expert envoy technique
in the discussion with prompts: Do you agree, (name)?
Independent learning: Thought-provoking questions What do you think, (name)?
technique Support
• Use the Expert envoy technique for pairwork for
Activities 4 and 5.
Starting the lesson
• Write Plastic on the board. Ask ss What do you use every
day that is plastic? Ss think of ideas in pairs and then tell Activity Book
the class.
1 Read the definitions and write the words.
Presentation • Ss complete the activity individually. They compare

answers with a partner before class feedback.
• Explain that in this lesson ss will read a report.
Answer key 2 piece, 3 government, 4 tonne,
• Draw ss’ attention to these words: foundation, tonne, piece,
5 end up, 6 business
business, government and end up. Write them on the board
and explain meanings: A foundation is an organisation that 2 Read the report on Pupil’s Book page 56
helps people. A tonne is one thousand kilos. A piece is a part
again. Read and complete the sentences with
of something. A business is a company. The government is
two words.
the politicians running a country. ‘End up’ is a phrasal verb
that means be somewhere at the end of a journey. • Ss complete the activity individually.
Practice Answer key 2 thrown away, 3 every year,
4 are dangerous, 5 will be, 6 plastic problem
Pupil’s Book 3 Answer the questions. Use complete sentences.

• Ss complete the activity individually. They can refer
1 Before you read Look at the title and the diagrams. to their Pupil’s Books if necessary.
What do you think this report is about?
Answer key 2 We make twenty times more plastic
• Refer ss to page 56. now than we did 50 years ago.; 3 One rubbish truck
• Ss raise their hands to offer answers. of plastic goes into the ocean every minute.; 4 Larger
• Read the Reading tip to ss. pieces of plastic cause problems for seals and turtles.;
5 It’s important because it tells us that plastic
2 4.20 Listen and read. pollution is a serious problem.; 6 Businesses should
always use plastics that can be recycled.
• Play the audio.
• Check comprehension with questions: What will cause a
problem in the oceans? (plastic) How much plastic do we
recyle? (five percent) What do small pieces of plastic do?
(kill fish) Who does the report give advice to? (businesses
and governments)
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Lesson 8
Literacy: reports
tip Reading
Reading To understand the main idea
of a report, read the title and
1 Look at the title and the diagrams.
Before you read the first paragraph. lso, loo
at the diagrams because they
What do you think this report is about?
can help you to understand the
information in the text quickly.
2 4.20
Listen and read.
Plastic pollution in the sea

A report by the Ellen MacArthur Foundation has shown that by 2050, there will be more
plastic in the sea than fish! This will cause a lot of problems for the whole planet.
Firstly, the report showed that we are making twenty This report is important because it
times more plastic than we were making 50 years ago. shows how serious the plastic problem
However, only 5% of these plastics are recycled, so this is. It told businesses and governments
means that a lot is thrown away. Secondly, the report to work together to protect the oceans.
said that every year 8 million tonnes of plastic pollution It said that in the future they should only
goes into the ocean. This is the same as putting one use plastics that can be recycled and it
rubbish lorry of plastic into the ocean every minute. said that plastic should never end up in
Small pieces of plastic can kill fish and larger pieces of the sea as rubbish.
plastic are dangerous for turtles and seals. Graph to show how much plastic we make
today 2050 311
350
mt
300
Million tonnes
250
Plastics production
200
311 million tonnes 1,124 million tonnes 150

100
15
50 mt
Ratio of plastics to 0
fish in the ocean ay
ago ago ago ago ago ago tod
ears ears 0 years 0 years 0 years 0 years
60 y 50 y 4 3 2 1
1:5 >1:1
Words in context
foundation tonne piece

3 Read again. Are these sentences
After you read business government end up
true or false? Say why.
1 This report is about how much plastic we will need to make in the future.
false (It’s about the problem of plastic pollution in the sea.) The pictures of the fish and
2 There is more plastic in the sea than fish at the moment.
false (By 2050, there will be more plastic in the sea than fish.) the plastic bottles help us to
3 We made twenty times less plastic 50 years ago than we do today. understand how much of each is in
true the sea now and how much will be
4 Only 5% of plastics are thrown away. in the sea by 2050.
false (Only 5% of plastics are recycled.) The graph helps us to understand
5 Every year, 8 million tonnes of plastic pollution ends up in the sea. how much more plastic we are
true
6 The report says that businesses and governments must both help with this problem. making now than we were making
true 50 years ago.
4 How do the diagrams help us to understand the text?
5 Work in pairs. How serious do you think the plastic pollution problem is?
What could you do to help?
56 fifty-six
4
Work in groups. Choose one of the problems

in the box. Discuss the questions and make • Ask Did you find the report interesting? Was it easy or
notes. Then share your ideas with the class. hard to understand? Did the diagrams help? and encourage
class discussion.
• Place ss in groups of four.

• Ss write the words in context in their notebooks
with definitions.
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Lesson 9
Writing
Objectives 3 Write a report on a survey about endangered
• Lesson aims: to write a report animals. Use the How to write… box to help
• Target language: revision of vocabulary and grammar you.
Materials with ideas.
• a ball • Ss work individually to complete the report.
• sheets of A4 paper, enough for each student • Ss evaluate their own work.
• Using the Two stars and a wish technique, ss read
• Reading: Can identify main paragraph topics in simple
Diversity
texts on familiar subjects, if supported by prompts or Challenge
questions (GSE 41). • Ss work alone on their reports and diagrams.
• Speaking: Can give brief reasons for their opinions on Support
familiar topics (GSE 48). • Monitor and help ss while they write the reports and
draw diagrams.
• Writing: Can integrate numerical information into an
informational text to give more precise details, given a
model (GSE 54).
• After checking their written work, ss copy it onto
Assessment for Learning a sheet of paper and find/draw a picture of the place.
Setting aims and criteria: lesson objectives add it to their portfolios.
presentation
technique 1 Read and complete the sentences with while or
Independent learning: portfolio; Learning diary however.
Starting the lesson technique.
• Ss work alone and write down as many environment words Answer key 2 while, 3 However,
from Unit 4 as they can remember in one minute.
• Ask for feedback using the Lollipop stick technique. 2 Look at the diagrams. Answer the questions.
Answer key 2 386, 3 11–14, 4 77%, 5 4, 6 take a
quick shower, turn off the water when you’re brushing
Presentation your teeth
• Explain that in this lesson ss will write a report.
3 Study the two diagrams and plan a report
about the survey results.
Practice • Give ss one minute to complete their notes. Monitor
Pupil’s Book • Using the Two stars and a wish technique, ss
1 Look at the diagrams. Do you think they are a
helpful way to present information? Why?/Why 4 Now write your report about the survey.
not? • Ss work individually to complete the report.
• Ss discuss in pairs. Ask for feedback using the
have done them.
2 Read the How to write... box. Then read the report • Using the Two stars and a wish technique, ss
in Activity 1 again and match the paragraphs with read and check each other’s work.
the descriptions.
• Ss work individually. Ask a student to offer answers. Ask Extra activity Fast finishers
for class agreement.
• Ss find all the numbers in the lesson and write them
• Extension Check comprehension with questions:
down in words.
What was the survey about? (the environment) How
old were the students who took part? (11 and 12) How
many students thought picking up rubbish was the best
way to help? (18%) Did the survey show that students
are interested or not interested in the environment? • Ss write down what they achieved in their Learning
(interested) diary: Today I wrote a report about … .
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Lesson 9 4
1 Look at the diagrams. Do you think they are a helpful way to present Writing
information? Why?/Why not?
Young people and the environment
nment?
Is it important to help the enviro These diagrams sho w how students
ans wered a survey
Don’t know 2% about the environment. 453 student
s, bet ween the
No 11% ages of 11 and 12, were asked two que
stions.
87%
Yes Firstly, the survey asked students if
80 90 100 it was important
0 10 20 30 40 50 60 70
to help the environment. Most student
s (87%)
environment?
What’s the best way to help the said yes. Secondly, the survey asked
what the best
way to help the environment was. 32%
32% Recycling of students
said recycling while 24% said saving
energy. 18%
24% Saving energy said saving water and 14% said pick
ing up rubbish.
18% Saving water However, only 9% of students said tha
t planting trees
was the best thing to do.
14% Picking up rubbish
In conclusion, this survey sho ws tha
9% Planting trees t most young
Survey of 453 students, people are interested in helping the
environment.
3% Don’t know aged between 11 and 12 years
Also, they think that recycling and
saving energy
are the best ways to help.
2 Read the How to write... box. Then read the report in Activity 1 again and match the
paragraphs with the descriptions.
How to write... a report
1 Paragraph a Describes the survey
• Use a clear title which explains what the report is about. one results in detail.
• Use expressions such as this survey shows … to explain
2 Paragraph b Explains what the
the results.
two survey results show.
• Use phrases such as fi t y ond y and n on u on.
• Don’t include your own opinion – just present the facts. 3 Paragraph c Says what the
three survey was about.
3 Write a report on a survey about endangered animals. Use the How to write… box to
help you.
1 Look at the diagrams and Is it important to What’s the best way
write a plan, using the help endangered to help endangered
animals? animals?
information in Activity 2.
Don’t know: 4% Protecting their homes: 42%
2 Write your report. No: 4% Supporting wildlife
3 Read and check your report. Yes: 92% charities: 18%
Making our gardens
tip Writing 4% safe: 15%
Survey of
while and however
4% Picking up rubbish: 12%
342 students,
To compare two i erent things,
92% Not using plastic: 9% aged between
use while or however.
0 10 20 30 40 50 60 70 80 90 100 Don’t know: 4% 11 and 12 years
fifty-seven 57
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Lesson 10
Comments
Objectives Practice
Materials 1 Read the comments on the WOW! Magazine.

• sheets of A4 paper, two for each student Who has helped an endangered animal and how?
Diversity
• Ss now read the comments to themselves.
• Reading: Can understand short, school-related
Support
messages in emails, text messages and social media
• Read out the comments to ss.
postings (GSE 39).
topics, using simple language (GSE 41). 2 Work in pairs and answer the questions. Then
write their own comments and then compare with their
Setting aims and criteria: Key question technique;
partner.
lesson objectives presentation
• Ask different ss to read out their comments.
technique;
• Give each pair a sheet of paper. Ss copy their comments
and add them to the class comments folder.
technique

Starting the lesson in groups. Are your answers different now?
• Ask ss a key question about reviews: What’s the best way • Ss discuss in groups and then give feedback to the
to learn new grammar? Accept all reasonable answers. class using the Lollipop stick technique.

1 Read and complete the sentences.
the WOW! magazine. Then they will do revision of the unit
vocabulary in their Activity Books. • Ss do the activity individually and then compare
• Revise the environment words by dictating them and asking answers with a partner.
different ss to write them on the board. Ask different ss to Answer key 2 plant, 3 recycle, 4 destroy, 5 switch off,
explain what they mean or draw pictures: climate change, 6 use
destroy the rainforests, global warming, pick up rubbish,
plant trees, pollution, protect the environment, recycle, save 2 Unscramble the weather words to complete
water, switch off lights, use renewable energy, waste energy. the sentences.
• Revise the extreme weather words by dictating them and • Ss complete the activity individually and then
asking different ss to write them on the board. Ask different compare answers with a partner.
ss for definitions or drawings: avalanche, drought, flood,
Answer key 2 forest fire, 3 heatwave, 4 snowstorm,
forest fire, gale, heatwave, hurricane, snowstorm, thunder 5 tsunami
and lightning, tornado, tsunami, volcano.
• Revise modals. Write should, shouldn’t, must, mustn’t, 3 Read and complete the sentences with the
need to and needn’t on the board. Ss work in pairs and correct form of the modal verbs.
think of a school rule for using each word. Ask for feedback • Ss complete the activity individually and then
and write some ideas on the board.
• Revise reported questions. Ask Do you get scared in storms?
Answer key 2 must help, 3 needn’t buy, 4 should
and ask ss to report the question. Write the question and learn, 5 mustn’t throw, 6 need to be
reported question on the board. Ask What do we change for
the reported question? and elicit answers. 4 Write reported questions and commands.
• Repeat as above for reported commands. Use Don’t be late! • Ss complete the activity individually and then
for your example.
Answer key 2 Dad told Paul to switch off the light.;
3 Ali asked Zac when the concert was.; 4 Sue asked
Ben what he wanted.; 5 Amy asked Bo if he liked
apples.; 6 Mum told Tamar not to be late.
128
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This is YOURSend
page! Wecomments
your want to hear
andfrom YOU.to WOW@WOWTeam.com
photos
Marta, 12, Argentina 20 minutes ago Phil, 11, Oregon, USA 5 minutes ago
I like all your ideas for how to save energy I helped to clear rubbish off the beach
at school. Our school is very green! We use last month just like Mei did. A local artist was
renewable energy from the sun for all our lights and there as well and he made an amazing statue
computers. out of some of the things we found. I think
that’s a good way of showing people how
3 4 comments much rubbish we
Leo, 11, United Kingdom 1 hour ago throw away and
I thought the story about the hurricane was how dangerous
really exciting. I hope I never have an experience it is for sea
like that. There were some floods in our town last animals.
year and that was quite scary. It rained so much
that the water came over the top of the river and 4 3 comments
destroyed a lot of homes. Agnes, 11, Denmark 1 hour ago
I liked the article about the

endangered animals. Pandas are so cute!
I got some money for my birthday last year
and I used it to
adopt a penguin!
My money helps to
protect penguins in
the Antarctic. Maybe
I’ll adopt a panda
next year!
Magazine. Who has helped an again. Discuss in groups.
endangered animal and how? re r n er di erent n ?
Agnes adopted a penguin with her birthday money.
them to the class.
1 Which reading text did you like best
and why?
2 Did you learn anything new about the
environment?
Mateo 3 minutes ago
3 What are you going to do in the future
to save energy and water?
planet?
...
58 fifty-eight

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Self-evaluation
• Ss read the comments again on Pupil’s Book page 58 Next lesson Unit 4 Test
129
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Get ready for...
Objectives
• Lesson aims: A2 Key Reading Part 4 and B1
correct picture.
Preliminary for Schools Reading Part 5; A2 Key for
Schools Listening Part 4 and A2 Key for Schools • Tell ss that this is the A2 Key and B1 Preliminary for
Reading and Writing Part 7 Schools Listening Part 1 exams.
• Target language: unit vocabulary and grammar • Read the Exam tip to ss.
information (GSE 38). • Divide the class into groups to discuss what they
• Listening: Can understand most of the concrete details liked about the unit, using the Expert envoy technique.
in informal conversations on familiar everyday topics, if Ss write their opinion about the unit under lesson
the speaker talks slowly and clearly (GSE 37). headings. The envoy reports back to the class.
Setting aims and criteria: lesson objectives A2 Key for Schools Listening Part 4
presentation
technique know what you have to do.
Peer learning: Expert envoy technique; groupwork; • Tell ss that this is the A2 Key for Schools Listening
Think-pair-share technique Part 4 exam.
technique 2 Try! 4.22 Listen and choose the correct
sentence. Then explain your answer.
Starting the lesson • Check answers using the Lollipop stick
• Ask What did you learn in Unit 4? What was easy? What was technique.
hard? What was interesting? What wasn’t very interesting? Answer key 1 B, 2 C
3 Do! 4.23 Listen. For each question,
Presentation
Answer key 1 B, 2 A, 3 C, 4 B
Practice A2 Key for Schools Reading and Writing Part 7
Pupil’s Book
1 For each gap, choose the correct answer.
and Writing Part 7 exam.
• Refer ss to page 59. Tell ss that this is the A2 Key
Reading and Writing Part 4 and B1 Preliminary for 2 Try! Look at the picture. Answer the questions.
Schools Reading Part 5 exams. • Check answers using the Lollipop stick
• Read the Exam tip to ss. Make sure ss understand the tip. technique.
Answer key 2 She was watching a man while she
• Check answers using the Lollipop stick technique. was waiting for the bus.; 3 The man was putting some
glass bottles into a recycling bin.
Diversity
Challenge
3 Do! Look at the three pictures. Write the
• Ss read the questions and options to themselves. story shown in the pictures. Write 35 words or
Support more.
• Read out the questions and options to ss. • Read the Exam tip to ss.
Possible answer:
One day, Paul was at the park. He saw lots of rubbish
everywhere so he called some of his friends.
Everyone came to the park and they cleaned up all the
rubbish together.
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Get ready for... 4
tip Exam
A2 Key Reading and Writing Part 4 and ea the whole te t first to fin

out what it’s about. Then look at
B1 Preliminary for Schools Reading Part 5 each question and try to choose
the correct wor to fit the space.
1 For each gap, choose the correct answer. Make sure you read the whole
sentence before you choose
your answer. Then make sure the
Green turtles other three wor s on’t fit. When
you’ve answered all the questions,
read through the whole text
again to check that it makes sense.
1 A on C in
B about D for
Green turtles live on the Great Barrier Reef (1) … 2 A experiment C description
Australia and lay their eggs in the sand on the B report D story
beaches nearby. A (2) … has found that the rising
3 A because C also
temperatures mean that 99 percent of all turtles are
B although D but
born female. The temperature around the turtle
eggs decides whether the turtle is born male or 4 A might C must
female. This won’t be a problem immediately B shouldn’t D mustn’t
(3) … turtles don’t start to lay eggs until they are 5 A climate C heating
25 to 35 years old. But it will be a serious problem B change D warming
in the future. Scientists say that we (4) … do
something now to stop global (5) … or green turtles 6 A excited C excellent
may become (6) … . B extinct D example
tip Exam
A2 Key and B1 Preliminary on’t choose the first picture that
for Schools Listening Part 1 you hear. You may hear all of them
during the recording – you must listen
2 4.21
Listen. For each question, choose carefully to understand which is the
correct answer to the question.
the correct picture.
1 What’s the weather A B C
like at the moment?
2 What new thing are Sue A B C

and Tom going to do to
help the environment?
3 What did Rita do A B C

this afternoon?
fifty-nine 59
M04_TT_PB_06GLB_2601_U04.indd 59 15/07/2019 11:56


about?
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5 Adventure sports


that you love the feeling
that you get when you do
an exciting sport. How many
words do you know for the
extreme sports on this page?
...
What places can you see?
... ...
Alex has a question for
WOW! Question
...
... ...
Alex 3 minutes ago
What are the advantages
and disadvantages of
extreme sports?
... ...
• learn words for extreme sports and
places
• use pronouns and the Past perfect
tense ... ...
• read an adventure story
...
• learn about unusual sports around
the world
• work in a group to make a poster
about an unusual sport
• learn how to ask and talk about
things I prefer
• read and write brochures
... ... ...
60 sixty
M05_TT_PB_06GLB_2601_U05.indd 60 15/07/2019 12:18
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Unit objectives
Talk about extreme sports and Geography
Language
Vocabulary Extreme sports rock climbing, horse-riding, ice hockey, motor-racing, go-karting,
surfboarding, water skiing, kite surfing, diving, squash, jogging, golf
Geography north, south, east, west, sunrise, sunset, wood, field, valley, scenery, tide, bay
Grammar Reflexive pronouns

Past perfect
Functions Expressing preferences; I’d rather go hiking.
Phonics Strong and weak forms of auxiliary verbs
Key competences
Mathematical, science and technological competences: order events (L. 5)
Social and civic competences: learn to be creative (L. 1, 2 and 4); learn to talk about sport and geography
(L. 1–10)

Creativity Making a poster for a new sport for PE (L. 6)
Communication Talking about sports (L. 1); Using reflexive pronouns (L. 3); Using the past perfect (L. 5);
Functional dialogue (L. 7); Talking about adventure holidays (L. 8)
Evaluation
• Unit 5 Test
External exams
A2 Key for Schools A2 Key for Schools
Listening Part 2 Reading Part 3
A2 Key for Schools
Speaking Part 2
Speaking Parts 3 and 4
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Lesson 1
Vocabulary
Objectives • Have ss say a word to their partner and their partner
• Lesson aims: to learn and use words for types of books points to the correct picture. Then they swap.
• Target language: diving, go-karting, golf, horse-riding, • Consolidate understanding with these true or false
ice hockey, jogging, kite surfing, motor-racing, rock statements. Ss respond with their True/False response
climbing, squash, surfboarding, water skiing cards.
You need water for diving/rock climbing/kite surfing.
You play ice-hockey/golf on grass.
Materials Motor-racing/Go-karting/Horse-riding is for drivers.
You need special equipment for surfboarding/
• Resource 5A
water skiing/jogging.
3 5.2 Listen and read. What sports are the WOW!

Global Scale of English (GSE) Team talking about? Who doesn’t usually like
• Reading: Can infer unstated information in simple extreme sports?
stories or descriptive texts, if guided by questions and • Check answers using the Lollipop stick technique.
prompts (GSE 53).
4 Work in pairs. Look at the sports on pages 60
in some detail, using a range of fixed expressions and 61 and answer the questions.
(GSE 56). Can repeat phrases and short sentences, if • Ss work individually and then compare their answers
spoken slowly and clearly (GSE 22). Can talk about with a partner.
everyday activities using simple language (GSE 32). • Ss raise their hands to offer answers. Ask two ss to
Can talk about past events or experiences, using simple write the answers on the board.
language (GSE 41).
Assessment for Learning • Write on the board Why do people like extreme
sports? Ss discuss in pairs and then give feedback.
Setting aims and criteria: lesson objectives Encourage ss to use adjectives, e.g. exciting, challenging,
presentation dangerous, difficult.
technique; True/False response cards technique 5 Work in pairs. Answer the questions.
Peer learning: pairwork; Think-pair-share technique
Independent learning: Thought-provoking questions • Ask different ss to offer answers. Promote class
technique
discussion: Who did the same? Who would like to do the
same? What’s your reason?
Starting the lesson Diversity
• Write Sport on the board. Ask What sports do you like? Ss
raise their hands to offer answers. Challenge
• Before ss do the pairwork in Activity 5, tell them to write
down the verb we usually use with each sport:
Presentation play: golf, ice hockey, squash
• Explain that in this lesson ss will learn to talk about go: diving, horse-riding, jogging, rock climbing,
extreme sports. Explain extreme if necessary. surfboarding, water skiing
do: go-karting, kite surfing, motor-racing
Support
Practice • Write play, go and do on the board. Dictate to ss the
verbs with the sports for them to use for the pairwork
Pupil’s Book activity.

Activity Book
• Refer ss to pages 60 and 61. Read the rubric and tell 1 Write the sports.
ss to look at the photos on the Welcome page for a • Ss complete the activity individually. They then
moment. compare answers with a partner.
• Read out the introduction, or ask a student to read • Check answers using the Lollipop stick
it out. Make sure ss understand the questions. Give ss technique.
one minute to discuss in pairs.
Answer key 2 water skiing, 3 diving, 4 go-karting,
• Using the Lollipop stick technique, ask ss for 5 squash, 6 rock climbing
repeat.
Answer key 2 kite surfing, 3 jogging, 4 motor-racing,
phrases they know and guess the ones they don’t know. 5 ice hockey, 6 horse-riding
• Play the audio.
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2 5.1
rock climbing 3 horse-riding 9 ice hockey 4 motor-racing 11 go-karting 2 surfboarding 5
water s iing 6 ite surfing 7 i ing 8 s uash 1 jogging 12 golf 10
1 2 3 4 5 6
7 8 9 10 11 12
3 Listen and read. What sports are the WOW! Team talking about? Who doesn’t
5.2
usually like extreme sports?

Alex – go-karting; Mateo – water skiing, surf boarding, kite surfing, diving; Sophia – horse-riding; Mei – rock climbing
Sophia doesn’t usually like extreme sports.
WOW! Blog
1 Alex 2 minutes ago 2 Mateo 15 minutes ago
I love extreme sports! Last weekend, Last summer, we had the best holiday
I went go-karting with my friends. I went really of our lives. My brother tried water skiing,
fast and had a brilliant time! surfboarding and kite surfing! I also had my first
diving lesson. It was a bit difficult, but I loved the
3 Sophia 30 minute ago
feeling of being underwater. I can’t wait to go again.
I don’t really like extreme sports. They’re
too dangerous. The extreme sport that I’ve tried 4 Mei 2 hours ago
is horse-riding. At first, I was scared because I often go rock climbing at my local sports
the horse looked so big. But when I got on, I centre. I love the feeling of going higher and
wasn’t scared at all! I was proud of myself for higher and higher! It’s so exciting and I know the
being brave. ropes will keep me safe if I fall.
4 Work in pairs. Look at the sports 5 Work in pairs. Answer the questions.
on pages 60 and 61 and answer 1 Which of the sports on pages 60 and 61
the questions. have you done and did you enjoy them?
2
Which sports 2 Which of these sports would
1
Which sports do use a ball? you like to try and why?
you do in water? squash, golf
surfboarding, water skiing, 4 I played ice hockey last year
kite surfing, diving Which sports on holiday. I loved it because
3 need something it was really exciting!
Which sports are
with wheels?
usually team sports? go-karting, motor-racing sixty-one 61
ice hockey
M05_TT_PB_06GLB_2601_U05.indd 61 15/07/2019 12:18

3 Read the I’m learning box. Then complete
the table about sports from this lesson.
• Ss complete the activity using the Think-pair- words they can write down.
share technique. Point out that they can write a
sport in more than one box.
4 Write five sentences about other sports. Finishing the lesson

Where do you do them and who with? • Ss close their books. Call out the first part of each sport
• Ask different ss to read their sentences to the class. word and have ss complete them in unison.
• Ask Do you use the English words for these sports in you
language? Do you say them the same way or differently?
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Lesson 2
WOW! Team Talk
Objectives
• Lesson aims: to listen to and read a dialogue about dialogue. Then use the expressions and act out.
extreme sports
Materials • Extension Ask ss to think of their own statements that
• a ball
• Yes/No response cards 4 Do you think that children should do extreme
sports?
• Place ss in new groups for this activity.
Global Scale of English (GSE) • Walk around the class monitoring groups.
• Ask different groups to tell the class their ideas and to
simple dialogues related to everyday situations, if give reasons.
guided by questions (GSE 34). Can scan a simple text • Extension Ss choose a sport they think is good for
to find specific information (GSE 38). children and tell the class what it is and why they think
• Listening: Can understand some details in extended it is good.
Diversity
given prompts (GSE 38). Can express their opinions on Challenge
familiar topics, using simple language (GSE 41). • Tell ss to think of at least two reasons each to support
their opinion for Activity 4.
Support
Assessment for Learning • Before ss talk in pairs, ask the class to think of positive
and negative words connected to extreme sports.
Setting aims and criteria: lesson objectives presentation Ss raise their hands to offer ideas. Write the words on
Monitoring students’ learning: Lollipop stick technique the board for ss to use while speaking.
technique; Three facts and a fib technique Activity Book

Starting the lesson the dialogue on Pupil’s Book page 62. Who
• Say the underlined parts of these phrases from Lesson said them? Write. Then listen and check.
1 and have ss complete in unison: diving, go-karting, golf, • Give ss one minute to complete the activity. Ss check
horse-riding, ice hockey, jogging, kite surfing, motor-racing, their answers with their partners.
rock climbing, squash, surfboarding, water skiing. • Play the audio.
Presentation Answer key 2 Mei, playing squash; 3 Sophia,
enjoying yourself; 4 Sophia, hurts himself; 5 Mei,
• Explain that in this lesson ss read about a competition
always uses; 6 Sophia, let’s go
that the WOW! team want to take part in.
2 Read the dialogue again and circle T (true) or
Practice F (false). Then explain your answers.
Pupil’s Book • Ask different ss to offer answers. Ask for class
agreement.
1 5.3 Listen and read. What do the girls Answer key 2 T – She says that she will be climbing
disagree about? again by next week.; 3 F – Her cousin started playing
ice hockey when he was four.; 4 T – She thinks it’s just
• Refer ss to page 62. part of being a kid.; 5 F – She doesn’t want to be late
• Ask ss to raise their hand to offer answers. for PE.
2 Work in pairs. Read the dialogue again and 3 5.5 Read and complete the dialogues with
answer the questions. the correct expressions. Then listen and check.
• Tell ss to read the dialogue quietly and then discuss • Ss write and then compare answers with a partner.
the answers in pairs. Play the audio for ss to check.
• Check answers using the Lollipop stick technique. • Check answers using the Lollipop stick
Ask volunteers to write the answers on the board. technique, choosing two ss. One student reads the
Key words search Answer key 2 I told you so!; 3 I suppose so.; 4 I told
Extreme sports for kids you so!; 5 Not really.; 6 I suppose so.

Extra activity Critical thinking each expression. Then act out the dialogue.
• Write the headings Nouns, Verbs and Adjectives on the • Place ss in pairs for this activity.
board. Ss write the words connected to extreme sports • Walk around the class monitoring pairs.
in this lesson in their notebooks under the headings. • Ask pairs to demonstrate their dialogues to the class.
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Sophia: I suppose so. I don’t want to stop you

from enjoying yourself, but I just think
that some sports are too dangerous
for kids.
Mei: Not really. I have a cousin who started
playing ice hockey when he was four
years old.
Sophia: That’s too young. What if he hurts
himself?
Sophia: Oh no, Mei! What happened to you? Mei: He’s never hurt himself! He always uses
Mei: I fell when I was rock climbing and I hurt a helmet and wears special clothes.
myself. Anyway, it’s just part of being a kid, isn’t
Sophia: Poor you! But you know, I’ve always said it? How can we learn about danger if
that children shouldn’t do extreme sports we’re always protected from everything?
because they often hurt themselves. Sophia: Maybe you’re right. Come on, let’s go or
I told you so! we’ll be late for PE.
Mei: It’s nothing serious. I’ll be climbing again Mei: I can’t do PE at the moment. It’s so
by next week. All sports can be dangerous, annoying. I’ll just sit here and dream
anyway. My sister cut herself when she about rock climbing.
was playing s uash last wee ! That’s not Sophia: That soun s li e a goo way to o an
an extreme sport! extreme sport without hurting yourself!
1 5.3
Listen and read. What do the girls disagree about?
They disagree about whether extreme sports are too dangerous for children.
1 Why does Sophia think children shouldn’t do extreme sports?
Because children often hurt themselves.
2 How does Mei explain that all sports can be dangerous?
Because her sister cut herself playing squash last week and that’s not an extreme sport.
3 How does Mei’s cousin stay safe when he’s playing ice hockey?
He always wears a helmet and special clothes.
4 Where is Sophia going now?
She is going to a PE lesson.
3 Work in pairs. Find these expressions in the dialogue. Then use the expressions and
act out.
I suppose so. I told you so! Not really.
1 I tried playing squash, 2 ou don‛t i e di ing 3 You can hurt yourself

but I hated it. Just like very much, do you? playing any sport.
you said I would!
(…) (…)
(…)
4 Do you think that children should do extreme sports?
62 sixty-two
• Write these questions on the board: What sports are

good for children under seven and over seven? How many
times a week should children do sport? Ss write the
answers in their notebooks.

• Using the Three facts and a fib technique, ss write
sentences about the sports they do and like. The class
guesses the fib.
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Lesson 3
Grammar
Objectives
• Lesson aims: to learn and use reflexive pronouns; to circle the correct options to complete the rule.
understand a listening task
• Target language: I fell when I was rock climbing and
hurt myself.
Materials 3 Read the dialogue in Lesson 2 again. Underline
• a ball the examples of reflexive pronouns.
• Resources 18 and 50 • Ss work individually.
• Extension Have ss think of their own sentences using
Global Scale of English (GSE) the reflexive pronouns.
• Reading: Can understand the main points of short, 4 Say the sentences using reflexive pronouns.
guided by questions (GSE 34). Can scan a simple text • Place ss in pairs for this activity and take turns to
to find specific information (GSE 38). say the sentences.
• Ask different ss to say the answers.
dialogues on familiar everyday topics (GSE 46). • Ss repeat the pairwork, reading a sentence of their
choice. Their partner says the number of the sentence.
• Speaking: Can talk about past events or experiences,
using simple language (GSE 41). 5 5.6 Listen. For each question, choose the
correct picture.
Assessment for Learning • Tell ss to read the questions and look at the pictures
before they listen.
presentation • Check answers using the Lollipop stick technique.
technique
6 5.7 Listen again and answer the questions.
Peer learning: pairwork • Ss read the questions before listening again.
Independent learning: summative questions • Check answers using the Lollipop stick technique.
technique 7 Talk to your partner about the topics in
the box.
Starting the lesson • Ss work in pairs.

• Ask different pairs to tell the class about their friend,
• Using the Lollipop stick technique, ss say any word e.g. My friend hurt herself when she was riding her bike.
connected to sport. It can be a verb, a noun or an adjective.
Presentation • Ss write a list of verbs that use reflexive pronouns. They
refer to the text and online.
• Explain that in this lesson ss will learn to use reflexive • Ss choose five verbs and write a sentence with a
pronouns and they will also do a listening activity. different reflexive pronoun for each one.
• Write I hurt my leg! and I hurt myself! on the board. Ask
ss what difference they can see in the sentences. Tell them
that myself is a reflexive pronoun. Activity Book
1 5.8 Listen and circle the correct sentences.

Answer key 2 b, 3 b, 4 a
Pupil’s Book
2 Write the reflexive pronouns.
1 Look back at the dialogue in Lesson 2. Are the Answer key 2 yourself, 3 himself, 4 herself, 5 itself,
sentences true or false? Say why. 6 ourselves, 7 yourselves, 8 themselves
• Refer ss to pages 62 and 63. They answer individually.
3 Read and circle the correct pronouns.
• Ask different ss to raise their hands to offer answers
and reasons. Ask for class agreement. Answer key 2 him, 3 themselves, 4 yourself, 5 us,
6 you
Diversity 4 Read and complete the sentences with the
Challenge reflexive pronouns from Activity 2.
• One student in each pair finds an idea and dictates it to
Answer key 2 yourselves, 3 herself, 4 ourselves,
the other student to write down.
5 itself, 6 themselves, 7 yourself, 8 himself
Support
• Ss work together in pairs and they both write down 5 Answer the questions. Write complete
the lists. sentences.
• Ss complete the activity individually. Monitor ss and
correct their work as necessary.
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Lesson 3 Grammar 5
5 5.6
Are the sentences true or false? Say why.
1 Mei hurt her arm because she fell when
she was playing s uash. false (She hurt her arm 1 John is talking to his mother. Where
because she fell when she was rock climbing.) are his trainers?
2 Mei’s arm will be better by next week.
true A B C
3 Mei’s sister was hurt when she was
jogging. false (Mei’s sister was hurt when
she was playing squash.)
4 Mei’s cousin plays ice hockey.
true 2 Lucy and Andy are talking about a
2 Look at the grammar table. Then sport they would like to try. What
read and circle the correct options sport does Lucy choose?
to complete the rule. A B C
Grammar
e e i e r n n
I fell when I was rock climbing and hurt myself. 3 Marta and Jo are talking about a
Children shouldn’t do extreme sports because party. What type of party has Marta
they always hurt themselves. been to today?
My sister cut herself when she was playing s uash.
A B C
Did you do it yourself?
We use re e i e pronouns when the subject

and object of the verb is the same / di erent. 6 Listen again and answer the
5.7
questions.
3 Read the dialogue in Lesson 2 again. 1 a Why is John looking for his trainers?
Because he wants to go skateboarding.
nderline the e le re e i e b Who is going to get the trainers? the boy
pronouns. 2 a When did Lucy go water skiing? last year on holiday
b Why doesn’t she want to go diving? Because
4 the entence in re e i e she prefers to be out of the water and not under it.
pronouns. 3 a Why does Marta feel proud? Because she
went rock climbing even though she was scared.
b When is the girl’s birthday?
1 hurt my leg when fell o my bi e next month
yesterday.
I hurt myself when I fell off my bike yesterday. 7 Talk to your partner about the
2 They cut their arms at the go arting party.
They cut themselves at the go-karting party. topics in the box.
3 We hurt our heads when we were rock
climbing. • the last time you hurt yourself
We hurt ourselves when we were rock climbing.
4 She hurt her hand in the swimming pool. • how you and your friends enjoy
She hurt herself in the swimming pool.
5 i you cut your finger with the nife yourselves at weekends
Did you cut yourself with the knife? • a time you taught yourself to
6 The cat i n’t hurt its leg when it fell out
do something
of the tree.
The cat didn’t hurt itself when it fell out of the tree.
I hurt myself when I fell I hurt myself when

off my bike yesterday. I was diving last weekend.
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6 Work with your partner. Ask them the 2 Complete the questions. Then write the
questions from Activity 5 and write their answers for you.
answers in your notebook.
Answer key 2 himself/herself, 3 ourselves, 4 itself,
• Ask different ss to read out their answers about 5 myself
their partner.
Grammar Reference Extra activity Fast finishers

• Have ss copy the sentences from the grammar table into
1 Read and complete. their notebooks.
• Ss complete the activity individually. They compare
Answer key 2 yourself, 3 herself, 4 itself, 5 ourselves,
6 themselves • Ask Did you enjoy/behave yourself today? What did you
teach yourself? Elicit answers.
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Lesson 4
Book club
Objectives
4 Act out a role play in groups of four.
introduce geography words • Assign Student A, B, C and D to ss in their groups.
• Ask different groups to act out their role play to
Global Scale of English (GSE) the class.
• Reading: Can identify specific information in a simple Diversity

story if guided by questions (GSE 35).
Challenge
• Tell ss to plan their role play in groups. They think of
the questions the journalist will ask each person. They
also plan the answers. Then they perform the role play
once with their notes and then without their notes.
Setting aims and criteria: lesson objectives • Help ss plan the role plays as a class. Ask different ss to
presentation suggest questions the journalist will ask. Write them on
the board. Do the same for the answers.
technique
Peer learning: pairwork Extra activity Critical thinking
• Write Old-fashioned explorers and Modern explorers
technique
on the board. Ss work in pairs and write lists for what
each type of explorer takes on an adventure. Ask for
Starting the lesson feedback and class agreement. Write their ideas on
the board.
• Ask Do you like adventure stories? What adventure stories
have you read? and elicit answers.
Activity Book
Presentation 1 After you read Read the adventure story on
• Explain that in this lesson ss will read a Book Club text. Pupil’s Book page 64 again. Match the two
• Write Old-fashioned explorers on the board. Ask What things parts of the sentences.
did old-fashioned explorers take with them on an adventure? • Ss complete the activity individually.
Ss raise their hands to offer ideas.
Answer key 2 a, 3 f, 4 e, 5 b, 6 d
Practice 2 Answer the questions. Use complete sentences.
Pupil’s Book • Ss complete the activity individually. Ask ss to raise

1 Before you read Today’s Book Club text is an Answer key 2 They wanted to see the sunrise.; 3 She
got the compass from her grandfather.; 4 He stopped
adventure story. Look and circle the options that
because he heard a man shouting for help.; 5 They
describe an adventure story. waited for four hours.; 6 He will remember to take his
• Refer ss to page 64. Tell them to look at the pictures. mobile phone with him.
• Ask for feedback using the Lollipop stick technique. 3 Read the Work with words box. Make
compound adjectives with the words in the box.
Key words search
How to write an adventure story
Answer key 2 home-made, 3 ice-cold, 4 English-
speaking, 5 prize-winning, 6 world-famous
2 5.9 Listen and read. Why are the children happy
that they aren’t really old-fashioned explorers? 4 Read and complete the sentences with the
compound adjectives from Activity 3.
• Check comprehension with questions: • Ss complete the activity individually.
What old-fashioned things did they take with them? • Check answers using the Lollipop stick
(a map and a compass) What did they pack? (some food technique.
and ice cold water) Did they use their phone? (yes) Answer key 2 English-speaking, 3 world-famous,
What for? (to call for help) What will the man do next 4 ice-cold, 5 prize-winning, 6 home-made
time he goes hiking? (He’ll go with someone and he’ll
5 Write five sentences with compound
take a phone.)
adjectives you know.
3 After you read Activity Book, page 57. • Ss work individually and then read each other’s
• Ss turn to page 57 in their Activity Books. work and give feedback.
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M ark was on a camping trip with his older sisters, Yasmin and Fiona. They put up their tent in a
campsite near a small wood. The next morning, they woke up early to watch the sunrise. After
they had eaten their breakfast, they looked in their guidebook.
‘I think there’s a bay on the other side of that valley. Shall we walk there and go for a swim?’
‘Yes! Let’s be old-fashioned explorers on an adventure!’ said Yasmin.
‘Good idea! We’ll turn off our phones and use the map in the guidebook,’ said Mark.
‘I brought Grandad’s old compass with me!’ said Fiona. ‘We can use it so that we don’t get lost.’
After they had packed some food and ice-cold water, they
started walking.
‘We need to go north and then east, so it’s this way,’ said Fiona,
looking at the compass.
After they had crossed the valley, they climbed up the hill on the
other side. The scenery all around was beautiful. They started to
walk down to the beach, but they hadn’t got very far before Mark
stopped. He’d heard a man who was shouting for help.
The man had fallen down the cliff!
‘Help me!’ the man cried. ‘I’ve hurt my foot and I can’t climb back up.’
‘Don’t worry,’ shouted Yasmin, turning on her phone.
‘We’ll call for help.’
After a four-hour wait, the children started
to feel cold and were getting worried. It was
nearly sunset. ‘What are we going to do if
no one comes?’ said Yasmin to Fiona.
But just then, they heard the sound of a
helicopter. The children jumped and waved
at the helicopter until the people saw them.
After they had pulled the man to safety on
a rope, they took him to a nearby hospital.
The children went to see the man in hospital

and he thanked them for helping him. ‘Next
time, I won’t go hiking by myself and I’ll make
sure I have my mobile phone with me.’
‘It’s good that we aren’t really old-fashioned
explorers,’ said Mark to his sisters later. ‘They
didn’t have mobile phones or helicopters to
help people.’
1 Before you readToday’s Book Club 2 5.9

Listen and read. Why are the
te t i n d ent re t r nd children happy that they aren’t really
circle the options that describe an old-fashioned explorers?
Because old-fashioned explorers didn’t have mobile phones or
d ent re t r helicopters to help people.
1 An adventure story is usually 3 After you read cti it e
exciting / boring.
2 A setting / A character is a person in 4 Act out a role play in groups
a story. of four.
3 There will usually be one character / Student A: pretend to be a journalist and
a few characters in the story. ask the children about their experience.
4 A place in a story is called a setting / Students B, C and D: pretend to be Mark,
a character. Yasmin and Fiona and tell the journalist
about your experiences.
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• Ss find all the irregular verbs in the Past simple in the
adventure story. They list the verb and the irregular Past
simple form in their notebooks.

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Lesson 5
Objectives 2 Read the story in Lesson 4 again. How many
• Lesson aims: to learn and use words for geography; to words can you find from Activity 1?
learn and use the Past perfect
• Target language: north, south, east, west, sunrise,
sunset, wood, field, valley, scenery, tide, bay;
pairs for feedback.
After they had eaten their breakfast, they looked in their
guidebook. 3 Think about the story in Lesson 4. Are the
sentences true or false? Why?
Materials answers with a partner.
• Resources 5B and 19 • Check answers using the Lollipop stick technique.
circle the correct options to complete the rules.
Global Scale of English (GSE) • Give ss a minute to work out the rules.
• Reading: Can scan a simple text to find specific • Check answers using the Lollipop stick technique.
information (GSE 38). Can identify specific information • Tell ss to write down the correct rules in their
in a simple story, if guided by questions (GSE 35). notebooks. Have ss check each other’s notes.
• Listening: Can extract factual information from short,
simple dialogues or stories about past events, if spoken 5 5.11 Listen to Harrison. Where did he and his
slowly and clearly and guided by questions or prompts dad put their tent?
(GSE 39). Can follow the sequence of events in a simple • Play the audio. See page 277 for audioscript. Ask a
story or narrative, if told slowly and clearly (GSE 36). student to answer and ask for class agreement.
• Speaking: Can repeat phrases and short sentences, if
spoken slowly and clearly (GSE 22). Can talk about an 6 5.12 Listen again and number the events in the
event in the past using fixed expressions, given a model correct order.
(GSE 37). • Tell ss to read the sentences first. Play the audio again.
• Ask a student to say the order and ask for class
agreement.
Assessment for Learning • Extension Ss write sentences in their notebooks about
what Harrison did, using the Past perfect. Write an
example on the board: After they had put up their tent,
presentation
they went for a walk.
technique 7 Look at what Pedro did yesterday. Take it in
Peer learning: pairwork; Expert envoy technique turns to say sentences using the Past perfect.
Independent learning: Summative questions technique • Ss work in pairs.
• Ask different pairs to tell the class one sentence.
Starting the lesson
• Ask What can you remember from the adventure story? Ss Diversity
raise their hands to offer ideas. Challenge
• Play a speed game. Give ss two minutes to say all the
Presentation sentences.
Support
• Explain that in this lesson ss will learn words for • Ss do the pairwork using the Expert envoy technique.
geography and learn to use the Past perfect.
• Pre-teach the directions with a compass drawing on the
board. Mark it N, E, S and W. Ask ss to say the words and
elicit or teach North, East, South and West.
Activity Book
1 Look, read and complete.

Practice Answer key 2 sunrise, 3 bay, 4 wood, 5 sunset, 6 valley
2 5.13 Listen. In which dialogue do you hear
Pupil’s Book these words? Write 1 or 2. There are two words
you do not need.
1 5.10 Look and match. Then listen, check and • Play the audio. See page 277 for audioscript.
repeat. • Extension Ask ss to draw two maps in their
• Refer ss to page 65. Tell them to look at the pictures. notebooks based on the instructions in the audio.
• Play the audio. Answer key 1: west, field, bay, tide; 2: east, wood,
• Ask different ss to offer answers. valley, scenery, sunrise
Words not needed: north, sunset
• Ask ss to work in pairs and to write a list of other Past perfect form of the verbs in the box.
geographical features they know in English and then
Answer key 2 had watched, 3 had taken, 4 had left,
make a class list on the board. 5 had started, 6 had eaten
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5.10
complete the rules.
north 2 south 9 east 12 west 3 sunrise 10
sunset 1 woo 6 fiel 4 alley 7 Grammar
scenery 5 tide 11 bay 8 Past perfect
1 2 3
After they had eaten their breakfast, they
looked in their guidebook.
They hadn’t got very far before Mark stopped.
He’d heard a man who was shouting for help.
The man had fallen own the cli !
4 5 6
We use the Past perfect to talk about
something that happened before / after
another event in the past.
We form the Past perfect with have / had
+ past participle.
7 8 9
5 Listen to Harrison. Where did he

5.11
and his dad put their tent? on the beach
10 11 12
6 Listen again and number the
5.12
e ent in the c rrect rder

They watche the sunset. 4
They went to sleep, but were wo en up su enly. 5
They went fishing an then coo e their inner. 2
They put up their tent an went for a wal . 1
2 Read the story in Lesson 4 again. They tol a enture stories an sang some songs. 3
n rd c n find r They too own the tent uic ly an went home. 6
cti it ?
7 Look at what Pedro did yesterday.
3 Think about the story in Lesson 4. Take it in turns to say sentences using
Are the sentences true or false? the Past perfect.
Why?
1 The chil ren ha brea fast an then 9 am – eat / breakfast After Pedro
am – go / hik ing in the wood had eaten
they looked in their guidebook. true 10
me wi th Jo n
11.30 am – walk / ho breakfast, he
2 They pac e foo an water an then t / lu nc h in th e ba y went hiking in
12.30 pm – ea
they started walking. true / ph oto s in th e va lle y the wood.
2 pm – take
3 They climbe the hill an then they 5 pm – watch / sunset
dma
crossed the valley. false (They crossed the valley 5.30 pm – visit / gran
and then climbed the hill.) 8 pm – ha dinn
ve / he
After er gone hiking in the wood, he walked home with Jon.
had
4 They pulle ar up on a rope an
After
9 pm – go d walked home with Jon, he ate lunch in the bay.
/ tohebehad
then they took him to hospital. false (They After he had eaten lunch in the bay, he took photos in the valley.
pulled the man up on a rope and took him After he had taken photos in the valley, he watched the sunset.
to hospital.) After he had watched the sunset, he visited his grandma.
sixty-fihe
After he had visited his grandma, 65
vehad dinner.
After he had had dinner, he went to bed.
M05_TT_PB_06GLB_2601_U05.indd 65 15/07/2019 12:18
4 Read the text. Then write sentences in the Past 4 Read and complete the sentences with the
perfect. Past simple and the Past perfect.
Answer key 2 After she had gone for a swim, she • Ss complete the activity individually and compare
put up her umbrella.; 3 She had put up her umbrella with a partner.
before she read a magazine.; 4 After she had read
Answer key 2 had been, met; 3 had finished, did;
for a while, she ate a sandwich.; 5 She had eaten a
4 had visited, went; 5 arrived, had tidied
sandwich before she took some photos.
Grammar Reference Extra activity Fast finishers

3 Read and complete. • Ss write the new words from the lesson in their notebooks.
Answer key 2 had finished, 3 had seen, 4 hadn’t
planned • Ask What did you do after you had eaten breakfast this
morning? Ask ss to answer with full sentences.
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Lesson 6
Culture
Objectives
Key words search
• Lesson aims: to learn about unusual sports
Underwater hockey, Tunarama festival, Cycle ball (search
images too)
Materials 2 5.14 Listen and read.

• Check comprehension with questions: Which sport
started over one hundred years ago? (cycleball) In which
• Resource 59
sports do you hit something? (underwater hockey and
cycleball) What do they throw in tuna throw today? (a
rubber fish)
texts (GSE 41). Can scan a simple text to find specific • Ss work in pairs and write down three things that
information (GSE 38). Can identify basic similarities they didn’t know before they read the text. Ask Do you
and differences in the facts between two short simple think people know about endangered animals? How can
texts on the same familiar topic, if supported by they learn about the problem? Promote class discussion.
pictures and questions (GSE 37).
• Writing: Can create a poster to advertise an event or • Ss turn to page 59 in their Activity Books.
product, given a model (GSE 45).
4 Work in pairs. Find things that are the same
and different.
Assessment for Learning • Ss discuss in pairs for one minute. Write Same
and Different on the board. Ask two ss to write their
Setting aims and criteria: lesson objectives classmates’ answers on the board during feedback.
presentation • Extension Ask ss what their favourite sport is. Have
Monitoring students’ learning: Lollipop stick technique them say what is the same or different about them
Peer learning: pairwork; groupwork compared to the unusual sports in the text.
carefully.
Starting the lesson
• Tell ss they have one minute to write down as many sports
words from Lesson 1 as they can remember. Repeat with the Project
geography words.
Make a poster about a new sport for PE lessons.
Presentation and coloured pencils.
• Explain that in this lesson ss will talk about unusual • Give groups two minutes to brainstorm ideas.
sports.
• Help ss decide who will do each part of the research. Assign
• Extension Ask ss to find the UK, Australia and America on parts if necessary.
a map. Use an online map if available.
• Each student designs and writes their part of the poster.
• Have ss present their posters together.
Culture notes
• Underwater hockey is also called Octopush. Players hold Diversity
their breath when they dive under water. They wear a
Challenge
diving mask, snorkel and flippers.
• Ss refer to the texts in their Pupil’s Books for help with
• The record for the longest tuna throw is 37.23 metres.
Every year there is a Tunarama festival in Port Lincoln.
Support
• Cycleball is also called Radball. The bikes had fixed
• Have ss find useful words and grammar in the texts that
gears and no brakes. The first world championship took
they can use for their posters. Write their ideas on the
place in 1929.
board.
Practice Activity Book
Pupil’s Book 1 After you read Read the text on Pupil’s Book
page 66 again. Read and complete the
sentences. Write one word in each space.
1 Before you read Look at the photos. Which sport
would you most like to try and why? Answer key 2 game, break; 3 turn, throw; 4 fish,
• Refer ss to page 66. Ss discuss in pairs for one caught; 5 started, America; 6 part, football
minute. Then ask for class feedback.
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Have you ever thought about doing a new sport?

What about trying one of these unusual ones?
This sport
was first
played
in the This is a sport that started in This sport
UK in the 1979 in Australia. You have to was started
1950s and turn around very quickly in a in America
is now popular small circle and then throw a in 1893 by Nicholas
in Australia, America and fish as far as you can. People Kaufman, who had learned to
lots of other countries, too. got the idea from watching do tricks on his bike. Cycleball
It’s a game of hockey which fishermen who used to throw is football played on bikes!
is played at the bottom of fish off their boats when they It is usually played with two
a swimming pool! There had caught too many. In the players on each team, but you
are two teams of six players past, they used to use real fish, can also have five or six people
who play two 15-minute but today they use rubber ones. on each team. You can only
halves with a 3-minute move the ball using your bike.
break. Players try to score You mustn’t use your feet or
by hitting the puck (the flat hands. The cycleball World Cup
‘ball’) into the goal. is played every year and many
countries now take part.
WOW! Fact
te rdin t rted r rfin Project
e le h needed t r cti e rfin
created surfboards with wheels! Make a poster about a new sport for PE
lessons.
1 Look at the photos.
Before you read 1 Your school plans to start teaching a new
Which sport would you most like to sport next year and has asked students
try and why? for ideas.
2 In groups, choose a sport that you would
2 5.14
Listen and read. like to try. Decide who will research to
3 fin out more about
After you read cti it e
• the history of the sport.
4 Work in pairs. Find things that are • the rules.
the e nd di erent • some interesting information.
Underwater hockey and 3 Make a poster about this sport. Include
cycleball are both team sports. photos and interesting facts which will
make people want to do it.
In tuna thro ing, you ha e to thro a h and
in the other sports, you have to score goals. 4 Present your poster to the rest of the
class.
ind t re tch the ide 5 Ta e a class ote to eci e which sport is
the most interesting and fun.
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2 Read the sentences and circle T (true) or 4 Work in groups. Choose one of the unusual
F (false). Then explain your answers. sports in the box and find answers to the
questions. Write about your unusual sport.
Answer key 2 F – It was first played in the UK.;
3 F – People got the idea from watching fisherman.; • Ss work in groups of four. They find information
4 T – Today people use rubber fish.; 5 T – You can have online if available.
two, five or six players on each team.; 6 F – They can
only move the ball using their bikes.
3 5.15 Listen to a report about another Finishing the lesson

unusual extreme sport. Complete the text. • Write The most interesting thing in this lesson for me
is … on the board and have ss complete the sentence in
Answer key 2 fields, 3 plastic, 4 three/3, 5 races,
6 fun, 7 water, 8 exciting
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Lesson 7
English in action
Objectives
3 Act out dialogues with your partner. Then swap
• Lesson aims: to learn to ask and say what you prefer; roles and repeat. Use the Say it! box to help you.
to learn and practise sentence stress of ‘d’ in the
contracted form of the Past perfect • Assign Student A and Student B to pairs.
• Target language: I’d rather go jogging.
• Ask different pairs to act out one question each to
the class.
Materials Diversity
• a ball
Challenge
• Resource 68 • Ss read through their instructions quietly to themselves
before doing the pairwork.
Support
Global Scale of English (GSE) • Read out the boxes for Student A and B to the class
• Reading: Can understand the main points of short, before ss do the pairwork. Explain meanings if necessary.
guided by questions (GSE 34).
given prompts (GSE 38). • Ss think of two things you can choose between from
• Listening: Can understand some details in longer other topics (sports, hobbies, food, books, games, films,
dialogues on familiar everyday topics, if guided by clothes, etc.). Using the Lollipop stick technique, choose
questions or prompts (GSE 42). one student to ask and another to answer.
Assessment for Learning Pronunciation

4 5.17 Listen and say. Which words are stressed?
presentation
Which part of the Past perfect tense is stressed?
• Explain if necessary.
technique
and have ss repeat. Play it a third time and have ss say
the sentences with the audio. Make sure they copy the
technique
intonation.
Starting the lesson • Extension If available, record individual ss’
• Write Holiday activities on the board. Using the Lollipop
check themselves.
stick technique, ask ss to say a holiday activity.
Activity Book
Presentation
• Explain that in this lesson ss will learn to ask and say 1 5.18 Read and complete the dialogue. Then
what they prefer. listen and check.
• Ask ss to raise their hands to say which activity from • Ss do the activity individually. Then they listen
starting the lesson they prefer. and check.
Answer key 2 e, I’d rather go kite surfing.;
Practice 3 a, Should we play golf or squash?; 4 f, I’d rather
play squash on day two; 5 b, Would you prefer to go
Pupil’s Book horse-riding; 6 d, I think that sounds excellent!
2 Read and complete the dialogues with your

1 5.16 Listen and read. Answer the questions. own ideas. Then act out the dialogues with
• Refer ss to page 67. Ask ss to look at the picture and your partner.
raise their hands to say what they can see.
• Play the audio.
• Walk around the room monitoring pairs. They act
2 Read the dialogue again. What three choices does out both their ideas.
Marcel give Tina? What does she prefer? Use the 3 5.19 Listen and match. Then listen and
Say it! box to help you.
repeat. Then practise with your partner.
• Play the audio. Give ss enough time to circle. Have
them repeat what they hear.
• Ss practise in pairs. Monitor sentence stress and
the contraction d.
for feedback.
Answer key 2 f, 3 a, 4 c, 5 b, 6 d
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Asking and saying what you prefer
Asking what someone prefers

Would you rather go jogging or play golf?
Would you prefer to go skateboarding or
surfboarding?
houl we play s uash or tennis
Saying what you prefer
I’d rather go jogging.
I’m really looking forward to our I’d prefer to go surfboarding.
a enture holi ay. There are so many thin we shoul play s uash.
i erent acti ities to choose from.
So, on day one, would you prefer to go
3 Act out dialogues with your
rock climbing or horse-riding?
partner. Then swap roles and repeat.
Oh, that’s ifficult! thin we shoul Use the Say it! box to help you.
go horse-riding. What do you think?
Yes, I agree. I’ve always wanted to Student A a mountain?
try that. Let’s have a look at day two. walk in a wood
or up
Ask Student B three
Would you rather go hiking or diving?
uestions about what diving?
I’d rather go hiking. I’m a bit scared of
or
they would prefer to do. go horse-riding
going underwater. stay in a fiel at a skateboard?
campsite or stay in a kite surf or
Oh, I think I’d rather go diving on
hotel in a bay? to do.
ay two. That’s O . We can choose ld prefer
go hiking in a wood or what they wou
i erent things if we want to! three uestion
s about
in a valley? tA
What about day three? watch the sunrise or Now ask Studen
r to do.
the sunset? you would prefe
Let’s have a look. Should we go water
Tell tu ent what you
hat
Tell tu ent w
s iing or ite surfing
would prefer to do.
Student B
Well, I’ve been water skiing before, Rock climbing or horse-riding,
so thin we shoul try ite surfing. hiking or diving, water skiing
or kite surfing She prefers horse-riding,
hiking and kite surfing.
Yes, I think that sounds very exciting! Pronunciation
I can’t wait! 4 Listen and say. Which words
5.17
are stressed? Which part of the

5.16
Past perfect tense is stressed? the participle
questions. After he’d finishe his game, he
1 What are arcel an Tina tal ing went home.
about? what activities to do on each day of After they’d played s uash, they
their adventure holiday
2 Do they choose to do the same things ate lunch.
every day? No, they don’t. After we’d watched the sunset,
2 Read the dialogue again. What three we went to bed.
ch ice d e rcel i e in ? h t After I’d walked up the hill, I saw
does she prefer? Use the Say it! box to the bay.
help you.
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• Ss read the dialogue and find all the phrases for asking
and saying what you prefer.

• Ask Who could you talk to about what you prefer? When/
Where could you ask someone what they prefer? Ask ss to
raise their hands to answer.
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Lesson 8
Reading
Objectives Practice
• Target language: perfect, terrific, stunning, gentle, Pupil’s Book
expert; revision of vocabulary and grammar
1 Before you read Read the text quickly in just one

Materials minute. What is this text and why was it written?
• Refer ss to page 68. Time one minute to make sure ss
• Resource 41
skim for gist.
Global Scale of English (GSE) • Read the Reading tip to ss.
• Reading: Can skim straightforward extended texts with 2 5.20 Listen and read.
a clear structure to get a general idea of the content • Play the audio.
(GSE 55). Can get the gist of short factual school texts • Check comprehension with questions: What feeling does
(GSE 41). Can connect the information in a text with doing an extreme sport give you? (excitement) What can
the information given in charts, graphs or diagrams you do in Canada? (play ice hockey) What animals can
(GSE 52). you see in the USA? (wolves and bears) Which adventure
• Speaking: Can give simple reasons to explain is in cold places? (Polar Adventures)
preferences, given a model (GSE 35). • Extension Ss do the differentiation for the reading
tasks.
Assessment for Learning 3 After you read Read and choose the best adventure
holiday for each person.
presentation
Peer learning: pairwork; Three facts and a fib
technique 4 Ask and answer in pairs. Which of the
Independent learning: Thought-provoking questions adventure holidays would you most like to go on
technique and why?
Starting the lesson • Ask different pairs for feedback.
• Write Dangerous on the board. Ask What other adjectives
do you know that describe extreme sports? Ss think of ideas Extra activity Collaborative work
in pairs and then tell the class.
• Ss play Three facts and a fib in small groups. Ss
say something they like or don’t like about each activity
Presentation holiday. Their friends decide which sentence is not true
• Explain that in this lesson ss will read a text about and give reasons based on their knowledge of their
holidays. friend.
• Draw ss’ attention to these words: perfect, terrific, stunning,
gentle and expert. Write them on the board and ask ss to
find them in the text and say what part of speech they are Activity Book
and how they know. (They are adjectives, and we know that
because they go before nouns that they describe.) Explain 1 Read and complete the definitions.
meanings with definitions on the board: • Ss complete the activity individually. They compare
perfect: without anything wrong answers with a partner before class feedback.
terrific: excellent Answer key 2 stunning, 3 terrific, 4 expert, 5 perfect
stunning: beautiful to look at
2 Read the brochure on Pupil’s Book page 68
gentle: easy, not steep
again. Write the different holidays.
expert: knowing a lot about something
Diversity Answer key 2 climbing adventures, 3 polar
Challenge adventures, 4 safari adventures, 5 extreme sport
• Write only the definitions on the board and have ss adventures
match them to the words in context when they read
the text. 3 Answer the questions. Use complete sentences.
Support • Ss complete the activity individually. They can refer
• Pre-teach the words. Then after ss read the text, erase to their Pupil’s Books if necessary.
the definitions and ask ss to remember what they were. Answer key 2 You can go to India to see tigers.;
They use the context of the text to help. 3 Because small groups can get close to animals.;
4 They can go to the gentle hills in the UK.;
5 The expert climbers help to keep the climbing
adventures safe.; 6 They must go to Antarctica.
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Lesson 8
Literacy: brochures and adverts
tip Reading
Reading Brochures and adverts
are written to sell things.
1 Read the text quickly in just one minute.
Before you read You’ll probably read lots
What is this text and why was it written? of positive and persuasive
words, for example brilliant
a It’s a brochure which is trying to get you to go on an or great. But remember that
adventure holiday. they might not be true!
b It’s a story which is describing someone’s adventure holiday.
c t’s a te t boo which is teaching you about i erent parts of the worl .
2 5.20
Listen and read.
MAKE YOUR NEXT HOLIDAY AN ADAMS’ ADVENTURE! ‘After we’d trie

adventure holid d these
didn’t want to g ays, we
SAFARI ADVENTURES oa
else!’ Amy, Chenywhere
Have you ever dreamed of ster.
seeing a lion or tiger where
it lives, in its natural habitat?
Then come and enjoy yourself POLAR ADVENTURES
on one of our stunning safari Imagine watching a polar bear
adventures. Go and see lions, walking across the sea ice in
EXTREME SPORT elephants and rhinos in Africa CLIMBING ADVENTURES the Arctic or a huge group of
ADVENTURES or tigers in India or bears and Do you want to climb to the top penguins keeping themselves
You can’t describe the feeling wolves in the USA. All our of the world? Then choose one of warm in the Antarctic. These
of excitement when you do an tour groups are small, which our climbing adventures. We have amazing, icy worlds are not
extreme sport for the first time. means you can get close trips for everyone, from gentle very far away. You can see
Once you try it for yourself, to the animals and have an hill climbing in the UK to rock them on our polar adventures.
you’ll keep coming back for experience you’ll never forget. climbing in Spain or mountain
more! You can go diving in climbing in the Himalayas in
Australia, kite surfing in Mexico Nepal. All our climbing adventures
or play ice hockey in Canada. are run by expert climbers, so
We have the perfect extreme you’re always safe.
sports holiday for you! Choose Words in context
from many terrific activities
in all parts of the world. perfect terrific stunning gentle e pert
3 After you read e d nd ch e the e t d ent re h lid r e ch er n

Climbing Adventures Polar Adventures Extreme Sport Adventures Safari Adventures
1 2 3 4
‘My name is Tessa. I love ‘I’m Berat. I love animals! ‘My name’s Louis. I like ‘I’m Jon. I enjoy going on
watching extreme sports, I went to Africa last year holidays where I can try holiday to places I’ve never
but I’m not very sporty. I and I saw lions and lots of different activities, been before. Last year, I went
would really like to go on gorillas. It was amazing! things like water skiing or to the Antarctic. Next year, I’d
a holiday where I can go Next time I go on holiday, surfboarding. I’m scared like to go somewhere warm
hiking, maybe in a valley or I’d really like to see polar of high places though, so where I can see interesting
across some green hills.’ bears or penguins.’ I won’t go climbing.’ new animals.’
4 nd n er in ir hich the d ent re h lid ld t li e t

go on and why?
68 sixty-eight
4 Work in groups. Choose a place from the box

and think of ideas for an adventure holiday • Ss write the words in context in their notebooks with
you could do there. Use the questions to help definitions.
you. Then share your ideas with your class.
• Place ss in groups of four. Ss search the internet
for information if available.
• Walk around the room monitoring groups. • Ask Do you read holiday brochures? Where can you find
• Ask different groups to say what they found out. holiday brochures? What do brochures use to persuade us?
and elicit answers.
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Lesson 9
Writing
Objectives 3 Write a brochure about a different extreme sport.
• Lesson aims: to write a brochure Use the How to write... box to help you.

• Ss work individually to complete the brochure.
• a ball • Ss evaluate their own work.
• sheets of A4 paper, enough for each student • Using the Two stars and a wish technique, ss read

• Reading: Can find specific information about typical Challenge
free-time activities for young people in simple • Ss work alone on their brochures.
illustrated information leaflets (GSE 39). Can find Support
specific information in extended informational texts • Monitor and help ss while they write the brochures,
using text features such as headings and captions reminding them to use adjectives, questions and
(GSE 56). reflexive pronouns.
• Writing: Can write short, simple descriptive texts
on familiar topics, if provided with key words and
supported by pictures (GSE 39). Extra activity Creativity
• After checking their written work, ss copy it onto a
sheet of paper and find/draw a picture for the brochure.
Assessment for Learning They display their work on the classroom wall and later
add it to their portfolios.
presentation
technique
Peer learning: pairwork; Two stars and a wish 1 Rewrite the sentences with exciting adjectives.
technique • Ss complete the activity individually.
Independent learning: portfolio; Learning diary • Check answers using the Lollipop stick
technique.
Answer key 2 terrible, 3 brilliant, 4 delicious, 5 great,
Starting the lesson 6 awful
• Ss work alone and write down as many new words from
Unit 5 as they can remember in alphabetical order. 2 Plan a brochure for an outdoor activity.
• Ask for feedback using the Lollipop stick technique. • Ss complete the activity individually. They then
Presentation 3 Now write your brochure.

• Explain that in this lesson ss will write a brochure. • Give ss one minute to complete their notes. Monitor
Practice read and check each other’s work.
Pupil’s Book 4 Check your work. Tick (✔) the steps when you
have done them.
1 Look at the text and tick the correct answer. • Ss evaluate their own work.
• Ss find all the adjectives in the text and think of
2 Read the How to write... box. Then circle the the opposites.
correct options about the brochure in Activity 1.
• Ss work individually. Ask a student to offer answers. Ask
for class agreement. Finishing the lesson
• Extension Check comprehension with questions: What • Ss write down what they achieved in their Learning
are the positive adjectives for persuading? (exciting, diary: Today I wrote a brochure for … .
brilliant, extreme, gorgeous, expert) Do you need to bring
your own equipment? Why? (No, they provide it.) How
many different courses are there? (two)
• Extension Ss take turns to ask and answer the two
questions in the brochure in pairs. They then work
individually and write full-sentence answers in their
notebooks.
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Lesson 9 5
1 Look at the text and tick the correct answer. Writing
This brochure is trying to get people
a to buy e uipment for ite surfing at Long each.
b to come ite surfing at Long each. ✔
c to learn how to stay safe when you’re ite surfing.
KITE SURFING AT LONG BEACH

Do you get really bored of doing the same sport all the time?
Would you prefer to try something more exciting? Then how about
trying kite surfing at Long Beach!
Kite surfing is one of the most brilliant extreme sports in the world.
Fly like a bird above the waves.
Enjoy yourself in the gorgeous bay at Long Beach.
Our expert teachers will help you to do your best.
We provide all the equipment.
You can do day or week courses.
Book today for the adventure of your life!
2 Read the How to write... box. Then circle the correct options about the brochure in
cti it
1 It starts with sentences / questions to make How to write... a brochure
readers interested.
2 It uses exciting / boring adjectives to make • Use a title to say what the brochure
is about.
readers want to buy the thing you are
s the rea er uestions.
writing about.
• Use pronouns like you and we to talk to
3 It uses long / short paragraphs that are easy the reader.
to read. • Remember that a brochure is written to
4 It finishes with a boring / an interesting sell something, so make it sound as good
sentence that readers will remember. as possible.
3 rite r ch re t di erent
tip Writing
extreme sport. Use the How to write...
tr n d ecti e
box to help you.
Use strong adjectives in your writing.
1 Write a plan. For example, don’t use nice – use excellent or
2 Write your text. brilliant. Don’t use bad – use awful or terrible.
Use the word really before an adjective to
3 Add more information.
make the adjective stronger.
4 Read and check your brochure.
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Lesson 10
Comments
Objectives Practice
1 Read the comments on the WOW! Magazine. Who

Materials does an extreme sport at the moment?
• sheets of A4 paper, two for each student • Refer ss to page 70.
• a ball
Diversity
Challenge
Global Scale of English (GSE) • Ss read the comments and find examples of the
• Reading: Can understand short school-related grammar from the lesson. They raise their hands to
messages in emails, text messages and social media offer answers.
postings (GSE 39). Support
• Speaking: Can list the advantages of a course of action • After ss complete the activity, read out the comments
in some detail, using a range of fixed expressions one at a time. After each comment, ask ss to raise their
(GSE 56). hands to say an example of the grammar from the
lesson that they noticed.
Assessment for Learning 2 Work in pairs and answer the questions. Then
Setting aims and criteria: Key question technique; write your comments about the WOW! Magazine
lesson objectives presentation and read them to the class.
Monitoring students’ learning: Lollipop stick • Ss work in pairs to answer the questions. They
technique write their own comments and then compare with their
Peer learning: pairwork; groupwork partner.
Independent learning: Summative questions • Ask different ss to read out their comments.
technique
Starting the lesson and add them to the class comments folder.
• Ask ss about reviews: Do you find reviews helpful? Why?
Accept all reasonable answers.
Presentation • Ss discuss in groups and then give feedback to the
• Explain that in this lesson ss will read comments for class using the Lollipop stick technique.
Activity Book
• Revise the sports words by dictating them and asking
different ss to write them on the board: diving, go-karting, 1 Write the sports. What’s the mystery word?
golf, horse-riding, ice hockey, jogging, kite surfing,
motor-racing, rock climbing, squash, surfboarding, water Answer key 2 squash, 3 jogging, 4 ice hockey,
skiing. Make sure hyphenation is correct. Ask different ss to 5 water skiing, 6 horse-riding, 7 rock climbing.
draw pictures. Mystery word: go-karting
• Revise the geography words by writing them on the board 2 Look at the island. Read and complete the
with the vowels missing. Ask different ss to complete the
sentences.
words and give a definition: bay, east, field, north, scenery,
south, sunrise, sunset, tide, valley, west, wood. Answer key 2 bay, west; 3 wood, south; 4 valley, east
• Revise reflexive pronouns. Write hurt, enjoy and talk to
3 Read and complete the sentences with
on the board. Ss work in pairs and think of sentences with
a different reflexive pronoun for each verb. Ask for feedback
reflexive pronouns.
and write some ideas on the board. Answer key 2 themselves, 3 himself, 4 herself,
• Revise the Past perfect. Write go – went – had ___ on the 5 ourselves
board and ask ss to say the past participle. Write After I
had ___ my homework, I ____ TV. on the board and ask a 4 Write sentences in the Past perfect.
student to complete it. Ask for class agreement. Answer key 2 The game had ended before we went
home.; 3 After Tom had eaten lunch, he washed up.,
4 Everyone had left before we tidied up.; 5 After
you had called, I read a book.; 6 Amy had done her
homework before she went to bed.
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Laura, 11, Belgium 3 minutes ago Lin, 12, China 10 minutes ago
I agree with Mei. I think extreme sports teach I enjoyed reading about all the
children about danger. We’ve got a new adventure different extreme sports. There are so many
playground at our school. It helps us to get better at that I want to try now! The one I really want
climbing, jumping and swinging. We always look after to do is diving. It must be so amazing to be
each other, too, so that nobody gets hurt. underwater with all the fish!
Patrick, 12, Mexico 30 minutes ago Chris, 11, Canada 20 minutes ago
I liked the story My favourite extreme

about the helicopter sport is skateboarding. I got my first
rescue. Some tourists skateboard when
had an adventure in I was six and
my town last year when now I can jump
they were trapped in a really high. When
tower. They had gone up I get older, I want
to look at the view, but then they couldn’t get down. to take part in
It was very scary for them. In the end, a helicopter skateboarding
pulled them up on a rope. competitions!
5 4 comments
Poppy, 12, UK 1 hour ago
I enjoyed reading the brochure about the adventure

holidays. It made me think of the safari that I went on last year in
Africa with my family. After we’d seen zebras, we saw lions, rhinos
and elephants, too. It was so exciting!
Magazine. Who does an extreme sport again. Discuss in groups.
at the moment? Chris re r n er di erent n ?

them to the class.
1 Which stories did you like best?
2 What’s the most interesting sport
you’ve learned about?
Alex 3 minutes ago
3 What place would you most like to go What are the advantages and
hiking in and why? disadvantages of extreme sports?
...
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Self-evaluation
• Ss read the comments on Pupil’s Book page 70 again
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Get ready for...
Objectives
2 Work in pairs. Some students are going on
• Lesson aims: A2 Key for Schools Listening Part 4, A2
a camping trip. Look at the activities that they
Key for Schools Speaking Part 2, B1 Preliminary for
could do and discuss which would be the most
Schools Speaking Parts 3 and 4, A2 Key for Schools
exciting and why.
Listening Part 5, B1 Preliminary for Schools Reading
Part 3 • Direct ss to page 132 of their books. Tell them that
• Target language: unit vocabulary and grammar Activities 2 and 3 are the A2 Key for Schools Speaking
Part 2 and B1 Preliminary for Schools Speaking Parts 3
and 4 exams.
Global Scale of English (GSE) • Read the Exam tip to ss.
• Listening: Can identify basic factual information in 3 Work in pairs. Write answers to the questions.
short, simple dialogues or stories on familiar everyday
• Ss work in the same pairs.
• Speaking: Can talk about matters of personal
information and interest in some detail (GSE 51). Extra activity Collaborative work
• Divide the class into groups to discuss what they
Assessment for Learning liked about the unit, using the Expert envoy technique.
Ss write their opinion about the unit under lesson
Setting aims and criteria: lesson objectives headings. The envoy reports back to the class.
Peer learning: Expert envoy technique; groupwork; Activity Book
Think-pair-share technique
technique 1 Think! Read the task carefully. Make sure you
Starting the lesson • Tell ss that this is the A2 Key for Schools Listening
Part 5 exam.
• Ask What did you learn in Unit 5? What was easy? What was
hard? What was interesting? What wasn’t very interesting? 2 Try! 5.22 Which sport has Oliver already
Have you learnt the new words? and elicit answers. tried? Listen and choose the correct picture.
Then explain your answer.
Presentation • Play the audio. See page 277 for audioscript.
for Schools and B1 Preliminary for Schools exams. technique.
Answer key A: He enjoys surfboarding. He’d like to
try water skiing. He’s never tried kite surfing.
Practice
Pupil’s Book correct answer. You will hear Harry talking to
Sophia about summer activities. What activity
will each child do?
1 5.21 For each question, choose the correct
answer. You will hear an interview with an
explorer called Oliver Barry. • Play the audio. See page 277 for audioscript.
Answer key 1 E, 2 D, 3 B, 4 F, 5 H
Schools Listening Part 4 and B1 Preliminary for Schools
Listening Part 2 exams. B1 Preliminary for Schools Reading Part 3
the tip. 1 Think! Read the task carefully. Make sure you
• Play the audio. See page 277 for audioscript. know what you have to do.
Reading Part 3 exam.
Diversity
Challenge 2 Try! Read and choose the sentences with a
• Ss read the tip to themselves and ask if they have similar meaning.
any questions. • Check answers using the Lollipop stick technique.
Support
Answer key 1 C, 2 A
• Read out the tip to ss and explain.
3 Do! Read the text and questions below.
For each question, choose the correct letter,
A, B, C or D.
• Check ss’ individual work.
Answer key 1 D, 2 B, 3 C, 4 A
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Get ready for... 5
tip Exam
A2 Key for Schools Listening Part 4 and To prepare for this part
of the exam, listen to
B1 Preliminary for Schools Listening Part 2 interviews on the radio
or po casts. Try to
1 5.21
For each question, choose the correct answer. understand and think
ill he r n inter ie ith n e l rer c lled about the opinions of
speakers that you hear.
li er rr
1 Oliver is most worried about how 3 He loves visiting the Arctic because
A he’s going to collect scientific A he likes cold weather.
information on his next trip. B it’s beautiful.
B cold it is in the Arctic. C it’s exciting.
C much the Arctic has changed in the
last fi e years.
2 He became an explorer because 4 One night he was woken up by the
A he loves science. sound of
B he wanted to do something about A a polar bear.
climate change. B another explorer.
C he loves adventure. C his own heart.
A2 Key for Schools Speaking Part 2

B1 Preliminary for Schools tip Exam
Speaking Parts 3 and 4 In the exam, remember to compare

the things in the pictures. Don’t just
say, thin ite surfing is the most
2 Work in pairs. Some students are going on
exciting.’ Explain your answer, for
c in tri t the cti itie th t the e ample, thin that ite surfing
could do and discuss which would be the most is more exciting than playing golf
exciting and why. because you get to y in the air an
Go to page 132 jump over waves.’
3 Work in pairs. Write answers to the questions.

1 Have you ever been camping?
2 (Yes) Did you enjoy it? Why?/Why not?
3 What do you need to take when you go camping?
4 What are the advantages and disadvantages of camping compared to staying in

a hotel?
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understand the grammar? What would you like to learn
more about?
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6 Spend or save?


that you love shopping and
you enjoy spending money!
Others have told us that they
prefer to save money. How
many words do you know for
the things on this page?
... ... ...
Mei has a question for
WOW! Question
... ... ...

Mei 3 minutes ago
Why is money important?
...
• learn words for shopping and for
imaginary situations
• use the ero, first an secon
con itionals
• read a poem about imaginary ... ... ...
situations
• learn about interesting markets
around the world
• work in a group to make a tourist
lea et about an interesting mar et
• learn how to ma e a complaint in
a shop
• read and write emails
... ... ...
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Unit objectives
Talk about shopping and imaginary situations
Language
Vocabulary Shopping on sale, queue, till, designer labels, get a refund, exchange (v), shop assistant,
credit card, customer, second-hand, receipt, online shopping
Imaginary situations go into space, meet a famous person, travel the world, donate to a
charity, have a lot of money, have three wishes, travel back in time, pass exams, become
the leader of your country, become a book or film character, be invisible, win a cup
Grammar Zero and first conditionals

Second conditional
Functions Making a complaint; I’d like to complain about …
Phonics Strong and weak forms in second conditional
Key competences
Mathematical, science and technological competences: order sentences (L. 4)
weather (L. 8)

Creativity Writing an action plan to help an endangered animal (L. 6)
Communication Talking about shopping (L. 1 and 3); Talking about what you would like to do (L. 4);
Telling a story (L. 5); Functional dialogue (L. 7)
Evaluation
• Unit 6 Test
External exams
Listening Part 2 Writing Part 2
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Lesson 1
Vocabulary
Objectives • Have ss say a word to their partners and their partner
• Lesson aims: to learn and use words for shopping points to the correct picture. Then they swap.
• Target language: on sale, queue, till, designer labels, • Consolidate understanding with these questions and ss.
get a refund, exchange (v), shop assistant, credit card, Ss raise their hands to suggest answers:
customer, second-hand, receipt, online shopping Who/Where/How do/can you pay for shopping? (the shop
assistant, at the till, with a credit card)
Are on sale/second-hand/designer label items cheaper or
Materials more expensive?
Do you mind waiting in a queue?
• Resource 6A
Do you think the customer is always right?
What shows you the price of all your shopping?
Global Scale of English (GSE) If you want your money back, do you get a refund or
exchange an item?
• Reading: Can infer unstated information in simple Do you like going to shops or online shopping? Why?
stories or descriptive texts, if guided by questions and
prompts (GSE 53). Diversity
Challenge
familiar topics (GSE 48). Can repeat phrases and short
• Tell ss to write the new phrases in their notebooks in a
sentences, if spoken slowly and clearly (GSE 22). Can
vocabulary list and to write explanations in English for
talk about matters of personal information and interest
homework. They can use an online dictionary to help.
in some detail (GSE 51).
Support
in a vocabulary list. Give them explanations and/or
Assessment for Learning translations to write with each phrase.
presentation
3 6.2 Listen and read. Who doesn’t like going
Monitoring students’ learning: Lollipop stick shopping and why?
technique
Independent learning: Thought-provoking questions 4 Work in pairs. Look at the words in
technique Activity 2 and answer the questions.
• Give ss a minute to write two lists in pairs.
• Ss raise their hands to offer answers. Ask two ss to
Starting the lesson write the answers on the board.
• Write Shopping on the board. Ask What shops do you like
best? Ss raise their hands to offer ideas.
Presentation • Ask different ss to offer answers.
• Explain that in this lesson ss will learn to talk about
shopping. Extra activity Collaborative work
• Ss work in pairs and write a short dialogue of two
Practice customers in a shop. They should use as many of the
new words as possible. They act out their dialogues to
the class.
Pupil’s Book
1 Work in pairs. Look at the WOW! Magazine Activity Book

• Refer ss to pages 72 and 73. Read the rubric and tell 1 Read the clues and complete the crossword.
ss to look at the book covers on the Welcome page for • Ss complete the activity in pairs.
a moment. • Check answers using the Lollipop stick
• Read out the introduction, or ask a student to read technique.
it out. Make sure ss understand the questions. Give ss Answer key 2 on sale, 3 second-hand, 4 queue,
one minute to discuss in pairs. 5 customer, 6 till
• Using the Lollipop stick technique, ask ss for
feedback. Accept all reasonable answers. 2 Read and complete the sentences.
2 6.1 Look and match. Then listen, check and compare answers with a partner.
repeat.
• Ask different ss to read out their answers.
• Tell ss to match the words and phrases they know and Answer key 2 credit card; 3 get, refund; 4 shop
guess the ones they don’t know. assistant; 5 online shopping; 6 designer labels
• Play the audio.
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2 6.1
on sale6 ueue 9 till 3 esigner labels 10 get a refun 11 e change 12 shop assistant 1
cre it car 2 customer 4 secon han 8 receipt 7 online shopping 5
1 2 3 4 5 6
7 8 9 10 11 12
Mateo doesn’t like shopping

3 6.2
Listen and read. Who doesn’t like going shopping and why? because he prefers to be
outside enjoying himself.
WOW! Blog
Mei 8 minutes ago Mateo 10 minutes ago
1 2
I like shopping in second-hand shops. I don’t really like shopping. Why would
If you look carefully, you can find really brilliant I stand in a queue of customers at a till when
things for just a few coins. So, I’m helping my my parents can buy everything we need online?
wallet and the environment! I prefer to be outside enjoying myself!
Sophia 1 hour ago 4 Alex 2 hours ago
3
Some things are made in poor countries I love shopping! My favourite shop is
by people who don’t get much money. That’s not Sports Superstar. There are lots of designer labels,
fair. We must go to shops that sell things that are which are very expensive. I’m not very good at
made fairly. If we only buy from these shops, we’ll saving money … I’m much better at spending it!
help the people who make the things we buy.
4 Work in pairs. Look at the words in Activity 2 and answer the questions.
1 Which wor s are things you might see in a shop I never buy designer labels.
till, receipt, credit card, wallet, designer labels
2 Which wor s are people you might see in a shop I thin they‛re too e en i e
customer, shop assistant, queue
1 o you li e shopping in secon han shops Why Why not
2 o you e er buy esigner labels Why Why not
3 re you better at sa ing or spen ing money
4 a e you or someone in your family e er ha to as for a refun or e change something
What was it
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3 Read the I’m learning box. Read and
complete the sentences with shopping and
money verbs.
they can recite in their head.
Answer key 2 buy, 3 sell, 4 save, 5 buy, 6 spend,
7 save Finishing the lesson
• Ss close their books. Call out the first word or syllable
4 Write five or more sentences using the for each phrase/word and have ss raise their hands to
shopping and money verbs from Activity 3. complete the phrase/word.
• Ss complete the activity using the Think-pair- • Ask Are phrases harder to remember than single words?
share technique. How will you learn these words and phrases?
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Lesson 2
WOW! Team Talk
• Lesson aims: to listen to and read a dialogue
Challenge
about shopping
each other’s work.
Materials Support
• Yes/No response cards in their notebooks. Write the answers on the board for
them to use to check.
simple dialogues related to everyday situations, if • Ss act out the expressions in pairs. Ask different
guided by questions (GSE 34). Can scan a simple text pairs to demonstrate the expressions to the class.
to find specific information (GSE 38). • Extension Ask ss to think of their own statements that
• Listening: Can understand some details in extended could prompt these expressions.
dialogues on familiar everyday topics (GSE 46). • Ss work in small groups. They look back at the
• Speaking: Can act out a short dialogue or role play, expressions in the units so far and practise using them
given prompts (GSE 38). Can give brief reasons for their in conversations.
opinions on familiar topics (GSE 48).
4 Work in pairs. Say your answers to the
questions.
Assessment for Learning • Place ss in pairs for this activity.
Setting aims and criteria: lesson objectives • Walk around the class monitoring groups.
presentation • Ask different pairs to tell the class their opinions.
Promote class discussion: Who agrees/disagrees? What’s
technique your opinion?
Independent learning: Summative questions Activity Book
technique
the dialogue on Pupil’s Book page 74. Then
Starting the lesson listen and check.
• Revise the shopping words using the Lollipop stick • Give ss one minute to complete the activity. Ss check
technique. Ss say a word or phrase they remember from their answers with their partners.
Lesson 1. They shouldn’t repeat something already said. • Play the audio.
Answer key 2 know, 3 time, 4 what, 5 enough,
Presentation 6 suppose, 7 online, 8 happy
• Explain that in this lesson ss read about shopping.
2 Read the dialogue again. Circle T (true) or
Practice • Ss write and then compare answers with a partner.
Pupil’s Book agreement.
Answer key 2 T – She says she has read it.;
1 6.3 Listen and read. Do Mei and Mateo both 3 F – They buy things online for Mateo.; 4 F – She says
like online shopping? she prefers shops.; 5 T – He says you don’t get long
queues for the tills online.; 6 F – She says she won’t be
• Refer ss to page 74. happy if the shops close.
Extra activity Critical thinking the correct expressions. Then listen and check.
• Ask Do you like shopping? Why do people like/dislike • Ss write and then compare answers with a partner.
shopping? How does shopping make people feel? Discuss Play the audio for ss to check.
as a class. • Check answers using the Lollipop stick
2 Work in pairs. Read the dialogue again and sentence and the other student uses the expression.
answer the questions. Answer key 2 I’m only kidding!, 3 No chance!,
4 That’s true., 5 No chance!, 6 I’m only kidding!
the answers in pairs. 4 Work in pairs. Write another dialogue for
• Check answers using the Lollipop stick technique. each expression. Then act out the dialogues.
• Ask pairs to demonstrate their dialogues to the class.
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WOW! Team Talk Zero conditional
Mateo: ou can still try things on when you o

Lesson 2
online shopping. f something isn’t big

enough, you can sen it bac .
Mei: mm, suppose so. ut still prefer shops.
really lo e wal ing aroun boo shops
an music stores. ou on’t get that online.
Mateo: You also don’t get long queues for the tills
an lots of ru e customers!
Mei: a ha! ut if we all buy e erything online,
shops will close.
Mei: ey, ateo! Do you want to come Mateo: That’s true. aybe we won’t nee shops
shopping with me at the wee en at all in the future.
Mateo: o chance! on’t li e shopping. Mei: f that happens, won’t be happy. lso,
Mei: now! ’m only i ing! rea what will the shop assistants do if there
your blog. ut why on’t you li e aren’t any shops
shopping Mateo: es, ha n’t thought of that. aybe we
Mateo: t’s just such a waste of time. f nee should keep
something, as my parents to buy it some shops then.
online. As long as
Mei: ut what about clothes an shoes on’t ha e
uying trainers online, for e ample, to go to them!
what do you do if they aren’t big First conditional
enough
1 6.3
Listen and read. Do Mei and Mateo both like online shopping? No. Mateo doesn’t like shopping
and Mei does.
1 What does Mei invite Mateo to do at the 4 What shops oes ei really li e
bookshops and music stores
wee en to go shopping with her 5 What oes ateo not li e about shops
long queues for the tills and rude customers
2 Why oesn’t ateo li e shopping 6 What does Mateo think will happen to
He thinks it’s a waste of time.
3 What does Mateo do if something he shops in the future He thinks we might not need them.
buys online oesn’t fit him He sends it back.
3 Work in pairs. Find these expressions in the dialogue. Then use the expressions and
act out.
o chance! ’m only i ing! That’s true.
1 It‛ u ua y hea er 2 re you going to get 3 I‛m going to uy thi

to uy thing on ine ome ne trainer ? designer T-shirt. ea y?
(…) I‛ e ent a my
o et money o I ne er end ot o
money on de igner a e
4 Work in pairs. Say your answers to the questions.

1 o you prefer online shopping or going to the shops Why
2 re there any shops that you really li e or on’t li e Why
3 o you thin we’ll nee shops in the future Why Why not
74 seventy-four
• Ss write the words connected to shopping in this lesson

in their notebooks.

• Ss close their books. Ask them the questions in Pupil’s
• Ask different ss to think of a question of their own
about shopping. They ask the class and choose someone to
answer using the Lollipop stick technique.
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Lesson 3
Grammar
Objectives 3 Read the blog on page 73 again. Underline an
• Lesson aims: to learn and use zero and first example of each conditional.
conditional; to understand a listening task
• Target language: If I need something, I ask my parents
to buy it online. If we all buy everything online, shops
will close. 4 Work in pairs. Complete the sentences and swap
with your partner. In what ways are your ideas
about shopping the same?
Materials • Ss work individually before the pairwork.
Diversity
Challenge
Global Scale of English (GSE) • Ss report back to the class what their friend said.
• Reading: Can make basic inferences from simple Support
information in a short text (GSE 37). Can scan a simple • Ss do the pairwork using the Expert envoy technique.
text to find specific information (GSE 38).
• Listening: Can identify the context in which an 5 6.6 Kerry is talking to her mum. What are they
everyday conversation is taking place (GSE 35). Can talking about?
understand the details of extended conversations on
• Tell ss to read the questions and look at the pictures
familiar topics, if delivered in clear standard speech
before they listen.
(GSE 54).
6 6.7 Listen again. Are these sentences true or
false? Say why.
Assessment for Learning • Ss read the questions before listening again.
Setting aims and criteria: lesson objectives • Check answers using the Lollipop stick technique.
presentation; Key question technique Ask different ss to give reasons.
7 Work in pairs. What will you do if these things
happen?
• Ss write their ideas in their notebooks. Then they
compare and discuss in pairs.
Starting the lesson • Ask different pairs to tell the class their ideas.
• Ask What do you buy online/in the shops? Ss raise their
hands to offer answers.
• Play a game. Start with this sentence: If I go out today,
I’ll go to the shops. Choose a student to continue using
Presentation the last part of your sentence: If I go to the shops,
• Explain that in this lesson ss will learn to use the zero I’ll …, adding his/her own idea. The game continues like
and the first conditional. They will also do a listening activity. this around the class.
• Write If I want to read a book, I buy one online/at a
bookshop. Ask different ss to read out the sentence with
their choice. Explain that this is a zero conditional. Activity Book
• Write If I buy this recipe book, I will lend it to my friend/
mum, too. Ask different ss to read out the sentence with 1 6.8 Listen and circle the correct words.
their choice. Explain that this is a first conditional. Ask ss • Play the audio. See page 278 for audioscript.
what difference they can see. Draw their attention to will for Answer key 2 a, 3 c, 4 b
the first conditional.
2 Read and complete the zero conditional
sentences.
Practice
Answer key 2 get, is; 3 aren’t, spend; 4 feel, have;
Pupil’s Book 5 go, have; 6 wants, buys
1 Look back at the dialogue in Lesson 2. Who might
Answer key 2 b, 3 f, 4 e, 5 c, 6 a
say these sentences: Mei or Mateo?
4 Read and complete the first conditional
questions. Then write the answers.
for class agreement. Answer key 2 will you have, 3 will you study, 4 will
you spend, 5 will you say
circle the correct options to complete the rules. 5 Work with your partner. Ask and answer the
questions from Activity 4. Write their answers
• Give ss a minute to work out the rules. in your notebook.
• Place ss in pairs. They take turns to ask the
questions and write down the answers.
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Lesson 3 Grammar 6
1 Look back at the dialogue in Lesson 2. Who 5 Kerry is talking to her mum.
6.6
might say these sentences: Mei or Mateo? What are they talking about?
1 always buy my trainers online. Mateo
1 2
2 lo e wal ing aroun boo shops. Mei
3 thin some customers are really ru e! Mateo
4 ’m going shopping at the wee en . Mei
2 Look at the grammar table.

Then read and circle the correct options 3
to complete the rules.
Grammar
Zero conditional
f need something, ask my parents to buy it online.
6 Listen again. Are these
6.7
f something isn’t big enough, you can sen it bac .

sentences true or false?
What do you do if the trainers aren’t big enough
Say why.
First conditional
1 erry’s banana was grown fairly. true
f we all buy everything online, shops will close.
2 The supermar et where erry’s
f that happens, won’t be happy.
mum buys her food only sells
What will the shop assistants do if there aren’t any shops
things that are ma e fairly. true
3 f erry wants to fin out more
We use the zero first con itional to tal about
about this topic, she will as her
real situations.
teacher. false (They will look online.)
We use the zero first con itional to tal about
things that might happen in the future. 4 f erry oes her project about
We form the ero con itional with if + Present this topic, she will teach other
simple, … Present simple will + verb. people about it. true
We form the first con itional with if + Present
simple, … Present simple will + verb.
7 Work in pairs. What will
you do if these things happen?
3 Read the blog on page 73 again. Underline
go shopping on atur ay
an example of each conditional.
rain tomorrow
4 Work in pairs. Complete the sentences and lose wallet
swap with your partner. In what ways are sa e a lot of money
your ideas about shopping the same? there is long ueue at the till
1 f nee to buy something, usually

I I go ho ing on
2 f go to a shopping centre, always Saturday, I‛ uy a
3 f ha e time for shopping this atur ay, ne game
4 f go to my fa ourite shop to ay,
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Grammar reference
1 Read and circle. their notebooks.
Answer key 2 have, 3 do, 4 I’ll buy, 5 happens,

6 can’t
2 Write sentences with the zero (Z) or first (F) • Ask ss to write an example sentence for the zero
conditional. conditional and another for the first conditional in their
notebooks. Ask different ss to read out their ideas.
Answer key 2 If we help Ann, she’ll be happy.;
3 If you are busy, we can talk later.; 4 If an accident
happens, I will call you.; 5 What do you eat if you want
a snack?
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Lesson 4
Book club
Objectives 4 Work in pairs. Look at the answers in the poem.
• Lesson aims: to understand a reading text; to Would you like to do the things in the poem? Ask
introduce imaginary situations and answer.
• Place ss in pairs for this activity. They ask one
Materials question each.

• sheets of A4 paper, enough for each pair of students • Ask different pairs to tell the class their ideas.
Diversity
• Speaking: Can talk about matters of personal • Ss do the pairwork without preparation. Write their
information and interest in some detail (GSE 51). ideas on the board during feedback.
• Listening: Can understand some details in extended Support
dialogues on a range of non-technical topics (GSE 50). • Brainstorm ideas for answers to the questions as a class
and wirte ss’ ideas on the board for them to use during
pairwork.
Setting aims and criteria: lesson objectives Extra activity Creativity
presentation; Key question technique • Hand each pair a sheet of paper. Ss use their ideas from
Monitoring students’ learning: Lollipop stick Activity 4 to rewrite one of the verses from the poem.
technique They swap with another pair and read each other’s
Peer learning: pairwork; Think-pair-share technique ideas.
technique
Activity Book
Starting the lesson 1 After you read Read the poem on Pupil’s Book
page 76 again. Number the sentences in order.
• Ask ss to think of ideas to finish the sentence If I had
lots of money, I would … . Use the Lollipop stick technique. • Ss complete the activity individually. Ask ss to raise
Answer key 2 g, 3 h, 4 c, 5 f, 6 a, 7 b, 8 e
Presentation
• Explain that in this lesson ss will read a Book Club text. 2 Answer the questions. Write complete
• Write Poem on the board. Ask What do you know/think about
sentences.
poems? Ss raise their hands to offer answers. • Ss complete the activity individually.
technique.
Practice Answer key 2 The speaker dressed up as an old
Egyptian king.; 3 He’s clever because he always finds
Pupil’s Book the thief.; 4 Neil Armstrong and his team were the first
people on the Moon.; 5 They looked at rocks on the
Moon.; 6 The sea ice is melting quickly.
1 Before you read Today’s Book Club text is a poem.
Look and circle the answers that describe the 3 Read the Work with words box. Write the
poem. Then discuss. correct prepositions.
a partner.
Answer key 2 down, 3 around, 4 through, 5 under,
6 behind
Key words search
Tips for writing a poem using conditionals
collocations with look from Activity 3.
2 6.9 Listen and read. What four places would the work and give feedback.
speaker in the poem like to visit? • Ask different ss to read out a sentence.
• Ask ss to raise their hands to offer answers. Answer key 2 up, 3 around, 4 under, 5 through,
• Check comprehension with questions: Where would the 6 down
poet go? (Ancient Egypt) Why would the poet like to be
Sherlock Holmes? (because he is cleverer than the rest) 5 Write six sentences with the collocations with
Where would the poet walk in space? (on the moon) look from Activity 4.
Which animals would the poet see in the Arctic? • Ss complete the activity in pairs using the
(polar bears) Think-pair-share technique.

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If you could travel back in time, what would you choose to do?
I’d go to Ancient Egypt to see the pyramids when they were
new. We learned about this in History last year and we wore
costumes to school.I dressed as an old Egyptian pharaoh.
I looked really cool!
If you could become a character, what film or book would you choose?
I’d like to become Sherlock Holmes, then I’d catch a thief or two!
I’d live in London, years ago, and I would be the best.
Sherlock always finds the thief! He’s cleverer than the rest.
If you could go into space, what would you do and why?

I’d walk on the Moon, I’d look down at Earth and see how
it looks from the sky. First Neil Armstrong, then Buzz Aldrin,
stepped down to have a look.They walked around,
left a flag and walked into history books!
If you could travel the world one day, where would you choose to go?
I’d go to the Arctic, I’d play in the ice and I’d build a house in the snow.
The sea ice is melting quickly, so I want to go while I can.
I want to look after some polar bears and make a huge snowman!

Before you read 3 After you read Activity Book, page 69.
is a poem. Look and circle the answers
that describe the poem. Then discuss. 4 Work in pairs. Look at the
answers in the poem. Would you like
1 This poem has three four erses.
to do the things in the poem? Ask and
2 ach erse has four six lines.
answer.
3 The first an secon lines an the thir
an fourth lines of each erse rhyme Wou d you i e to go into a e?
rhythm.
e , I ou d I‛d i e to ee
4 Do you prefer reading poems that arth rom a e Wou d you?
rhyme or on’t rhyme Why
o, I ou dn‛t I re er to
2 6.9
Listen and read. What four places ee my eet on the ground
would the speaker in the poem like
to visit? Ancient Egypt, the books of Sherlock Holmes,
the moon, the Arctic
76 seventy-six
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• Ss find all the words that rhyme in the poem.

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Lesson 5
Objectives Extra activity Collaborative work
• Lesson aims: to learn and use words for imaginary
• Ss order the situations in the box in order of what
situations; to learn and use the second conditional
they would like to do, from the most to the least. They
• Target language: go into space, meet a famous
compare and contrast their ideas in groups of three.
person, travel the world, donate to a charity, have a lot
of money, have three wishes, travel back in time, pass
exams, become the leader of your country, become a 2 Read the poem in Lesson 4 again. How many of
book or film character, be invisible, win a cup these words and phrases can you find?
If I could travel back in time, I’d go to Ancient Egypt. • Refer ss to page 76.
Materials pairs for feedback.
• Resources 6B and 21 3 Think about the poem in Lesson 4. Are the

questions asking about real or imaginary
situations?
information (GSE 38). 4 Look at the grammar table. Then read and
• Listening: Can understand the details of extended circle the correct options to complete the rules.
conversations on familiar topics, if delivered in clear • Give ss a minute to work out the rules.
standard speech (GSE 54). • Check answers using the Lollipop stick technique.
• Speaking: Can repeat phrases and short sentences, if • Tell ss to write down the correct rules in their
spoken slowly and clearly (GSE 22). notebooks. Have ss check each other’s notes.
• Writing: Can write a very simple story, given prompts
or a model (GSE 36). 5 6.11 Listen to Hassan and Tina. What three
things do they wish for?
• Play the audio. See page 278 for audioscript. Give ss
Assessment for Learning time to note down their answers.
• Play the audio again for ss to check and verify. Ask
Setting aims and criteria: lesson objectives different ss to write their answers on the board.
presentation
Monitoring students’ learning: Lollipop stick technique 6 Work in pairs. Play a sentence chain game
Peer learning: pairwork; Think-pair-share technique using sentences in the second conditional. Then
tell your sentences to another pair.
technique • Place ss in pairs. After they finish their stories, place
two sets of pairs together.
• Have pairs stand up and move to join another pair so ss
Starting the lesson can repeat the activity.
• Ask What would the poet in Lesson 4 do? Ss raise their
hands to offer ideas.
Diversity
Challenge
• Ss try to retell the story from memory.
Presentation Support
• Explain that in this lesson ss will learn words for • Ss can write down notes and refer to them to tell
different situations and learn to talk about them using the their stories.
second conditional.
• Pre-teach the new words. Write the verbs in the box at the
top of the board and the phrases in a column underneath. Activity Book
Ask different ss to complete the phrases with the correct
verbs. Explain meanings if necessary: 1 6.12 Listen and complete the sentences.
be, become, donate, go, have, meet, pass, travel, win, pass, Answer key 2 have a lot of money, 3 pass exams,
travel 4 travel the world, 5 meet a famous person, 6 win a cup
___ three wishes, ___invisible, ___ a cup, ___ a book or film
2 Read and complete the questions.
character, ___ the leader of your country, ___ to a charity,
___ a lot of money, ___ a famous person, ___ into space, ___ Answer key 2 become the leader, 3 to a charity,
exams, ___ the world, ___ back in time 4 a film character, 5 three wishes, 6 travel back in time
3 Work with your partner. Ask and answer the

Practice questions in Activity 2. Do you have similar
answers?
Pupil’s Book
4 Read and complete the sentences. Use the
second conditional.
repeat. Answer key 2 If I knew the answer, I would tell you.;
3 If we had time, we’d visit the museum.; 4 If I spoke
Italian, I would understand Mario.; 5 If Ximena was
• Play the audio.
here, she’d see the film.; 6 If you were 17, you could
drive a car.
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6.10
and repeat. Then read and circle the correct
options to complete the rules.
go into space 8 meet a famous person 9
tra el the worl 10 onate to a charity 12 Grammar
have a lot of money 4 have three wishes 5 Second conditional
tra el bac in time 3 pass e ams 11 f coul tra el bac in time, ’d go to ncient gypt.
become the lea er of your country 1
f went into space, ’d walk on the moon.
become a boo or film character 2
f you coul become a film character, what
be in isible 7 win a cup 6
character would you choose
f you were rich, would you donate to a charity
1 2 3
We use the secon con itional to tal

about real imaginary situations.
We form the secon con itional with
if + Present simple Past simple …,
4 5 6 would erb.
5 Listen to Hassan and Tina. What

6.11
three things do they wish for?
7 8 9 6 Work in pairs. Play a sentence

chain game using sentences in the
second conditional. Then tell your
sentences to another pair.
10 11 12
1 2
2 Read the poem in Lesson 4 again. I I had three I I e ame the eader
How many of these words and i he , I‛d o our ountry, then
hr e c n find? e ome the eader I‛d gi e more money
o our ountry to hoo
3 Think about the poem in Lesson 4.
Are the questions asking about real or 3 4
imaginary situations? imaginary I I ga e more money to (…)

hoo , more hi dren
ou d a their e am
Tina – for her family to be healthy and happy; to be invisible

for a day; to travel back in time to Rome seventy-seven 77
Hassan – to have a lot of money; to pass all his exams; that
his team wins a cup in football this year
M06_TT_PB_06GLB_2601_U06.indd 77 15/07/2019 12:34
5 Read and complete the questions. Use the 4 Write sentences about you and people you
second conditional. know. Use your own ideas.
Answer key 2 had, would you go; 3 could, would you Answer key 2 knew, would you tell; 3 took, would be;
live; 4 met, would you say; 5 lost, would you feel; 4 met, would you feel; 5 had, would invite
6 could, would you choose
6 Write five more questions using your own Finishing the lesson
ideas. Then ask and answer with your partner.
• Ss close their books. Ask If you were the teacher, what
• Ss work individually and then in pairs using the would you ask your ss to do for homework? Ss raise their
Think-pair-share technique. hands to offer ideas.
Grammar reference
Answer key 2 could, 3 were, 4 won
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Lesson 6
Culture
Objectives • Refer ss to page 78. Tell them to look at the
• Lesson aims: to learn about interesting markets photographs and describe what they can see.
Key words search
the world’s greatest markets
Materials
• sheets of A4 paper, enough for each group of students 2 6.13 Listen and read.
• coloured pencils • Play the text all the way through.
• Resource 60 • Check comprehension with questions: Which market
happens very early/late? (Muara Kuin Floating Market/
Chiang Mai Night Bazaar) What can you listen to in the
Global Scale of English (GSE) market in Marrakech? (stories) Which market is open all
• Reading: Can get the gist of short, factual school day and evening? (the Djemaa el Fna Market)
texts (GSE 41). Can scan a simple text to find specific
• Speaking: Can express their opinions on familiar • Ss work in pairs and write down three things that
topics, using simple language (GSE 41). Can give brief they found the most unusual. Ask for feedback.
• Writing: Can write a short, persuasive text (e.g. a 3 After you read Activity Book, page 71.
leaflet), given a model (GSE 55).
4 Work in pairs. Which market would you most

Assessment for Learning like to visit and why?
Setting aims and criteria: lesson objectives presentation • Ss discuss in pairs for one minute.
• Tell ss they are going to watch a video and to
watch carefully.
Starting the lesson Project

• Give ss one minute to write down as many shopping words
and phrases from Lesson 1 that they can remember. Read Make a tourist leaflet about an interesting market.
out the words and phrases and have ss tick them from • Divide ss into groups of three. Give each group paper
their list. and coloured pencils.
• Give groups two minutes to brainstorm ideas.
Presentation • Help ss decide who will do each part of the research. Assign
parts if necessary.
• Explain that in this lesson ss will talk about interesting
markets around the world. • Each student designs and writes their part of the leaflet.
• Extension Ask ss to find Indonesia, Morocco, Thailand and • Have ss present their leaflets together. They give reasons
Hong Kong on a map. Use an online map if available. for the market they choose in the vote.
Diversity
Culture notes
Challenge
• The Floating Market is where the Kuin and Barito rivers • Ss refer to the texts in their Pupil’s Books for help with
meet. It is popular with locals and visitors.
vocabulary and style.
• The market in Marrakech in the square is next to the Support
souk, which is the large market for all goods. It is a • Ask ss to raise their hands to suggest style and
popular tourist attraction. vocabulary they can use in their leaflets from the text in
• The Night Bazaar is about 1 km long. It is on the east their Pupil’s Books. Write their ideas on the board.
side of the old walled city. It opens every evening from
dusk until around midnight.
• The Flower Market is open all year round, but the most Activity Book
popular time is New Year when families look for plants
that will bring good luck and fortune.
describe? Write.
Practice Answer key 2 Muara Kuin, 3 Flower Market, 4 Chiang

Mai, 5 Djemaa el Fna, 6 Flower Market
Pupil’s Book 2 Answer the questions. Write complete

sentences.
1 Before you read What are markets like where you Answer key 2 There is a market in Djemaa el Fna
live? What type of things do you buy at a market? every day.; 3 You must go there before 7 am/sunrise.;
• Ss discuss in pairs for one minute. Ask for class 4 It used to be small with only a few stalls.; 5 You
feedback. Ss raise their hands to offer ideas. should visit the Hong Kong Flower Market.
168
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Interesting markets
We all love shopping, but have you ever wanted to go somewhere new and
buy something different? What about visiting these interesting markets?
Muara Kuin Djemaa el Fna, Chiang Mai Flower Market,

Floating Market, Marrakech, Morocco Night Bazaar, Hong Kong
Indonesia Thailand
One of the most This beautiful
There aren’t any interesting markets in As the sun sets flower market
shops in this market, the world, Djemaa el Fna, every night, the is popular with
but there are a is in the central square shops close and tourists and local
lot of shop-boats! in Marrakech every day. the market stalls people, too.
There’s been a This market is famous for arrive. This market It’s open from 7am
market on this river selling leather bags and started with to 7pm every
for hundreds of shoes and bright bowls just a few stalls, day and you can
years. You can buy and cups. After sunset, but it now fills choose from all
fruit, vegetables, the market becomes even many streets and types of different
flowers and fish. more charming. You can squares in the area. flowers as well as
But you have to get eat delicious food, listen You can buy lots of plants and trees.
there before sunrise to stories and watch cheap souvenirs, You can smell
because it’s usually snakes and monkeys pictures, clothes this market from
finished by 7am. doing tricks. and jewellery. streets away!
Project
WOW! Fact e t ri t le et t n intere tin

One of the oldest food markets in the market.
world is Borough Market in London, which 1 n groups, fin out about interesting mar ets
started more than 1,000 years ago. in the worl .
2 Choose the market that you would most like
to isit.
1 What are markets like
Before you read
where you live? What type of things 3 eci e who will research to fin out more
about:
do you buy at a market?
• where the mar et is.
2 6.13
Listen and read. • when the mar et is.
• what you can buy at the mar et.
3 After you read Activity Book, page 71. 4 a e your lea et. nclu e photos an
interesting facts which will ma e people want
4 Work in pairs. Which market
to isit.
would you most like to visit and why?
5 resent your lea et to the rest of the class.
Find out more! Watch the video. 6 Ta e a class ote to eci e which mar et you
woul most li e to isit.
78 seventy-eight
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market. Complete the text. • Ss write ten important words from the text in their
notebooks.
Answer key 2 huge, 3 streets, 4 clothes, 5 1461,
6 buy, 7 modern, 8 hungry Finishing the lesson
4 Work in groups. Choose one of the markets • Write on the board The most surprising thing in this
in the box and find answers to the questions. lesson for me is … and have ss complete the sentence in
Write about your market. their notebooks. They read out their ideas to the class.
• Ss work in groups of four. They find information

online if available.
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Lesson 7
English in action
• Lesson aims: to learn to make a complaint; to learn
Challenge
and practise the stress of d and would in second
• Ask two ss to read out the dialogue to the class.
conditionals
Support
• Target language: I’d like to complain about … • Read out one sentence at a time and have ss repeat.
Act out dialogues with your partner. Take it in

Materials 3
turns to make complaints about these problems.
• Resource 69 Find an answer to each problem. Use the Say it!
box to help you.
Global Scale of English (GSE) • Walk around the class monitoring pairs.
• Reading: Can understand the main points of short, • Ask different pairs to perform one situation of their
simple dialogues related to everyday situations, if choice to the class.
to find specific information (GSE 38). Extra activity Collaborative work
think of two more situations and they make a complaint
• Listening: Can identify the context in which an for each one.
everyday conversation is taking place (GSE 35).
Pronunciation
4 6.16 Listen and say. Is would in the second
conditional stressed or unstressed?
presentation
and have ss repeat. Play it a third time and have ss say
intonation.
technique
• Extension If available, record individual ss’
Starting the lesson pronunciation of one sentence and have them listen and
check themselves.
• Write A complaint on the board and explain the
meaning. Ask Have you ever made a complaint in a shop?
What was the problem? Activity Book
1 6.17 Read and complete the dialogue.

Presentation Then listen and check.
• Explain that in this lesson ss will learn to make a • Ss do the activity individually. Then they listen
complaint. and check.
• Ask ss to work in pairs and think of a phrase they would • Ss raise their hands to offer answers.
say to make a complaint in a shop. • Ss read out the dialogue in pairs.
Answer key 2 d, 3 f, 4 a, 5 c, 6 b
Practice 2 Read and complete the dialogues with your

own ideas. Then act out with your partner.
Pupil’s Book • Ss work individually. Check and correct answers
3 6.18 Listen and complete the second
conditional sentences. Use ’d or would and
• Play the audio.
a verb from the box. Then practise with your
partner.
2 Read the dialogue again. What two complaints • Play the audio. Give ss enough time to finish the
does Vera make and what does she ask the shop sentences. Have them repeat what they hear.
assistant to do about them? Use the Say it! box to • Ss practise in pairs. Monitor word and sentence
help you. stress.
• Draw ss’ attention to the Say it! box. Read out the Answer key 2 ’d become, 3 would make, 4 ’d go,
sentences and have ss repeat as a class. Explain 5 would choose, 6 ’d take
for feedback.
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Making a complaint

6.15
questions.
1 Where is this con ersation ta ing place
in a clothes shop
2 o these people now each other
No, they don’t.
Making a complaint
oo morning. ’m afrai ha e ’m afrai ha e a complaint about this jac et.
’ li e to complain about this phone.
a complaint about some things
’m afrai there is a problem with these shoes.
bought last wee .
lease coul ha e a refun
O , what’s the problem nee to e change them.
When got home, foun that there
is a button missing on these trousers. 2 Read the dialogue again. What two
nee to e change them. complaints does Vera make and what
’m ery sorry about that. Of course does she ask the shop assistant to do
you can e change them. about them? Use the Say it! box to
’m afrai there’s also a problem help you. The trousers have a missing button – exchange them.
The scarf is damaged – get a refund.
with this scarf. t’s amage here.
Oh yes. ’m sorry about that. Woul 3 Act out dialogues with your
you li e to e change it, too partner. Take it in turns to make
complaints about these problems.
o. Please coul ha e a refun for
the scarf Find an answer to each problem.
o problem. ’ll just nee to see your
receipt. • broken phone
ere you go. • shirt missing button
• damaged trainers
That’s great. Than s.
amage T shirt
• tablet doesn’t work
Pronunciation
4 6.16
Listen and say. Is would in the second conditional stressed or unstressed?
unstressed
f ha a lot of f coul tra el the f he was lea er f they coul tra el
money, would worl , would go of the country, he bac in time, they
donate some to to frica. would make a lot of would go bac to
charity. changes. ncient China.
seventy-nine 79
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making a complaint.

• Ask Do people make complaints like this in your country/
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Lesson 8
Reading
• Play the audio. Ask ss if they predicted correctly.
• Target language: enormous, underwater, jealous,
• Check comprehension with questions: Where is Sam?
incredible, embarrassed; revision of vocabulary and
(in Dubai) When did he go to the shopping centre?
grammar
(yesterday) Where can you find out more about the
shopping centre? (on the website) What did Tessa buy? (a
Materials black T-shirt) What does she want Sam to send? (photos)
• Extension Ss do the differentiation for the reading
• Resource 42 tasks.
3 After you read Answer the questions.

Global Scale of English (GSE) • Ss work individually to complete the activity.
• Reading: Can find specific information in extended • Ask for feedback using the Lollipop stick technique.
informational texts using text features such as Ask different ss to give reasons.
headings and captions (GSE 56). Can understand a
simple text about a past event (GSE 35). Can scan a Extra activity Critical thinking
simple text to find specific information (GSE 38).
• Ss work in pairs to think of two comprehension
questions for the emails. They swap with another pair
and answer each other’s questions.
Assessment for Learning 4 Ask and answer in pairs.

technique
Diversity
Challenge
• During feedback for Activity 4, include all ss in the
technique
discussion with prompts: Do you agree, (name)? Have
you had a similar experience, (name)?
Support
Starting the lesson • Use the Expert envoy technique for pairwork for
• Ask Do you write emails? Do your parents write emails? What Activity 4.
do you have to do to write and send an email? Ss raise their
hands to offer answers.
Activity Book
Presentation 1 Read the definitions and write the words.

• Explain that in this lesson ss will read two emails. • Ss complete the activity individually. They compare
• Draw ss’ attention to these words: enormous, underwater, answers with a partner before class feedback.
jealous, incredible and embarrassed. Write them on the Answer key 2 jealous, 3 enormous, 4 embarrassed,
board and ask ss to find them in the text and say what 5 incredible
part of speech they are and how they know. (They are
adjectives. We know that because they go before nouns that 2 Read the emails on Pupil’s Book page 80
they describe.) Explain meanings or ask ss to explain with again. Read and complete the sentences. Who
definitions on the board: wrote them? Write Tessa or Sam.
enormous: very big • Ss complete the activity individually.
underwater: under water! • Ask different ss to offer answers.
jealous: wanting what someone else has Answer key 2 Tessa: explained, assistant; 3 Sam:
incredible: unbelievable bored, aquarium; 4 Tessa: embarrassed, quickly;
5 Tessa: could, plane; 6 Sam: write, shopping
embarrassed: red-faced
3 Read the sentences and circle T (true) or
Practice
Pupil’s Book
Answer key 2 T – Sam has never been to such an
enormous place.; 3 F – There are more than 200
1 Before you read Read just the subject of the emails. places to eat.; 4 F – Tessa wrote that she was having
Are these emails formal or informal? What do you a good holiday at home.; 5 F – She wanted to make
think they will be about? a complaint and get a refund.; 6 T – It belonged to
• Refer ss to page 80. Explain formal and informal if Tessa’s little sister.
necessary.
• Ss raise their hands to offer answers. Do not confirm yet.
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Lesson 8
Literacy: emails
tip Reading
Reading
We sometimes have more than one email in
our inbo . ou can scan your eyes own your
1 Read just the subject of the
Before you read
inbox to see who the emails are from and
emails. Are these emails formal or informal? rea the subject bo to fin out what they
What do you think they will be about? are about. Then you can rea the ones that
informal you thin are the most important first.
2 6.19
Listen and read.
To Sam
From Tessa
Subject My funny shopping trip!
To Tessa
From Sam Hi Sam,
g trip!
jec t M y fu nny shoppin I’m so jealous! That shopping centre sounds incredible.
Su b
If I could, I’d get on a plane and come right now!
Hi Tessa, joying the schoo
l Anyway, I’m having a good holiday here at home. I went
w e ll a n d e n
Hope you’re a g reat time here
in to the shops yesterday, too. I bought a new black T-shirt
m h a v in g
holidays! I’ u love last week. But after it was washed, it was too small for
. I k n o w how much yo
Dubai d tell you me! So I decided to take it back to the shop to make
p p in g , s o I h ad to write an isited
sho
s h o p p in g c e ntre that we v a complaint and ask for a refund.
about the ch an I explained the problem to the shop assistant. She was
a y. I’ v e n e v er been to su
yesterd ps
la c e ! T h e re are 1,200 sho very helpful, but then she looked inside the T-shirt and she
enormous p p laces to eat. If
you said, ‘If this T-shirt is too small for you, it’s probably because
th a n 2 0 0
and more visit the it’s for children aged 4–5!’ It wasn’t my black T-shirt – it was
o re d o f s h o p ping, you can
get b oo, the ice my little sister’s black T-shirt! I felt so embarrassed!
u a ri um a n d underwater z t films.
aq ith 22 differen I got out of the shop as quickly as I could.
e c in e m a w
rink or th bsite. If you have time, send me some photos and tell me more
u h a v e ti m e , look at the we is …
If yo
’ll lo v e it! T h e only problem about your adventures!
I know you I didn’t buy an
ything! See you soon,
h o p p in g , s o
I hate s oing. Tessa
a n d te ll m e what you’re d
Write soon
Bye,
Sam
Words in context
enormous un erwater jealous

incre ible embarrasse
3 After you read Answer the questions. Activity Book, page 73
1 How many shops are there in the 4 Ask and answer in pairs.
shopping centre that am isite 1,200
1 Would you like to go to the shopping
2 ow many places are there to eat more than 200 centre that am escribes Why Why
3 What else can you o in the shopping not
centre if you on’t want to go shopping 2 What’s the most interesting shop or
visit the aquarium and underwater zoo, the ice rink or
4 Who li es shopping the cinema with 22 different films shopping centre that you ha e e er
Tessa
5 Why i Tessa go to the shops been to an why
yester ay to get a refund for a T-shirt that 3 Have you ever felt embarrassed in a
got smaller after she washed it
6 Why i she feel embarrasse shop Why
It wasn’t her T-shirt – it was her little sister’s T-shirt.
80 eighty
4
Work in groups. Choose one of the shopping

centres in the box. Discuss the questions and • Ask Do you write emails to friends? How do you keep in
make notes. Then share your ideas with the touch with friends when you are on holiday? Who do you/
class. your parents send emails to? Ss raise their hands to answer.


definitions.
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Lesson 9
Writing
• Lesson aims: to write an email
Challenge
• Target language: revision of vocabulary and grammar • Ss think of ideas alone to answer the questions in
the email.
Support
Materials • Ss collaborate in pairs and think of answers to the
• a ball questions in the email.
3 Write Zeynep’s email to Camila. Use the How to
write… box to help you.
Global Scale of English (GSE) • Read the Writing tip to ss.
• Reading: Can skim straightforward extended texts with • Give ss time to complete their plan. Monitor and help
a clear structure to get a general idea of the content with ideas.
(GSE 55). Can scan a simple text to find specific • Ss work individually to complete the email.
information (GSE 38). • Ss evaluate their own work.
• Writing: Can write short, simple personal emails/ • Using the Two stars and a wish technique, ss read
letters about familiar topics, given prompts or a model and check each other’s work.
(GSE 40).
sheet of paper. They display their work on the classroom
Setting aims and criteria: lesson objectives wall and later add it to their portfolios.
presentation
technique 1 Rewrite the sentences with unless.
Independent learning: portfolio; Learning diary • Ss complete the activity individually.
technique.
Starting the lesson Answer key 2 We’ll miss the last bus unless we leave
• Using the Lollipop stick technique, ss say any word now.; 3 Unless Emilia calls me today, I’ll be angry
connected to shopping and money they can think of. with her.; 4 You won’t get a refund unless you have
a receipt.; 5 Unless the shop opens soon, I’ll have to
leave.
Presentation 2 Imagine you’ve just visited the shopping
• Explain that in this lesson ss will write an email. centre you made notes on in Lesson 8. Plan an
email to a friend at home.
Practice • Give ss one minute to complete their notes. Monitor
Pupil’s Book • Using the Two stars and a wish technique, ss
1 Read the email and choose the best subject line. 3 Now write your email.
• Refer ss to page 81. • Ss work individually to complete the email.
Lollipop stick technique. 4 Check your work. Tick (✔) the steps when you
have done them.
2 Read the How to write... box. Then answer the
questions about the email in Activity 1.
• Ss work individually. Ask a student to offer answers. Ask read and check each other’s work.
does Camila want to buy? (a birthday present for her Extra activity Fast finishers
mother) What would she do if she had a lot of money? • Ss write down two sentences about themselves and
(go shopping every day) Does she only want to go shopping using unless. They swap with another fast
shopping? (No, she wants to do something fun, too.) finisher and compare ideas.
When will she see Zeynep? (next weekend)

diary: Today I wrote an email about … .
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Lesson 9 6
1 Read the email and choose the best subject line. Writing
a y new computer game
b e t wee en !
c My favourite shop
To: Zeynep
From: Camila
Subject: …
Hi Z eynep,
I’m so excited about coming to visit you next weekend! I’d really
like to go shopping while I’m there. I need to buy a birthday present
for my mother and I won’t have time to get it unless I go next Describe the
weekend. What are the shops like where you live? shops where
you live.
I love shopping! If I had a lot of money, I’d go shopping every day!
What’s your favourite shop and why? Describe your
favourite shop.
If we have time after shopping, let’s do something fun in town.
What else is there to do there?
Say what else
I can’t wait to see you! there is to do
Bye, where you live.
C amila
2 Read the How to write... box. Then answer the questions about the email in Activity 1.
How to write... an informal email

1 What do we put in the
se the subject bo to e plain why you’re sen ing the email. subject bo what the email is about
tart your email with Dear or Hi the name of the person. 2 How do we start an
se clear an simple language. informal email Hi
se paragraphs to ma e your email easy to un erstan .
3 ow o we finish an
• Finish your email with Bye or See you soon your name.
informal email Bye
3 Write Zeynep’s email to Camila. Use the How to write… box to help you.
1 Write a plan. Make sure you answer all tip Writing

of the uestions that Camila as e . unless
2 Write your email. a e sure you start We use the word unless for if … not.
an finish your email correctly. I won’t have time to get it unless I
3 ea an chec your email. go this weekend. = if I don’t go this
weekend, I won’t have time to get it.
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Lesson 10
Comments
Objectives Practice
1 Read the comments on the WOW! Magazine.

Materials Who doesn’t like shopping?
• sheets of A4 paper, two for each student • Refer ss to page 82.
• a ball
Diversity
Challenge
Global Scale of English (GSE) • Ss now read the comments to themselves.
• Reading: Can understand short school-related Support
messages in emails, text messages and social media • Read out the comments to ss.
postings (GSE 39).
• Speaking: Can give brief reasons for their opinions on 2 Work in pairs and answer the questions. Then
familiar topics (GSE 48). write your comments about the WOW! Magazine

write their own comments and then compare with their
Setting aims and criteria: Key question technique; partner.
lesson objectives presentation • Ss read out their comments.
technique; Extra activity Creativity
Peer learning: pairwork; groupwork • Give each pair a sheet of paper. Ss copy their comments
Independent learning: Summative questions technique and add them to the class comments folder.
Starting the lesson 3 Think about the WOW! Question again. Discuss
• Ask a question about reviews: What do you think you will
practise in this review? Accept all reasonable answers. • Ss discuss in groups and then give feedback to the
Presentation
Activity Book
the WOW! Magazine. Then they will do revision of the unit 1 Look at the picture and write the words.
• Revise the shopping words by writing the second
with a partner.
(underlined) parts of the words on the board. Ask different
ss to complete the words and explain the meaning: Answer key 2 sales assistant, 3 credit card,
on sale, credit card, customer, designer labels, exchange, get 4 customer, 5 till, 6 queue
a refund, online shopping, queue, receipt, second-hand, shop
assistant, till.
phrases.
• Revise the imaginary situations by dictating them with one
• Ss complete the activity individually and then
word missing (see underlined). Say beep instead of the
compare with a partner.
word. Ask different ss to write the phases on the board:
be invisible, become a book or film character, become the Answer key 2 travel the world, 3 meet a famous
person, 4 have a lot of money, 5 pass your exams
leader of your country, donate to a charity, go into space,
have a lot of money, have three wishes, meet a famous 3 Read and complete the zero and first
person, pass exams, travel back in time, travel the world, win conditional sentences with your own ideas.
a cup.
• Revise the zero conditional. Write go and buy on the board. compare ideas.
Ss think of a sentence using both, e.g. If I go shopping,
I buy T-shirts. 4 Read and write second conditional sentences.
• Revise the first conditional. Write go and will buy on the • Ss complete the activity individually and then
board. Ss change their sentence using these two verbs,
compare with a partner.
e.g. If I go shopping, I will buy T-shirts.
Answer key 2 If today were Friday, …; 3 If we lived in
• Revise the second conditional. Write had and would buy on London, …; 4 If you were British, …; 5 If I could fly, …;
the board. Ss think of a sentence using these two verbs, 6 If we were in space, …
e.g. If I had lots of money, I would buy lots of clothes.
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Eva, 12, Argentina 3 minutes ago Jane, 11, Canada 7 minutes ago
I enjoyed reading the discussion I enjoyed listening to

about online shopping. I hope that we the conversation about things
still have shops in the future because that are made fairly. I had never
I really enjoy shopping! My favourite thought about this before. I
shops are clothes shops and gift shops. talked to the manager of my
local supermarket about it. He
3 6 comments said that all of the things in their
Cristina, 11, Spain 15 minutes ago
shop are grown and made fairly. Like the apple I’m
eating in this photograph! If you know food is made
I liked the ‘What would you do?’
fairly, it tastes better!
poem. If I had three wishes, I would wish
for good health for all my family. I would 4 2 comments
like to be able to speak all the languages
Haru, 11, Japan 12 hours ago
in the world. I would also like to be
leader of Spain for one day! That would I liked the article about the interesting
be fun! markets. I enjoyed doing the project, too. My group
made a leaflet about the Tsukiji Fish Market in Tokyo.
5 4 comments
My cousin has a restaurant and he goes every
morning to buy
Jonas, 11, Germany 3 hours ago
his fish. He says
I enjoyed reading about the that it’s the
enormous shopping centre. I don’t really best place in
like shopping, but that place sounds the world to buy
so amazing! If I was there on holiday, fish!
I would visit it!
Magazine. Who doesn’t like shopping? again. Discuss in groups.
Jonas
re r n er di erent n ?
questions. Then write your comments
about the WOW! Magazine and read WOW! Question
them to the class.
1 Which rea ing te t i you enjoy most
2 i you fin out about any interesting
new places to go shopping Which
woul you most li e to isit an why
3 f you coul ha e one wish, what woul
Mei 3 minutes ago
it be an why Why is money important?
...
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M06_TT_PB_06GLB_2601_U06.indd 82 15/07/2019 12:35
Self-evaluation

• Ss read the comments again on page 82 of their Pupil’s
Books and decide who they agree with and why.
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Get ready for...
Objectives
• Lesson aims: B1 Preliminary for Schools Reading
correct answer.
Part 4, B1 Preliminary for Schools Listening Part
2, B1 Preliminary for Schools Listening Part 1, B1 • Tell ss that this is the B1 Preliminary for Schools
Preliminary for Schools Writing Part 2 Listening Part 2 exam.
• Target language: unit vocabulary and grammar • Read the Exam tip to ss.
• Reading: Can identify the connections between short
phrases by recognising common linking words • Divide the class into groups to discuss what they
(GSE 43). liked about the unit, using the Expert envoy technique.
• Listening: Can understand the details of extended Ss write their opinion about the unit under lesson
conversations on familiar topics, if delivered in clear headings. The envoy reports back to the class.
standard speech. (GSE 54).
Activity Book
B1 Preliminary for Schools Listening Part 1
presentation; Key question technique 1 Think! Read the task carefully. Make sure you
Monitoring students’ learning: Lollipop stick know what you have to do.
technique
Peer learning: Expert envoy technique; groupwork; Listening Part 1 exam.
Independent learning: Thought-provoking questions 2 Try! 6.21 How much does the jacket cost?
technique Listen and choose the correct picture. Then
explain your answer.
Starting the lesson • Check the answer using the Lollipop stick
Answer key A It’s usually fifty pounds, but today it’s
on sale for forty pounds.
3 Do! 6.22 Listen. For each question, choose

Presentation the correct picture.
• Explain that in this lesson ss will practise for the B1
Preliminary for Schools exam.
Practice technique.
Answer key 1 A, 2 B, 3 B, 4 C
Pupil’s Book
B1 Preliminary for Schools Writing Part 2
1 Five sentences have been removed from the 1 Think! Read the task carefully. Make sure you
article. Choose which sentence A–H fills each gap
(1–5). There are three extra sentences which you
do not need to use. • Tell ss that this is the B1 Preliminary for Schools
Writing Part 2 exam.
• Refer ss to page 83 and tell them that this is the B1
Preliminary for Schools Reading Part 4 exam. 2 Do! Write an answer to one of the questions
• Read the Exam tip to ss. Make sure ss understand in the box below.
the tip.
• Ss work individually to write their answer.
3 Check! Check your work. Tick (✔) when you have
Diversity completed the tasks for your question.
Challenge • Check ss’ individual work.
• Ss read the questions and options to themselves.
Support
• Read out the questions and options to ss. Extra activity Fast finishers
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Get ready for... 6
tip Exam
B1 Preliminary for Schools Reading Part 4 Remember that the
sentences must fit with the
1 Five sentences have been removed from the sentences that come before
rticle h e hich entence fill e ch them and after them. ea
(1–5). There are three extra sentences which you the text through again at
do not need to use. the end with all the missing
sentences in place to ma e
sure it ma es sense.
The future of shopping
Do you ever dream about buying things from a supermarket
with no ueues (1) C There’s a supermar et in merica A fter that, they just lea e
without any tills. Customers scan their phones when they the shop.
first go into the shop. Then they o their shopping, choose B ome people on’t thin
what they want to buy an put it in their shopping bags. it’s going to wor .
(2) A t really is as simple as that. C Well, you don’t have to
(3) G There are hun re s of cameras an electronic ream about it any more!
machines aroun the store which can tell what things
D ometimes the cameras
customers ha e pic e up an ta en with them. They get
can’t tell the i erence
an electronic receipt when they lea e an the money is
ta en from their cre it car s. between people who look
t the moment, the shop isn’t open to e eryone because the same.
they are still testing that it wor s. There ha e been some E The shoppers we spo e to
problems. (4) D lso, chil ren sometimes mo e things to were happy.
i erent places in the shop, which means the machines F This means that shops can
on’t wor . owe er, many people thin that this is what lower their prices.
all shops will loo li e in the future. (5) E t’s a great i ea.
G ut how oes it wor
f all shops were li e this, there woul n’t be any more
ueues!’ sai ally Thomas, , a customer at the new shop. H The customers ha en’t
eci e yet.
tip Exam
n this part of the e am, you will hear short
Listening Part 2 con ersations between i erent people in i erent
situations. ea the uestions an the options
2 6.20
Listen. For each question, before you listen so that you have an idea of who
you will hear an what they will be tal ing about.
1 ou will hear a customer ma ing 2 You will hear two friends talking about
a complaint in a shop. What oes shopping. The girl thin s that secon han
the shop assistant do about the shops are …
problem A brilliant. B e citing. C cheap.
A e gi es the customer a 3 You will hear a girl and a boy talking about
refun . tra el. Where woul they both li e to go
B e fin s the customer’s receipt. A To see the polar bears in the rctic.
C e e changes the watch for B To see the pyrami s in gypt.
another one.
C To wal on the reat Wall of China.
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more about?
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Language booster 2
Objectives 2 Read and complete the article with the missing
• Lesson aims: to consolidate and extend vocabulary headings.
• Ask ss to look at the photo. Ask What animal can you
• Target language: climate change vocabulary, saying
see? What do you know about polar bears?
big numbers
• Read the paragraphs around the class. Ss raise their
hands to offer the answers.
Materials • Using the True/False response cards, ss respond

to these statements: Polar bears have black skin. (true)
• sheets of A4 paper, enough for each student They can weigh 800 kilos. (true) Polar bears cannot swim.
• stopwatch or timer (false) There are only 20,000 polar bears left. (false) The
Arctic is 30% bigger than it was in 1979. (false)
Global Scale of English (GSE) 3 Read the article in Activity 2 again. Answer the
questions.
• Vocabulary Can use language related to environmental
• Ask ss to look at Activity 3. Read out the first sentence
issues (GSE 43–58).
and tell ss that they can find the answer in Activity 2.
• Reading Can extract factual details from a simple
• Ss work individually to complete the activity. Check
text (GSE 40). Can scan a simple text to find specific answers using the Lollipop stick technique.
• Extension Ss write down three more questions
• Speaking Can give brief reasons for their opinions on about the text and ask and answer in pairs.
• Writing Can write simple factual descriptions of 4 How do we say numbers over 100? Find and say
animals (e.g. habitat, abilities), given prompts or a three big numbers in the article. Use the Say it
model (GSE 38). Can integrate numerical information box to help you.
into an informational text to give more precise details, • Read the numbers and have ss repeat them.
given a model (GSE 54). • Ss find the numbers in the article, then check answers
in pairs. They practise saying and writing the numbers.
Assessment for Learning Extra activity Fast finishers

Setting aims and criteria: lesson objectives • Give out a sheet of A4 paper to each student. Write five
presentation numbers in numerals on the board: 498, 954, 2,130,
9,081, 11,279. Have ss write the numbers in words.
Monitoring students’ learning: True/False response
Write, e.g. four hundred and ninety-eight.
cards; Lollipop stick technique
Independent learning: Summative questions 5 Talk to your classmates.
technique • Ask two ss to read the questions aloud. Make sure they
understand the questions.
• Give ss time to think about their answers.
Starting the lesson Diversity

• Tell ss they are going to talk about climate change, how our Challenge
planet is affected by it, and what we should do to help. • Ss find out more about other animals that live in the
Arctic (e.g. seal, walrus, Arctic fox, reindeer, Arctic hare).
Presentation They choose one and write some sentences about it.
Point out that penguins live in the Antarctic.
• Explain that in this lesson ss will learn more vocabulary Support
related to climate change. • To help ss do Activity 5, ask the first question and give
an example answer. Write on the board: I think the
most interesting fact about polar bears is … because … .
Practice Encourage ss to use a complete sentence.
• For the second question, brainstorm ideas and write
Pupil’s Book them on the board.
1 How many words can you say about climate

change? Activity Book
• Set a timer to one minute and have ss think of as many
words and phrases as they can and write them in their 1 After you read Read the text on Pupil’s Book
notebooks. Give the examples of global warming and page 84 again. Write True or False.
save water. Elicit their ideas and count as they say • Ss look at the photo. Ask if they can remember what
them, writing appropriate examples on the board. the text said about polar bears when they swim in the
• Extension Put ss into pairs. They think of one sea. (They get sick when they swim in polluted water.)
unpleasant fact related to climate change that they
• Ss read the text and complete the activity
know. It can be that coral reefs are dying, or that ice
individually.
caps are melting, and so on. They raise their hands to
Answer key 2 True, 3 True, 4 False, 5 True
say their ideas.
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Mateo’s
Language booster 2
Le
arning Club
1 How many words can you say 3 Read the article in Activity 2 again.
about climate change? Answer the questions.
1 How long are some male polar bears
2 Read and complete the article with the
3 metres
missing headings.
2 How much o some male polar bears
Three sa facts Three fun facts weigh
800 kilograms
3 How far i a female polar bear once
swim in nine ays
over 687 kilometres
4 How many polar bears are there in the
rctic
FANTASTIC FACTS about 30,000
ABOUT POLAR BEARS 5 How much smaller is the rctic sea ice
now than in
(1) Three fun facts 30%
• You might think that polar bears are white,
4 How do we say numbers over 100?
but they actually ha e blac s in! The light
Find and say three big numbers in the
on the fur ma es them loo white!
article. Use the Say it box to help you.
• ale polar bears can be up to three metres 800 – eight hundred
long an weigh up to ilograms. That’s 687 – six hundred and eighty-seven
30,000 – thirty thousand
as much as about ten men!
• olar bears can swim for ays at a time. Saying big numbers
female polar bear once swam for nine ays, one a hun re an one
tra elling o er ilometres! 200 two hundred
four hun re an fifty
(2) Three sad facts 770 seven hundred and seventy
• There are only about , polar bears left eight hun re an thirty fi e
1,000 one thousand
in the rctic. f we on’t o something to
10,000 ten thousand
help, scientists thin that this number will
go own by by .
• The sea ice in the rctic is isappearing 5 Talk to your classmates.
because of global warming. t’s smaller 1 What do you think is the most
now than it was in 1979, so some polar interesting fact about polar bears
bears can’t fin enough foo . Why
• ollution from ships is put into the sea. olar 2 Can you think of any ways to help
bears get sic when they swim in pollute polar bears
sea or eat fish that are full of pollution.
84 x
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2 Rewrite the false sentences from Activity 1 to 4 Research and write one more fun fact and
make them true. one more sad fact about polar bears.
• Ss correct the false statements (1 and 4). • Ask ss what fun facts and sad facts they can
Answer key 1 The skin of polar bears is black. 4 Polar remember from page 84 of the Pupil’s Book.
bears can swim for days at a time. • Ss work individually to complete the activity.
3 Write the numbers in words as we say them.

• Ss complete the activity individually and write the
numbers in words.
• Extension Hand out a sheet of A4 paper to each • Use the Summative questions technique to ask ss what
student. Say six numbers and have ss write them they think about what they learnt today. Ask What did you
like best?
down in numbers and then in words.
Answer key 2 two hundred and fifty, 3 five hundred • Write on the board: Today I have learnt … . Have ss
and eighty, 4 six hundred and five 5 nine hundred and complete the sentence.
fifty, 6 one thousand
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Language booster 2
Objectives 7 Look at the grammar table. Then read and
• Lesson aims: to consolidate and extend vocabulary circle the correct answer to complete the rules.
• Read out the grammar table. Ask ss if they know other
• Target language: climate change vocabulary, saying ways of saying by myself (alone or on my own). Ask ss
sentences with should/shouldn’t, using by myself, by questions about what they do by themselves, e.g. Do you
yourself make your bed by yourself? Do you make breakfast by
yourself? Can you tie your shoelaces by yourself? Have
them answer in complete sentences using by myself.
Materials • Ss complete the activity individually. Check answers
using the Lollipop stick technique.
8 Say the sentences using by myself or by yourself.
Global Scale of English (GSE) • Ss work in pairs and read and say the sentences.
• Ss give other examples of things they can do by
• Listening Can understand some details in extended themselves. They share their ideas with the rest of the
dialogues on familiar everyday topics (GSE 46). class.
• Reading Can find a word in a sentence that has the
same meaning as another given word or phrase 9 Play the ‘Go Green Game’.
(GSE 44). Can identify specific information in detailed • Read the instructions aloud and the information in the
written dialogues (GSE 53). Can find relevant internet squares. Tell ss that some of the phrases are what we
texts on specific topics and extract the most important should do and some what we shouldn’t do.
information, e.g. for school projects (GSE 55). • Ss work in pairs and play the game.
• Grammar Can use ‘should(n’t)’ to offer or ask for • Help and monitor where necessary.
advice or suggestions (GSE 36). Can use reflexive Possible answers 1 We should save water. 2 We
pronouns as objects or complements (GSE 44). should plant trees. 3 We should switch off lights. 4 We
shouldn’t waste energy. 5 We should recycle plastic.
6 We shouldn’t destroy the rainforests. 7 We should
Assessment for Learning pick up rubbish. 8 We should use renewable energy.
9 We shouldn’t cause pollution. 10 We should protect
Setting aims and criteria: lesson objectives endangered animals. 11 We should recycle paper. 12 We
presentation shouldn’t cut down trees.
technique Extra activity Fast finishers
• Hand out a piece of A4 paper to each student. Have ss
Independent learning: portfolio; Summative
write a summary of the game. They write the title How
questions technique
to save our planet and the sentences with illustrations.
• Suggest ss keep their work in their portfolios.
Starting the lesson Show what you know

• Review the numbers and vocabulary from the previous • Tell ss they are going to think about what they have learnt
lesson. Say numbers from the text on page 84 for ss to say on Mateo’s Learning Club pages. Ss read and complete the
what they refer to without opening their books. Say, e.g. 800 Show what you know box individually.
(kilograms a polar bear can weigh), 30,000 (the number of • In pairs, ss ask and answer the questions giving an
polar bears left in the Arctic). example to show what they know.
• Extension Use games in the Games Bank to review any
Presentation new words.

related to climate change and will talk about things they Activity Book
can do by themselves.
5 LB2.2 Read and listen to the dialogue on
Pupil’s Book page 85 again. Answer the
Practice questions.
• Play the audio for ss to listen and answer the
Pupil’s Book questions.
• Play the audio again for ss to check their answers.
6 LB2.1 Read and circle. Then listen and check. Answer key 1 They want to help to save the polar
• Ss look at the photo in Activity 6. Tell ss that the bears because they are in danger. 2 They are going to
teenagers are talking about climate change. Ask Do make a game about protecting the environment.
you talk about climate change with your friends? Are you
6 Write suggestions.
worried about it?
• Ss read the conversation silently and circle the words. • Ask a volunteer to read out the words in the word box.
• Play the audio for ss to listen and check their answers. Check comprehension.
See page 279 for audioscript. • Ss complete the activity individually.
• Encourage ss to say any words they got wrong. Help by • Extension Ss work in pairs and write new
explaining their mistakes. sentences with the words in the box.
• Ss read the conversation in pairs. Ask some pairs to
perform the conversation for the class.
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6 Read and circle. Then listen and
LB2.1
8 Say the sentences using by myself or
check. by yourself.
I an do
1 can o my
Nadia: Hey, I’m just my home or
homework on y my e
reading an article in this
geography magazine my own.
about how the Arctic 2 Are you going to walk to the
sea ice is (1) appearing shop alone Are you going to walk to the shop
by yourself?
/ disappearing. That 3 want to watch this film alone.
means that polar bears I want to watch this film by myself.
4 Can coo inner on my own to ay
are in danger. We must do Can I cook dinner by myself today?
something to help them. 5 f you go out alone, you must take
your phone. If you go out by yourself, you must
John: But what can we do take your phone.
to (2) improve / save things for polar bears? 9 Play the ‘Go Green Game’.
I can’t (3) improve / save them all by myself!
Nadia: No, of course you can’t do it by yourself. Take it in turns to choose a square.
But, if we all helped, then we would really make a
Say a sentence with
di erence.
we should / shouldn’t.
John: How do you mean?
Score one point for each correct answer.
Nadia: Well, global warming is destroying the sea
ice. So we should do everything we can to stop 1 2 3
global warming. save plant switch off
John: Oh, yes, I see. There are lots of things water trees lights
we can do to help with that. For example, we
shouldn’t (4) waste / disappear energy and we
4 5 6
should (5) destroy / recycle plastic, paper and
glass. waste recycle destroy the
energy plastic rainforests
Nadia: Yes, and I should repair my bike so I can
cycle to school. e also need to find a way to tell
other people how they can help. 7 8 9
pick up use cause
John: I know! Let’s (6) invent / improve a new renewable
game about protecting the environment! We can rubbish pollution
energy
call it the ‘Go Green Game’!
Nadia: Great idea! 10 11 12
protect recycle cut down
endangered
7 Look at the grammar table. Then paper trees
animals
read and circle the correct answer to
complete the rules.
Grammar Show what you know
e e i e r n n ter by
Can you say
can’t sa e them by myself.
big numbers
Of course you can’t o it by yourself. Can you use by myself
by yourself
We use myself yourself with ’. Can you play a game about
We use myself yourself with you’. climate change
eighty-five
x 85
Answer key 2 disappeared, 3 invented, 4 wasted, Extra activity Critical thinking 15/07/2019 12:35
5 saved, 6 improved • Ss think about ways to reduce their carbon footprint.

Give them ideas to help them get started. Say, e.g. You
7 Read and circle. can take public transport. You can fly less.
• Ss look at the illustration. Ask Can you eat a whole
pizza by yourself?
• Ss complete the activity individually. Finishing the lesson
Answer key 2 myself, 3 myself, 4 yourself, 5 myself, • In pairs, ss write three things they enjoyed about
6 myself
today’s lesson and one thing they didn’t like. Ss share their
thoughts with the class.
8 Research and write three more ideas for the
‘Go Green Game’. • Use the Summative questions technique to ask ss what
they think about what they learnt today.
• Go round the class and have ss say one sentence from
the Go Green Game without looking.
• Ss find three more ideas for the game.
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Lesson 1
• Lesson aims: to learn how to give an explanation
Challenge
• Target language: arrow, gas, coal, cut down • Ask thought-provoking questions: Do you understand
what the text is about? Do you need to understand all the
words to do this? Are there any new words in the text?
Global Scale of English (GSE) Can you work out what they mean from the sentence
• Reading: Can connect the information in a text with they are in? If not, where can you find their meanings?
the information given in charts, graphs or diagrams Write the new words ss suggest on the board and have
(GSE 52). them write them in their notebooks with definitions or
• Speaking: Can express their opinions on familiar translations.
topics, using simple language (GSE 41). Support
• Tell ss not to worry about understanding all the words
in a text if they can understand the general idea, but
Assessment for Learning remind them to learn key words. Ask ss to say which
Setting aims and criteria: lesson objectives copy them into their notebooks. Write definitions or
presentation translations on the board for ss to copy, too.
Peer learning: pairwork 3 Check Are the sentences true or false? Correct any
Independent learning: Thought-provoking questions false sentences.
technique; Summative questions technique • Ss work individually to complete the activity. They
pairs using the Lollipop stick technique. Ask different ss
Starting the lesson to give reasons.
• Write Explanation on the board. Ask What verb does the
noun ‘explanation’ come from? and elicit explain. Extra activity Critical thinking
• Ss work in groups of four. Hand a sheet of paper
Presentation to each group. They write two more True and False
• Explain that in this lesson ss will learn how to give sentences (one of each) based on the text. They swap
an explanation about the environment. Ask ss to say one work with another group and complete each other’s
word connected to the environment using the Lollipop stick activities.
technique.
4 Write three things that are caused by climate
change. Use an arrow between the cause and
Practice effect. Then make sentences to explain them.
Use the language below to help you.
Pupil’s Book
• Place ss in pairs and give them time to think of
three sentences.
1 Think What do you know about changes in the • Place two sets of pairs together and have them
environment?
compare notes with arrows and ideas.
• Refer ss to page 86. Read the questions. Ss discuss
for one minute in pairs. They then raise their hands to Extra activity Fast finishers
offer ideas to the class.
• Have ss write the new words from the lesson in their
• Teach the words by writing them on the board and
notebooks with definitions.
explaining meanings:
arrow:
gas: this is air we burn for energy
coal: this is black rock we use to make electricity
• Ss close their books. Say some false sentences and have ss
cut down: this means we use less of something
correct them:
2 Learn C2.1 Listen and read. How can we plan an Explanation is from the word exclaim.
explanation of how or why something happens? Gas is rocks.
• Before ss read, tell them to note down key words from Coal is air.
the text that help them answer. Cut down means you use more.
• Play the audio. An arrow is a square.
• Ask for feedback. Explain the meaning of cause (what
• Ask What new information did you learn in this lesson?
makes something happen) and effect (what happens
afterwards). Check comprehension with questions:
Where do we use arrows? (between information) What
can we use the plan for? (to write short explanations)
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Mateo’s
How can we give
Le
arning Club an explanation?
Think 1 What do you know about changes in the environment?
Learn 2 Listen and read. How can we plan an explanation of how

C2.1
or why something happens? by giving the causes and effects
When we give an explanation, we say how or why something happens or why something
happene in the past. n e planation often nee s to show cause an e ect. When we plan
to write about cause an e ect, we can use arrows ( ) between our notes.
or e ample, loo at these notes about how our climate is changing.
gases from cars, buses and aeroplanes pollution global warming

oa o fi pollution global warming
gases
cutting down trees in forests global warming
global warming planet gets hotter climate change
With this plan we can write a short explanation.

Why is our climate changing?
Our climate is changing because of many things we do.
Gases made by cars, buses and aeroplanes cause pollution
and po ut on au o a a n n oa o fi and using coal
cutting down trees in forests also cause global warming. Due to
global warming our planet gets hotter, so the climate changes.
cutting down forests
Check 3 Are the sentences true or 4 Write three things that are caused
false? Correct any false by climate change. Use an arrow
sentences. et een the c e nd e ect
false (Explanations tell us how or why something Then make sentences to explain them.
happens or why something happened in the past.)
1 Explanations tell us when and where Use the language below to help you.
something happens.
2 planations can tell us about This is causing has cause
something that’s happening now or This happens because because of
something that happene in the past. true ecause of this,
3 rrows lin i eas in our notes. true is happening has happene , so
4 ollution from transport causes global

warming. true climate change melting ice in the Arctic
5 lobal warming causes the cutting
own of forests. false (The cutting down of imate hange i au ing the
trees causes global warming.) me ting o i e in the r ti
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Lesson 2
Objectives Show what you know
• Lesson aims: to learn about rainforests
• Target language: fuel, burning, dying plant, soil Make a cause and effect presentation about
pollution caused by plastic rubbish.
• Place ss in pairs to complete the activity. Hand each
Materials group a sheet of paper for their plan with arrows and a
sheet of paper for the presentation.
• sheets of A4 paper, two for each pair of students
• coloured pencils • Ss prepare their plans to be checked before they write the
report. The plans can be checked by you or in peer groups.
• Resource 74
• Ss then write their presentations.
• Before the presentations, read the Speaking tip to ss. Make
Global Scale of English (GSE) sure every student takes part in the presentation by having
them take turns to read out sentences.
• Reading: Can get the gist of short, simple texts on
familiar topics, if supported by pictures (GSE 33). Can
identify main paragraph topics in simple texts on
Diversity
familiar subjects, if supported by prompts or questions Challenge
(GSE 41). • Ss read the notes together as a group and ask if
they have any problems. They also look at the example
for help in their groups.
• Read out the notes to ss. Draw their attention to the
Setting aims and criteria: lesson objectives example before they start to work in groups and deal
presentation with any problems.
Independent learning: Summative questions technique Extra activity Critical thinking
• Ss write two points with arrows in a plan for another
environmental issue. They give the plan to their partner
Starting the lesson who writes full sentences.
• Ask ss to remember the new words they learnt in
Lesson 1. Have different ss write the words on the board:
explanation, arrow, gas, coal, cut down, cause, effect. Ask Extra activity Fun Time
What does it mean? and elicit answers. • Before the class, prepare quiz questions about the
environment, e.g. What do we use coal for? Divide the
class into two teams. They take part in a TV-style quiz
Presentation and they win a point for each correct answer.
• Explain that in this lesson ss will learn about the
problems in rainforests. They will also write and present a
report about plastic pollution. Extra activity Fast finishers
• Pre-teach the words fuel, burning, dying plant and soil with • Have ss write in their notebooks three things they learnt
definitions: that they didn’t know before these lessons.
Fuel is what we use to run a car.
When something is on fire, it is burning.
A dying plant will not live.
• Ss close their books. Ask them to raise their hands and say
Plants have their roots in soil in the ground.
a cause or effect that they remember about the rainforest.
Another student says if this information is a cause or effect.
Practice • Ask Did the arrows help you plan? Did you include
everything in your presentation? Did you include causes and
effects? How did you feel about doing a presentation?
Pupil’s Book
1 Let’s practise! Why is it a problem to cut down the Extra activity Progress path
rainforest? Read the two texts and check your Teacher’s Book pages 268 (Pupil’s Book) and
ideas. 269 (Activity Book)
• Refer ss to page 87. Read the question. Give ss one • Ss work in pairs through the questions from Unit 4 to
Unit 6 in the Pupil’s Book (pages 134–135) and in the
minute to read the explanations.
Activity Book (pages 134–135).
2 Write a plan for each text. Use the ideas below • Depending on the amount of time you have, ss could
and join them with arrows. work through the Progress paths for both Pupil’s
• Ss work in pairs to read and answer the questions.
homework.
one minute.
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Let’s practise! 1 Why is it a problem to cut down the rainforest?
Read the two texts and check your ideas.
fuel dying plant soil

burning
Why are rainforests in danger? Why is cutting down and burning rainforest trees
Rainforests are forests that grow where there is a problem?
lots of rain. They are very important because Cutting down many rainforest trees causes problems
they have more plants and animals than any for plants, animals and people. Plants and trees are
other habitat. important because they help to keep the soil good for
However, workers in the rainforests are cutting other plants. Without good soil, plants start dying.
down many trees. This is because trees are used Then without plants, animals lose food and habitat,
to make fuel and oil. They are also used to make so they move away.
paper, furniture and wooden homes. Forest workers Another problem is for people. When rainforest trees
sometimes burn the trees so that farmers can have are burned, they make gases. These gases go into
new land for their crops and farm animals. All this the air and cause pollution, so people can get ill.
is causing the rainforests to be in danger. The pollution also causes global warming.
2 Write a plan for each text. Use the ideas below and join them with arrows.
kes gases
plants die rainforest trees burning global warming m a
animals move are cut down rainforest tre
es air pollution
away
Show what you know
e c e nd e ect re ent ti n t ll ti n c ed l tic r i h

1 n groups, thin about the problems cause by plastic
rubbish. se these notes to help you. What happens w
hen
Lots of … on beach … in wind … into sea fi h… we drop plastic
on
the beach?
2 Use these words in your explanation: cause causes,
because, then. When people drop
plastic
bottles and plasti
3 raw or fin pictures to show when you present c from
food on the beac
your e planation. h, the
wind causes it to
4 resent your information to the class. blow…
tip Speaking
5 Thin about other groups’ presentations.
a e a short intro uction Today Now
What elements helpe you un erstan them
Next we’ll explain … It’s our turn to
Was it the use of clear pictures, clear cause
explain what happens when if …
an e ect iagrams, correct facts
ay the ey wor s in your e planation
more lou ly than the other wor s.
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Pupil’s Book answer key Unit 4: 1 heatwave, 2 drought;

Unit 5: 1 myself, 2 himself; Unit 6: 1 credit card, 2 receipt;
Challenge 2: ss’ own answers
Activity Book answer key Unit 4: ss’ own answers;
Unit 5: 1 ice hockey, 2 horse-riding; Unit 6: ss’ own
answers
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7 Let’s talk!

We can communicate with

our friends in so many
different ways. Some of you
told us about your favourite
ways to chat to friends.
How many different types
... ...
of communication do you
know? ...
Sophia has a question for

WOW! Question ... ...
...
What’s the best way to communicate
with friends and why?
... ... ...
• learn words for communication,
friendship and feelings
• compare things with as … as and
not as … as ...
• use question tags
• read a play about communication ... ...
• learn about languages without
words
• wor in a group to fin out more
about sign language
• learn how to give your opinion
• read and write interviews
... ... ...
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Unit objectives
Talk about communication and feelings
Language
Vocabulary Communication receive a text message, chat to friends, use social media, insert an
emoji, listen to a podcast, watch a vlog, tell the truth, tell a lie, keep a secret, keep a
promise, get on well, have an argument
Feelings embarrassed, disappointed, jealous, upset, confused, curious, delighted, nervous,
calm, serious, proud, miserable
Grammar (not) as ... as

Question tags
Functions Expressing opinions; In my opinion, ...
Phonics Rising and falling intonation in question tags
Key competences
Mathematical, science and technological competences: ordering phrases (L. 7)
weather (L. 8)

Creativity Making a poster about a language without words (L. 6)
Communication Talking about communication and friends (L. 1, 4, 6 and 8); Comparing people (not)
as … as (L. 3); Talking about feelings (L. 5); Functional dialogue (L. 7)
Evaluation
• Unit 7 Test
External exams
A2 Key and B1 Preliminary for Schools B1 Preliminary for Schools
A2 Key for Schools Reading Part 5
Speaking Part 2
Speaking Part 3
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Lesson 1
Vocabulary
Objectives • Have ss say a word to their partner and their partner
• Lesson aims: to learn and use words for communication points to the correct picture. Then they swap.
• Target language: receive a text message, chat to • Consolidate understanding with these questions and ss
friends, use social media, insert an emoji, listen to a raise their hands to suggest answers:
podcast, watch a vlog, tell the truth, tell a lie, keep a What do we call a written/picture message on a phone?
secret, keep a promise, get on well, have an argument What do we call a blog that is a video?
What’s the opposite of telling the truth?
What’s another word for talk/disagree?
Materials What’s a phrase for having a good relationship?
• Resource 7A
3 7.2 Listen and read. Which children are talking
about communication and which children are
talking about friendship?
• Reading: Can infer unstated information in simple
stories or descriptive texts, if guided by questions and Diversity
prompts (GSE 53).
Challenge
• Ss find the new vocabulary in the blog and report to
the class what the children said, using reported speech,
phrases and short sentences, if spoken slowly and
e.g. Sophia said that she liked sending and receiving text
clearly (GSE 22). Can give brief reasons for their
messages.
Support
• Tell ss to find the new vocabulary in the blog and raise
their hands to say what they find, e.g. Send a text
Assessment for Learning message is in Sophia’s blog.
presentation 4 Work in pairs.
technique
• Ask different ss to offer ideas.
technique 5 Work in pairs. Answer the questions.
Starting the lesson • Ask different ss to offer answers. Promote class
• Write Let’s talk! on the board. Ask How do you talk to your discussion: Who does the same? Do you have another
friends when you are not together? Ss raise their hands to idea? Do you agree/disagree?
offer ideas.
Presentation • Play Broken telephone. A student whispers a ‘secret’
into the ear of another student. That student then
whispers the ‘secret’ to the next student and so on. The
communication.
last student says the ‘secret’. Ask the first student if the
‘secret’ is still the same.
Practice • Ask Does this happen when people talk about others
behind their backs? Do facts get changed?
Pupil’s Book
Activity Book
Welcome page. Then read and answer. 1 Read and circle the correct options.
• Refer ss to pages 88 and 89. Read the rubric and tell • Ss complete the activity individually. They then
ss to look at the photos on the Welcome page for a compare answers with a partner.
moment. • Check answers using the Lollipop stick
it out. Make sure ss understand the questions. Give ss
Answer key 2 chat, 3 using, 4 watch, 5 keep, 6 tell
one minute to discuss in pairs.
• Using the Lollipop stick technique, ask ss for 2 Unscramble the survey questions. Then ask
feedback. Accept all reasonable answers. and answer with your partner.
2 7.1 Look and match. Then listen, check and • Ss complete the activity individually. Check answers
repeat. before pairwork.
• Extension Ss write their partner’s answers in their
notebook.
phrases they know and guess the ones they don’t know.
Answer key 2 receive text messages, 3 keep a secret,
• Play the audio.
4 tell the truth, 5 insert an emoji, 6 have an argument
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2 7.1
receive a text message 6 chat to friends 9 use social media 12 insert an emoji 1
listen to a podcast 2 watch a vlog 4 tell the truth 5 tell a lie 7 keep a secret 8
keep a promise 11 get on well 3 have an argument 10
1 2 3 4 5 6
7 8 9 10 11 12
3 7.2
Listen and read. Which children are talking about communication and which
children are talking about friendship? Sophia and Mateo are talking about communication and Alex and Mei
are talking about friendship.
WOW! Blog
1 Sophia 8 minutes ago 2 Alex 10 minutes ago
My favourite way of communicating with I love inserting emojis into my messages.

my friends is chatting to them! Talking to someone It’s an easy way to show how I’m feeling without
online isn’t as nice as talking face to face. But if that using words! Can you guess how I’m feeling
isn’t possible, then I like sending and receiving text today? I think that emojis are as good as
messages from my friends. Sometimes we send words! There are so many different, funny emojis
hundreds of messages to each other every week! and there are always lots of new ones, too!
3 Mateo 1 hour ago
4 Mei 2 hours ago
My friends and I get on well most of the I think friends should always tell you
time, but sometimes we have arguments. It doesn’t the truth, even if you don’t always want to hear it.
matter because the arguments never last for long Also, a friend should always keep your secrets.
and we soon forget about them!
4 Work in pairs. 5 Work in pairs. Answer the questions.

1 Look at the ways of communicating on 1 How do you communicate with friends?
pages 88 and 89. Are they a good way 2 Do you always keep your promises to
of keeping in touch with friends or not? your friends? Why?
2 Look at the ideas and phrases about 3 Do you always keep your friends’ secrets?
friendship on pages 88 and 89. Which Why?
of these things should good friends do? 4 Do you ever have arguments with your
Which shouldn’t they do? friends? Why?
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3 Read the I’m learning box. Then match the
• Ss write the new vocabulary in their notebooks under
pairs of opposites.
the headings Should and Shouldn’t.
• Ss complete the activity using the
Think-pair-share technique.
Answer key 2 badly, 3 send, 4 truth, 5 keep Finishing the lesson
• Ss close their books. Call out the phrases, but say beep for
4 Write five or more sentences about how
one word. Ss say the missing word.
you communicate with other people. Use
expressions from this lesson and any other • Ask Are these words useful for you? Why?
expressions you know.
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Lesson 2
WOW! Team Talk
Objectives • Ss work in small groups and make mini-dialogues
• Lesson aims: to listen to and read a dialogue about with the expressions to use in role plays.
getting on well with people
4 Work in pairs. Do you always get on well with
your friends? Do you always get on well with the
Materials people in your family?
• a ball • Place ss in pairs.
• Yes/No response cards • Walk around the class monitoring groups.
• Ask different pairs to tell the class their ideas.

• Reading: Can understand a simple written dialogue on Challenge
a familiar topic (GSE 30). Can scan a simple text to find • Tell ss to give detailed reasons for their answers.
specific information (GSE 38). Support
• Listening: Can understand some details in extended • Ss do the pairwork using the Expert envoy technique.
given prompts (GSE 38). Can express their opinions on
familiar topics, using simple language (GSE 41). Can • Ask What should you do after you’ve had an argument
give brief reasons for their opinions on familiar topics with someone? Why do you think people have arguments?
(GSE 48). Are arguments always bad? Discuss as a class.
Setting aims and criteria: lesson objectives 1 7.4 Read and complete the sentences from
presentation the dialogue on Pupil’s Book page 90. Then
Monitoring students’ learning: Lollipop stick listen and check.
technique • Give ss one minute to complete the activity. Ss check
Peer learning: acting out; Expert envoy technique their answers with their partners.
Independent learning: Summative questions • Play the audio.
Answer key 2 easy, arguments; 3 angry, huge;
4 Maybe, experiences; 5 podcasts, vlogs; 6 cool,
Starting the lesson borrow
• Ss work in pairs and write down as many phrases from
Lesson 1 as they can in one minute. Ask for feedback using
the Lollipop stick technique. F (false). Then explain your answers.
Presentation agreement.
• Explain that in this lesson ss will read about getting on Answer key 2 T – He says it isn’t as easy with his
with people. sister.; 3 F – Mateo’s sister ruined his T-shirt.;
4 T – She says it’s great.; 5 F – He thinks vlogs are
more interesting.; 6 F – She listens to podcasts all the
Practice time.
Pupil’s Book 3 7.5 Read and complete the dialogues with

the correct expressions. Then listen and check.
1 7.3 Listen and read. What is Mateo trying to • Ss write and then compare answers with a partner.
do this month? Play the audio for ss to check.
• Refer ss to page 90. • Check answers using the Lollipop stick
• Ask ss to raise their hands to offer answers. technique, choosing two ss. One student reads the
2 Read the dialogue again and answer the Answer key 2 That’s not on., 3 Never mind., 4 That’s
questions. Talk to your partner. not on., 5 Never mind., 6 What are you up to?
the answers in pairs.
Ask volunteers to write the answers on the board. • Place ss in pairs for this activity.
3 Work in pairs. Find these expressions in the • Ask pairs to demonstrate their dialogues to
dialogue. Then use the expressions and act out. the class.
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Sophia: Hmm, that’s not on.

Mateo: That isn’t even the worst of it! She got
tomato sauce all over it and now it’s
completely ruined. I was so angry and we
had a huge argument!
Sophia: Never mind! If that’s the only argument
you have all month, then I think you’ve
done well. It’s a great experiment. Maybe
you should record your experiences in
some way. Perhaps you could make a vlog
Mateo: Hey, Sophia. I’m doing an or a podcast about it?
experiment. I’m trying to get on well Mateo: Oh, that’s a good idea. I think I’ll make a
with everyone for a month. vlog! Podcasts aren’t as interesting as vlogs.
Sophia: How’s it going? Sophia: Oh no! Podcasts can be as good as vlogs!
Mateo: Well, it’s been easy with my friends. I listen to them all the time. I think that
I haven’t had any arguments with podcasts will be as popular as blogs one
them. But I’ve realised that getting day.
on well with your little sister isn’t Mei: Hey guys. What are you up to? Do you like
as easy as getting on well with your my new T-shirt?
friends. Sophia: Hi, Mei. Maybe you shouldn’t talk to Mateo
Sophia: Oh dear! What happened? about T-shirts …
Mateo: Well, yesterday my sister decided to Mateo: Don’t worry, Mei. She’s just joking. I think
borrow my favourite T-shirt without it’s a cool T-shirt! Just don’t let my sister
asking me. borrow it!
1 7.3
Listen and read. What is Mateo trying to do this month?
He is trying to get on well with everyone.
2 Read the dialogue again and answer the questions. Talk to your partner.
1 Who has Mateo found it easy to get 4 How did Mateo feel after this? He was angry.
on well with? his friends 5 How is Mateo going to record
2 What did his sister borrow? his favourite T-shirt his experiences? He is going to make a vlog.
3 What happened to the T-shirt? 6 What does Sophia listen to a lot? podcasts
His sister got tomato sauce all over it and ruined it.
3 Work in pairs. Find these expressions in the What are you up to? That’s not on!
dialogue. Then use the expressions and act out. Never mind!
1 y rother ate a the and i he 2 I didn‛t re ei e 3 (…)

and didn‛t ea e any or u your te t me age
We‛re u t
e hou dn‛t It a n‛t at hing a og
ha e done that im ortant
4 Work in pairs. Do you always get on well with your friends? Do you always get
on well with the people in your family?
90 ninety
• Ss write the words connected to friendship in this lesson

in their notebooks.

• Ss close their books. Ask them the questions in
Activity 2 in the Pupil’s Book again. Ss raise their hands to
offer answers.
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Lesson 3
Grammar
Objectives 4 Look at the pictures and compare Susie and Rita
• Lesson aims: to learn and use (not) as … as, to using as … as or not as … as and the adjectives in
understand a listening task the box.
• Target language: Podcasts can be as good as vlogs.
Podcasts aren’t as interesting as vlogs.

Materials • Ss compare themselves with their partner using (not)
• Resources 22 and 52 as … as. They write down four sentences and then
compare sentences with their partner to see if they had
the same ideas.
• Reading: Can scan a simple text to find specific 5 7.6 Tara is talking to her dad. What is she
information (GSE 38). telling him about?
• Listening: Can understand some details in extended • Play the audio. See page 279 for audioscript.
6 7.7 Listen again. For each question, choose
• Speaking: Can make simple, direct comparisons the correct answer.
between two people or things using common adjectives,
given a model (GSE 38). • Tell ss to read the questions and options before they listen.
• Play the audio again.
Setting aims and criteria: lesson objectives presentation Challenge
Monitoring students’ learning: Lollipop stick • Ss read the sentences and options to themselves before
technique they listen.
Peer learning: pairwork. Think-pair-share technique Support
• Read out the sentences and options to the class and
explain meanings if necessary.
Starting the lesson 7 Work in pairs. Compare the two things using
• Ask What do you remember about Mateo and his sister from (not) as … as and the adjectives.
Lesson 2? Ss raise their hands to offer answers. • Ss work in pairs.
• Ask different pairs to give their opinion on one idea.
Presentation Promote class discussion: Who agrees? What do you
• Explain that in this lesson ss will learn to compare think?
things using as … as and not as … as. They will also do a
listening activity. Activity Book
• Write Cats are as nice as dogs. Cats are not as nice as dogs.
Ask ss Do you agree with either of these sentences? Ss raise
1 7.8 Listen and tick (✔) the correct sentences.
their hands to give their opinion. • Ss read the sentences before they listen.
Practice Answer key 2 a, 3 b, 4 b, 5 a, 6 a
2 Rewrite the sentences with (not) as … as and
Pupil’s Book
the underlined adjective.
1 Look back at the dialogue in Lesson 2. Are these
Answer key 2 are as old as, 3 isn’t as tidy as, 4 is as
• Refer ss to page 90 and 91. Ss work individually and clever as, 5 isn’t as creative as, 6 as confident as
then compare answers with a partner.
3 Look at the information. Write sentences with
(not) as … as.
for reasons.
Answer key 2 Noah is as tall as Gabriel.; 3 Gabriel
2 Look at the grammar table. Then read and isn’t as keen on sports as Noah.; 4 Noah isn’t as good
circle the correct options to complete the rules. at Maths as Gabriel.; 5 Gabriel is as hard-working
as Noah.; 6 Noah isn’t as bad at keeping secrets as
Gabriel.
3 Read the dialogue in Lesson 2 again. Underline 4 Think of two friends. Then write sentences to
examples of as … as and not as … as. compare them. Use (not) as … as.
• Give ss a minute to work out the rules. • Ss decide in pairs which two friends to write
• Check answers using the Lollipop stick technique. about. Make sure they write about the same people.
5 Compare your sentences from Activity 4
with your partner.
• Ss compare their work using the
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Lesson 3 Grammar 7
false (He thinks it’s easy to get on with his friends, but
it isn’t easy to get on with his sister.)
1 Look back at the dialogue in Lesson 2. 5 Tara is talking to her dad. What is
7.6
Are these sentences true or false? she telling him about? She’s telling him about a talk
Say why. at school about communicating with friends.
1 Mateo thinks it’s easy to get on with 6 7.7

Listen again. For each question,
everyone. choose the correct answer.
2 His sister asked to borrow his T-shirt. 1 Tara says that sending someone an
false (She borrowed his T-shirt without asking.)
3 Mateo and his sister had an argument. unkind text message
true
4 Sophia suggests making a vlog or a A isn’t as bad as saying something
podcast. true unkind.
B is as bad as saying something unkind.
2 Look at the grammar table. Then C is worse than saying something
read and circle the correct options unkind.
to complete the rules. 2 We should only chat to people online who
Grammar A are kind.
Comparing things B we know in real life.
as … as C are who they say they are.
Podcasts can be as good as vlogs. 3 We should only write things online that
Podcasts will be as popular as blogs one day.
we would be happy to
A wear on a T-shirt.
not as … as
B put in a photo.
Getting on well with your little sister isn’t as easy
as getting on well with your friends. C say to our friends.
Podcasts aren’t as interesting as vlogs. 4 A photo that is funny today might
A be funnier in the future.
We use as + adjective + as to compare two B be as funny in the future.
things that are / aren’t the same. C not be as funny in the future.
We use not as + adjective + as to compare 5 If we see something worrying, we should
two things that are / aren’t the same.
A talk to someone online about it.
B not worry.
3 Read the dialogue in Lesson 2
C turn o the computer an tal to
again. Underline examples of as … as
an adult.
and not as … as.
7 Work in pairs. Compare the two things
4 Look at the pictures and compare
using (not) as … as and the adjectives.
Susie and Rita using as … as or not
as … as and the adjectives in the box. 1 vlogs / blogs / interesting og aren‛t
2 podcasts / books / exciting a intere ting
short long curly
3 sending text messages / a og
straight happy
tall old young sending emails / easy
4 getting on well with friends /
ie it getting on well with family ifficult
5 emojis / words / good
Su ie‛ hair i n‛t a
hort a ita‛ hair 6 chatting face to face / chatting online /
fun
ninety-one 91
Rita’s hair isn’t as long as Susie’s hair. Susie’s hair isn’t as curly as Rita’s hair.
Rita’s hair isn’t as straight as Susie’s hair. Susie is as tall as Rita. Susie isn’t as
old as Rita. Rita isn’t as young as Susie.

M07_TT_PB_06GLB_2601_U07.indd 91 16/07/2019 13:10
Grammar reference
• Ask ss to say a sentence about themselves and
1 Read and complete. someone in their family using (not) as … as.
Answer key 2 good, 3 well, 4 cold, 5 exciting,
6 nervous, 7 big, 8 dangerous
2 Compare yourself with people you know. Write

sentences with (not) as … as.

their notebooks.
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Lesson 4
Book club
• Ss think of another question that Paula could ask that
introduce words for feelings
has a yes or no answer. Ask for feedback and write ss’
ideas on the board.
Materials
• a ball
• sheets of A4 paper, enough for each pair of students • Ss turn to page 83 in their Activity Books.
4 Discuss in a group.
Global Scale of English (GSE) • Place ss in groups of three for this activity.
• Reading: Can identify specific information in a simple • Ask different groups to tell the class their ideas.
story, if guided by questions (GSE 35).
• Speaking: Can give brief reasons for their opinions on 5 Play the Yes/No game in groups of three.
familiar topics (GSE 48). Can ask a range of questions • Ss play in the same groups. The student who answers
in guessing games to find the answer (GSE 36). the most questions without saying yes or no wins.
• Listening: Can follow the sequence of events in a
simple story or narrative, if told slowly and clearly Diversity
(GSE 36).
Challenge
• Ask ss to report back to the class and say what words
Assessment for Learning and phrases they used instead of yes or no.
Support
Setting aims and criteria: lesson objectives • Brainstorm words and phrases ss could use instead of
presentation yes or no before they play the game.
technique
Peer learning: pairwork Activity Book
1 After you read Read the playscript on Pupil’s
Book page 92 again. Who says the following
lines? Write.
Starting the lesson
• Using the Lollipop stick technique, ask ss to say a word
or phrase connected with the topics of communication and their hands to offer answers.
friendship. Accept all reasonable ideas. Answer key 2 Simon, 3 Paula, 4 Simon, 5 Joe, 6 Joe,
7 Simon, 8 Paula
Presentation 2 Answer the questions. Use complete sentences.

• Explain that in this lesson ss will read a Book Club text. • Ss complete the activity individually.
• Write Play on the board. Ask Where do you see a play? and • Check answers using the Lollipop stick
elicit At the theatre. Ask What do you know about plays? Ss technique.
raise their hands to offer ideas. Answer key 2 She suggested playing the Yes/No
game.; 3 The person mustn’t say ‘yes’ or ‘no’.; 4 He
answers ‘That’s right’.; 5 Joe is the second person to
Practice sit in the middle.; 6 They aren’t very good at it.
3 Read the Work with words box. Then complete

Pupil’s Book
the table.
1 Before you read Today’s Book Club text is a
playscript. Look and circle the options that
describe a play. Then answer. Answer key 2 argue, 3 disappointment, 4 enjoy,
5 entertainment, 6 excite, 7 improvement, 8 move
• Ss work in pairs to complete the activity. 4 Read and complete the sentences with the
• Ask for feedback using the Lollipop stick technique. nouns from Activity 3.
Key words search work and give feedback.
Tips for writing a play • Ask different ss to read out a sentence.
Answer key 2 movement, 3 excitement,
4 disappointment, 5 advertisement, 6 improvement,
2 7.9 Listen and read. What game do the children 7 enjoyment, 8 entertainment
play and what are the rules?
• Ask ss to raise their hands to offer answers. 5 Write five more sentences with the nouns
• Check comprehension with questions: What are they from Activity 4.
looking at? (their tablets) Who suggests a game? • Ss work individually and then read each other’s
(Paula) How many questions does Simon manage before work and give feedback.
answering ‘yes’? (two) What about Joe? (zero) • Ask different ss to read out a sentence.
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Scene 1
Paula, Simon and Joe are in the living room on their tablet
s.
Paula: (Looking up from her tablet) Hang on a minu
te, guys. I’ve just realised
something. We’re all chatting with each other onlin
e, aren’t we? But
we’re all in the same room! Why don’t we just talk
to each other instead?
Simon: (laughing) That really IS a crazy idea, Paula
!
Joe: (delighted, putting his tablet down) Let’s try it, OK? Some
body say
something then …
Paula: Errrrrrrrrr.
Simon: Hmmmmmm.
Scene 2
The children are sitting in silence on the sofa, looking
at each other.
Joe: Maybe we’ve forgotten how to speak to each other
!
Paula: Of course we haven’t! (She jumps up, smilin
g.) I know!
Let’s play the Yes/No game. That’ll get us talking.
Joe: (curious) What’s that?
Paula: One person sits in the middle and the other
two ask them questions.
We have to try to get them to say ‘yes’ or ‘no’.
Simon: (nervous) I’ll go first …
Paula and Joe sit on the floor in front of Simon .
Paula: OK, Simon. Remember, you can’t say ‘yes’
or ‘no’!
Your name is Simon, isn’t it?
Simon: That’s right.
Joe: You’re 12 years old, aren’t you?
Simon: Absolutely.
Paula: You don’t like blogging, do you?
Simon: Yes, I do!
Paula: You said ‘yes’!
Simon: (disappointed) Oh no! I did!
Joe: This game isn’t very hard, is it? I want to have a go!
Joe sits on the sofa and Simon sits on the floor with Paula
.
Simon: You’re quite confident about this game, aren’
t you?
Joe: Yes, I am! (embarrassed) I mean … Oh no!
Paula: (laughing) You said ‘yes’ and ‘no’! Never
mind! We might
not be very good at this game, but at least we’ve had
fun for
five minutes without our tablets! Let’s play another
game …
They all run out of the room .
1 Before you readToday’s Book Club 2 Listen and read. What game
7.9
text is a playscript. Look and circle do the children play and what are
the options that describe a play. the rules? The Yes/No game – you ask someone questions
to try and get them to say ‘yes’ or ‘no’.
Then answer.
1 A playscript usually has a number of
i erent characters / titles. 4 Discuss in a group.
2 There’s usually an introduction /
o you an your frien s e er fin it ifficult
a conclusion to tell you about the
to think of things to say to each other?
characters and the setting.
Why?/Why not?
3 Information about what the characters
are doing or feeling is sometimes given 5 Play the Yes/No game in groups
in brackets / capital letters. of three.
92 ninety-two
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• Ss find all the questions and answers in the play.

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Lesson 5
Objectives 2 Read the play in Lesson 4 again. How many words
• Lesson aims: to learn and use words for feelings; to can you find for the way that people feel?
learn and use question tags
• Target language: embarrassed, disappointed, jealous,
upset, confused, curious, delighted, nervous, calm,
pairs for feedback.
serious, proud, miserable; Your name is Simon, isn’t it?
3 Answer the questions about the play.
Materials • Ss complete the activity individually and then compare

• Resources 7B and 23 • Check answers using the Lollipop stick technique.
4 Look at the grammar table. Then read and circle

Global Scale of English (GSE) the correct options to complete the rules.
• Reading: Can scan a simple text to find specific • Give ss a minute to work out the rules.
information (GSE 38). • Check answers using the Lollipop stick technique.
• Listening: Can understand how people are feeling, if • Tell ss to write down the correct rules in their
they use simple language and speak slowly and clearly notebooks. Have ss check each other’s notes.
(GSE 30).
• Speaking: Can repeat single words, if spoken slowly 5 7.11 Listen to three conversations and answer
and clearly (GSE 18). Can say how they or someone the questions.
else feels, giving a brief reason (GSE 38). • Play the audio. See page 280 for audioscript. Ask
different ss to write their answers on the board.

Setting aims and criteria: lesson objectives Challenge
presentation • Ss read the questions to themselves. Play the audio
once. Ask for answers. Play the audio again to confirm
answers.
technique
Support
• Read out the questions to the class before playing the
Independent learning: Summative questions audio. Play the audio twice. Ask ss for answers. Play the
technique audio again to confirm answers.
Starting the lesson 6 Work in pairs.

• Ask ss questions with question tags and tell them to try and • Ss work in pairs using the Think-pair-share technique.
answer without saying yes or no, e.g. Your name is (name),
isn’t it? You’re ten, aren’t you?
Activity Book
1 Read the clues and complete the crossword.

Presentation
• Explain that in this lesson ss will learn words for Answer key 2 upset, 3 serious, 4 nervous, 5 calm,
feelings and to use question tags. 6 delighted
• Pre-teach the new words. Write them on the board and ask 2 7.12 Listen and circle the correct answers.
ss which ones they know. Explain meanings with definitions,
e.g. calm is when you are relaxed, not worried. • Play the audio. See page 280 for audioscript.
Answer key 2 c, 3 b, 4 c, 5 a, 6 b
Practice 3 Work with your partner. Talk about when

you have felt these emotions in the past.
Pupil’s Book • Ss work in pairs. Ask for class feedback.
1 7.10 Look and match. Then listen, check and correct question tags.
repeat.
Answer key 2 isn’t it, 3 doesn’t it, 4 are they, 5 is she,
• Refer ss to page 93. Tell them to look at the pictures. 6 aren’t you
• Play the audio.
5 Write the sentences with question tags.
• Extension Ss take turns to ask and answer the
Extra activity Critical thinking questions.
Answer key 2 You often use social media, don’t you?;
• Ask ss to think about what situations make them
3 You have never broken a promise, have you?; 4 You
have these feelings, e.g. I feel nervous before an exam.
like staying at home at weekends, don’t you?; 5 You
They work in pairs and write down their ideas. Ask for don’t like blogging, do you?; 6 You’re usually a calm
class feedback and promote class discussion. person, aren’t you?
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7.10 4 Look at the grammar table. Then
and repeat. read and circle the correct options
embarrassed 7 disappointed 9
jealous 10 upset 1 confused 5 curious 6 Grammar
delighted 3 nervous 2 calm 12 serious 4 Question tags
proud 11 miserable 8
Your name is Simon, isn’t it?
1 2 3 You’re 12 years old, aren’t you?
You don’t like blogging, do you?
This game isn’t very hard, is it?
When we speak, we sometimes add

question tags at the start / end of a
4 5 6 sentence.
When the sentence is positive, the
question tag is positive / negative.
When the sentence is negative, the
question tag is positive / negative.
7 8 9
5 Listen to three conversations
7.11
and answer the questions.

1 How does Lucy feel and why? Lucy is embarrassed because
she sent a text message to the wrong friend by mistake.
2 How does Jake feel and why?
Jake is nervous because he has a test today.
3 How does Adam feel and why?
10 11 12 Adam is disappointed because his football team lost the match.
6 Work in pairs.
1 Guess how your partner might feel in
i erent situations. Write fi e sentences
using the words from Activity 1.
2 Say the sentences to your partner and use
2 Read the play in Lesson 4 again. question tags to check if you are correct.
n rd c n find r
ou ee ner ou ou don‛t ee
the way that people feel?
e ore a te t, em arra ed hen
don‛t you? you ing, do you?
3 Answer the questions about the play.
1 What are the children doing at the start
of the play? They are chatting with each other
on their tablets.
2 How do they start talking? They play the Yes/No game.
3 What are they going to do at the end
of the play? They’re going to play another game.
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6 Write five different sentences about your 4 Write tag questions.

partner. Then say them to your partner using • Ss complete the activity individually. They then compare
question tags. Were you right? Use the ideas in answers with a partner.
the box or your own ideas.
Answer key 2 is it, 3 hasn’t she, 4 does it, 5 isn’t he,
• Ss work individually and then in pairs using the 6 have they, 7 aren’t we, 8 do you
Grammar reference
Answer key 2 isn’t he, 3 are we, 4 aren’t you,
5 do they, 6 does she, 7 haven’t they, 8 has she • Ss close their books. Ask Is it easy to use questions tags?
and elicit answers.
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Lesson 6
Culture
• Lesson aims: to learn about communicating without
words

Materials • Ss work in pairs and write down three things that
they didn’t know before they read the text. Ask Do you
think it is easy to learn a sign language? How many
• Resource 60
people in your family use emojis? Which emojis do you
use the most? Why? Promote class discussion.

• Reading: Can get the gist of short, factual school
texts (GSE 41). Can scan a simple text to find specific • Ss turn to page 85 in their Activity Books.
4 Work in pairs. Which of the languages in the
article do you think would be the easiest to learn
topics, using simple language (GSE 41). Can give brief
and why?
• Writing: Can create a poster to advertise an event or • Ss discuss in pairs for one minute. Encourage class
product, given a model (GSE 45). feedback and discussion.

Assessment for Learning • Tell ss they are going to watch a video and to
watch carefully.
Monitoring students’ learning: Lollipop stick technique Project
Make a poster about a language that doesn’t
have words.
Starting the lesson and coloured pencils.
• Write these words on the board with the vowels missing and • Give groups two minutes to brainstorm ideas.
ask different ss to complete them: • Help ss decide who will do each part of the research.
calm, confused, curious, delighted, disappointed, embarrassed, • Each student designs and writes their part of the poster.
jealous, nervous, proud, serious, upset, miserable. • Have ss present their posters together.
Presentation Diversity
• Explain that in this lesson ss will talk about Challenge
communicating without words. • Ss refer to the texts in their Pupil’s Books for help with
• Extension Ask ss to find Egypt and Japan on a map. Use an vocabulary.
online map if available. Support
• Suggest that ss use vocabulary related to the topic.
Write some ideas from the texts on the board.
Culture notes
• Emojis first appeared in Japanese mobile phones in
1999. They became popular worldwide after being Activity Book
added to many mobile systems in 2010.
• In Ancient Egypt, only the highly educated were able to 1 After you read Read the text on Pupil’s Book
read and write hieroglyphics. page 94 again. Then read and complete the
• It is a common misconception that all sign languages sentences. Write one word in each gap.
are the same. It is not known exactly how many sign • Ss complete the activity individually. Then they
languages exist across the world. The earliest record of compare answers with a partner.
a sign language is in the 5th century BCE by Plato.
Answer key 2 pictures, media; 3 written, Ancient;
5 International, celebrated
Practice 2 Read the sentences and circle T (true) or F

(false). Then explain your answers.
Pupil’s Book • Ss complete the activity individually.
Answer key 2 F – Most 18–25 year-olds prefer emojis
1 Before you read Do you ever communicate with your for showing feelings.; 3 T – About 70% of emojis are
friends without using words? How do you do this? positive.; 4 F – The Rosetta Stone helps us understand
Try to say something to your partner now without them.; 5 T – Many countries have their own form of
using any words. sign language.
• Ss complete the activity in pairs.
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Communicating Some languages don’t use words.

In fact, it is possible for people to
without words communicate with each other
without saying a single word.
The language of Emojis uses

pictures instead of words. From
social media to text messages, But emojis aren’t the first time we’ve used pictures
from blogs to T-shirts, these little to communicate. The Ancient Egyptians used
pictures are everywhere! Young hieroglyphics in 3300–3200 BCE. This is one
people use them a lot. In fact a of the oldest written languages, but the meaning
survey showed that 72% of 18- of the pictures wasn’t understood for many years.
to 25-year-olds think it’s easier Archaeologists found the Rosetta Stone in 1799
to talk about their feelings with and this helped us to understand what they mean.
emojis than words. Emojis have
made it easier to communicate
with people in different countries Sign language is another way of
because we don’t have to speak communicating without saying a word. You use
the same language. A report your hands and other parts of the body to make
found that the emoji that is used the language. It’s useful for deaf people; that
most often around the world is is, people who can’t hear. More than 70 million
the happy face. It said that people around the world use sign language
70% of emojis were positive and and 23rd September is the International Day of
15% were negative. So most Sign Languages. Each culture has made its
people use happy emojis rather own form of sign language that works with
than miserable emojis. the language that is spoken in that country.
Project
WOW! Fact
The word emoji comes from the Japanese Make a poster about a language that
for picture ‘e’ and character ‘moji’. doesn’t have words.
1 In groups, choose one of the languages
1 Do you ever
Before you read
from the article or research to fin
communicate with your friends without another one.
using words? How do you do this? Try
2 eci e who will research to fin out
to say something to your partner now more about:
without using any words. • where this language started.
how this language is i erent in
2 7.13
Listen and read.
various parts of the world.
• how you can learn this language.
3 Present the information in a poster and
4 Work in pairs. Which of the share it with the rest of the class. Try
languages in the article do you think to communicate a simple idea in the
would be the easiest to learn and why? language you have chosen.
4 What was the most interesting thing you
Find out more! Watch the video. found out about other languages today?
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3 7.14 Listen to a report about another way of
communicating without words. Complete the • Ss write ten important words from the text in their
notes. notebooks.
• Ss look at the notes before listening so they know

what to listen for.
• Write The most interesting thing in this lesson for me
Answer key 2 22,000, 3 island, 4 valleys, 5 walking,
is … on the board and have ss complete the sentence in
6 thousands, 7 Spanish, 8 1999, 9 2009, 10 tourists
4 Work in groups. Choose one of the ways of
communicating from the box and find answers
to the questions. Write about your way of
communicating.
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Lesson 7
English in action
Objectives • Ss work in pairs and discuss. Ask different pairs
• Lesson aims: to learn to give your opinion; to learn for feedback.
and practise the intonation of tag questions • Extension Ss read out the dialogue in pairs.
• Target language: In my opinion, …
3 Take it in turns to give your opinions on these
subjects. Use the Say it! box to help you.
Materials • Place ss in different pairs.
• Resource 70 • Walk around the class monitoring pairs.
• Ask different pairs to tell the class their opinions and
compare ideas.
simple dialogues related to everyday situations, if Challenge
guided by questions (GSE 34). Can scan a simple text • Ask a confident student to promote class discussion with
to find specific information (GSE 38). questions to individual ss.
Support
• Place ss in groups after the pairwork. They discuss
their ideas and report back to the class using the Expert
• Listening: Can understand how people are feeling if
envoy technique.
they use simple language and speak slowly and clearly
(GSE 30).
Pronunciation
Assessment for Learning 4 7.16 Listen and read. Does our voice go up or
Setting aims and criteria: lesson objectives down with tag questions?
presentation; Key question technique • Play the audio. Play it again, pausing after each line,
Monitoring students’ learning: Lollipop stick and have ss repeat. Play it a third time and have ss say
technique the sentences with the audio. Make sure they copy the
Peer learning: pairwork; Expert envoy technique intonation.
Independent learning: Thought-provoking questions • Ask different ss to offer answers.
technique • Extension If available, record individual ss’
check themselves.
Starting the lesson
• Write My opinion on the board. Ask Do you like giving
Activity Book
your opinion? Do you listen to other people’s opinions? Ss
call out Yes or No. 1 7.17 Listen and order the phrases for giving
opinions. Then listen again and complete.
Presentation • Ss do the activity individually. Then they listen
• Explain that in this lesson ss will learn to give their and check.
opinion. • See page 280 for audioscript.
• Ask ss to work in pairs and think of a phrase they would • Ss raise their hands to offer answers.
say to give their opinion to a friend. Answer key 2 d, 3 b, 4 a, 5 c
2 Read and complete the dialogues with your

Practice own ideas. Then act out with your partner.
Pupil’s Book
1 7.15 Listen and read. Answer the questions.
• Refer ss to page 95. Ask ss to look at the picture and 3 7.18 Listen and circle. Are the people
raise their hands to say what they can see. checking that they’re correct (C) or are they
• Play the audio. asking real questions (R)? Then practise with
• Check answers using the Lollipop stick technique. your partner.
• Play the audio. Give ss enough time to choose. Have
Extra activity Critical thinking them repeat what they hear.
• Ask Do you think Cara is right to be upset? How would • Ss practise in pairs. Monitor intonation.
you feel if a friend didn’t keep your secret? Do you think Answer key 2 R, 3 R, 4 C, 5 R, 6 C
people make mistakes? Is it easy to forgive someone?
Promote class discussion.
• Ss read the dialogue and find all the phrases for giving
2 Read the dialogue again. Find and write Cara and
opinions.
Laura’s opinions. Use the Say it! box to help you.
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Giving your opinion

7.15
questions.
1 Why is Cara upset with Molly?
Because she told everyone her secret.
2 Does Cara think she’ll be able to
Yes, she thinks she’ll be able to
forgive Molly? forgive her in a day or two.

write Cara and Laura’s opinions. Use
the Say it! box to help you. Cara thinks that friends should always
Are you OK, Cara? keep secrets. She thinks she’ll be able to forgive Mina in a day or two.
Laura thinks that a friend should always keep secrets. But she also
Yes, I am. I’m just upset because I thinks that Mina didn’t mean to upset Cara and that she just made a
had an argument with Molly. She mistake.
promised that she would keep a Giving your opinion
Personally, I think … I’m sure that …
secret that I told her. But then she
I bet that … I guess that …
went and told everyone.
I’m certain that …
That’s not on.
She said sorry, but I don’t know if I 3 Take it in turns to give your
can forgive her. Personally, I think opinions on these subjects.
that friends should always keep Use the Say it! box to help you.
secrets.
I’m sorry that you’re upset, Cara. • You should never say mean things to
I bet that Molly didn’t mean it. your friends.
I guess that she just made a mistake. • f your frien is upset, you shoul fin out why.
• You should talk to your friends every day.
Yes, you’re right. We all make • You should never be jealous of your friends.
mistakes. I’m sure that I’ll be able to • It’s better to have lots of friends than just
forgive her in a day or two. one best friend.
• It isn’t always easy to make new friends.
Pronunciation
4 7.16
Listen and read. Does our voice go up or down with tag questions:
a when we think we’re right and we’re just checking? down
b when it’s a real question and we want to know the answer? up
CHECKING THAT WE’RE CORRECT ASKING REAL QUESTIONS
Sam i ten Sam u e a

to od a t , ot o emo i ,
doe n‛t he? doe n‛t he?
Sam doe n‛t Sam doe n‛t ha e

ha e a hone, a ot o argument ,
doe he? doe he?
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• Ask Do people give opinions like this in your country/

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Lesson 8
Reading
Objectives 3 Read again. Are these sentences true or false?
• Lesson aims: to read and understand a reading text Say why.
• Target language: interview, relationship, age, shape,
part; revision of vocabulary and grammar
Ask different pairs to give reasons.
Materials Extra activity Critical thinking

• a ball
• Resource 43
give reasons.
4 Work in pairs.
information (GSE 38). Can identify the key
characteristics and structure of a limited range of • Place ss in pairs.
factual text types (e.g. articles, instructions) (GSE 47). • Walk around the room monitoring pairs.
• Speaking: Can give brief reasons for their opinions on • Ask different pairs for feedback.
Diversity
Challenge
Assessment for Learning • During feedback for Activity 3, include all ss in the
discussion with prompts: Do you agree, (name)? What do
you think, (name)?
presentation
Support
• Use the Expert envoy technique for pairwork for
technique
Activity 3.
1 Read and complete the definitions.

Starting the lesson
• Ss work alone and write down as many adjectives for
feelings from Unit 7 as they can remember in one minute.
Answer key 2 age, 3 interview, 4 relationship, 5 part
2 Read the interview on Pupil’s Book page 96
Presentation again. Match.
• Explain that in this lesson ss will read an interview. • Ss complete the activity individually.
• Draw ss’ attention to these words: interview, relationship, • Ask different ss to offer answers.
age, shape and part. Write them on the board and ask for or Answer key 2 f, 3 b, 4 a, 5 c, 6 e
explain meanings, e.g. An interview can be when someone
asks questions for a magazine or blog. A relationship is the 3 Answer the questions. Use complete sentences.
feelings people have towards each other. Your age is how old • Ss complete the activity individually. They can refer
you are. A shape is what something looks like, e.g. a square to their Pupil’s Books if necessary.
or circle. A part is a piece of something.
Answer key 2 She thinks friends are really important
when they’re at school.; 3 Oliver’s friend is two years
Practice older than him.; 4 You may feel upset and miserable.;
5 You should talk about problems.; 6 They want to
make themselves look better and happier.
Pupil’s Book
4 Work in groups. Discuss the most important
1 Before you read Look at the text. How can you tell rules for a good friendship and make notes.
that this is an interview? Then share your ideas with the class. Have a
• Refer ss to page 96. class vote on the five best rules.
• Ss raise their hands to offer answers. • Place ss in groups of four.
• Read the Reading tip to ss. • Walk around the room monitoring groups.
• Play the audio.
• Check comprehension with questions: What has
Louise written? (a book about young people and their • Ss write the words in context in their notebooks with
friendships) Are friendships all the same? (No, they definitions.
come in different shapes and sizes.) Does she talk about
making friends only? (No, she also talks about keeping
friends.) What do some people do on vlogs? (make Finishing the lesson
themselves look better than they are in real life) • Ask Did you find the interview interesting? Would you like to
read Louise’s book? Why? and encourage class discussion.
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Lesson 8
Literacy: interviews
tip Reading
Reading A written interview will often use

informal language and may be set out as
a dialogue so you can see who is asking
1 Look at the text. How
Before you read
and who is answering the questions.
can you tell that this is an interview?
Because it’s set out as a dialogue with questions and answers.
Interview with
Oliver: What about online
friendships? You talk
about those too, don’t
Louise Peterson you?

Louise: Yes, I do. In the
book, I show how online
by Oliver Marsh friendships can be difficult.
People don’t always tell the
This week I interviewed Louise Peterson, who
truth on social media, blogs
has written a book called Friends for Life. or vlogs. They can make
themselves look better and
out of school, friendships Louise: Yes, that’s right.
Oliver: Thanks for doing happier than they are in real
between girls and boys or I look at things you can
this interview, Louise. So, life. So when you or I look at
your new book will be in friendships between people do to help you to make the photographs, we might
the shops next Monday, of different ages. friends. For example, be think that we aren’t as happy
won’t it? Tell us a bit Oliver: That’s cool! friendly, smile, be positive as they are and that our
about it. I have a friend who is and ask lots of questions! lives are not as interesting
Louise: Well, it’s about young two years older than me. But keeping friends isn’t as as their lives. But we mustn’t
people and their friendships. My friendship with him easy as making friends. You feel jealous because these
Having good friends is is as impor tant as my might not get on well all the people are only showing us a
important all through our friendships with people time and when you have small part of their lives.
lives, but it’s really important who are my own age. an argument, you may feel Oliver: Thank you very
when we’re at school. He helps me a lot and upset and miserable. So I much for answering my
Oliver: Yes, you’re right. is proud of me when look at things you can do questions, Louise. You’ve
So, what type of things I do well. when friendships go through given us a lot to think
do you talk about in the Louise: Exactly! Friendship difficult times. For example, about and I can’t wait
book? comes in all differe nt shapes talk about problems, say to read your book!
Louise: I’ve written and sizes. sorry, forgive and forget,
about different types of Oliver: In the book, you don’t be jealous and keep
relationships, for example, also talk about making and promises and secrets.
friends at school, friends keeping friends, don’t you?
Words in context
interview relationship
2 7.19
Listen and read. age shape part
3 Read again. Are these sentences true or false? Say why.
1 Louise Peterson is the author of a 4 Oliver is friends with someone who isn’t as
book called Friends for Life. true old as he is. false (He’s friends with someone who is older than he is.)
2 You can buy this book now. 5 Louise gives advice on how to make and
false (You can buy this book next Monday.) keep friends. true
3 The book is about how to stay
safe on social media. false (The book is 6 Sometimes people tell lies on social media. true
about young people and their friendships.)
4 Work in pairs.
1 Do you think it’s good to have friends in school and friends out of school? Why?/Why not?
2 What do you think of Louise’s advice about making and keeping friends?
3 Do you agree or disagree with what she says about online friendships? Why?
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Lesson 9
Writing
Objectives 3 Write an interview about the things that are
• Lesson aims: to write an interview important in a good friendship. Use the How to
• Target language: revision of vocabulary and grammar write… box to help you.
• a ball • Ss work individually to complete the report.
• sheets of A4 paper, enough for each student • Ss evaluate their own work.
• Using the Two stars and a wish technique, ss read
Global Scale of English (GSE) • Extension Ss role play the interviews.
• Reading: Can skim straightforward, extended texts
with a clear structure to get a general idea of the Diversity
content (GSE 55). Can identify the key characteristics Challenge
and structure of a limited range of factual text types, • Ss work alone on their interviews.
e.g. articles, instructions (GSE 47). Support
• Writing: Can create a poster to advertise an event or • Monitor and help ss while they write the interviews.
product, given a model (GSE 45).

sheet of paper and find/draw a picture. They display
Setting aims and criteria: lesson objectives their work on the classroom wall and later add it to
presentation their portfolios.
technique
Peer learning: pairwork; Two stars and a wish Activity Book
technique
Independent learning: portfolio; Learning diary 1 Rewrite the sentences with whereas.
• Write Friendship on the board. Using the Lollipop stick
Answer key 2 My older brother is keen on social
technique, ss say what is most important for them in a
media, whereas my parents never use it.; 3 Some
friend. They can repeat each other’s ideas. Have a vote for
people can keep promises, whereas other people break
the most important thing. them.; 4 Ali made a vlog for his project, whereas Leila
did a podcast.; 5 I’m very calm before exams, whereas
my friends get really nervous.
Presentation
• Explain that in this lesson ss will write an interview. 2 Plan an interview about the things that are
important for being a good student.
Practice and help with ideas.
Pupil’s Book read and check each other’s work.
1 Look at the interview. Who was interviewed and 3 Now write your interview.
what about? • Ss work individually to complete the email.
have done them.
2 Read the How to write… box. Then circle the • Using the Two stars and a wish technique, ss
correct options about the interview in Activity 1. read and check each other’s work.
is the interview about? (what things are important in a • Ss find all the new vocabulary from the unit in
good relationship) What does the interviewer agree with? the lesson.
(It’s important to have fun together.) What does she
disagree with? (Telling little lies is OK.)
diary: Today I wrote an interview about … .
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Lesson 9 7
1 Look at the interview. Who was interviewed and what about? Writing
Laura was interviewed about the things that are important in good friendships.
An interview with Laura

g to be inte rvie wed tod ay. I wan t to fi nd out what things are important in a good
Gabriel: Hi, Laura. Thanks for agreein
t important thing?
friendship. So, what do you think is the mos
well with you r frie nds . Tha t doe sn’t mea n you have to be exactly the same as your
Laura: I think you have to get on diff eren t! I’m chatty, energetic and bossy whereas she
’s quiet, calm
frie nd Em ma and I are com plet ely
friends. My
That’s the most important thing, isn’t it?
and kind. But we always have fun together!
ortant?
Gabriel: Yes, I agree. What else do you think is imp for
ets
Laura: I think you have to keep promises and secr
your friends.
good
Gabriel: Yes, OK. So, is there anything you think that
friends shouldn’t do?
r, do they?
Laura: Well, good friends don’t tell lies to each othe so that
e lie,
Gabriel: Well, no, but what about when you tell a littl
OK, isn’t it?
you don’t make your friend feel upset. That’s
is as bad as not
Laura: No, I disagree. In my opinion, telling lies
keeping promises.
answering
Gabriel: That’s interesting. Thank you very much for
my questions.
2 Read the How to write... box. Then circle the correct options about the interview in
cti it
How to write... an interview 1 The interview is written as

an essay / a dialogue.
• Use clear questions or sentences with question tags.
2 It’s written in formal / informal
• Set the interview out as a dialogue so it’s easy to read.
spoken language and the tone is
• Use polite language, but it can be informal
because it’s spoken. polite / rude.
tart an finish the inter iew by than ing the person. 3 The questions are about
one topic / a lot of topics.
3 Write an interview about the things that are tip Writing

important in a good friendship. Use the How to whereas
write… box to help you. I’m chatty, energetic and
1 Think about what questions you want to ask. Take notes. bossy whereas she’s quiet,
calm and kind.
2 Interview your partner. Take notes of his/her answers.
We use whereas to link two
Answer his/her questions, too. i erent things or i eas.
3 Write your interview.
4 Read and check your interview.
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Lesson 10
Comments
Objectives 2 Work in pairs and answer the questions. Then
• Lesson aims: to review unit language write your comments about the WOW! Magazine
• Target language: unit vocabulary and grammar and read them to the class.
Materials write their own comments and then compare with their
partner.
• sheets of A4 paper, two for each student • Ask different ss to read out their comments.
• a ringbinder folder for class comments
• a ball Diversity
Challenge
• Ss read out their comments to the class and their
Global Scale of English (GSE) friends say if they agree or disagree.
• Reading: Can understand short, school-related Support
messages in emails, text messages and social media • Help and monitor ss while they write, correcting gently
postings (GSE 39). as necessary.
Assessment for Learning and add them to the class comments folder.
Setting aims and criteria: Key question technique;

lesson objectives presentation 3 Think about the WOW! Question again. Discuss
Monitoring students’ learning: Lollipop stick in groups. Are your answers different now?
technique; • Ss discuss in groups and then give feedback to the
Peer learning: pairwork; groupwork class using the Lollipop stick technique.
Activity Book
Starting the lesson 1 Look and complete.
• Ask ss a key question about reviews: What do you expect
to revise in the review today? Accept all reasonable answers.
Answer key 2 insert, 3 watch, 4 receive, 5 keep,
Presentation 6 have
vocabulary in their Activity Books. • Ss complete the activity individually and then
• Revise the communication words by writing the underlined compare answers with a partner.
words on the board and asking different ss to write the Answer key 2 curious, 3 confused, 4 delighted,
other words: chat to friends, get on well, have an argument, 5 miserable, 6 jealous
insert an emoji, keep a promise, keep a secret, listen to a
podcast, receive a text message, tell a lie, tell the truth, use 3 Read and write sentences with (not) as ... as.
social media, watch a vlog. • Ss complete the activity individually and then
• Revise the feelings by dictating them and asking different compare ideas with a partner.
ss to write them on the board. Ask different ss to say Answer key 2 Miguel is as tall as Juan.; 3 Chicago
a sentence with a feeling that they get in a certain isn’t as big as New York.; 4 I feel as nervous as you.;
situation: calm, confused, curious, delighted, disappointed, 5 Fatma isn’t as good at Science as Vicky.
embarrassed, jealous, nervous, proud, serious, upset,
miserable. 4 Read and complete the sentences with the
• Revise (not) as … as. Write I’m ____ my grandma (old) and correct question tags.
A rabbit is ___ an elephant (big) on the board. Ss complete • Ss complete the activity individually and then
the sentences with the correct form. Ask two ss to write the compare answers with a partner.
answers on the board.
Answer key 2 aren’t you, 3 don’t they, 4 will you,
• Revise question tags. Write You’re happy, ____? You like 5 haven’t we, 6 does she
football, ___? You don’t feel nervous, ____? and ask ss to say
the tags. Self-evaluation
5 Answer the questions about your work in Unit 7.

Practice
Pupil’s Book

Who says that they know another language and
what is it?
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l rie el i 3 minutes ago er r il 5 minutes ago
I enjoyed reading the play where the children I enjoyed finding out about vlogs
play the Yes/No game. I tried to play it with my friends and podcasts. I had never tried either of
and it’s really hard! Another game we like to play is 20 these things before, but now I’ve found
questions, which is just as fun as the Yes/No game. that there are lots of different vlogs and
Someone thinks of a famous person, place or thing and podcasts out there just for kids! I like vlogs
the other people ask them questions and try to guess best and I’m going to make my own with
who or what it is in fewer than 20 questions. In this my friends.
game, you can ONLY answer with ‘yes’ and ‘no’!
ich rd i e 10 minutes ago li er 20 minutes ago
I enjoyed the article I enjoyed reading and writing

about languages without interviews. I decided to interview my
words. My friends and I use a grandfather about what communication
lot of emojis in our messages used to be like when he was a boy. He used
and it was interesting to find to write letters to his
out more about them. I’m friends and he still has
posting some emoji language. their replies. They were
Can you understand what it means? really interesting to read.
5 3 comments
lie 30 minutes ago
I enjoyed hearing about the internet safety talk at Tara’s school. We

had a talk like that at my school, too. My teacher posted a photo of herself
online to show us how quickly it can be seen by lots of people all over the
world. After two days, more than 20,000 people had seen it!
Magazine. Who says that they know again. Discuss in groups.
another language and what is it? re r n er di erent n ?
Richard can speak emoji language.
them to the class.
1 Which reading text did you like the best
and why?
2 What was the most important thing you
learned about friendship and why? What’s the best way to communicate
with friends and why?
...
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• Ss read the comments on page 94 of their Pupil’s Book
again and decide who they agree with and why.

I am not very good at … . Ss copy the sentences into their
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Get ready for...
Objectives
2 Work in pairs. Sally is going away on holiday.
Talk together about the different ways she could
Reading Part 1, A2 Key for Schools Speaking Part 2,
communicate with her friends while she is away
B1 Preliminary for Schools Speaking Part 3,
and say which would be best.
B1 Preliminary for Schools Listening Part 2,
B1 Preliminary for Schools Reading Part 5 • Tell ss that this is the A2 Key for Schools Speaking
• Target language: unit vocabulary and grammar Part 2 exam.
• Monitor pairs.
Global Scale of English (GSE) Extra activity Collaborative work

• Reading: Can understand everyday written signs and • Divide the class into groups to discuss what they
notices found in public places (e.g. rules, directions), if liked about the unit, using the Expert envoy technique.
supported by the context (GSE 32). Ss write their opinion about the unit under lesson
headings. The envoy reports back to the class.
• Speaking: Can describe basic differences between
two pictures showing familiar activities, using simple
language (GSE 39).
Activity Book

Setting aims and criteria: lesson objectives 1 Think! Read the task carefully. Make sure you
presentation know what you have to do.
Monitoring students’ learning: Lollipop stick • Tell ss that this is the B1 Preliminary for Schools
technique Listening Part 2 exam.
Think-pair-share technique 2 Try! 7.20 Listen and choose the sentence with
Independent learning: Thought-provoking questions a similar meaning.
technique • Play the audio. See page 281 for audioscript.
• Check the answer using the Lollipop stick
technique.
Starting the lesson Answer key 1 A/B, 2 C
• Ask What did you learn in Unit 7? What was easy? What was
hard? What was interesting? What wasn’t very interesting? 3 Do! 7.21 Listen. For each question, choose
Have you learnt the new words? and elicit answers. the correct answer.
Presentation • Check answers using the Lollipop stick
• Explain that in this lesson ss will practise for the A2 Key technique.
Answer key 1 C, 2 B, 3 A, 4 C
B1 Preliminary for Schools Reading Part 5

Practice
Pupil’s Book know what you have to do.
Schools and B1 Preliminary for Schools Reading Part 1 2 Try! Read the sentences and choose the correct
exams. words.
• Read the Exam tip to ss. Make sure ss understand • Check answers using the Lollipop stick
the tip. technique.
• Ss work individually. Answer key 1 B, 2 C
3 Do! Read the text below and choose the
Diversity correct word for each space. For each question,
mark the letter next to the correct word,
Challenge
A, B, C or D.
• Ss read the text and questions to themselves.
Support • Read the Exam tip to ss.
• Read out the questions and options to ss after they read • Check answers using the Lollipop stick
it to themselves. technique.
Answer key 1 D, 2 B, 3 C, 4 A, 5 B, 6 D
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Get ready for... 7
A2 Key for Schools Reading and tip Exam
To help you to get ready for this

Writing Part 1 and B1 Preliminary part of the exam, look out for
for Schools Reading Part 1 short texts that you might see
in English, for example, signs,
food labels or notices. Read and
1 For each question, choose the correct check that you understand all
answer. the information in these texts.
COMPETITION: BEST VLOG The competition is for people who

A are 12 years old.
Send us your vlogs and you could B are younger than 12.
win a new computer!
C are 12 years old or older.
You must be at least 12 years old to
enter this competition.
To: Emma
Re: Getting in touch
Hi Emma, Sue has written the email to

I’m emailing you because I lost my A tell Emma to email to get in touch.
phone! It’s so annoying because I can’t
B tell Emma about her new phone.
send or receive text messages. So, if
you want to contact me, send me an C wish Emma a happy birthday.
email. I’m getting a new phone next
week for my birthday.
Best,
Sue
A2 Key for Schools Speaking Part 2 and tip Exam
In the exam, compare

B1 Preliminary for Schools Speaking Part 3 the things in the
i erent pictures an say
2 Work in pairs. Sally is going away on holiday. which you think is the
l t ether t the di erent he c ld best. Always give reasons
communicate with her friends while she is away for your answers.
and say which would be best.
Go to page 133
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about?
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8 Inventions

Some of you told us you

were interested in finding
out more about inventions
that have changed our lives.
How many inventions do you
know?
... ...
...
WOW! Question
... ...
...
Mateo 3 minutes ago

What’s the greatest invention of all
time and why?
... ... ...
• learn words for inventions and
medicine
• use relative pronouns and
embedded questions ...
• read a story about an important
discovery ... ...
• learn about young inventors
• wor in a group to ma e a fact file
about a famous inventor
• use expressions to talk about how
sure I am
• read and write letters
... ... ...
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Unit objectives
Talk about inventions and health and medicine
Language
Vocabulary Inventions electricity, light bulb, spacecraft, battery, photography, radio, wheel, steam
engine, aeroplane, X-ray, vaccination, antibiotics
Health and medicine feel ill, feel better, get a prescription, take some pills, have an
injection, have a fever, have an X-ray, have an operation, do some research, carry out an
experiment, make a discovery, win a prize
Grammar Relative clauses

Embedded questions
Functions Talking about how sure you are; I’m absolutely sure. I doubt that …
Phonics Sentence stress in relative sentences
Key competences
Mathematical, science and technological competences: order events (L. 4)
weather (L. 8)

Creativity Make a fact file about a famous inventor (L. 6)
Communication Talking about inventions and inventors (L. 1, 2, 4 and 6); Describing a person, thing
or place with relative pronouns (L. 3); Asking embedded questions (L. 5); Functional
dialogue (L. 7); Comparing life in the past with life today (L. 8)
Evaluation
• Unit 8 Test
External exams
A2 Key and B1 Preliminary for Schools B1 Preliminary for Schools
B1 Preliminary for Schools Writing Part 1
Writing Part 2
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Lesson 1
Vocabulary
Objectives • Check answers using the Lollipop stick technique.
• Lesson aims: to learn and use words for inventions Ask How many words did you already know?
• Target language: electricity, light bulb, spacecraft, • Have ss say a word to their partner and their partner
battery, photography, radio, wheel, steam engine, points to the correct picture. Then they swap.
aeroplane, X-ray, vaccination, antibiotics • Consolidate understanding with these questions and ss
raise their hands to suggest answers:
Which four things are connected to transport?
Materials Which two things give power?
• sheets of blank paper, enough for each pair of students Which three things does a doctor do?
• Resource 8A What can you use to listen to music/take pictures?
Diversity
• Reading: Can infer unstated information in simple • Tell ss to write the new words in their notebooks in a
stories or descriptive texts, if guided by questions and vocabulary list and to write explanations in English for
prompts (GSE 53). homework. They can use an online dictionary to help.
Support
in a vocabulary list. Give them explanations and/or
phrases and short sentences, if spoken slowly and
translations to write with each phrase.
clearly (GSE 22). Can give brief reasons for their
opinions on familiar topics (GSE 48). Can ask a range
of questions in guessing games to find the answer 3 8.2 Listen and read. Can you guess which
(GSE 36). invention from Activity 2 each person is
describing?
Assessment for Learning • Check answers using the Lollipop stick technique.

4 Work in pairs. Look at the words on pages 100
and 101 and answer the questions.
Monitoring students’ learning: Lollipop stick • Ss work individually and then compare their answers
technique with a partner.
Peer learning: pairwork; Think-pair-share technique • Ss raise their hands to offer answers. Ask two ss to
Independent learning: Thought-provoking questions write the answers on the board.
technique
5 Work in pairs. Imagine that you’re moving
to a desert island and you can only take three
inventions with you. What would you take and
Starting the lesson why?
• Write Inventions on the board. Ask What inventions do you
know in English? Ss raise their hands to offer ideas.
• Ask different ss to offer answers. Promote class
discussion: Who would take the same thing? Do you have
Presentation a better idea? Do you agree/disagree?
inventions. Extra activity Critical thinking
• Give each pair a sheet of paper. They draw four
inventions and then swap with another pair. The other
Practice pair labels their inventions.
Pupil’s Book
Activity Book
Welcome page. Then read and answer. 1 Label the inventions.
• Refer ss to pages 100 and 101. Read the rubric and • Ss complete the activity individually. They compare
tell ss to look at the photos on the Welcome page for answers with a partner.
a moment. • Check answers using the Lollipop stick
it out. Make sure ss understand the questions. Give ss Answer key 2 wheel, 3 aeroplane, 4 radio, 5 battery,
one minute to discuss in pairs. 6 light bulb
• Using the Lollipop stick technique, ask ss for
inventions.
2 8.1 Look and match. Then listen, check and • Ss complete the activity individually. They compare
repeat. with a partner.
• Refer ss to page 101. Tell ss to match the words and • Different ss read out their answers.
phrases they know and guess the ones they don’t know. Answer key 2 spacecraft, 3 electricity, 4 steam
• Play the audio. engine, 5 photography, 6 antibiotics
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2 8.1
electricity 11 light bulb 9 spacecraft 12 battery 5 photography 6 radio 4
wheel 3 steam engine 7 aeroplane 10 X-ray 1 vaccination 2 antibiotics 8
1 2 3 4 5 6
7 8 9 10 11 12
3 8.2
Listen and read. Can you guess which invention from Activity 2 each person
is describing?
WOW! Quiz
1 Mateo
Mateo 77 minutes
minutes ago
ago aeroplane 2 Mei 5 minutes ago photography
I think thatkeyboard
play the the mostinimportant invention
a school band and The most important invention of all time
wastomade
we’re going be ininthe
theconcert
twentieth century.
as well. I feelIta bit is a way of recording something with a picture.
completely
nervous, butchanged our lives
I’m excited, too! Webecause
usuallyit meant
play pop Everyone has a camera phone now and we take
we could
music travel by air. We
or soundtracks from can nowthat
films getstudents
to different love. pictures of people, places and lots more.
countries very quickly.
4 Sophia 1 hour ago electricity
3 Alex 3 hours ago vaccination I think that this is the most important
I think the most important invention is a thing we have ever invented because it
simple thing that stops babies and children from completely changed the way we live. Can you
getting sick. This has saved a lot of lives. imagine a world without light or heat?
4 Work in pairs. Look at the words 5 Work in pairs. Imagine that you’re
on pages 100 and 101 and answer moving to a desert island and you can
the questions. only take three inventions with you.
Which inventions have helped people: What would you take and why?
1 to travel? steam engine, wheel, aeroplane, spacecraft
I would take a
2 to get better when they are sick?
battery because …
vaccination, antibiotics, X-ray
3 to share ideas? radio, photography
4 around the home? radio, light bulb, electricity, battery
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3 Read the I’m learning box. Use a dictionary
to check the stress of the words. Then
underline the stressed syllables.
words they can recite in their head.
• Ss complete the activity using the
Answer key 2 internet, 3 vaccination, 3 thermometer,
4 engine, 6 microwave, 7 electricity, 8 compass, Finishing the lesson
9 aeroplane, 10 spacecraft • Ss close their books. Ask ss to work in pairs and list the
new words in alphabetical order.
4 Choose five or more words that you learned
in other units and underline their stress. Then • Ask Are any of these words similar in your language?
write a sentence using each of these words. Does that make them easier or more difficult to learn?
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Lesson 2
WOW! Team Talk
• Lesson aims: to listen to and read a dialogue in a
Challenge
Science Museum
Materials each other’s work.
Support
• True/False response cards in their notebooks. Write the answers on the board for
• Ss work in small groups and act out a visit to a
Science Museum. They choose different inventions to
given prompts (GSE 38). Can give brief reasons for their
look at.
4 Work in pairs.
Assessment for Learning • Place ss in pairs.

Setting aims and criteria: lesson objectives • Ask pairs to tell the class their ideas.
technique; True/False response technique
Peer learning: acting out 1 8.4 Match the two halves of the sentences
Independent learning: Summative questions technique from the dialogue on Pupil’s Book page 102.
Then listen and check.
• Ss match and then compare answers with a partner.
Starting the lesson • Play the audio.
• Using the Lollipop stick technique, ss say their favourite • Ask different ss to offer answers.
invention from Lesson 1. Answer key 2 b, 3 c, 4 a, 5 e
2 Read the dialogue again. Choose T (true) or

Presentation F (false). Then explain your answers.
• Explain that in this lesson ss will read about inventions • Ss write and then compare answers with a partner.
the team see at a Science Museum. • Ask different ss to offer answers. Ask for class
agreement.
Practice Answer key 2 T – There’s a button that turns it on.;
3 F – Marconi won the prize that year.; 4 F – He’s never
seen an old light bulb.; 5 T – Thomas Edison was born
Pupil’s Book in America.
1 8.3 Listen and read. What two inventions do 3 8.5 Read and complete the dialogues with
the children look at? the correct expressions. Then listen and check.
• Refer ss to page 102. • Ss write and then compare answers with a partner.
• Ask ss to raise their hands to offer answers. Play the audio for ss to check.
Extra activity Critical thinking technique. Ss read the dialogues in pairs.
• Ask Have you ever been to a Science Museum? What did Answer key 2 Nor have I,; 3 I’m not surprised.;
4 Nor have I,; 5 I’m not surprised.; 6 You’re right!
you see? What would you like to learn about at a Science
Museum? Discuss as a class. 4 Work in pairs. Write another dialogue for
2 Work in pairs. Read the dialogue again and • Place ss in pairs for this activity.
answer the questions. • Walk around the class monitoring pairs.
• Tell ss to read the dialogue quietly and then discuss • Ask pairs to demonstrate their dialogues to
the answers in pairs. the class.
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That was the year when he won it

instead of the Wright Brothers.
Alex: Who are they?
Sophia: They were the people who invented
the aeroplane, of course!
Alex: Oh yes! Silly me!
Mateo: Hey, guys, look at this. It’s an old light
bulb. I’ve never seen one like this
before.
Sophia: I love this museum. This is the Alex: Nor have I.
room where you can see lots of old Sophia: It says here that the light bulb was
inventions. Look! That’s the radio invented in 1879 by Thomas Edison
which my great-grandmother told me in America. That was where he was
about. It was made in the 1930s. She born. I think that he’s the person whose
remembers the time when everyone invention has changed our lives the
used radios like this. most.
Alex: Does it still work? Mei: I’ve heard of him. Wasn’t he the
Sophia: Yes, that’s the button that turns it on. inventor whose experiment started a
i you now that the first ra io was fire on a train
called a Marconi radio? It was named Mateo: You’re right! It says here that happened
after the person who invented it in when he was only 15 years old! They
1904. It says here that Marconi won the ma e him get o the train after that!
Nobel Prize for his invention in 1909. Alex: I’m not surprised!
1 8.3
Listen and read. What two inventions do the children look at? the radio and the light bulb
1 Who told Sophia about the early radio? 4 What did the Wright Brothers invent? the aeroplane
her great-grandmother
2 Who invented the radio? (Guglielmo) Marconi 5 What did Thomas Edison invent? the light bulb
3 When did he win the Nobel Prize? 1909 6 ow ol was he when he starte a fire
on a train? 15 years old
3 Work in pairs. Find these expressions in the I’m not surprised. You’re right.
dialogue. Then use the expressions and act out. Nor have I.
1 I think that Thomas Edison 2 I‛ e ne er een to thi 3 This cool museum has
invented the light bulb. science museum before. made me want to think of
an invention of my own!
… …
…
4 Work in pairs. I‛d o e to e an in entor e au e

1 Would you like to be an inventor? Why?/Why not? it would be exciting to think of new
idea I‛d in ent a time ma hine o
2 If you were an inventor, what would you invent that I could travel into the future
and why? and see what life will be like.
102 one hundred and two
activity Fast finishers 102
• Ss write the words connected to inventions in this lesson • Ss close their books. Say some true and false
in their notebooks. They also write the numbers they statements from the dialogue for ss to respond with their
find, in words. True/False response cards:
Sophia doesn’t like the museum.
The radio in the museum still works.
The Wright brothers didn’t win the Noble Prize.
The light bulb was invented in Italy.
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Lesson 3
Grammar
Objectives 4 Work in pairs. Use the information in the dialogue
• Lesson aims: to learn and use relative pronouns; to in Lesson 2 to write descriptions of the words in
understand a listening task your box. Can your partner guess what your words
• Target language: Guglielmo Marconi is the person who are?
invented it.
• Ss work individually before doing the pairwork.
• Ask one student from each pair to stand up and move to
Materials sit with a different student. Ss repeat the pairwork.
• Resources 24 and 53 5 8.6 For each question, choose the correct

answer. You will hear Jason and Susie talking
about a podcast.
Global Scale of English (GSE) • Tell ss to read the sentences and options before
• Reading: Can scan a simple text to find specific they listen.
information (GSE 38). • Play the audio. See page 281 for audioscript.
• Listening: Can understand some details in extended • Check answers using the Lollipop stick technique
6 8.7 Listen again and answer the questions.
• Speaking: Can ask a range of questions in guessing
games to find the answer (GSE 36). • Ss read the questions and note down anything they
remember before listening again.
• Writing: Can create simple language puzzles for
classmates to solve (GSE 47). • Check answers using the Lollipop stick technique.
Assessment for Learning 7 Play a guessing game. Describe a thing, a

place, a time or a person. Can your partner guess
Setting aims and criteria: lesson objectives who/what you are describing?
presentation • Ss write their lists in their notebooks. Then they
Monitoring students’ learning: Yes/No response cards compare and suggest in pairs.
technique; Lollipop stick technique • Walk around the class monitoring pairs.
Peer learning: pairwork; Three facts and a fib technique
Independent learning: Summative questions Diversity
technique Challenge
• Ss note down some ideas alone before pairwork.
Support
Starting the lesson • Brainstorm some ideas as a class before ss do the
• Ask What did you learn about inventors in Lesson 2? Ss raise pairwork.
Presentation Extra activity Critical thinking

• Explain that in this lesson ss will learn to use relative • Using the Three facts and a fib technique, ss say
pronouns. They will also do a listening activity. sentences using a different relative pronoun in each one.
• Write Thomas Edison invented the light bulb. / is the man
who. Tell ss to think and insert the phrase in the sentence.
Tell ss that who is a relative pronoun and we use it to add Activity Book
more information to a sentence.
1 8.8 Listen. Then circle T (true) or F (false).
Practice • Ss read the sentences before they listen.
Pupil’s Book
technique.
Answer key 2 T, 3 F, 4 T, 5 F, 6 F
sentences true or false? Say why. 2 Read and complete the sentences with the
• Refer ss to pages 103 and 104. They work in pairs. correct relative pronouns.
• Ask different ss to raise their hands to offer ideas • Ss complete the activity individually. They compare
and to give reasons by saying where they found the answers with a partner before class feedback.
information. Answer key 2 where, 3 who, 4 that, 5 whose, 6 when
3 Rewrite the sentences with relative pronouns.
circle the correct options to complete the rule.
• Give ss a minute to work out the rules. • Ss complete the activity individually.
• Check answers using the Lollipop stick technique. • Ask different ss to read out the answers.
• Tell ss to write down the correct rules in their Answer key 2 A lab is a place where we do
notebooks. Have ss check each other’s notes. experiments.; 3 Marconi was a scientist who invented
the radio.; 4 Electricity is a type of energy that/which
3 Read the dialogue in Lesson 2 again. Find we use every day.; 5 Alfred Nobel was a man whose
examples of relative pronouns. name is now famous.; 6 Summer is a season when we
go to the beach.
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Lesson 3 Grammar 8
5 8.6
For each question,
Are these sentences true or false? Say why.
choose the correct answer. You
1 The radio in the museum was made in 1907. will hear Jason and Susie talking
false (It was made in 1904.)
2 The Wright Brothers won the Nobel Prize about a podcast.
in 1909. false (Guglielmo Marconi won it in 1909.)
1 The podcast was by a doctor who
3 Thomas Edison invented the light bulb
A does a lot of podcasts.
in 1879. true
B has been on TV.
4 Thomas ison was as e to get o a train
C doesn’t watch TV.
when he was 15. true
2 In the last 100 years, Dr Marie thinks
2 Look at the grammar table. Then read that vaccination is the thing that
and circle the correct options to complete A has helped a lot of people.
the rule. B has helped doctors.
C has changed medicine the most.
Grammar
3 Susie has an aunt who
Relative pronouns
A needed antibiotics last year.
Guglielmo Marconi is the person who invented it.
B needed a vaccination last year.
That’s the radio that / which my great-grandmother
told me about.
C worked in a hospital last year.
This is the room where you can see lots of old inventions. 4 The hospital was where Susie’s aunt
She remembers the time when everyone used radios A had a baby.
like this. B met her husband.
I think that he’s the person whose invention has C worked.
changed our lives the most.
6 8.7
Listen again and answer
We use that / who or which for things, where / the questions.
whose for places, when / who for people, where /
1 Where did Dr Marie work for a
when for time and who / whose to talk about
while? in Africa
possessions.
2 Why does the doctor think that
vaccination is important? Because it has
3 Read the dialogue in Lesson 2 again. helped to stop some illnesses completely.
3 How long was Susie’s aunt in
Find examples of relative pronouns. hospital for? six weeks
4 Work in pairs. Use the information in the 4 How was there a happy ending to
Susie’s aunt’s illness? She met her boyfriend in
dialogue in Lesson 2 to write descriptions hospital, they got married and now they
of the words in your box. Can your partner have a baby.
7 Play a guessing game.
guess what your words are?
Describe a thing, a place, a time
Student A Guglielmo Marco
ni or a person. Can your partner
guess who/what you are
Thomas Edison
Italy
describing?
the radio
1879
America
the aeroplane This is a person who
teaches us History.
m
the science museu
1904
an experiment
the Wright Brothers
a train Student B Is it Mrs Harrison?
one hundred and three 103
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4 Write sentences with relative pronouns. 2 Circle the correct relative pronouns.
• Ss work individually to write the sentences. • Ss complete the activity individually. They then
5 Compare your sentences from Activity 4 Answer key 2 when, 3 that, 4 who, 5 where, 6 which
with your partner.
• Ss work in pairs. Have them read out their
sentences to compare.
Grammar reference their notebooks.

• Ss complete the activity individually. They then Finishing the lesson
• Ask ss to say a sentence about themselves using the
Answer key 2 that, 3 which, 4 where, 5 when, 6 whose relative pronoun who.
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Lesson 4
Book club
introduce health and medicine words
4 Discuss in a group. Why is the work of these
people important?
Materials • Place ss in groups of three for this activity.
• sheets of A4 paper, enough for each pair of students • Walk around the class monitoring groups.

• Reading: Can identify specific information in a simple Challenge
story, if guided by questions (GSE 35). Can understand • Ask ss to think of two ideas for each person.
the main themes of a simplified story (GSE 36). Support
• Speaking: Can give brief reasons for their opinions on • Brainstorm ideas as a class before the group activity.
familiar topics (GSE 48). Ss can choose from these ideas when they do the
groupwork, as well as adding their own ideas.
Assessment for Learning Extra activity Critical thinking

Setting aims and criteria: lesson objectives • Play a game using relative clauses. Dictate the following
presentation sentence starters. Ask ss to write one sentence each at
Monitoring students’ learning: Lollipop stick the top of a piece of paper, then fold over the paper and
technique pass it along. When they’ve finished, they can unfold
and read the stories.
Peer learning: groupwork; Think-pair-share
This is a story that … / It all happened in a place
technique
where … / It was a time when … / There was a girl
who … / She had a friend whose … / It was surprising
technique
when … / In the end, ...

• Ask ss to name any illnesses they know in English, e.g.
cough, cold. Ask What should you do when you are ill? Ss 1 After you read Read the story on Pupil’s Book
raise their hands to offer answers. page 104 again. Number the sentences in
order.
Presentation • Ss complete the activity individually. Ask ss to raise

• Explain that in this lesson ss will read a Book Club text.
Answer key 2 g, 3 f, 4 a, 5 e, 6 h, 7 b, 8 d
• Write Medicine on the board. Ask Why do people take
medicine? and elicit answers. 2 Answer the questions. Use complete sentences.
Practice • Check answers using the Lollipop stick
technique.
Pupil’s Book Answer key 2 Her teacher told her about it.; 3 The
doctor thought she looked unwell./She didn’t feel very
well.; 4 Marina felt relaxed during her presentation.;
1 Before you read Today’s Book Club text is a story 5 She worked in an X-ray laboratory.; 6 She studied
about an invention. Look and circle the correct and worked at Oxford University.
options.
• Refer ss to page 104. Tell them to look at the pictures. 3 Read the Work with words box. Then write the
• Ss work in pairs to complete the activity. collocations with take.
• Ask for feedback using the Lollipop stick technique. • Ss work individually and then compare answers with
Key words search Answer key 2 take your temperature, 3 take a look,
Penicillin, Dorothy Hodgkin 4 take a selfie, 5 take a break, 6 take a tour

2 8.9 Listen and read. What is the plot of this
story? Who are the characters? What is the collocations with take from Activity 3.
setting? • Ss work individually and then read each other’s
• Ask ss to raise their hands to offer answers. work and give feedback.
• Check comprehension with questions: What was the
name of the medicine that Marina took? (penicillin) What Answer key 2 take a selfie, 3 Take a look, 4 take a
break, 5 take a pill, 6 take a tour
was the name of her science teacher? (Miss Hay) What
was the name of the man who discovered Penicillin? 5 Write six new sentences with the collocations
(Alexander Fleming) What was the year when Dorothy with take from Activity 4.
Hodgkin was born? (1910) What was the year when she
• Ss work in pairs using the Think-pair-share
won the Nobel Prize? (1964)
technique.
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Marina was sitting on her bed. She didn’t feel very The day of the presentation arrived and Marina felt a bit
well, so her mum took her to see the doctor. nervous. She took her time as she stood up. She relaxed and
‘Please can you tell us what we should do?’ they asked. began her talk.
The doctor looked at Marina and took her ‘Today, I’d like to talk to you about an important English
temperature. Marina got a prescription for some scientist, Dorothy Hodgkin. She was born in 1910 and
medicine, which was called Penicillin. She started she always loved science. She studied Chemistry at Oxford
taking the pills and soon she was feeling better. She University and then later worked there. She did a lot of
was curious about the medicine that she had taken, research and carried out experiments in an X-ray laboratory
so when she went back to school she asked her in Oxford. She made many important discoveries and found
science teacher about it. out a lot about Penicillin and Vitamin B12. She won the
‘Excuse me, Miss Hay,’ she said. ‘Could you tell me Nobel Prize in 1964.
who discovered Penicillin? Do you know if it’s a new Do you know why I wanted to do my presentation? Two
medicine?’ weeks ago I felt really ill and now I feel better! And that’s
Miss Hay replied, ‘Penicillin is a type of antibiotic and because of Dorothy Hodgkin and other important scientists.
it was first discovered by Alexander Fleming in 1929. I wonder if in the future one of us will discover or invent
But it was Dorothy Hodgkin who found out more something that will help people, too. I hope so!’
about it in 1945. Why don’t you do some research Everyone clapped and Marina sat down, smiling. Miss Hay
about her and you can do a short presentation in next said, ‘Thank you, Marina, for that brilliant presentation
week’s lesson?’ and good luck to all of you with your future inventions and
‘I’d love to!’ said Marina, delighted. discoveries!’

Before you read 2 8.9
Listen and read. What is the plot
is a story about an invention. Look of this story? Who are the characters?
and circle the correct options. What is the setting?
1 The character / plot is what the story is
about.
2 The characters / setting are the people
4 Discuss in a group. Why
in the story. is the work of these people
important?
3 The characters / setting is the time and
the places in the story. inventors scientists doctors
4 Stories use speech marks [‘ ‘] / speech
bubbles to show what the characters I think doctors are important
say. because they make people
better when they are sick.
104 one hundred and four
The plot: It’s about a girl who is called Marina who took some Penicillin
when she was ill. She found out more about Dorothy Hodgkin.
M08_TT_PB_06GLB_2601_U08.indd 104 15/07/2019 13:57
Extra activity Fast finishers The characters: Marina, her doctor, Miss Hay and Dorothy Hodgkin
The setting: Marina’s home, the doctor’s surgery, Marina’s school
• Ss find all the relative pronouns in the story. It’s set in modern time but Marina talks about the past in the presentation.

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Lesson 5
Objectives 2 Read the story in Lesson 4 again. How many of
• Lesson aims: to learn and use words for health the phrases from Activity 1 can you find?
and medicine; to learn and use reported embedded
questions
• Ss work in pairs to find the words.
• Target language: feel ill, feel better, get a prescription,
take some pills, have an injection, have a fever, have an 3 Answer the questions about the story.
X-ray, have an operation, do some research, carry out an
experiment, make a discovery, win a prize • Ss complete the activity individually and then compare
Materials 4 Look at the grammar table. Then read and

• Resources 8B and 25 circle the correct options to complete the rules.
Global Scale of English (GSE) • Tell ss to write down the correct rules in their
information (GSE 38). Can identify specific information 5 8.11 Listen. In your notebook write the polite
in a simple story, if guided by questions (GSE 35).
questions each person asks.
• Play the audio. See page 281 for audioscript. Ask
different ss to write their answers on the board.
• Speaking: Can repeat phrases and short sentences, if
spoken slowly and clearly (GSE 22). Can act out a short 6 Work in pairs. Imagine you’re at the doctor’s
dialogue or role play, given prompts (GSE 38). or at the pharmacy and ask polite questions.
Use the ideas below or your own.
Assessment for Learning • Place ss in pairs. They take turns to ask polite
questions.
Setting aims and criteria: lesson objectives • Walk around the class monitoring pairs.
presentation • Ask different pairs to tell the class one question.
technique Diversity
Peer learning: pairwork Challenge
Independent learning: Summative questions • Tell ss to think of different ways of answering the polite
technique questions so they can role play a customer and the
pharmacist.
Support
Starting the lesson • Before ss role play a customer and a pharmacist,
brainstorm as a class ways of answering the questions
• Ask What can you remember about Marina from the story?
politely. Write the ss’ ideas on the board.

• Explain that in this lesson ss will learn words for health 1 8.12 Read and complete. Then listen and check.
and medicine and learn to use embedded questions.
• Pre-teach the new words. Write the verbs on the board in Answer key 2 feel ill, 3 carry out an experiment,
4 make a discovery, 5 feel better, 6 win a Nobel Prize
a row. Add the phrases under each verb. Explain meanings
with sentences you say, e.g. feel – ill/better (When you have
2 8.13 Listen and circle T (true) or F (false).
a cold, you feel ill. When it goes, you feel better.)
Answer key 1 a F, b T; 2 a T, b F; 3 a F, b T
Practice
3 Talk about your health experiences with
Pupil’s Book your partner.
4 Read the questions about the Science Museum.
repeat.
Then complete the embedded questions.
• Play the audio. Answer key 2 there’s a special price for students,
3 we can take photos, 4 there are any old inventions,
5 there’s somewhere we can have a snack, 6 the
museum is open on Mondays
• Write two headings on the board: Health and Studies. 5 Read the answers. Then write embedded
Ask different ss to write a new phrase under a heading. questions.
Then ask ss to brainstorm other ideas and add them to Answer key 2 there’s a pharmacy near here, 3 what
the categories. time it is/what the time is, 4 we should go out now,
5 how old you are
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8.10
and repeat. read and circle the correct options
feel ill 7 feel better 8 get a prescription 10
take some pills 12 have an injection 11
Grammar
have a fever 1 have an X-ray 9
have an operation 3 do some research 6 Embedded questions
carry out an experiment 2 make a discovery 5 What should we do?
win a prize 4 Can you tell us what we should do?
Is it a new medicine?
1 2 3
Do you know if / whether it’s a new medicine?
Who invented Penicillin?
Could you tell me who invented Penicillin?
37.8ºC
Do you like Science?
I wonder if / whether you like Science.
4 5 6
When we ask a question politely, we can
use phrases such as Can you tell me … /
I wonder … / Do you know … at the start /
end of the question.
For questions starting with question words
7 8 9 (what, where, when, how), we use
the same question word / if or whether.
For yes / no questions, we use
the same question word / if or whether.
10 11 12 5 Listen. In your notebook write the

8.11
polite questions each person asks.

• Lisa • John • Sara
6 Work in pairs. Imagine you’re at

the doctor’s or at the pharmacy
and ask polite questions. Use the
ideas below or your own.
many of the phrases from Activity 1
c n find? get a prescription take some pills
have an X-ray have an injection
3 Answer the questions about the story. go to the doctor
1 Who felt ill? Marina
2 What medicine did she take that made I wonder whether I
her feel better? Penicillin/antibiotics can get a prescription.
3 Who first isco ere this Alexander Fleming
4 What happened to Dorothy Hodgkin Can you tell me Do you know if I I wonder if you could tell
if you have the need to go to the me if my baby needs to
in 1964? She won the Nobel Prize. medicine I need? hospital? have any injections today.
one hundred and five 105
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6 Write five questions for your partner. Then 4 Imagine you’re at a museum. Ask questions at
take turns saying your questions and changing the information desk.
them to embedded questions. • Ss complete the activity individually. They then
• Ask different pairs to tell the class one question. compare answers with a partner. They role play a
conversation with the embedded questions.
Grammar reference
3 Read and complete. Extra activity Fast finishers

• Ss complete the activity individually. They then • Ss write the new words from the lesson in their
compare answers with a partner. notebooks.
Answer key 2 you tell, 3 you know, 4 I wonder

• Ss close their books. Ask Can you tell me if it is easy to
use embedded questions? and elicit answers.
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Lesson 6
Culture
• Lesson aims: to learn about young inventors
• Check comprehension with questions: What upset
David Cohen? (people being trapped underground after
Materials tornadoes) What animal does the robot move like? (a

worm) What do the wheels on the bicycle do? (The
• sheets of A4 paper, enough for each group of students wheels keep the vaccinations cold.) Why do the children
• Resource 62 need solar energy? (because they don’t have electricity)
What do they use it for? (to study at home)
Global Scale of English (GSE) 3 After you read Activity Book, page 97.
• Reading: Can get the gist of short, factual school • Ss turn to page 97 in their Activity Books.
texts (GSE 41). Can scan a simple text to find specific
4 Work in pairs. Which of the inventions in the
article do you think is the most important and
why?
• Ss discuss in pairs for one minute. Encourage class
• Writing: Can write a short, simple biography of a
famous person with basic paragraph structure, given feedback and discussion.
prompts or a model (GSE 45).
• Ss work in pairs and write down adjectives to
Assessment for Learning describe the young inventors.
presentation Find out more! Watch the video.
Monitoring students’ learning: Lollipop stick technique • Tell ss they are going to watch a video and to
Peer learning: pairwork; groupwork watch carefully.
Project
Starting the lesson Make a fact file about a famous inventor.
• Write these words on the board with the first letter missing • Divide ss into groups of four. Give each group paper and
and ask different ss to complete them and say the whole word: coloured pencils.
experiment, research, better, ill, prescription, fever, injection, • Give groups two minutes to brainstorm ideas.
operation, X-ray, discovery, pills, prize
• Help ss decide who will do each part of the research.
• Each student designs and writes their part of the fact file.
Presentation
• Have ss present their fact files together.
• Explain that in this lesson ss will talk about young
inventors.
• Extension Ask ss to find the USA, India and South Africa on
Diversity
a map. Use an online map if available. Challenge
Culture notes vocabulary and grammar.
Support
• David Cohen was recognised as a finalist in the
• Suggest that ss use relative pronouns and vocabulary
Discovery Education 3M Young Scientist Challenge for
from the texts for their fact files.
his robot in 2014.
• Anurudh Ganesan won the LEGO Education Builder
Award for his refrigerated vaccine bike.
• In 2016 Thato Kgatlhanye became the youngest woman
Activity Book
at age 23 to appear on the cover of Forbes Women Africa. 1 After you read Read the text on Pupil’s Book
page 106 again. Read and complete the
sentences with the correct words.
Practice
• Ss complete the activity individually. Then they
Pupil’s Book
Answer key 2 C, 3 B, 4 A, 5 C, 6 B
1 Before you read Are you good at thinking of new 2 Answer the questions. Use complete sentences.
ideas and inventions? Why?/Why not?
Answer key 2 It moves underground like a worm.;
class feedback. Ss raise their hands to offer answers. 3 He wanted to help babies who need vaccinations.;
• Refer ss to page 106. Tell them to look at the photos 4 The wheels keep them cool.; 5 Recycled plastic
and describe what they can see. shopping bags are used to make them.; 6 People can
see them in the dark.
Key words search
young inventors
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NV EN TO R S
YOUNG I
Young people always ha
ve a lo t o f new and exciting ideas.
ady made
op le w ho have alre
These are three young pe d with their brilliant inventions.
orl
a big difference to the w
David Cohen Anurudh Ganesan Thato Kgatlhanye

from the USA was only 13 from India was 15 years from South Africa had an
years old when he invented a old when he had a brilliant idea to help children who
robot that can save lives. He idea about how to get don’t have electricity at
felt upset when he read about vaccinations to more home. She was 18 years
people who were trapped babies. Some people live old when she made a
under the ground after in places that are far away school bag using recycled
tornadoes. At this time, he from doctors and you need plastic shopping bags. This
was learning about worms at to keep vaccinations in a bag stores solar energy for up
school and this is where he got fridge. So Ganesan invented to 12 hours, which means that
his idea. He designed a robot a special bicycle with a children can study when they
that can move like a fridge that didn’t need get home. The bag is also bright.
worm. The worm electricity or ice. It’s the This is important because it
robot can go wheels on the bike that keep means that children are safer
underground the vaccinations when they walk home from
where it can cool! school after dark.
find and help
people.
WOW! Fact
Louis Braille was only 12 when he
started making his Braille alphabet, Project
which helps people who cannot see
t re d ith their fin er e ct file t in ent r
1 In groups, choose an inventor to write
1 Are you good at
Before you read about.
thinking of new ideas and inventions? 2 Decide who will research to fin out about
Why?/Why not? • key dates in the inventor’s life.
• the inventor as a child and his/her
2 8.14
Listen and read. education.
• important people in the inventor’s life.
• the inventor’s most important invention.
4 Work in pairs. Which of the 3 Put the information together into a
inventions in the article do you think fact file.
is the most important and why? 4 resent your fact file to the rest of the class.
Find out more! Watch the video. 5 What was the most important invention
you heard about today? Take a class vote.
106 one hundred and six
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invention. Complete the text. • Ss write ten important words from the text in their
notebooks.
• Ss look at the notes before listening so they know
what to listen for.
Answer key 2 amazing, 3 recycle, 4 special, • Write The most interesting thing in this lesson for me
5 experiments, 6 discovery, 7 safe, 8 cars, 9 help, is … on the board and have ss complete the sentence in
10 clean their notebooks. They read out their ideas to the class.
4 Work in groups. Choose one of the

inventors in the box and find answers to the
questions. Write about your inventor.
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Lesson 7
English in action
Objectives 2 Read the dialogue again. What things are the
• Lesson aims: to learn to talk about how sure you are; children sure about? What are they not sure
to learn and practise sentence stress in sentences with about?
relative pronouns
• Target language: Are you sure about that? Do you
really think that? I’m absolutely/quite sure. Maybe.
I doubt it.
for feedback.
Materials • Extension Ss read out the dialogue in pairs.
• a ball 3 Work in pairs. Do you agree or disagree with

• Resource 71 these sentences? How sure are you about your
answers? Use the Say it! box to help you.
Global Scale of English (GSE) • Place ss in different pairs.

• Reading: Can understand the main points of short, • Ask different pairs to tell the class their opinions and
simple dialogues related to everyday situations, if how sure they are.
• Ss work in small groups and prepare information
about other inventors. They discuss which ones they
• Speaking: Can give their opinions on general topics, think are important.
using a range of fixed expressions (GSE 50).
• Listening: Can understand some details in extended Extra activity Collaborative work
think of two more situations and they give more advice.

Setting aims and criteria: lesson objectives Pronunciation
presentation
Monitoring students’ learning: Lollipop stick technique 4 8.17 Listen and read. Do we stress relative
Peer learning: pairwork pronouns?
Independent learning: Thought-provoking questions • Play the audio. Play it again, pausing after each line,
technique and have ss repeat. Play it a third time and have ss say
intonation.
Starting the lesson • Ask different ss to offer answers.
• Write Famous inventors on the board. Ask Who is your • Extension If available, record individual ss’
favourite inventor in this unit so far? pronunciation of one sentence and have them listen and
check themselves.
Diversity
Activity Book
Challenge
• Ss look back at the unit and find the inventors 1 8.18 Read and complete the dialogue. Then
mentioned. listen and check.
Support • Ss do the activity individually. Then they listen
• Write the names of the inventors mentioned in the and check.
unit on the board: Guglielmo Marconi, Wright Brothers,
Thomas Edison, Alexander Fleming, Dorothy Hodgkin,
Answer key 2 g, 3 a, 4 c, 5 e, 6 h, 7 f, 8 b
David Cohen, Anurudh Ganesan, Thato Kgatlhnaye.
2 8.19 Listen and complete the dialogues.
Then act them out with your partner.
Presentation • Ss work individually. Check and correct answers
• Explain that in this lesson ss will learn to talk about before ss act out in pairs.
how sure they are.
• Ask ss to work in pairs and think of a phrase they would Answer key 2 I’m quite sure; 3 I doubt it; 4 Maybe;
use to say they are sure about something to a friend. 5 Are you sure about that; 6 I’m absolutely sure
3 8.20 Read and complete the sentences.

Practice Listen and repeat. Then practise with
a partner.
Pupil’s Book
• Play the audio. Give ss enough time to complete the
sentences. Have them repeat what they hear.
1 8.16 Listen and read. Answer the questions. • Ss practise in pairs. Monitor intonation.
• Refer ss to page 107. Ask ss to look at the picture and Answer key 2 who, 3 when, 4 that, 5 where
• Play the audio.
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Talking about how sure you are

8.16
questions.
1 Who does Jack think is the most
important inventor and why? Leonardo da Vinci
because he drew the first pictures of a flying machine.
2 Who does Tina think is the most
important inventor and why?
Tim Berners-Lee because he invented the internet.
I really liked today’s History lesson. 2 Read the dialogue again. What things
I think that Leonardo da Vinci was are the children sure about? What are
the greatest inventor of all time. they not sure about?
Really? Are you sure about that?
I thought he was an artist.
Yes, I’m absolutely sure. He drew the Asking if someone is sure
Are you sure about that? Do you really think that?
first pictures of a ying machine.
This was hundreds of years before Saying that Saying that you
the Wright rothers ma e the first you’re sure aren’t sure
aeroplane! I’m absolutely sure. Maybe.
I’m quite sure. I doubt it.
Hmm, maybe. But anyone can draw a
picture! I think Tim Berners Lee is the
most important inventor. 3 Work in pairs. Do you agree or
Oh, come on! Do you really think disagree with these sentences?
that? How sure are you about your answers?
Yes! I’m quite sure! He invented the
internet. I watched a TV programme 1 Leonardo da Vinci was more important than
about him last week. He created the Tim Berners Lee.
first website on th August 1991. Can 2 Dorothy Hodgkin was an important scientist.
you imagine our world without the 3 Young people are good at inventing things.
internet? He’s much more important
4 Vaccinations are more important than antibiotics.
than Leonardo da Vinci.
I doubt it. Let’s see if people are still I think that Leonardo da Vinci was
talking about the internet in 500 more important than Tim Berners Lee.
years!
Are you sure about that?
I‛m uite ure
Pronunciation No – we stress the words that carry the meaning.
4 8.17
Listen and read. Do we stress relative pronouns?
This is the place This is the runner That was the time This is the girl whose
where I was born. who came first. when I lived in Paris. coat I borrowed.
one hundred and seven 107
Jack is sure that Leonardo da Vinci is the greatest inventor of all time.
M08_TT_PB_06GLB_2601_U08.indd 107
He’s not sure if Tim Berners-Lee is more important than Leonardo da Vinci.
15/07/2019 13:58
Extra activity Fast finishers Tina is sure that Tim Berners-Lee invented the internet.
She isn’t sure that Leonardo da Vinci is the greatest inventor of all time.
• Ss read the dialogue and find all the phrases for asking
and saying how sure you are.

• Ask Which phrase would you use to say you are sure?
How about for saying you are not sure? Ss raise their hands
to offer answers.
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Lesson 8
Reading
Objectives 3 Read again. Are these sentences true or false?
• Lesson aims: to read and understand a reading text Say why.
• Target language: time capsule, item, generation, list,
row, blackboard; revision of vocabulary and grammar
Ask different pairs to give reasons.
Materials Extra activity Critical thinking

• Resource 44 • Ss work in pairs to think of two more true or false
Global Scale of English (GSE) give reasons.
• Reading: Can skim straightforward, extended texts
with a clear structure to get a general idea of the 4 Work in pairs. How was Marion’s life similar
content (GSE 55). Can scan a simple text to find and different to your life?
specific information (GSE 38).
Diversity
Challenge
Setting aims and criteria: lesson objectives • Give ss two minutes to write down some ideas and
presentation then discuss in pairs.
technique • Ask ss to say what topics are mentioned in the article
Peer learning: pairwork; Expert envoy technique and write their ideas on the board to use during
Independent learning: Thought-provoking questions pairwork.
technique
Activity Book
Starting the lesson
• Write 1953 on the board. Ask ss What was different
about school in 1953? Ss think of ideas in pairs and then • Ss complete the activity individually. They compare
tell the class. answers with a partner before class feedback.
Answer key 2 blackboard, 3 time capsule, 4 list,
Presentation 5 generations, 6 items
• Explain that in this lesson ss will read a letter in a 2 Read the letter on Pupil’s Book page 108
newspaper article. again. Read and complete the sentences.
• Draw ss’ attention to these words: time capsule, item, • Ss complete the activity individually.
generation, list, row and blackboard. Write them on the
board and ask for or explain meanings: A time capsule is
a box, with information about a year, that you hope people Answer key 2 If, found; 3 whose, love; 4 classroom,
in the future will find. An item is a thing. Your parents are front; 5 When, stand; 6 town, modern
the generation before you; your grandparents are two
generations before you. A list is lots of things written down.
A row is a line of something. Classrooms used to have • Ss complete the activity individually. They can refer
blackboards before the whiteboards we have today. to their Pupil’s Books if necessary.
Answer key 2 She lived in Northtown.; 3 She was
Practice eleven years old.; 4 She wrote things on the
blackboard.; 5 They wore school uniform.; 6 They used
to travel to London on a steam train.
Pupil’s Book
4 Work in groups. Imagine you’re going to
1 Before you read Read the article quickly and choose make a time capsule. Look at the ideas in the
the best headline. box and decide which items you would put in
it or use your own ideas. Discuss and make
notes. Then share your ideas with the class.
2 8.21 Listen and read. • Ask different pairs to present their ideas.
• Play the audio.
• Check comprehension with questions: In which country Extra activity Fast finishers
was the time capsule? (UK) How old was Marion in 1953?
(11) What did she wear to school? (school uniform) Did
definitions.
she have a TV at home? (no) Where does she live now?
(Australia)
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Lesson 8
Literacy: letters
Reading tip Reading
Headlines often use the present tense

(even when the text is about the past) and
1 Read the article quickly
Before you read
they usually miss out articles (a/an, the).
and choose the best headline.
a Builder travels to b Builder finds hidden c Builder writes letter

Australia to deliver letter treasure in school walls for time capsule
44 Sea Road
B uilder Tom Har ris was

working at Nor thgate School
in the United Kingdom when he
Northtown
RJ3 JK6
6 December 1953
found an old time capsule from Dear future student,

1953. ‘This is where I found it,’ you have found our time
Hello! My name is Marion. If you are reading this, then
said Tom, pointing at the old capsule!
walls of a classroom. ‘They had I’m a student at Northgate School. It’s nearly the end of
1953 and I’m 11 years old.
buried some really interesting lessons we all love! My
My teacher is called Mrs Parks. She’s the teacher whose
items for future generations to favourite subjects are English and History.
find. There were some old school writes on the
In the classroom, we sit in rows in front of Mrs Parks, who
our lesso ns. Sometimes we sing
books, some pencils and a list blackboard. We use pens, pencils and paper to write
and say ‘Good morning,
of teachers and students. There songs, too. When Mrs Parks comes into class, we stand up
’ we can sit down. We
were also some old photographs. Mrs Parks.’ After she says ‘Good morning, girls and boys,
ers and the girls wear
But the most interesting thing wear white shirts and black ties. The boys wear grey trous
black dresses. We have milk at play time.
was this old letter that I found.’ we go to London on a
In our town, there are some modern cars and sometimes
heard that some people
steam train. In our home, we have an electric fridge. I’ve
our radio! My friend
have black and white televisions, but we’re very happy with
letters to our friends.
has a telephone at home, but we don’t have one. We write
than there used to
We’re lucky because there are a lot more medicines now
get ill as often as our
be. We have vaccinations when we’re babies, so we don’t
grandparents did.
I wonder if you go to my school, too?
Best wishes,
Marion
d her in Australia.
Tom searched for Mar ion on the internet and foun
talk to Tom.
She was very happy to see her letter again and to
Marion Waleen in 1953
Words in context
time capsule item generation

2 8.21
Listen and read. list row blackboard
1 Tom Harris is a teacher at Northgate School. 4 The subjects Marion liked best were
false (He’s a builder who was working at Northgate School.)
2 The time capsule was full of things singing and writing.
false (The subjects that she liked best were English and History.)
from 1953. true 5 Marion didn’t have a fridge at home.
false (They had an electric fridge.)
3 Marion’s teacher was called Mrs Parks. true 6 Tom Harris showed the letter to Marion. true
4 r in ir ri n li e i il r nd di erent t r li e?
108 one hundred and eight

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• Ask Did you find the article interesting? Would you like to
make/find a time capsule? and encourage class discussion.
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Lesson 9
Writing
Objectives 3 Write a letter to a future student for a time
• Lesson aims: to write a letter capsule. Use the How to write… box to help you.

• Ss work individually to complete the letter.

• Reading: Can identify the key characteristics and Challenge
structure of a limited range of factual text types, e.g. • Ss work alone on their letters.
articles, instructions (GSE 47). Support
• Writing: Can write short, simple, personal emails/ • Monitor and help ss while they write the letters.
letters about familiar topics, given prompts or a model
(GSE 40).
• After checking their written work, ss copy it onto a
Assessment for Learning sheet of paper and find/draw a picture of the item they
mention. They display their work on the classroom wall
and later add it to their portfolios.
technique
Activity Book
technique 1 Rewrite the sentences with as much as.
Independent learning: portfolio; Learning diary
technique.
Starting the lesson Answer key 2 I enjoy buying clothes as much as my
• Ss work alone and write down as many new phrases from sister enjoys buying books.; 3 Elena goes cycling as
Unit 8 as they can remember in one minute. much as Feng goes running.; 4 We like having parties
• Ask for feedback using the Lollipop stick technique. as much as other people like coming to them.; 5 I love
dogs as much as you love cats.
Presentation 2 Imagine you’re making a time capsule for

• Explain that in this lesson ss will write a letter. your grandchildren. Plan a letter to include in
the time capsule.
Practice and help with ideas.
Pupil’s Book read and check each other’s work.
1 Look at the letter. Who wrote the letter? Who was 3 Now write your letter.
it written to? Why was it written? • Ss work individually to complete the letter.
have done them.
2 Read the How to write... box. Then look at • Using the Two stars and a wish technique, ss
the letter in Activity 1 again and match the read and check each other’s work.
paragraphs with the descriptions.
• Extension Check comprehension with questions: What • Ss find all the items in Simon’s time capsule and write
is the Maths teacher’s name? (Mr David) What transport a list. They write a list of what they would put in a time
capsule and compare.
does he mention? (cars, aeroplanes, trains) How long was
Simon in hospital? (less than a day) What is the photo of
6J? (Simon’s class)
diary: Today I wrote a letter about … .
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Lesson 9 8
1 Look at the letter. Who wrote the letter? Who was it written to? Writing
Why was it written? It’s a letter from Simon to future students telling them
about their school’s time capsule.
14 High Street, Summeton, JR1 2FK

Dear student from the future,
Hello! My name is Simon and welcome to our time capsule!
I like best is Maths.
I’m 11 years old and I’m a student at Thomas High School. I’m in class 6J. The subject that
My teacher is called Mr David. He’s the man who made me love Maths!
At home, we have a
I live in a busy city with a lot of cars. We travel on very fast aeroplanes and trains, too.
ill, there are a lot
television, a tablet, a computer and a laptop. Everyone has a mobile phone. When we feel
the same day and
of medicines we can take. Last year, I had to have an operation in hospital. I came home
I got better very quickly.
sports e uipment
e have put some interesting things in our time capsule. ou will find a school uniform some
of a new smartphone and
some books and a newspaper. We’ve also put in a few photographs. There are pictures
leg last year.
laptop, the world’s fastest train in China and Mr David’s X-ray from when he broke his
There’s also a photo of my friends in 6J!
We hope you enjoy opening our time capsule
as much as we enjoyed filling it!
Best wishes,
Simon
2 Read the How to write... box. Then look at the letter in Activity 1 again and match
the paragraphs with the descriptions.
a information about what’s
How to write... an informal letter in the time capsule
• Put your address at the top right. 1 Paragraph one b b an introduction to
• Put the date below your address. the letter
2 Paragraph two c
• Start the letter with Dear + (the name c information about the
3 Paragraph three a
of the person you’re writing to). letter writer and school
• Finish the letter with Best wishes, 4 Paragraph four d
d information about
+ your name.
today’s travel, technology
and medicine
3 Write a letter to a future student for a time capsule.
Use the How to write… box to help you. tip Writing
1 Think about what you want to include in your time capsule as much as
We use as much as
and why.
to compare two
2 Write a paragraph plan, using the tips in Activity 2. things when they
3 Write your letter, remembering to start an finish it in are the same.
the correct way.
4 Read and check your letter. one hundred and nine 109
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Lesson 10
Comments
Objectives Practice
Materials 1 Read the comments about the WOW! Magazine.

Which two children are thinking about their future?
• a ringbinder folder for class comments
• a ball
Diversity
• Ss skim the comments in one minute to find the
• Reading: Can understand short, school-related information they need.
postings (GSE 39). • Ss now read the comments to themselves.
Monitoring students’ learning: Lollipop stick • Ask different ss to read out their comments.
technique;
Peer learning: pairwork; groupwork Extra activity Creativity
Independent learning: Summative questions technique • Give each pair of ss a sheet of paper. Ss copy their
comments and add them to the class comments folder.
Starting the lesson

• Ask ss a key question about reviews: What can you do
as well as a review to learn new vocabulary and grammar?
Accept all reasonable answers. • Ss discuss in groups and then give feedback to the

the WOW! Magazine. Then they will do revision of the unit 1 Write the inventions. What’s the mystery word?
• Ss do the activity in pairs.
• Revise the invention words by dictating them and asking
Answer key 2 photography, 3 X-ray, 4 spacecraft,
different ss to write them on the board. Ask different ss to
5 steam engine, 6 electricity
explain what they mean or draw pictures:
Mystery word: aeroplane
aeroplane, antibiotics, battery, electricity, light bulb,
photography, radio, spacecraft, steam engine, vaccination, 2 Read and complete the sentences.
wheel, X-ray
• Revise the health and medicine phrases by dictating the
underlined words below. Ask different ss to write them on
the board and add the verb: Answer key 2 do some research, 3 get a prescription,
4 have an X-ray, 5 feel better, 6 carry out an
carry out an experiment, do some research, feel better, feel
experiment
ill, get a prescription, have a fever, have an injection, have an
operation, have an X-ray, make a discovery, take some pills, 3 Read and complete the sentences with relative
win a prize pronouns.
• Revise relative pronouns. Write that, which, who, where, • Ss complete the activity individually and then
when and whose on the board. Ss work in pairs and write a
sentence with each relative pronoun. Ask different pairs to
tell the class and write some ideas on the board. Answer key 2 whose, 3 when, 4 that/which, 5 who,
6 where
• Revise embedded questions. Ask What’s the time? and ask
ss to rewrite the questions starting with Could you tell me … 4 Write embedded questions.
(what the time is)?
• Repeat with Is this your watch? I wonder … (if this is your
watch)?
Answer key 2 I wonder if there’s a concert tonight?;
3 Can you tell me when the next bus leaves?; 4 Do you
know if/whether next Monday is a holiday?; 5 Could
you tell me who is coming to visit us today?
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Susi, 11, France 3 minutes ago James, 12, USA 6 minutes ago
I enjoyed finding out I didn’t know who invented

about famous inventors, like vaccination, so I did some research. It was
the people who invented the Edward Jenner who invented it in 1797. He
radio and electricity. I think gave an injection to a boy who was eight
that the most important years old. The poor boy was probably scared!
inventor of all time was Grace But he was fine and it was a very important
Hopper. She was the woman invention for medicine.
who helped create the first
4 4 comments
computer language.
Catalina, 11, Argentina 15 minutes ago
3 4 comments
I liked reading the article about the
old time capsule! It’s interesting to learn
Richard, 11, Zimbabwe 15 minutes ago
about people’s lives in the past. History is
I enjoyed finding out about Dorothy the subject that I love best at school and I
Hodgkin. Her work was so important. I think want to be a history teacher when I grow
I would like to be a scientist when I grow up up. I wonder if you could tell us more about
so I can discover something important, too. History in a future WOW! Magazine?
5 4 comments
Lisa, 11, Sweden 40 minutes ago
I enjoyed writing the letter for my time capsule. I’d put some
computer games and some books in a time capsule. Do you know
what you would put in your time capsule, WOW! kids?
1 Read the comments about the WOW! 3 Think about the WOW!
Magazine. Which two children are Question again. Discuss in groups.
thinking about their future? Richard, Catalina re r n er di erent n ?

them to the class.
1 Which reading text did you like best
and why?
2 Which inventor did you enjoy learning
about most and why?
3 f you coul fin a time capsule from
any time in history, what would you Mateo 3 minutes ago
What’s the greatest invention of
choose and why?
all time and why?
...
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Self-evaluation

• Ss read the comments again on page 110 of their
Pupil’s Books and decide who they agree with and why.
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Get ready for...
Objectives
2 You see a notice in an international English-
language magazine. Write your article in about
Listening Part 1, B1 Preliminary for Schools Writing
100 words.
Part 2, B1 Preliminary for Schools Listening Part 3, B1
Preliminary for Schools Writing Part 1 • Tell ss that this is the B1 Preliminary for Schools Writing
• Give ss time to finish. Check ss’ individual work.
simple dialogues related to everyday situations, if • Divide the class into groups to discuss what they
guided by questions (GSE 34). liked about the unit, using the Expert envoy technique.
• Writing: Can write short, simple, structured argument Ss write their opinion about the unit under lesson
essays on familiar topics (GSE 57). headings. The envoy reports back to the class.

Setting aims and criteria: lesson objectives B1 Preliminary for Schools Listening Part 3
technique know what you have to do.
Listening Part 3 exam.
technique 2 Try! 8.23 Listen. For each question, choose
the correct answer. Then explain your answers.
• Play the audio audio. See page 282 for audioscript.
Starting the lesson • Check the answers using the Lollipop stick
Answer key 1 A, 2 A, 3 C
Have you learnt the new words and grammar? and elicit
answers. 3 Do! 8.24 For each question, write the
correct answer in the gap. You will hear a
Presentation woman called Holly Adams talking to a group
of students about her work as a chemist. Write
• Explain that in this lesson ss will practise for the A2 Key one or two words or a number or a date or a
for Schools and B1 Preliminary for Schools exams. time.
Answer key 1 hospital, 2 2014, 3 100/one hundred,
4 antibiotics, 5 Sundays, 6 are worried
correct picture. B1 Preliminary for Schools Writing Part 1
Schools and B1 Preliminary for Schools Listening 1 Think! Read the task carefully. Make sure you
Part 1 exam. know what you have to do.
• Read the Exam tip to ss. Make sure ss understand • Tell ss that this is the B1 Preliminary for Schools
the tip. Writing Part 1 exam.
• Tell ss to look at the pictures before they listen. Play the
audio. See page 282 for audioscript. 2 Do! You must answer this question. Write your
• Check answers using the Lollipop stick technique. answer in about 100 words. Read this email
from your English-speaking friend Sophia, and
Diversity the notes you have made.
Challenge • Read the Exam tip to ss.
• Ss read the questions to themselves. • Check ss’ individual work.
Support
• Read out the questions to ss. 3 Check! Check your work. Tick (✔) when you have
completed the tasks for your question.
• Check ss’ individual work.
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Get ready for... 8
tip Exam
A2 Key and B1 Preliminary In this part of the exam, you will hear
short recordings in English, for example,
for Schools Listening Part 1 conversations at home or between friends,
radio announcements, parts of talks or
1 8.22
Listen. For each question, conversations in shops. To prepare, listen
choose the correct picture. carefully to any English you hear around
you. Try to understand the main point of
1 What does Maria think is the most what is said.
important invention of all time?
A B C
2 What’s wrong with Peter?

A B C
3 What does Chris need today?

A B C
tip Exam
B1 Preliminary for Schools Writing Part 2 Make sure you write

approximately 100 words.
If you write fewer than 80
2 You see a notice in an international words, then you won’t be able
English-language magazine. Write your article to get the top marks for this
in about 100 words. part of the test. If you write a
lot more than 100 words, you
Go to page 133 might include information
that you don’t need.
one hundred and eleven 111
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about?
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9 It’s party time!

We love music! We enjoy

playing different instruments,
singing and dancing!
We like a lot of different
types of music and we think
that music is important
when we celebrate, too.
... ... ...
Mei has a question
for you. Can you think
of any answers?
WOW! Question
... ... ...
Mei 3 minutes ago

How and why do we make music?
...
• learn words for music and parties
... ... ...
• use verbs + to / –ing
• read a story about a party
• learn about unusual musical events
• work in a group to plan our own
music festival
• use expressions to say thank you
and respond to thanks
• read and write descriptions
... ... ...
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Unit objectives
Talk about music and having a party
Language
Vocabulary Music violin, keyboard, drums, flute, trumpet, folk music, jazz music, rock music, opera,
orchestra, soundtrack, performance
Having a party give out invitations, make a playlist, put up decorations, prepare a special
meal, put on fancy dress costumes, welcome your guests, serve drinks, open your gifts,
dance to the music, watch a firework display, clear up the mess, write thank-you messages
Grammar Verb patterns: –ing/infinitive
Verb patterns: causative/object + infinitive
Functions Saying and responding to thanks; Thanks a lot/so much/a million. Many thanks.
I’m really grateful. It’s a pleasure. Don’t mention it. You’re welcome.
No problem. No worries.
Phonics Sentence stress in sentences with to infinitive
Key competences
Mathematical, science and technological competences: order sentences (L. 4)
weather (L. 8)

Creativity Make a website to promote a music festival (L. 6)
Communication Talk about music (L. 1, 2, 3 and 6); Tell a funny story (L. 4); Functional dialogue (L. 7);
Compare festivals (L. 8)
Evaluation
• Unit 9 Test
• End-of-year Test
External exams
Writing Part 1 Reading Part 6
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Lesson 1
Vocabulary
Objectives Which words are musical instruments?
• Lesson aims: to learn and use words for types of books Which words are types of music?
• Target language: violin, keyboard, drums, flute, Where do you find a list of soundtracks?
trumpet, folk music, jazz music, rock music, opera, What is your favourite instrument in an orchestra?
orchestra, soundtrack, performance What makes a good performance?
3 9.2 Listen and read. Which two children play an

Materials instrument and what do they play?
• Resource 9A • Check answers using the Lollipop stick technique.
4 9.3 Listen and answer the questions.

Global Scale of English (GSE) • Ss work individually and then compare their answers
with a partner.
• Reading: Can get the gist of short, simple texts on • Ss raise their hands to offer answers.
familiar topics, if supported by pictures (GSE 33).
• Speaking: Can give brief reasons for their opinions on 5 Work in pairs. Answer the questions.
familiar topics (GSE 48). Can repeat phrases and short • Place ss in pairs for this activity.
sentences, if spoken slowly and clearly (GSE 22).
• Ask different ss to offer answers. Involve the whole class
by asking for a show of hands. Ask How many of you
Assessment for Learning play a musical instrument? How many of you would like
Setting aims and criteria: lesson objectives to play a musical instrument? How many of you would
presentation prefer a different creative art?
technique Diversity
Peer learning: pairwork; Expert envoy technique Challenge
Independent learning: Thought-provoking questions • Encourage ss to add details to answers rather than just
technique saying yes or no.
Support
• Ss do the pairwork using the Expert envoy technique.
Starting the lesson
• Write Music on the board. Ask What is your favourite song?
• Ask Why do people play music? Why do we like listening
to music? What other creative arts do people like doing?
Presentation What do you like doing?
music.
Activity Book
Practice 1 Look and complete the crossword.

• Ss complete the activity in pairs.
technique.
1 Work in pairs. Look at the WOW! Magazine Answer key 2 orchestra, 3 drums, 4 flute, 5 trumpet,
Welcome page. Then read and answer. 6 keyboard
• Refer ss to pages 112 and 113. Read the rubric and tell
2 Complete the comments on the music blog.
ss to look at the book covers on the Welcome page for
a moment. • Ss complete the activity individually. They then
• Read out the introduction, or ask a student to read compare answers with a partner.
it out. Make sure ss understand the questions. Give ss • Ask different ss to read out their answers.
one minute to discuss in pairs. Answer key 2 performance, 3 jazz, 4 opera,
• Using the Lollipop stick technique, ask ss for 5 folk music, 6 soundtrack
3 Read the I’m learning box. Then add four
2 9.1 Look and match. Then listen, check and more examples to each set of words. Use a
repeat. dictionary to help you.
• Refer ss to page 113. Tell ss to match the words they • Ss complete the activity using the
know and guess the ones they don’t know. Think-pair-share technique.
• Play the audio. Answer key
• Check answers using the Lollipop stick technique. Possible answers Musical instruments: guitar, piano,
Ask How many words did you already know? cello, cymbals
Other music words: opera, musician, concert, festival
• Consolidate understanding with these questions and ss
raise their hands to suggest answers:
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2 9.1
iolin 2 eyboar 4 rums 5 ute 6 trumpet 10 fol music 7 ja music 3

rock music 8 opera 9 orchestra 11 soundtrack 12 performance 1
1 2 3 4 5 6
7 8 9 10 11 12
3 9.2
Listen and read. Which two children play an instrument and what do they play?
Mei plays the flute and Mateo plays the keyboard.
WOW! Blog
1 Mei 5 minutes ago 2 Sophia 1 hour ago
I’m learning to play the flute. I used to play the drums, but I stopped
I have a lesson once a week and I have to practise because I didn’t practise enough. I might start
playing every day. I’m going to be in a performance learning again because I’d like to join a band.
with the school orchestra at the summer concert.
I can’t wait! 4 Alex 3 hours ago
I’ve never learned to play any musical

3 Mateo 7 minutes ago
instruments, but I enjoy listening to music. My
I play the keyboard in a school band and favourite type of music is pop music. My mum
we’re going to be in the concert as well. I feel a bit and dad sometimes play me their old music.
nervous, but I’m excited, too! We usually play pop I like some of their rock music, but I don’t like
music or soundtracks from films that students love. folk music or opera!
4 9.3
Listen and answer the questions.
1 ou’re going to hear fi e instruments. ow many can you guess
a keyboard b trumpet c flute d violin e drums
2 ou’re going to hear four i erent types of music. ow many can you guess
a opera b folk music c jazz music d rock music
1 o you play any musical instruments now
2 a e you e er ha lessons on a musical instrument
3 What type of music o you enjoy listening to an why
4 What type of music o you not li e listening to an why
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4 Write five or more sentences about musical

• Ss close their books. Using the Lollipop stick technique, ask
instruments you play and music you enjoy. Use
ss to say a music word.
words from Activity 3.
• Ask How do you learn new words? Did you use your
vocabulary lists? Are drawing and definitions helpful?

words they can recite in their head.
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Lesson 2
WOW! Team Talk
• Lesson aims: to listen to and read a dialogue about a
Challenge
school concert
Materials each other’s work.

Support
• Yes/No response cards • After discussing in pairs, ss write down their answers
in their notebooks. Write the answers on the board for
• Reading: Can understand the main points of short, 3 Work in pairs. Find these expressions in the
simple dialogues related to everyday situations, if dialogue. Then use the expressions and act out.
to find specific information (GSE 38). • Ss act out the expressions in pairs. Ask different
dialogues on familiar everyday topics (GSE 46). • Extension Ask ss to think of their own statements that
• Ss work in small groups. They look back at the
given prompts (GSE 38). Can talk about past events or
experiences, using simple language (GSE 41). expressions in all the units and practise using them in
conversations.
4 Work in groups. Ask and answer questions and

Assessment for Learning make notes.
Setting aims and criteria: lesson objectives • Place ss in groups of four for this activity. Tell ss to
presentation all keep notes.
Monitoring students’ learning: Yes/No response cards • Walk around the class monitoring groups.
technique; Lollipop stick technique • Ask two members of each group to move to another
Peer learning: acting out group. They tell each other about their groups.
Independent learning: Summative questions technique • Extension Ask ss to tell the class one sentence about a
classmate using reported speech.

• Ask ss questions about music. They respond using their
Yes/No response cards: Do you play the violin/keyboards/ 1 9.5 Read and complete the sentences from
drums/flute/trumpet? Do you like folk music/jazz music/rock the dialogue on Pupil’s Book page 114. Who
music/opera? said them? Write. Then listen and check.
Presentation their answers with their partners.
• Play the audio.
school concert.
Answer key 2 Sophia, nervous, excited; 3 Alex,
keyboard, band; 4 Sophia, good, day; 5 Alex, reminds,
Practice camera; 6 Alex, keeps, idea

Pupil’s Book F (false). Then explain your answers.
1 9.4 Listen and read. What event are Alex and • Ask different ss to offer answers. Ask for class
Sophia talking about?
agreement.
• Refer ss to page 114. Answer key 2 T – She’s going to play the flute with
• Ask ss to raise their hands to offer answers. the orchestra.; 3 F – She plays the guitar in Mateo’s
band.; 4 T – He’s going to film it for Mei.; 5 F – Alex
Extra activity Collaborative work wants to learn the drums.; 6 T – She doesn’t think
drums are a good idea. She thinks they’re too loud.
• Ss imagine they are going to do a school concert.
They work in pairs and write a list of songs they would 3 9.6 Read and complete the dialogues with
perform. They then talk to another pair and compare the correct expressions. Then listen and check.
ideas.
Play the audio for ss to check.
2 Read the dialogue again and answer the • Check answers using the Lollipop stick
questions. Talk to your partner. technique, choosing two ss. Ss read the dialogues
• Tell ss to read the dialogue quietly and then discuss in pairs.
the answers in pairs. Answer key 2 I know what you mean,; 3 Oh, that
• Check answers using the Lollipop stick technique. reminds me!; 4 Oh, that reminds me!; 5 So do I!;
Ask volunteers to write the answers on the board. 6 I know what you mean,
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Alex: e plays the eyboar , oesn’t he

Who else is in his ban
Sophia: a i ’s on the rums, arah’s on the
guitar an im’s on the trumpet. hear
them last wee . They’re really goo . They
practise e ery ay after school. They
hope to record some music together over
the summer.
Alex: Oh, that remin s me! learne to
use this camera yesterday because
Sophia: always enjoy watching the school promise to film the orchestra for ei.
concert. usic ma es me feel happy! he wants to put it on her log.
Alex: now what you mean. can’t wait for Sophia: li e watching her log. Oh, this is
the performance. thin ei an ateo e citing! t ma es me want to learn an
are going to be brilliant. instrument.
Sophia: o o ! They were ner ous this morning, Alex: e too! really want to learn the rums,
but e cite , too! o, ei’s on first, she’s but my mum keeps saying that it isn’t
playing the ute with the orchestra. Then a good idea …
when they finish playing, ateo will go Sophia: a ha! thin can guess why! ou’re
on with his ban . lou enough without rums!
1 9.4
Listen and read. What event are Alex and Sophia talking about? the school concert
2 Read the dialogue again and answer the questions. Talk to your partner.
1 Who is performing first Mei and the orchestra 4 ow often o they practise every day after school
2 Who plays the rums in ateo’s ban 5 What is ei going to o with the recor ing of
David
3 Who plays the trumpet in the ban the orchestra put it on her vlog
Kim
6 What instrument oes le want to learn
the drums
3 Work in pairs. Find these expressions in the dialogue. o o ! Oh, that remin s me!
Then use the expressions and act out. now what you mean.
1 2 I thin that a
3
I don‛t I‛m oo ing or ard to
really like mu i i ri iant the o on ert ne t ee
the io in (…)
(…) I mu t uy my ti et today
4 Work in groups. Ask and answer questions and make notes.
Find someone who: thin s that music ma es them happy. a e you e er een
in a hoo on ert?
has been in a school concert. wants to learn a new instrument.
plays one musical instrument. li es the same music as you.
plays more than one musical instrument. e , I ayed in
the or he tra a t year
114 one hundred and fourteen
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M09_TT_PB_06GLB_2601_U09.indd 114

each expression. Then act out the dialogues. • Ss close their books. Ask them the questions in
Activity 2 in the Pupil’s Book again. Ss raise their hands
• Place ss in pairs for this activity. to offer answers.
the class.

• Ss write the words connected to music in this lesson in
their notebooks.
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Lesson 3
Grammar
• Lesson aims: to learn and use verbs + –ing and verbs +
Challenge
infinitive; to understand a listening task
• Each student says their own sentence for one verb to
• Target language: I always enjoy watching the school the class.
concert. They hope to record some music together. Support
• Ask ss to work in pairs and think of a sentence for
one verb and to write it down. Ask different pairs to tell
Materials the class.
• coloured pencils 3 Read the dialogue in Lesson 2 again. Find an
• Resources 26 and 54 example of another verb that takes the –ing form
and another verb that takes the infinitive.
Global Scale of English (GSE) 4 Work in pairs. Tell each other three things you
• Reading: Can scan a simple text to find specific enjoy doing in your free time and three things you
information (GSE 38). hope to do over the summer. Did you and your
• Listening: Can understand some details in extended partner say any of the same things?
• Speaking: Can talk about matters of personal • Walk around the class monitoring pairs.
• Writing: Can create simple language puzzles for 5 9.7 Listen. For each question, choose the
classmates to solve (GSE 47). correct picture.
• Tell ss to read the questions and look at the pictures
before they listen.
Assessment for Learning • Play the audio. See page 283 for audioscript.
Setting aims and criteria: lesson objectives 6 9.8 Listen again and answer the questions.
presentation • Ss read the questions before listening again.
Monitoring students’ learning: Lollipop stick • Check answers using the Lollipop stick technique.
technique Ask different ss to give reasons.
7 Choose three verbs and write three sentences
about music: two true and one false. Swap with
your partner. Can they guess which sentence is
false?
Starting the lesson
• Ss write their sentences in their notebooks. Then
• Ask What is your favourite type of music? Who’s your
they work in pairs.
favourite band or singer? and elicit answers.
• Ask one student from each pair to stand up and move to
sit with a different student. Ss repeat the pairwork.
Presentation Extra activity Creativity
• Explain that in this lesson ss will learn to use the –ing
form or the infinitive after certain verbs. They will also do a • Ss work in small groups and make a fact file about
listening activity. a musical instrument. Hand each group a sheet of
• Write on the board I enjoy playing music. I hope to buy a paper and coloured pencils. They draw the instrument
guitar. Ask Which verb has the –ing form after it? Which verb and write down interesting facts they find out about it
has the infinitive after it? and elicit answers. online.
Practice Activity Book
1 9.9 Listen and circle the correct answers.

Pupil’s Book
Answer key 1 B a; 2 A b, B c; 3 A b, B c
sentences true or false? Say why. 2 Read and complete the sentences with the –ing
• Refer ss to pages 115 and 116. Ss work individually. form or the infinitive.
Answer key 2 to call, 3 reading, 4 seeing, 5 to win,
for class agreement. 6 to come, 7 writing, 8 to speak
2 Look at the grammar table. Then read and 3 Read and complete the interview. Use the
circle the correct options to complete the rules. correct verb forms.
Answer key 2 hope to be, 3 learn to play, 4 keep
• Check answers using the Lollipop stick technique. practising, 5 want to have, 6 enjoy teaching
notebooks. Have ss check each other’s notes. 4 Read the questionnaire. Circle your answers.
Ask different ss to read out their answers.
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Lesson 3 Grammar 9
Are these sentences true or false? 5 9.7
Listen. For each question, choose
false (Mei is going to be in a performance
Say why. with the orchestra. Mateo is going to be in the correct picture.
a performance with a band.)
1 ateo is going to be in a performance 1 atie is tal ing to Tom. What
with the orchestra. instrument is she learning to play
2 There are rums, eyboar , guitar an A B C
a trumpet in ateo’s ban . true
3 ateo’s ban might recor some music
in the summer. true
4 Alex’s mum really wanted him to learn 2 Laura is at the theatre. What
the rums. performance oes she want to watch
false (She keeps saying that it isn’t a good idea.)
A B C
complete the rules.
3 i e an lice are tal ing about music.
What music oes lice enjoy listening to
Grammar
A B C
Verbs + –ing form
I always enjoy watching the school concert.
When they finish playing, ateo will go on.
Alex’s mum keeps saying that it isn’t a goo i ea.
6 9.8
Listen again and answer the questions.
er infiniti e
They hope to record some music together. 1 a Why i n’t atie learn the eyboar
Because they couldn’t find a good teacher.
I learned to use this camera yester ay. b What does her music teacher always
I promise to film the orchestra.
tell her She has to practise more.
2 a Why oesn’t Laura go to the opera
Because all the tickets are gone.
1 ome erbs, for e ample, njoy fin h b Who li es roc music
Laura’s husband
and keep, are followed by the –ing form 3 a Who plays for their school orchestra
Alice
/ infiniti e. b Who went to see a pop band play
2 ome erbs, for e ample, hop an last year Mike
and p o are followed by the –ing
form / infiniti e 7 Choose three verbs and write three
sentences about music: two true and one
3 Read the dialogue in Lesson 2 again. false. Swap with your partner. Can they
Find an example of another verb that guess which sentence is false?
takes the -ing form and another verb that
enjoy finish eep li e hope
t e the infiniti e
learn promise want
4 Work in pairs. Tell each other three things
I en oy i tening to a i a mu i
you enjoy doing in your free time and I ant to earn to ay the io in
three things you hope to do over the I ho e to oin the hoo or he tra ne t year
summer. Did you and your partner say
any of the same things? I thin enten e t o i a e
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5 In pairs, ask and answer the questions in 2 Complete the sentences with the –ing form or
Activity 4. the infinitive.
• Ss work in pairs. Write but and also on the board Answer key 2 to work, 3 to speak, 4 to study,
for ss to use in feedback. Ask different ss to say one 5 making
sentence comparing their answers.
Grammar reference Extra activity Fast finishers

1 Read and complete. their notebooks.
• Ss complete the activity individually and compare
with a partner.
Answer key 2 practising, 3 clearing, 4 to get, Finishing the lesson
5 to make, 6 to buy • Ask What other music do you enjoy? What else do you
hope to learn one day?
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Lesson 4
Book club
Objectives 4 Discuss in a group.
• Place ss in groups of four for this activity.
introduce party phrases
Materials 5 Work in groups. Tell your own story about
• sheets of A4 paper, enough for each student something funny that happened at a party. Say
one sentence each.
• Ss work in the same groups. Give them a few
Global Scale of English (GSE) minutes to think of a funny story and find the words
• Reading: Can identify specific information in a simple they need to tell it. They can imagine a funny story if
story, if guided by questions (GSE 35). they prefer.
• Speaking: Can talk about past events or experiences, • Walk around the class monitoring groups.
using simple language (GSE 41). Can tell a simple story • Ask different groups to tell the class their funny story.
(GSE 38).
Diversity
Challenge
Assessment for Learning • Ss plan their stories in groups.
Setting aims and criteria: lesson objectives Support
presentation • Help ss plan their stories with vocabulary and ideas.
technique
• Give each student a sheet of paper. Ss draw a picture to
illustrate their funny story from Activity 5.
Starting the lesson

• Ask Do you like parties? When do you have a party? Ss Activity Book
raise their hands to offer answers.
1 After you read Read the story on Pupil’s Book
page 116 again. Number the sentences in
Presentation order.
• Explain that in this lesson ss will read a Book Club text. • Ss complete the activity individually. Ask ss to raise
• Write End of year party on the board. Ask What do you need
for an end of year party? Ask different ss to answer. Answer key 2 f, 3 h, 4 a, 5 e, 6 c, 7 b, 8 d

Practice sentences.
technique.
1 Before you read Today’s Book Club text is a story. Answer key 2 James designed a cool email
Look and circle the options that describe it. invitation.; 3 They had to put up decorations.;
4 The cakes landed on top of him.
• Ss work in pairs to complete the activity. 3 Read the Work with words box. Then complete
• Ask for feedback using the Lollipop stick technique. the table.
• Extension Encourage ss to start reading funny books • Ss work individually and then compare answers with
in English. a partner. Write the answers on the board.
2 9.10 Listen and read. Why is Tom late to the Answer key 2 healthy, 3 unfashionable, 4 tidy,
party? 5 unhappy, 6 kind, 7 unclean, 8 interesting
• Ask ss to raise their hands to offer answers. 4 Read and complete the sentences with the
• Check comprehension with questions: Who sent the negative adjectives from Activity 3.
email invitation? (James) What did Tom offer to make for • Ss work individually and then compare answers with
the party? (a playlist) Who ordered the cakes? (Marie) a partner. Write the answers on the board.
Who told Tom that he shouldn’t be late? (Marie) Who was
Answer key 2 uninteresting, 3 untidy, 4 unhappy,
late to the party? (Tom) 5 unkind, 6 unfashionable, 7 unhealthy, 8 unclean
3 After you read Activity Book, page 107. 5 Write five or more sentences with the
• Ss turn to page 107 in their Activity Books. negative adjectives from Activity 4.
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Annforgettable
u party
It was nearly the end of the school year and the students of Year
Six were looking forward to their end-of-year party. A team of
students were making plans for the party.
‘There’s a lot to do,’ said Marie. ‘First of all, we have to give out the invitations.’
‘I’ve designed a cool email invitation,’ said James. ‘Do you want me to send it to everyone?’
‘That would be great,’ said Marie. ‘It’s a fancy dress party, isn’t it? So don’t forget
to put that on the invitation.’
‘No problem,’ replied James. ‘I’ve already decided on my costume. Now, who wants to make a playlist?’
‘I’ll do that,’ said Tom. ‘I love pop music.’
‘Great, I think that’s all for now,’ said Marie. ‘We must remember to get to the hall early on the day of the party so that we
can put up the decorations and welcome everyone as they come in. Will you remind
me to bring the cakes, too?’
The day of the party finally arrived. The party was great and all the children were
having a brilliant time.
‘Where’s Tom?’ asked James. ‘It’s strange that he isn’t here yet.’
‘He’ll be here soon,’ said Marie. ‘I asked him to pick up the cakes. I told him not
to be late.’
Suddenly, the door of the hall opened.
‘I’m here!’ shouted Tom. ‘I have cakes! Lots of cakes!’
He was holding a very, very large plate of cakes.
‘I love cakes and I love dancing!’ he said as he started to dance to the music.
‘My sister taught me to do a cool new dance. Watch!’
‘Be careful, Tom!’ said James. ‘Put the cakes down first.’
But Tom didn’t hear him. As he was dancing, he fell over
and the cakes went flying up into the air. Then all the
cakes landed on top of him.
‘Tom!’ Marie shouted. ‘You’re meant to wear a
fancy dress costume, not a plate of cakes!’
1 Before you read Today’s Book Club text 4 Discuss in a group.

is a story. Look and circle the options that 1 What was the last party you went to
describe it. What did it celebrate and what did
1 This is a comedy / cience ficti n t r . you o
2 A comedy is funny / sad. 2 ow o you celebrate the en of the
3 Something funny usually happens at school year
the beginning / end of a come y.
5 Work in groups. Tell your own story
2 Listen and read. Why is Tom late to
9.10 about something funny that happened at
the party? a party. Say one sentence each.
He was picking up the cakes.
Some hi dren hey ere dan ing to
3 After you read Activity Book, page 107. ere at a arty mu i and they ere
ha ing a great time
ut then udden y,
116 one hundred and sixteen
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• Ss write a list of preparations the children did for
the party.

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Lesson 5
Objectives 2 Read the story in Lesson 4 again. How many of
• Lesson aims: to learn and use words for having a the phrases from Activity 1 can you find?
party; to learn and use verb + object + to + verb
• Target language: give out invitations, make a playlist,
• Ss work in pairs to find the phrases.
put up decorations, prepare a special meal, put on fancy
dress costumes, welcome your guests, serve drinks, open 3 Answer the questions about the story.
your gifts, dance to the music, watch a firework display,
clear up the mess, write thank-you messages; • Ss complete the activity individually and then compare
Do you want me to send it to everyone? answers with a partner.
4 Look at the grammar table. Then answer the

Materials question.
• Resources 9B and 27 • Give ss a minute to work out the rules.
Global Scale of English (GSE) notebooks. Have ss check each other’s notes.
• Reading: Can scan a simple text to find specific 5 9.12 Listen and answer the questions.
Ask different ss to write their answers on the board.
• Speaking: Can repeat phrases and short sentences, if 6 Work in groups.
spoken slowly and clearly (GSE 22). Can give an opinion • Place ss in groups of five for this activity.
in a structured discussion, if guided by questions • Ask different groups to tell the class their sentences
(GSE 46).
using one verb each.
Diversity
Assessment for Learning Challenge
Setting aims and criteria: lesson objectives • Ss check each other’s sentences before they report back
presentation to the class.
technique • Ss’ sentences should be checked by the teacher before
Peer learning: pairwork; Think-pair-share technique ss report back to the class.
Starting the lesson • Ask ss to think about why the phrases in the box are
listed in this order and elicit that this is the order of a
• Ask What can you remember from the comedy in Lesson 4?
party from start to finish. Ss work in pairs and think of
other events for a party and add them to the list at the
appropriate stage. Ask ss for ideas and write a list on
Presentation the board.
• Explain that in this lesson ss will learn phrases for

having a party and learn to use a verb + an object + to + Activity Book
verb. Write this on the board with an example: Mum asked
me to get the cakes. 1 Look and complete the party activities.
• Pre-teach the new words. Write these nouns on the board Answer key 2 Put up decorations; 3 Put on fancy
and explain meanings, e.g. a mess (when the place is untidy dress; 4 Serve drinks; 5 Watch a firework; 6 Clear up
after a party). the mess
Culture notes 2 9.13 Listen to Jack talking about his party

and tick (✔) the activities you hear.
• Children in the UK are expected to send thank-you
messages after receiving presents.
Answer key
Part 1: = make a playlist, prepare a special meal,
welcome his guests
Practice Part 2: = serve drinks, dance to the music, open
gifts, clear up the mess
Pupil’s Book
3 9.14 Read and complete the dialogues. Then
listen and check.
repeat. Answer key 2 me to turn on; 3 you to tidy; 4 me to
• Refer ss to page 117. Tell them to look at the pictures. buy; 5 her to make
• Play the audio.
4 Use the ideas below to complete the party
checklist.
• Ss work individually. They compare ideas with a partner.
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1 Look and match. Then listen,
9.11
check and repeat. Then answer the question.
give out invitations 1 make a playlist 5
Grammar
put up decorations 6 prepare a special meal 8
put on fancy dress costumes 3 er ect infiniti e
welcome your guests 4 serve drinks 9 Do you want me to send it to e eryone
open your gifts 2 dance to the music 10 Will you remind me to order the ca es, too
watch a firewor isplay 11 clear up the mess 12 y sister taught me to do a cool new ance.
write thank-you messages 7 I asked him to pick up the ca es.
I told him not to be late.
1 2 3
Which erbs are followe by an object
( , you, h , h , u , th ) + to erb
want, remind, teach, ask, tell
5 9.12
Listen and answer the questions.
1 en an Lucy are tal ing on the phone.
4 5 6
What oes ran ma want them to o
prepare a special meal for all the family
2 um an ar are tal ing. What oes
she remin him to o
to turn off the computer and write his thank-you messages
3 an am are tal ing. What oes
as am to o this e ening
to come and watch a firework display
7 8 9 6 Work in groups.
ear arah,
Than you for
coming to my
1 lan your own party. se the phrases
party and for my from cti ity an eci e what job
present. lo e
boo s! each person is going to o.
Lo e from,
Teresa 2 Ta e it in turns to tell the rest of
the class about your party plans. ay
10 11 12 one sentence each using the verbs in
the bo .
want remind ask decide tell
3 Ta e a class ote which party soun s

the most fun an why

many of the phrases from Activity 1 can We de ided to er e emonade
and orange ui e at our arty
find? We to d en to er e the drin
3 Answer the questions about the story.
We anted to ha e o mu i on
1 Who ma es the in itations James our ay i t We a ed Sarah to
2 Who ma es the playlist Tom ma e the ay i t
3 Who pic s up the ca es Tom
one hundred and seventeen 117
M09_TT_PB_06GLB_2601_U09.indd 117
Grammar reference

with a partner.
Answer key 2 to wear, 3 to make, 4 to be, 5 to call
• Ss close their books. Ask What do your parents remind
4 Order the words and write the sentences. you to do?
with a partner.
Answer key 2 Do you want me to give out the
invitations?; 3 I told everyone not to clear up the
mess.; 4 Can you remind me to make a playlist?;
5 Our teacher taught us to play the keyboard.
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Lesson 6
Culture
• Lesson aims: to learn about unusual music festivals
• Check comprehension with questions: How many people
attended the air guitar festival last year? (ten thousand)
Materials What is unusual about the instruments in the underwater

festival? (They aren’t real.) What kind of flash mob
• sheets of A4 paper, enough for each group of students happened in Berlin? (an orchestra played music)
• Resource 63 Extra activity Critical thinking
• Ss work in pairs and write down three songs, one for
each festival: a guitar song, a song with a water theme
Global Scale of English (GSE) and a good dance song.
• Reading: Can get the gist of short, factual school
familiar topics (GSE 48). 4 Work in pairs. Which of these events would you
most like to go to and why?
Assessment for Learning • Ss discuss in pairs for one minute.

Key words search
presentation
Video music flash mobs
technique
Peer learning: pairwork; groupwork Find out more! Watch the video.
Independent learning: Summative questions technique • Tell ss they are going to watch a video and to
watch carefully.
Starting the lesson

• Write Music festival on the board. Ask Have you ever been
Project
to a music festival? What would you expect to see at a music
festival? Ss raise their hands to offer answers.
Design a website for your own music festival.
• Divide ss into groups of four. Give each group paper and
coloured pencils.
Presentation • Give groups two minutes to brainstorm ideas.
• Explain that in this lesson ss will talk about different • Help ss decide who will do each part of the research.
music festivals around the world.
• Each student designs and writes their part of the website.
• Extension Ask ss to find Oulu (Finland), Florida (USA),
• Have ss present their website together.
Berlin (Germany) and Mexico City (Mexico) on a map. Use
an online map if available.
Diversity
Culture notes Challenge
• The idea of the championships was originally a side
attraction for the MusicVideo Festival, but it has become
Support
a major attraction.
• Suggest that ss use vocabulary related to the topic.
• The Underwater Music Festival has taken place for over
Write some ideas from the texts on the board.
20 years. Many of the instruments are created by a local
artist called August Powers.
• A flash mob is a group of at least ten people. The first
successful flash mob happened on 17th June 2003 at
Activity Book
Macy’s department store. 1 After you read Read the text on Pupil’s Book
describe? Write.
Practice Answer key 2 Air Guitar World Championships;
3 a shopping centre; 4 Underwater Music Festival;
Pupil’s Book 5 a real guitar; 6 Mexico City
1 Before you read Do you think that playing and 2 Read the sentences and circle T (true) or F
listening to music is a good way to celebrate an (false). Then explain your answers.
event? Why?/Why not? Answer key 2 T – They don’t know the second song.;
• Ss discuss in pairs for one minute. Then ask for 3 F – It takes place every year.; 4 T – The instruments
class feedback. Ss raise their hands to offer ideas. aren’t real.; 5 F – They do something unusual.; 6 F – It
happened in Mexico City.
• Refer ss to page 118. Tell them to look at the
photographs and describe what they can see.
248
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P THE MUSIC! Music is a
DON’T STO
wonderful wa
y to
celebrate! Re
ad on to
find out abou
t some
E very year, there’s a very

unusual guitar competition
A nother unusual musical
event is the Underwater
Music Festival, which takes
of the world’s
unusual musi
most
cal
celebrations.
in Finland. It’s unusual because place in Florida, USA, every
the musicians don’t play real year. Divers get together
guitars. They play air guitars! The
Air Guitar World Championships
and music is played through
underwater speakers. M usical flash mobs are
popular around the world.
have been part of the Oulu Musician-divers play A flash mob is a group of
Music Video Festival since instruments (which aren’t people who come together in
1996. Last year, an audience real) and the songs are a place, do something unusual
of more than 10,000 often about the ocean, for and then leave. People enjoy
people helped the air example, Yellow Submarine by filming and sharing these types
guitarists to make The Beatles. The people who of events on social media. One
this one of the most organise the festival want to of the most famous musical
exciting musical remind us of how we should flash mobs was an orchestra
events in the world. protect animals and plants in of 1,000 people who suddenly
Each guitarist plays the oceans. started playing a concert in a
two songs – they choose shopping centre in
and learn to play along to one Berlin, Germany.
song, but they don’t know Another
what the other song is famous flash
going to be until the day mob took
of the competition. The place in Mexico
winner is the person who City when 13,597
looks most like they are really people danced to
playing the guitar and the prize Michael Jackson’s Thriller.
is a real guitar! Project
Design a website for your own music
WOW! Fact festival.
There are now lots of apps you can use to 1 n groups, eci e what type of music
practise playing air guitar! Hand movements festi al you are going to organise. Try to
are connected to software to make real music. thin of something unusual or fun!
2 Decide who is going to plan:
the type of music for the festi al.
1 Before you readDo you think that playing the musicians an the instruments.
and listening to music is a good way to where it will happen.
celebrate an event? Why?/Why not? how to tell people about it.
3 Choose the important information and
2 9.15
Listen and read.
design and write the home page of your
3 After you read Activity Book, page 109. new website.
4 Present your website to the rest of
4 Work in pairs. Which of these events the class.
would you most like to go to and why? 5 Which of the music festivals that you
heard about would you most like to go
to an why Ta e a class ote.
118 one hundred and eighteen
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3 9.16 Listen to a report about another music
festival. Complete the notes. • Ss write ten important words from the text in their
notebooks.
Answer key 2 2011, 3 June, 4 8/eight days, 5 forest,
6 dance, 7 45,000, 8 light
4 Work in groups. Choose one of the • Write on the board The most interesting thing in this
festivals from the box and find answers to the lesson for me is … and have ss complete the sentence in
questions. Write about your festival. their notebooks. They read out their ideas to the class.

249
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Lesson 7
English in action
Objectives 3 Work in pairs. Say thank you and respond to
• Lesson aims: to learn to say thank you and to respond thanks. Use the Say it! box to help you.
to thanks; to learn and practise sentence stress of to
• Target language: Thanks a lot. It’s a pleasure.
• Ask different pairs to tell the class their advice and
compare ideas.
Materials
• a ball Extra activity Collaborative work
• Resource 72 • Ss remain in the same pairs as in Activity 3. They
think of two more situations and they say and respond
to thanks.
simple dialogues related to everyday situations, if Pronunciation
to find specific information (GSE 38). 4 9.18 Listen and read. Do we stress the word to
• Speaking: Can use a few basic words and phrases to in these sentences?
show politeness (e.g. please, thank you) (GSE 19). • Play the audio. Play it again, pausing after each line,
• Listening: Can understand some details in extended and have ss repeat. Play it a third time and have ss say
dialogues on familiar, everyday topics (GSE 46). the sentences with the audio. Make sure they copy
the stress.
Assessment for Learning • Extension If available, record individual ss’
check themselves.
presentation
Diversity
technique
Peer learning: pairwork Challenge
• Ask individual ss to read out example sentences.
Support
technique
• Ask pairs or groups to read out sentences together.
Starting the lesson

Activity Book
• Write Thank you on the board. Using the Lollipop stick
technique, ask What do you say ‘thank you’ for? 1 9.19 Read and complete the dialogue. Then
listen and check.
Presentation • Ss do the activity individually. Then they listen
• Explain that in this lesson ss will learn to say thank you and check.
and to respond to thanks. • Ss raise their hands to offer answers. Ss read
the dialogue in pairs.
• Ask ss to work in pairs and think of a phrase they would
say to respond to thanks from a friend. Answer key 2 f, 3 a, 4 h, 5 c, 6 e, 7 g, 8 b
2 Work with your partner. Read the situations

Practice and take turns saying thank you and
responding to thanks.
Pupil’s Book • Ss work individually. Check and correct answers
• Refer ss to page 119. Ask ss to look at the picture and 3 9.20 Match the two parts of the
raise their hands to say what they can see. sentences. Listen and repeat. Remember that
• Play the audio. we don’t stress the to part of infinitives. Then
• Check answers using the Lollipop stick technique. practise with a partner.
• Play the audio. Give ss enough time to match. Have
2 Read the dialogue again. What do the girls say
them repeat what they hear.
thank you for?
• Ss practise in pairs. Monitor sentence stress.
Answer key 2 d, 3 a, 4 e, 5 f, 6 c
for feedback.
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Saying thank you and responding
x to thanks
1 9.17
Listen and read. Answer
the questions.
1 Whose birth ay is it to ay Anna’s
2 Who helped to get everything ready
for the party Kate
2 Read the dialogue again. What do the

girls say thank you for?
Anna thanks Kate for helping her to put up decorations
and for helping her to put on her fancy dress costume.
Kate thanks Anna for inviting her to the party and for
asking her to welcome the guests with her.
t loo s brilliant! The room is completely Saying thank you Responding
rea y for my birth ay party! Than s a lot. to thanks
Than s so much. t’s a pleasure.
ou just nee some guests now, Anna! Than s a million. on’t mention it.
oo point! ’m really grateful for any than s. ou’re welcome.
all your help with putting up the ’m really grateful. o problem.
ecorations, ate. o worries.
o problem! t was fun. any than s for

in iting me to your party! 3 Work in pairs. Say thank you and
ou’re welcome! ctually, your wor respond to thanks. Use the Say it! box to
isn’t finishe yet. Coul you help me to help you.
put on my fancy ress costume
A
Of course can! Student
nt messages.
n k y o u to Stude
Say th a
u
write thank-yo
Than s a lot! o:
ing you t
the party.
B for help
ser e rin s at
meal.
o worries. ou loo great! re a special
arty.
p re pa your birth ay p
r
laylist fo
make a p
ons to
give out invitati
You’ve done such a lot to help me with ay.
your holi
u to:
A for helping yo
this party. Woul you li e to welcome the mess
in
clear up
to Student
Say thank you
the guests as they arri e room.
your be Student B
Oh, ’ lo e to. Than s so much!
han o mu h or
on’t mention it!
he ing me to re are a o orrie
e ia mea
Pronunciation
No – we stress the words that
4 9.18
Listen and read. Do we stress the word to in these sentences? carry the meaning. The ‘to’ part of
the infinitive is unstressed.
I hope to start ute Sam wants to learn Frank is learning to I promise to practise
lessons ne t wee . the iolin. play the trumpet. the rums e ery ay.
one hundred and nineteen 119

M09_TT_PB_06GLB_2601_U09.indd 119 16/07/2019 13:12
• Ss read the dialogue and find all the phrases for saying • Ask Do people say and respond to thanks like this in
and responding to thanks. your country/language? Ask ss to say what is different or
the same.
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Lesson 8
Reading
• Play the audio.
• Target language: full moon, excitement, mist, powder,
• Check comprehension with questions: Where was the
rainbow, experience; revision of vocabulary and
writer backpacking? (India) Who explained the festival
grammar
to them? (a taxi driver) Was the paint wet or powder?
(powder) How did they get wet? (Some children threw
Materials water balloons over them.)
• Resource 45 3 Read again. Are these sentences true or false?

Say why.
Global Scale of English (GSE) • Ask for feedback using the Lollipop stick technique.
• Reading: Can make basic predictions about text Ask different ss to give reasons.
content from headings, titles or headlines (GSE 41).
Can scan a simple text to find specific information Extra activity Critical thinking
(GSE 38).
• Speaking: Can describe the differences between the statements for the report. They swap with another pair
customs of two cultures, using simple language and decide if they are true or false. For false ones, they
(GSE 50). give reasons.
Assessment for Learning 4 Work in pairs. How is this festival similar to

celebrations in your country? How is it different?
Setting aims and criteria: lesson objectives Would you like to go to the Holi Festival? Why?/
presentation Why not?
Monitoring students’ learning: Lollipop stick • Place ss in pairs.
technique
Peer learning: pairwork; Expert envoy technique • Ask different pairs for feedback.
technique Diversity
Challenge
• During feedback for Activity 3, include all ss in the
Starting the lesson discussion with prompts, e.g. Do you agree, (name)?
What do you think, (name)?
• Write Festivals for seasons on the board. Ask What
Support
festivals do you know for winter/spring/summer/autumn? Ss
think of ideas in pairs and then tell the class. • Use the Expert envoy technique for pairwork for
Activity 3.
Presentation
• Explain that in this lesson ss will read a description. Activity Book
• Draw ss’ attention to these words: full moon, excitement, 1 Read and complete the sentences.
mist, powder, rainbow and experience. Write them on the
board and explain meanings: The moon is full once a month • Ss complete the activity individually. They compare
and it is a complete circle then. When something is exciting, answers with a partner before class feedback.
you feel excitement. Mist is like a spray of water in the air. Answer key 2 full moon, 3 rainbow, 4 powder,
Powder is tiny, tiny pieces of something – like flour. A rainbow 5 experience, 6 mist
is the colours in the sky when the sun rays shine through
rain. An experience is a situation you live through. 2 Read the article on Pupil’s Book page 120
again. Match the two parts of the sentences.
Answer key 2 c, 3 a, 4 f, 5 b, 6 d
Practice
Pupil’s Book sentences.
1 Before you read Read the first sentence of each to their Pupil’s Books if necessary.
paragraph. What do you think this text is about? Answer key 2 The writer told stories with friends
• Refer ss to page 120. around a huge bonfire.; 3 The taxi driver gave the
• Read the Reading tip to ss. writer some coloured powder.; 4 People were throwing
• Ss raise their hands to offer predictions. Do not confirm it over each other.; 5 Some children were throwing
water / had water balloons / had buckets of water.;
answers yet.
6 The writer ran into the Ganges River.
• Ss read the rest of the text. Ask different ss to confirm
or correct the predictions.
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Lesson 8
Literacy: descriptions
Reading tip Reading
It doesn’t matter if you don’t understand every

1 Before you read e d the fir t entence word of a description as long as you get the main
of each paragraph. What do you think i ea. ea as many i erent types of boo s as
possible to help you to un erstan escriptions.
this text is about?
It’s a description of the Holi Festival.
L ast year I went backpacking with

MY my friends in India. The event that When we were there, the celebrations
TRAVEL
I remember best of all was the H oli started on the night before the festival.
F estival. This takes place every My friends and I were invited to j oin people
BL G F ebruary or March during the full
moon to celebrate the start of spring.
around a huge onfire. e ate de icious
snacks, told stories and listened to music.
There were a lot of people in the sq uare and they

O n the day of the festival, we went to the main city
were all throwing coloured powder paints over each
sq uare. O ur taxi driver helped us to understand what
other. It looked like a mist of different colours. Soon,
happens on this special day. H e told us that this was
we were covered from head to foot in paint! I could
the best time of the year in India and that we were
see gorgeous colours in the air, I could hear children
welcome to j oin in all their celebrations. H e gave us
laughing and I could feel the paint powder on my skin.
some coloured powder that he had for his children.
I could smell and taste the powder as it went up my
We thanked him and as we got out of the taxi, we
nose and in my mouth! I threw my powder into the air,
could feel the excitement in the air.
too, and it fell like a rainbow around me!
Then some children ran up to us and shouted, ‘ H appy H oli! ’ At the end of the day, we were tired but very
Some had water balloons and some had buckets of water, happy. Going to the H oli F estival was one of
which they threw all over us. It was brilliant! A band started the most interesting experiences of my life
to play folk music and we all danced to the music. The and I hope to go again another year!
dogs, cows and monkeys that live on the streets watched
us as we danced in the colourful rain! When we got hot, we
ran into the Ganges R iver, which was nice and cool! Words in context
full moon excitement mist

powder rainbow experience
2 9.21
Listen and read. Activity Book, page 111

1 The oli esti al celebrates the beginning 4 The writer i n’t ha e any paint to throw.
false (The taxi driver gave him some, which he threw.)
of summer. false (It’s to celebrate the beginning 5 The writer went into a ri er when he
of spring.)
2 There’s a bonfire on the night of the got hot. true
festi al. false (It’s the night before the festival.) 6 The writer oesn’t want to go to the oli
3 People throw paint and water over each esti al again. false (He enjoyed it and he hopes to go again.)
other uring the festi al. true
4 Work in pairs. How is this festival similar to celebrations in your country?

i it di erent? ld li e t t the li e ti l? h ? h n t?
120 one hundred and twenty
M09_TT_PB_06GLB_2601_U09.indd 120
4 Work in groups. Choose a special event to

• Ask Did you find the description interesting? Was it easy
celebrate at your school. Discuss the questions
or hard to understand? and encourage class discussion.
and make notes. Then share your ideas with
the class.

definitions.
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Lesson 9
Writing
Objectives 3 Write a description of your favourite celebration.
• Lesson aims: to write a description Use the How to write... box to help you.

• Ss work individually to complete the report.

• Reading: Can identify main paragraph topics in simple Challenge
texts on familiar subjects, if supported by prompts • Ss work alone on their descriptions.
or questions (GSE 41). Can scan a simple text to find Support
specific information (GSE 38). • Monitor and help ss while they write the descriptions.
• Writing: Can write short, simple texts about topics of
personal relevance, given prompts or a model (GSE 38).
• After checking their written work, ss copy it onto
Assessment for Learning a sheet of paper and find/draw a picture of the place.
add it to their portfolios
technique
Activity Book
technique 1 Read and complete the sentences with ’s or s’.
Independent learning: portfolio; Learning diary • Ss complete the activity individually.
technique. Write the answers on the board.
Starting the lesson Answer key 2 parents’, 3 sisters’, 4 town’s,
• Ss work alone and write down as many new words from 5 teacher’s, 6 friends’
Unit 9 as they can remember in one minute.
• Ask for feedback using the Lollipop stick technique. 2 Choose an exciting festival you know. Then
plan a description for an online article.
Presentation and help with ideas.
• Explain that in this lesson ss will write a description. • Using the Two stars and a wish technique, ss
Practice 3 Now write your description.

• Ss work individually to complete the report.
Pupil’s Book
1 Read Chao’s description. What is his favourite have done them.
celebration? • Ss evaluate their own work.
• Refer ss to page 121. • Using the Two stars and a wish technique, ss
• Ss discuss in pairs. Ask for feedback using the read and check each other’s work.
2 Read the How to write... box. Then look at the Extra activity Fast finishers
description in Activity 1 again and match the • Ss find all the adjectives in the lesson and write them
paragraphs with Chao’s writing plan. down in their notebooks.
• Check comprehension with questions: What is Chao’s Finishing the lesson
favourite celebration? (Chinese New Year) How many • Ss write down what they achieved in their Learning
animals are there for the years? (twelve) What colour are diary: Today I wrote a description of … .
the envelopes that are gifts? (red) What performances
are there? (dragon dances, firework displays and
musicians playing traditional music) Which family
members does he see at New Year? (grandparents,
parents, aunt, uncles, cousins)
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Lesson 9 9
1 Read Chao’s description. What is his favourite celebration? Writing
Chinese New Year
My favourite celebration
I really like celebrating Chinese New Year! It’s celebrated every
year, in January or February. Each year is named after an animal,
for example, the rabbit, snake, horse or monkey. There are 12
animals in total.
We do a lot of brilliant things at New Year. We wear new clothes,
which feel soft on our skin. We get red envelopes with money in
them as gifts. We enjoy preparing and eating special food. My
favourite New Year food is Chinese dumplings because they taste
li e delicio s clo ds y sister s favo rite food is fish and my
parents’ favourite food is noodles. All the food smells amazing!
There are also a lot of exciting performances. We watch lion and
dragon dances and firewor displays and we listen to m sicians playing traditional m sic.
I love this time of year because all my family is together. My grandparents and my
uncles, aunts and cousins come to visit, my parents don’t go to work and I don’t go to
school. I always want my cousins to stay with us because we have such a fantastic time
celebrating New Year together!
2 Read the How to write... box. Then look at the description in Activity 1 again and match the
paragraphs with Chao’s writing plan.
How to write... a description

1 Paragraph one b
se interesting a jecti es, for e ample, 2 Paragraph two a
exciting, a a n , ant, anta t .
• se your senses to ma e escriptions 3 Paragraph three c
interesting:
a Describe what happens during the
- at h -
- h a t n to - celebration.
- ta t b What an when is the celebration
se comparisons with to make
c Why o you li e it
descriptions interesting:
t oo / ound / / / ta t
tip Writing
Apostrophes
3 Write a description of your favourite We use an apostrophe (‘) to show that
celebration. Use the How to write… box to something belongs to someone.
help you. When something belongs to only one
person, we a an apostrophe an (‘ .
1 Write a plan. What is your fa ourite When something belongs to more than
celebration What happens Why o you one person, we a an apostrophe
li e it after the ( ’ .
2 Write your escription. emember to use all y t a ou t ood fi h
and y pa nt a ou t ood
your senses in your escription.
nood
3 ea an chec your escription.
one hundred and twenty-one 121
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Lesson 10
Comments
Objectives Practice

Materials Which child has a performance soon?
• a ball
Diversity
• Give ss one minute to skim the comments to find
• Reading: Can understand short, school-related the answer.
postings (GSE 39). • Ss read the comments alone and then check answers
• Speaking: Can give brief reasons for their opinions on in pairs.

Assessment for Learning write your comments about the WOW! Magazine
Setting aims and criteria: Key question technique; • Ss work in pairs to answer the questions. They
lesson objectives presentation write their own comments and then compare with
Monitoring students’ learning: Lollipop stick their partner.
technique; • Ask different ss to read out their comments.
Independent learning: Summative questions Extra activity Creativity
technique
and add them to the class comments folder.
Starting the lesson

• Ask a question about reviews: Did the reviews help you 3 Think about the WOW! Question again. Discuss
remember vocabulary and grammar? Accept all reasonable in groups. Are your answers different now?
answers. • Ss discuss in groups and then give feedback to the
class, using the Lollipop stick technique.
Presentation
Activity Book
the WOW! Magazine. Then they will do revision of the unit 1 Unscramble the letters. Then write the words.
• Ss do the activity in pairs.
• Revise the music words by asking different ss to write a
word on the board that they remember under the headings Answer key 2 violin, 3 keyboard, 4 soundtrack,
Instruments, Style and Other: 5 trumpet, 6 orchestra
drums, flute, folk music, jazz music, keyboard, opera, 2 Read and complete the sentences.
orchestra, performance, rock music, soundtrack, trumpet,
violin • Ss complete the activity individually and then
• Revise the party phrases by saying the phrase with a word
missing. Say beep for the missing word. Have ss call out the Answer key 2 mess, 3 playlist, 4 firework,
missing word and ask different ss to write the phrases on 5 decorations, 6 invitations
the board:
3 Read the sentences. Are they correct (✔) or
dance to the music, display, clear up the mess, give out incorrect (✘)? Rewrite the incorrect sentences.
invitations, make a playlist, open your gifts, prepare a special
meal, put on fancy dress costumes, put up decorations, serve • Ss complete the activity individually and then
drinks, watch a firework, welcome your guests, write thank compare ideas with a partner.
you messages Answer key 2 ✔, 3 ✘ hopes to become, 4 ✔,
• Revise verbs + –ing/infinitive. Write on the board I enjoy ___ 5 ✘ promised to send
(listen) to music. I hope ___ (meet) my favourite singer. Ask
two ss to complete the sentences. Ask different ss to say 4 Rewrite the sentences using the verb in
the other verbs with –ing (finish, keep, like) or the infinitive brackets.
(learn, promise, want) and give example sentences.
• Revise verb + object + to do. Ask What do your parents ask compare answers with a partner.
you to do at the weekend? Ss give full-sentence answers. Ss
Answer key 2 Dad wanted us to tidy up.; 3 Rennie
give examples with other verbs (want, remind, teach, tell).
reminded Henry to be on time.; 4 Mum told me to go
to bed.; 5 We asked Lisa to wait.
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Tom, 11, UK 2 minutes ago Tara, 12, Holland 10 minutes ago
I enjoyed finding out about what I liked reading about the school
instruments you WOW! kids play! I love concert that Mei and Mateo were in. It
music. I’m learning to play the reminded me to practise for my concert!
trumpet and I’m in a band I play the violin in the school orchestra and I
at school. have three pieces of music to learn!
Marco, 12, Italy 20 minutes ago Asako, 12, Japan 30 minutes ago
I enjoyed reading the story about the party. I liked reading about the unusual
Poor Tom! We had a party last year at my school musical events. My friends and I took part
and I dropped some crisps all over the floor. But in a flash mob at a railway station last year.
that isn’t as bad as dropping all the cakes! I asked We sang and we danced to the music. It
my friends to help me clear up the mess and it was such good fun. Everyone in the station
didn’t take us long. started singing along with us!
5 4 comments
Keira, 12, Ireland 1 hour ago
I enjoyed learning about the Holi Festival.

It sounds brilliant and I really want to go to India one
day. Last year, my friends and I did a special run for
charity. We ran 5km and people threw paint all over
us while we were running. I looked like a rainbow at
the end!
1 Read the comments about the WOW! Magazine. Which child has a performance soon? Tara
2 Work in pairs and answer the 3 Think about the WOW! Question
questions. Then write your comments again. Discuss in groups.
about the WOW! Magazine and read re r n er di erent n ?
them to the class.
1 Which te t i you enjoy rea ing the WOW! Question
most an why
2 What special festivals or musical events
i you fin out about in this unit
3 ow woul you li e to celebrate your
ne t birth ay Why
Mei 3 minutes ago

How and why do we make music?
...
122 one hundred and twenty-two

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Self-evaluation

• Ss read the comments on Pupil’s Book page 122 again
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Get ready for...
Objectives
2 Read the email from your English-speaking
• Lesson aims: B1 Preliminary for Schools Reading
friend Joe, and the notes you have made. Write
Part 2, B1 Preliminary for Schools Writing Part 1,
your email in about 100 words.
B1 Preliminary for Schools Listening Part 4, B1
Preliminary for Schools Reading Part 6 • Tell ss that this is the B1 Preliminary for Schools Writing
• Give ss time to finish. Check ss’ individual work.
• Reading: Can scan several short, informational texts
on the same theme to find relevant information • Divide the class into groups to discuss what they
(GSE 57). liked about the unit, using the Expert envoy technique.
• Writing: Can write short, simple, personal emails/ Ss write their opinion about the unit under lesson
letters about familiar topics, given prompts or a model headings. The envoy reports back to the class.
(GSE 40).
Activity Book
presentation; Key question technique 1 Think! Read the task carefully. Make sure you
Monitoring students’ learning: Lollipop stick know what you have to do.
technique
Peer learning: Expert envoy technique; groupwork; Listening Part 4 exam.
Independent learning: Thought-provoking questions 2 Try! 9.22 Listen and choose the correct
technique answer. Then explain your answer.
• Check the answer using the Lollipop stick
• Ask What did you learn in Unit 9? What was easy? What was Answer key A The show starts at five and he says he
hard? What was interesting? What wasn’t very interesting? will be there an hour earlier. He says he will go there
Have you learnt the new words and grammar? and elicit after he practises.
answers.
correct answer. You will hear an interview with
Presentation a musician named Derek.
• Explain that in this lesson ss will practise for the B1 • Read the Exam tip to ss.
Preliminary for Schools exam. • Play the audio. See page 284 for audioscript.
technique.
Practice
Answer key 1 B, 2 A, 3 C, 4 A, 5 A
Pupil’s Book B1 Preliminary for Schools Reading Part 6
1 The people below all want to go to a 1 Think! Read the task carefully. Make sure you
performance in London. There are eight know what you have to do.
performances below, too. Decide which • Tell ss that this is the B1 Preliminary for Schools
performance would be the most suitable for the
following people. Write the correct letter (A–H).
• Refer ss to page 123. Tell ss that this is the B1 2 Try! Read and complete the sentences.
Preliminary for Schools Reading Part 2 exam. Use only one word in each gap.
• Read the Exam tip to ss. Make sure ss understand • Check answers using the Lollipop stick
the tip. technique.
• Ss work individually. Answer key 2 to, 3 that
3 Do! Read the text below and think of the
Diversity word which best fits each gap. Use only one
Challenge word in each gap. There is an example at the
• Ss read the questions and options to themselves. beginning.
Support • Read the Exam tip to ss.
• Read out the questions and options to ss. • Check answers using the Lollipop stick
technique.
Answer key 2 to, 3 of, 4 where, 5 than, 6 weather,
7 also
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Get ready for... 9
tip Exam
n this part of the e am, you will

B1 Preliminary for Schools Reading Part 2 match descriptions of people
to escriptions of things, for
e ample, boo s, holi ays,
1 The people below all want to go to a performance in museums, hotels. When you
London. There are eight performances below, too. Decide first rea , un erline any
which performance would be the most suitable for the matches that you fin . ea
following people. Write the correct letter (A–H). again to make sure that ALL
the parts of the escription fit
together, not just O wor s.
F A Morris Beat E Kenny Peters

1 Sven Li ely an lou , this roc a star enny eters will
en lo es fol music. e enjoys band from Canada are play the piano with his
going to concerts in big theatres, performing for one night ban this Tues ay in China
but only has time to go at the only in Lon on. uy tic ets ar ens, Lon on. Listen to
wee en . early because this concert music while you enjoy your
A is taking place in a cosy Chinese meal!
2 Paul theatre with only seats. F Country Man
aul enjoys listening to roc music, B The Orchestra amous fol ban , Country
but he doesn’t like going to big ore than musicians an, return to Lon on to
concerts. e prefers to go to small are performing the music play their new music to
places where he can get close to of eetho en at the oyal large au iences. ee them
the ban . Theatre this atur ay. perform this Saturday and
Perfect for classical music un ay at Lon on Theatre.
3 Sandy G
lo ers, the show is G Fantastic Flute
Sandy plays the violin and loves minutes long. Classical musician, Lisa
going to classical concerts. he C Lorro upont, will perform
wor s at the wee en , so can only After winning the biggest famous pieces of ute
go uring the wee . T pop competition, pop music this Thurs ay at the
superstar Lorro will be ames Theatre in Lon on.
C
4 ofia on stage in London this Special price tickets
ofia lo es going to big pop wee en . ou can see a ailable.
concerts. he is happy to go on any him at the large London H Rachel Rogers
night of the week as long as the theatre, The ouse. ol musician achel
music is lou ! D Frank Vitty ogers an her ban will
Popular rock musician perform their new show
5 Sue E comes to Lon on! e will this Wednesday at the large
ue li es going to ja concerts. play at the huge Theatre central Lon on theatre, The
She doesn’t like big theatres Central this wee en . This orth i e. et your tic ets
and prefers to listen to music in will be a brilliant night out online.
restaurants or caf s. for roc fans!
tip Exam
B1 Preliminary for Schools Writing Part 1 n this part of the e am,

the email will have notes
on it to tell you what to
2 Read the email from your English-speaking friend Joe,
write in your email. a e
and the notes you have made. Write your email in about sure that you answer all
100 words. of the notes so that you
can get all of the mar s.
Go to page 133
one hundred and twenty-three 123
M09_TT_PB_06GLB_2601_U09.indd 123 16/07/2019 13:13


more about?
• Ask ss for feedback on the whole book, e.g. Which was
your favourite unit? Why? What was the most amazing thing
you learnt?
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Language booster 3
Objectives What are the names of the other members of the group?
• Lesson aims: to consolidate and extend vocabulary (Josh, Ben and Laura)
and grammar from Units 7–9 • Ask ss to read the story silently and choose the
• Target language: music and party vocabulary best title.
3 Look at the text in Activity 2 again. Find and write

Materials the words.
• Ss work individually to complete the activity, then check
• sheets of A4 paper, enough for each student answers in pairs.
• stopwatch or timer • Extension Bring in recordings of different types of
music. Play the recordings for ss to say what type of
music it is and which one they prefer.
4 Find and write the words from the text in
• Reading Can extract factual details from a simple text
Activity 2.
(GSE 40). Can skim straightforward extended texts with
a clear structure to get a general idea of the content • Ss read the text in Activity 2 again.
(GSE 55). • Ss complete the activity individually. Check answers
as a class using the Lollipop stick technique.
• Vocabulary Can use language related to celebrations –
ways of celebrating (GSE 30–35).
• Writing Can write simple sentences about their likes or
dislikes in relation to familiar topics (e.g. food), given • Give out a sheet of A4 paper to each student. Ss classify
prompts or a model (GSE 30). the instruments from Activity 3 under the following
categories: wind instruments, percussion instruments,
• Speaking Can talk about basic personal experiences,
string instruments.
using simple linking words (GSE 37).
5 Talk to your classmates.

Assessment for Learning • Brainstorm types of competitions and types of parties
Setting aims and criteria: lesson objectives and write them on the board. Give examples to help
ss. Say There can be music competitions, sports
presentation
competitions and … what else?
• Ss work in pairs and answer the questions.
technique Encourage them to give details of a competition they
Peer learning: pairwork won or a party they attended.
Independent learning: portfolio; Summative
questions technique Diversity
Challenge
• Ss choose either a competition or a party and write a
short story about it. It can be something that really
Starting the lesson happened or an invented story. Encourage them to keep
• Tell ss they are going to talk about parties and music. Say their work in their portfolios.
Put your hand up if you play a musical instrument. What Support
do you play? What type of music do you like? What’s your • Write sentences on the board to help ss answer the
favourite group? Have you ever been to a concert? questions: Yes, I have. I won a competition for … ;
It was … ; The prize was … ; The last party I went to
was … ; It was a party for … ; At the party, there was … .
Presentation
related to music and parties.
Activity Book
Practice 1 After you read Read the text on Pupil’s Book
page 124 again. Answer the questions.
Pupil’s Book • Ask ss what they can see in the photo. Ask Have you
ever been to a concert?
1 How many words can you say about parties? • Ss complete the activity individually. Check as a
• Set a timer to one minute and have ss think of as class, having ss read the complete sentences and
many party words as they can and write them in their say the answer.
notebooks. Elicit their ideas and count as they say them. Answer key 2 Ben, 3 Laura, 4 Josh,
Write any appropriate words on the board. 5 the headteacher, 6 the teachers
• Extension Ss work in pairs and say what their
2 Read and write the music words. What’s the
favourite thing about parties is.
mystery word?
2 Read and tick (✔) the best title for the text. • Read the first clue aloud and point to the answer.
• Ask volunteers to read the story aloud. Ask questions • Ss complete the activity individually, then check
to check comprehension: Why is Tessa excited? (She’s answers as a class.
taking part in a school band competition.) What • Extension Ss work in pairs and test each other
instrument does she play? (the keyboard) What will on the words. One says one of the definitions and
happen after the competition? (a big party) the other says the answer.
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Mateo’s
Language booster 3
Le
arning Club
1 How many words can you say 3 Look at the text in Activity 2 again.
about parties? Find and write the words.
1 2
2 Read and tick (✔) the best title for the text.
1 y isit to a ja performance
2 y musical birthday party
3 The big band competition ✔
p o an keyboard
3 4
trumpet drums
5 6
i, ’m Tessa an to ay is an e citing ay!

I’m taking part in a competition with my
ban at school! play the eyboar , osh
plays the rums, en plays the trumpet violin jazz
an Laura plays the iolin. We play ja
music together! 4 Find and write the words from the text in
It was Josh who started our band last Activity 2.
summer, an we hope to win a pri e 1 an event where you try to show
to ay! ach ban in the competition will you’re the best: o p t t on
play a tune, an then the hea teacher 2 the thing you give to the person who
will announce the winner! fter that, wins something: prize
we’ll all ha e a big party to celebrate!
3 a piece of music: tune
Our teachers will fetch and serve drinks
4 the person who wins
and all the students will dance to the
something: winner
music!
ha e to go now. t’s nearly time for our 5 Talk to your classmates.
performance an nee to finish getting
1 a e you e er won a competition
rea y. ee you later!
2 What was the last party you went to
124 one hundred and twenty-four
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Answer key 2 trumpet, 3 violin, 4 jazz, 5 keyboard

4 Answer the questions.
6 drums, Mystery word: prizes
• Ss answer the questions in pairs.
3 Read and match the sentence halves. • Extension Write more questions on the board for
• Give ss time to complete the activity. ss to answer them in pairs: What’s your favourite
• Read the first half of the sentences and have ss singer? Do you like musicals? If so, which ones do you
raise their hands to say the second half. like? Do you have a favourite song? What is it?
• Extension Ss think of alternative endings to the
sentence halves, e.g. The orchestra played some jazz
music. Finishing the lesson
Answer key 2 d, 3 e, 4 a, 5 c, 6 b • Use the Summative questions technique to ask ss what
they think about what they learnt today. Ask What did you
like best?
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Language booster 3
Objectives Extra activity TPR
• Lesson aims: to consolidate and extend vocabulary
and grammar from Units 7–9 • Ask volunteers to act as if they are leaving the
room and to choose one of the ways of saying goodbye.
• Target language: music and party vocabulary; ways of
Encourage ss to say why they have to go, e.g. I’ve got to
saying goodbye
go because … .
Materials 8 Work in pairs. Complete the dialogue using

phrases from the Say it! box. Then make your own
dialogue to say goodbye to your partner.
• Ss work in pairs to do the activity. Ask different
Global Scale of English (GSE) pairs to read out their dialogues.
• Reading Can identify specific information in detailed 9 Decide who is going to do each job. Then plan a
written dialogues (GSE 53). class party to celebrate finishing the Pupil’s Book!
• Speaking Can act out a simple role play or dialogue • Ss work in groups. They choose and allocate different
with correct intonation (GSE 41). roles and then discuss what each role entails. Ss plan
• Writing Can write simple sentences about their likes or and then either role play or have an actual party.
dislikes in relation to familiar topics (e.g. food), given
prompts or a model (GSE 30). Can write a simple story Show what you know
in the form of a dialogue between characters (GSE 43). • Tell ss they are going to think about what they have learnt
• Vocabulary Can use language related to celebrations – on Mateo’s Learning Club pages. Ss read and complete the
ways of celebrating (GSE 30–35). Show what you know box individually.
• In pairs, ss ask and answer the questions giving an
example to show what they know.
Assessment for Learning • Extension Use games in the Games Bank to review any
Setting aims and criteria: lesson objectives new words.
presentation
technique
Peer learning: pairwork; groupwork; Expert envoy 5 LB3.2 Read and listen to the dialogue on
technique Pupil’s Book page 125 again. Write True or
Independent learning: portfolio False.
• Play the audio for ss to listen and read the dialogue
again.
• Ss complete the activity individually. Then play the
Starting the lesson audio again for ss to check their answers.
• Review the vocabulary from the previous lesson. Say • Check answers as a class using the Lollipop
definitions for ss to say the word. Say, e.g. This is a stick technique.
percussion instrument. It is loud and you hit it with sticks. Answer key 2 True, 3 False, 4 True, 5 False, 6 True
(drums) This is an event where you try to show you’re the
best. (competition) This is a group of people who play music 6 Complete the dialogue with the words below.
together. (band)
• Ss read the words in the word box and complete the
activity individually.
Presentation • Ss practise reading the dialogue in pairs.
• Explain that in this lesson ss will learn more vocabulary Answer key 2 you, 3 soon, 4 See, 5 Bye
related to music and parties and ways of saying goodbye.
7 Write another dialogue using expressions
for saying goodbye. Use the dialogue in
Practice Activity 6 to help you.
• To help ss write their own dialogue, tell them which
Pupil’s Book parts of the dialogue in Activity 6 they can change:
great game, dad’s waiting for me, later, soon, tomorrow
at the party.
6 LB3.1 Listen and read. Answer the questions.
• Ss work individually to write their dialogues. They
• Play the audio for ss to listen and read. See page 284 raise their hands to read out their dialogues. They can
for audioscript. Ss read and answer the questions. choose a partner to help them.
• Play the audio again for ss to check their answers.
• Ss read the conversation in pairs. Have some pairs
perform the conversation for the class. Extra activity Fast finishers
7 Find three ways that Tessa and Josh say goodbye. • Hand out a sheet of A4 paper to each student. Ss work
Use the Say it box to help you. in pairs and make up a short goodbye rap, e.g.
See you later, Joe
• Ss look at the Say it! box. They read silently.
Bye, Joe, Ciao
• Ss find and say the ways Tessa and Josh say goodbye.
They raise their hands to say the answers. See you soon, Joe
I’ve got to go now.
• Suggest ss keep their raps in their portfolios.
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LB3.1
7 Find three ways that Tessa and Josh say
questions. goodbye. Use the Say it box to help you.
See you soon, Josh!
1 Where are Tessa an osh at the See you tomorrow!
moment Bye!
at a party
2 Why are they celebrating Saying goodbye
’ e got to go. ha e to go now.
Because they won the prize for Best Band.
See you soon / later / tomorrow /
ne t wee !
ye! oo bye!
8 Work in pairs. Complete the

dialogue using phrases from the Say it!
box. Then make your own dialogue to
say goodbye to your partner.
re you going home a ready?
e , I’ve got to go / I have to go now
O , ee you soon / later / tomorrow / next week

Josh: This is a great party, isn’t it?
Tessa: Yes, it is! I always enjoy dancing! Bye / Goodbye
Josh: I always enjoy eating cake! Don’t worry –

I promise to leave you some!
9 Decide who is going to do each
Tessa: Ha, ha! I still can’t believe we won the
job. Then plan a class party to celebrate
prize for Best Band today! I thought that we
fini hin the il
weren’t as good as some of the bands that took
part. give out invitations make a playlist
Josh: Well, I think we were great! We practised put up decorations prepare food
a lot and we learned to play our tune really well! play some tunes organise a competition
buy pri es announce the winners
Tessa: Yes, that’s true.
Josh: You aren’t leaving already, are you? That’s
a bit unfriendly!
Show what you know
Tessa: Yes, I’ve got to go. My mum’s picking me
up at 7 pm. See you soon, Josh!
Can you use words to
Josh: Yes, very soon! Don’t forget band practice escribe music an parties
tomorrow morning at 8 am. We have to keep Can you use expressions
practising for the next competition! to say goo bye
Tessa: Oh, yes, OK! See you tomorrow! Can you plan a class party
Josh: Bye!
one hundred and twenty-five 125
M09_TT_PB_06GLB_2601_U09.indd 125
8 Look back at the Pupil’s Book and answer

• Write on the board I’m good at …, I’m not good at … for ss
the questions.
to complete the sentences, thinking about what they have
• Remind ss what the topic was for each of the units. done in the Pupil’s Book. Encourage them to think about
• Ss answer the questions individually. Have ss read where they might need more practice.
out their answers to check. Ask the other ss Do you
• Divide the class into groups to discuss what they liked
agree? Why? Why not? about the unit and have them report back to the class using
the Expert envoy technique. Ss can write their opinion about
the unit under lesson headings.
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Lesson 1
• Lesson aims: to learn to how to talk about chronology
Challenge
• Target language: chronological reports, timeline, • Ask thought-provoking questions: Do you understand
printed, atlas, adding what the text is about? Do you need to understand all the
words to do this? Are there any new words in the text?
Can you work out what they mean from the sentence
Global Scale of English (GSE) they are in? If not, where can you find their meanings?
• Reading: Can scan a simple text to find specific Write the new words ss suggest on the board and have
information (GSE 38). Can infer information from the them write them in their notebooks with definitions or
labels on basic diagrams (e.g. bar charts, timelines) in translations.
simple informational texts (GSE 46). Support
• Speaking: Can give their opinions on general topics, • Tell ss not to worry about understanding all the words
using a range of fixed expressions (GSE 50). in a text if they can understand the general idea, but
remind them to learn key words. Ask ss to say which
Assessment for Learning copy them into their notebooks. Write definitions or
translations on the board for ss to copy, too.
presentation; Key question technique 3 Check Circle the correct words.
• Ss work individually to complete the activity. They
technique
pairs using the Lollipop stick technique.
technique; Summative questions technique
• Ss work in pairs. They each write a multiple-choice
Starting the lesson sentence based on the text. They swap work with each
• Write on the board 2010: born, 2015: started school, other and choose the correct word.
2017: started piano lessons. Ask What does this list show?
Ss raise their hands to offer answers. Accept all reasonable 4 Look at the information below. Draw a timeline
ideas. in your notebook and put the four dates in order.
Write the name of the instrument and where it
Presentation was made under each date.
• Explain that in this lesson ss will learn to how to talk • Place ss in pairs and give them time to draw
about chronology. Write chronology = the order events their timelines.
happen. Ask Can we use this word to talk about the list on • Have pairs compare timelines. Ask a student to draw
the board? and elicit Yes. the timeline on the board.

Practice
• Have ss write the new words from the lesson in their
notebooks with definitions.
Pupil’s Book
1 Think What do you know about inventions and Finishing the lesson
their inventors? Can you think of an old and a new
• Ss close their books. Say some false sentences and have ss
invention?
correct them, e.g.
• Refer ss to page 126. Read the questions. Ss discuss
We don’t use chronological reports to talk about famous
for one minute in pairs. They then raise their hands to people.
offer ideas to the class.
A timeline doesn’t show the order of events.
• Teach the words by writing them on the board and
In the 1980s the first supercomputers were made.
explaining meanings:
chronological reports: a report that shows the time • Ask What new information did you learn in this lesson?
of events
timeline: a line with important dates or years
printed: words put on paper with a machine, not written
by hand
atlas: a map of the world
adding: in Maths adding is 1 plus 1 is 2
2 Learn C3.1 Listen and read. How can we present

inventions in the order in which they happened?
• Play the audio.
• Ask for feedback. Check comprehension with questions:
In which subjects can we use chronological reports?
(History and Science) What are two examples of
important people? (kings and inventors) Which invention
is the oldest on the timeline? (the printed book)
264
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Mateo’s Lesson
Le 1
sson 1

How can we talk
Le
arning Club about chronology?
printed writing
Think 1 What do you know about inventions and their inventors?
Can you think of an old and a new invention?
Learn 2 C3.1
Listen and read. How can we present inventions in
the order in which they happened? by using a timeline
atlas
n istory an cience we often rea te ts about the li es of
famous or important people, such as ings or in entors. sually
the things these people did are told in the order in which they
happene . We call this a chronological report. chronological
report is an e ample of a non fiction te t.
n cience, chronological reports can also be use to escribe the steps
in a scientific e periment. Chronological reports are often planne using
a timeline. Timelines help present information about ates an e ents.
adding machine
1468 1642 1822 s
almost X years and then in

in (year) about X years ago after that about X years later
the _____
n , the first boo was printed. bout four hun re years ago the first atlas was
printe . lmost fifty years after that, the first adding machine was in ente . bout two
hun re years later the first form of computer was in ente . n then in the s, the first
super computers were ma e.
Check 4 Look at the information below. Draw

3 Circle the correct words.
a timeline in your notebook and put
the four dates in order. Write the
1 We can present information in
name of the instrument and where it
chronological order / time / line. was made under each date.
2 Chronological reports are fiction /
non-fiction / difficult te ts.
3 We can use timelines to present a The first piano was in ente in
information about the lives of famous / taly about .
serious / proud people in istory. b The first mo ern classical guitar
4 Timelines can also show the steps in was ma e in pain in .
a science explanation / essay / experiment. c The first iolin was in ente in
5 Examples of words in a chronological taly in the s.
report are on / at / in 1468 and about / d The first clarinet was in ente
after / between four hun re years ago. in ermany aroun .
126 one hundred and twenty-six
M09_TT_PB_06GLB_2601_U09.indd 126 16/07/2019 13:13
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Lesson 2
Objectives 3 Match these sentences with numbers 1–7 on the
• Lesson aims: to learn about rainforests timeline.
• Target language: cello, viola
a partner.
Materials • Ask for feedback using the Lollipop stick technique.
• sheets of A4 paper, two for each group of students Show what you know
• Resource 75
Write a chronological report about the life of
someone you know.
Global Scale of English (GSE) • Place ss in groups to complete the activity. Hand each
group a sheet of paper for their timeline and a sheet of
paper for the chronological report.
information (GSE 38). Can connect the information in
a text with the information given in charts, graphs or • Ss prepare their timelines to be checked before they write
the report. The timelines can be checked by you or in
diagrams (GSE 52).
peer groups.
• Writing: Can complete a table or form with specific
information extracted from a short, simple written text • Ss then write their reports.
on a familiar topic (GSE 37). • Before the presentations, read the Speaking tip to ss. Make
sure every student takes part in the presentation by having
them take turns to read out sentences.
Diversity
presentation; Key question technique Challenge
• Ss read the example timeline, brainstorm together
as a group and ask if they have any problems. They also
technique
look at the example for help in their groups.
Peer learning: pairwork; groupwork Support
Independent learning: Summative questions • Draw ss’ attention to the example timeline before they
technique start to work in groups and deal with any problems.
Help and monitor while they brainstorm, offering ideas
for dates and vocabulary.
Starting the lesson
• Ask ss to remember the new words they learnt in
Lesson 1. Have different ss write the words on the board Extra activity Critical thinking
(chronological reports, timeline, printed, atlas, adding). Ask • Ss write three points in a timeline for their own life.
What does it mean? and elicit answers. They give the timelines to their partner who writes
full sentences.
Presentation
• Explain that in this lesson ss will learn about a
Extra activity Fun time!
musician. They will also write a chronological report about • Before the class, prepare multiple-choice quiz questions
someone they know. about the dates of famous inventions, e.g. When was the
• Pre-teach the words cello and viola with definitions: telephone invented: 1876 or 1906? Divide the class into
two teams. They take part in a TV-style quiz and win a
A cello is like a large violin. You play it between your legs.
point for each correct answer.
A viola is a bit bigger than a violin. You play it like a violin.

Practice
• Have ss write in their notebooks three things they learnt
that they didn’t know before these lessons.
Pupil’s Book
1 Let’s practise! Read this information about a Finishing the lesson

famous young musician. Is it presented in
• Ss close their books. Ask them to raise their hands and
chronological order?
say a date and a piece of information they learnt from a
• Refer ss to page 127. Read the question. Give ss one chronological report they listened to. Another student who
minute to read the paragraph and work out the answer. wrote the information says if it is correct.
• Ask for feedback using the Lollipop stick technique. • Ask Did the timeline help you write the report? Did you
include everything in your report? How did you feel about
2 Read about Sheku again and complete the
doing a presentation?
timeline with the correct years.
• Ss read the paragraph again. Ss work in pairs to fill
in the timeline.
• Draw the timeline on the board. Ask different ss to fill in
one date each.
266
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Lesson
on2 2
Less
Let’s practise! 1 Read this information about a famous young musician.

Is it presented in chronological order? yes
he u anneh ason was born in in ritain. When he was fi e

years ol , he starte to play the piano. The year after that, he starte
playing the cello. y the time he was nine, he u ha passe many cello
music e ams. n , he won a competition for the best young viola
musician of the year. The ne t year, he playe his cello at the film
and television awards and he also played in many concerts around
the worl . n ay , he u playe his cello for a special performance
in London and millions of people watched and listened to him on
tele ision. he u’s brother an fi e sisters all play musical instruments.
n their house there are four pianos, three cellos, a iola an four iolins.
2 Read about Sheku again and complete the timeline with the correct years.
1 2 3 4 5 6 7
1999 ? ? ? ? ? ?
2 2004 3 2005 4 2008 5 2016 6 2017 7 2018
3 Match these sentences with numbers 1–7 on the timeline.
a e was the best young musician in the .5 d The year he u was born. 1
b e was si . 3 e e was fi e. 2
c e playe his cello for a special performance f e playe his cello for the film an
in London and it was watched by millions of tele ision awar s. 6
people. 7 g e ha passe many music e ams. 4
Show what you know
Write a chronological report about the life of someone you know.
1 rainstorm famous people you now for e ample, musicians, sports stars or in entors
an choose one.
2 in out fi e important years in the person’s life an write them on a timeline.
3 Write a few wor s below the timeline to say why each ate is important.
4 se your timeline with its notes to write a report.
5 resent your famous person to the class, but on’t say who it is. Can the class guess
tip Speaking
Ariana Grande
se wor s an phrases that
1 2 3 4 5
will make your presentation
more interesting.
1993 2008 2013 ta t n th th
born start acting first dat h n th p on
studio album d you no that n
one hundred and twenty-seven 127
activity Progress 127
path 16/07/2019 13:14
Pupil’s Book answer key Unit 7: ss’ own answers; Unit 8:

Teacher’s Book pages 268 (Pupil’s Book) and 1 Can you tell me / Do you know where the swimming pool
269 (Activity Book) is?, Can you tell me / Do you know if this is my book?;
• Ss work in pairs through the questions from Unit 7 to Unit 9: 1 dance to the music; 2 serve drinks;
Unit 9 in the Pupil’s Book (page 135) and in the Activity Challenge 3: ss’ own answers
Book (page 135). Activity Book answer key Unit 7: 1 aren’t you, 2 is it;
• Depending on the amount of time you have, ss could Unit 8: 1 electricity, 2 vaccination; Unit 9: 1 playing,
work through the Progress paths for both Pupil’s 2 to go
homework.
one minute.
267
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268
Unit 6 LE N
Unit 5
Say the shopping
g r e ALPlay big GE
o s s t h H
C
p a
2
1
Pr I hurt myself / yourself words. number buzz!
Read and write. Then tick. when I was kite surfing. Take it in turns to say
2 My brother cut herself / 1 numbers from 100. Every
himself while he was three numbers, say, ‘buzz’!
Starter Unit go-karting. credit card 101, 102, BUZZ!, 104,
105, BUZZ!
2
What’s your first name? How high can
______________________ you count?
What’s your surname? receipt
Unit 4
______________________
What’s the extreme weather event? Unit 7
Pupil’s Book Progress path

1 When the weather is hot
heatwave Unit 8 Draw two faces
for a long time. _______________
2 It hasn’t rained for weeks Make these questions showing emotions
drought
and weeks. ___________________ more polite. from this unit. Can
1 Where’s the your partner guess
Unit 1 swimming pool? them?
tell me / Do you know
Can you____________________
Name four places in where the swimming pool is?
2 Is this my book?
a city and two forms Unit 9 you tell me / Do you
Can____________________
of transport. know if this is my book?
__________________ Say the party
LENGE
AL
H My hands words.
C
1
look so real,
www.frenglish.ru
1 dance
But touch them! to the
They’re cold! music LENGE
My face looks like yours,
AL
H
C
3
But I never get old! 2

Say goodbye
Unit 2 What am I?
a statue to your partner
________________
in three different
Make two predictions serve
drinks ways.
about tomorrow.
I think I will
__________________.
I think I may /
?
Unit 3
might / could
__________________. Name six types of books.
What’s your favourite
and why?
_______________________
134 one hundred and thirty-four one hundred and thirty-five 135
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Unit 5
o g r e s s h Add labels. Unit 6 Unit 7
P r p a t 1 1 If I want some Add question tags.
Read and write. Then tick. new clothes,
I . 1 You’re embarrassed,
ice hockey 2 If I don’t have aren’t you ?
Starter Unit 2 This isn’t a very good vlog,
any cash,
2 I . is it ?
What’s your favourite
hobby?
Why?
horse-riding
Activity Book Progress path

Unit 4 Unit 8
Write two things we Add labels.
should do and two 1
Unit 1 things we shouldn’t do
to help the environment.
When I was three,
✔ Unit 9 It gives us light and heat.
I used to .
I didn’t use to ✔ electricity
1 I enjoy to play /
. ✘ playing basketball.
✘ 2 We hope to go / 2
www.frenglish.ru
going to the beach
on Saturday.
Unit 2 It saves a lot of lives.
Add labels. vaccination
1 Unit 3
Hi, my name is
Sophie. I love
dentist detective stories.
2
She said that her
name was Sophie .
She said that she loved .
architect detective stories
134 one hundred and thirty-four one hundred and thirty-five 135
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269
Audioscript
Pupil’s Book, Starter Unit, p. 7, Act. 3 Pupil’s Book, Unit 1, p. 13, Act. 5
S3 1.11
Girl: Hi, Alex, welcome to the WOW! Team. I’d like to ask Girl: What are you doing next week, Pierre?
you a few questions so that our readers can get to Boy: I’m visiting my grandmother. She lives near Madrid.
know you better! So, where do you come from? Girl: Cool, I’ve never been there. How are you getting
Boy: I come from England. there?
Girl: And how old are you? Boy: I’m going by train. It leaves at 6.47 tomorrow
Boy: I’m eleven years old. morning, so I have to get up very early! Then I’m
Girl: Great, when is your birthday? getting the coach from Madrid to my grandmother’s
Boy: It’s on the 4th of March. house.
Girl: OK, and how many brothers and sisters do you have? Girl: What’s Madrid like?
Boy: I have one older brother. Boy: It’s a great city. My favourite place is the old city
Girl: And what’s your favourite sport? square because there are a lot of beautiful, old
Boy: That’s a difficult question. No! Not really! It’s easy! buildings, but I like the museums and parks, too.
I love football more than anything else! Girl: Is there anything you don’t like about it?
Girl: And why do you like football so much? Boy: Well, there’s a lot of traffic. Last time I was there, we
Boy: I think it’s exciting and it’s fun to be part of a team! waited in a traffic jam on a roundabout for more than
Girl: Thanks, Alex and good luck on the WOW! Team this year! an hour!
Girl: Yes, that’s the problem with big cities.
& Pupil’s Book, Unit 1, p. 11, Act. 5
1.6 1.7
Activity Book, Unit 1, p. 8, Act. 1

1.12
and 6
Narrator: One. Where did Tom’s grandfather use to live Narrator: One
when he was young? Boy: Come on! Our train leaves in an hour and I don’t
Boy: Grandad, where did you use to live when you were want to miss it.
a little boy? Did you use to live in the countryside Girl: Relax! We’re going by taxi so we can be at the
like we do now? railway station in ten minutes.
Man: No, I didn’t! I used to live in a big city. But I Boy: Well, yes. Usually! But what if there’s a traffic
didn’t use to live in a house. I used to live in jam? And have you called the taxi?
a hotel. It was my family’s hotel. I can still Girl: No, I haven’t. I’m sure we can catch one at the
remember the delicious breakfasts my mother crossroads. Don’t worry!
used to cook every day for the tourists!
Narrator: Two
Narrator: Two. What place did Martine and Jon always use Woman: Excuse me. Is there a tourist information office
to visit when they were children? near here?
Man: Do you remember our holidays in Paris when we Man: Not in this neighbourhood. You have to go to the
were kids? city centre.
Woman: Yes, I do! Dad always used to take us to that Woman: Oh! And how do I get there?
museum. Do you remember? The one with all the Man: It’s easy. You go to the next traffic lights and turn
statues. left.
Man: Oh yes, that’s right! And one year we went to Woman: Left … and then?
that amazing monument, the one they built to Man: Then you’ll come to a roundabout and turn right.
remember Napoleon. Do you remember how dad Look for a road sign that says ‘City Centre’. You
lost his passport while we were there and then can’t miss it.
we had to go to the police station?
Woman: Oh dear, yes, I remember that!
1.14
Girl: The City of San Marino is situated in one of the

1.8
smallest countries in Europe, also called San Marino,

Man: Good morning, Kim. What’s that you’re reading? which is located in the Apennines, a mountainous
Girl: Morning, Dad. It’s an article for my History class. It’s region of Italy. San Marino has a population of
about the Great Fire of London. about 33,500 people and about 4,000 people live
Man: That’s interesting. I used to like History when I was in its capital city. The country has an area of about
your age. 24 square kilometres, and the city a size of about
Girl: Really? I didn’t use to like History. I couldn’t 7 square kilometres, so both are really very small.
remember all the names and dates. But this year I The weather in San Marino is nice so it’s good to
enjoy it because our teacher makes it fun. visit at any time of year – it’s warm in summer and
Man: Well, that helps! cool in winter. The official language in San Marino is
Girl: And which subjects used to give you problems, Dad? Italian and because San Marino doesn’t have its own
Man: Hmmm. I used to have problems with Maths, so I had currency, euros are used.
to study a lot.
Girl: And which subject did you like the most?
Pupil’s Book, Unit 1, p. 19, Act. 1
1.20
Man: Oh, I used to love Art, although I didn’t use to do well

in my exams. Narrator: One. How is Panayiota getting to the city
Girl: Why not? tomorrow?
Man: Well, I wasn’t a very good artist. My best subject was Woman: Are you going to the city tomorrow morning?
ICT. That’s because my hobby used to be playing with Girl: Yes, we are.
computers. I built a computer when I was only fifteen. Woman: How are you getting there? Are you taking the
Girl: Really? That’s cool! ICT is my favourite subject, too. train?
270
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Girl: No, we aren’t. We’re getting the coach. It leaves Man: And after that? Lunch, somewhere near the gallery?
at 7.04. Girl: Not too far away. We’re going to a restaurant in
Woman: Shall I take you to the coach station in my car? Covent Garden where they serve really good curry.
Girl: No, it’s fine. It isn’t far to walk. And you know I love that!
Man: Yes, you do. And what’s the plan after lunch? Another
Narrator: Two. What place did James visit in the city? gallery?
Man: Did you have a good day in the city? Girl: No, we’re going to the Palace of Westminster for a
Boy: Yes, we did. We wanted to go and see the statues guided tour, from two o’clock to four o’clock. And
in the museum, but it was closed! Then we after that, we’ll have some free time for shopping
decided to watch a match at the stadium, but around Victoria Station.
there were no tickets left! Man: Is that where the coach will pick you up again?
Man: Oh, no! So what did you do in the end? Girl: Yes, at half past five, so we’ll be home about an hour
Boy: We went to the park and saw all the fountains. later if there isn’t too much traffic.
We had a great time! Man: Great. I’ll pick you up at the school.
Narrator: Three. Where does the woman want to go?
2.6 2.7
Woman: Excuse me, could you tell me the way to the
railway station, please? and 6
Man: Yes, of course. Go straight until you get to the
Boy 1: Hi, my name is Mark and I’m doing a survey about
clock tower, then turn right. You’ll see the railway
jobs for a science project. I’m talking to lots of
station from there. It’s next to the police station.
students at my school about what jobs they want to
Woman: Thank you.
do in the future. Hi, Alice, what job do you think you
will do in the future?
1.21
Girl 1: Well, I used to want to be a writer, but now I’m not
sure because I don’t think that I’ll enjoy working
Narrator: One. Where is the boy’s class going to go first
on my own every day. Maybe I’ll be an architect
today?
because I love looking at houses and buildings, but
Woman: What is your class going to do first today? Visit
I’m not very good at drawing. Hmmm, I think I’ll
the museum?
be a journalist because it’ll be exciting to work at a
Boy: No, that’s this afternoon. We’re going to visit the
newspaper!
police station first.
Boy 1: Jan, what job will you do when you grow up?
Woman: That’s nice. And you can have lunch at a
Boy 2: I think I’ll become a politician when I grow up
restaurant after that.
because I want to do a job where I can help people
Narrator: Two. About how many students are going on the and make their lives better. But when I was a little
trip? boy I dreamed about becoming a professional
Woman: Are many people going on the trip this time? footballer or a diver!
Boy: Well, there are four classes of twenty or Boy 1: Rachel, what job will you do in the future?
twenty-five students, so about a hundred people Girl 2: My mum wants me to be a dentist and my dad wants
in total. me to be a manager. I don’t know yet. I think I’ll wait
Woman: Oh, that’s quite a lot. I thought maybe forty or until I’m older before I decide.
fifty students were going.
2.8
Narrator: Three. When will the boy arrive at home this

evening? Boy: My name’s Mario. I’m really keen on foreign
Woman: And what time will you be back this evening? Four languages. I’m sure I’ll become a language teacher
o’clock? one day. I already speak English and Italian really
Boy: Not that soon. The tour ends at three o’clock. well. I think I’ll start learning Spanish or German
Then the bus takes us back to school. So I’ll be after school next year. I’m not sure which. One day
home at about five o’clock. maybe I’ll live in another country, but I’ll stay in
Woman: OK, we’ll wait for you and have dinner together. Europe because I want to be near my family.
Girl: My name’s Kate. I love sports like basketball, but

1.22
I won’t be a professional player because I’m not
good enough. I’m a great writer though, so maybe
Man: Are you all ready for your school trip tomorrow,
I’ll become a sports journalist! I’ll study journalism
Diana?
at university, but I won’t need to study photography
Girl: Yes, and I’m really excited. I love going to London,
because that’s my hobby. I have a blog with lots of
and with my classmates it’ll be great.
photos.
Man: What time do you need to be at school? About seven
o’clock?
2.11
Girl: No, not quite that early. The coach doesn’t leave until
half past eight, so if I get to school at eight o’clock Girl: Do you think you might have children when you grow
that’ll be fine. up, Ben?
Man: And what exactly are you going to do on this school Boy: No, I definitely won’t get married and I don’t want to
trip? Visit the British Museum? have children. I might travel the world! I’ll go to as
Girl: No, not this time. The coach will leave us at Trafalgar many countries as I can.
Square at half past nine. Girl: Does your sister know what she wants to do when she
Man: Oh, that’s a wonderful place, with all those leaves school, Ben?
monuments and statues. Boy: She might go to university and get a degree. She
Girl: Yes, I want to take some selfies there! Then we’re isn’t sure yet. She doesn’t want to fall in love or get
walking to the National Gallery. It opens at ten married.
o’clock and we’ll stay there for about two hours.
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Audioscript
Girl: Will your grandfather retire next year when he’s Woman 2: Yes, I have. I was student president in my final
sixty-five? year. I worked with a team of students. We had a
Boy: No, he won’t. He doesn’t want to retire. He may go quiz night and we organised a student swim. My
backpacking! favourite event was the big end-of-year party. It
Girl: Really? That’s cool! Do you think he might fall in love was great!
and get married again? Woman 1: Rachel, I think you’ll be great for this job! When
Boy: No! He says he’s too old for all that now! can you start?
Girl: That’s not true!
2.21

2.12
Girl: Did you get married when you were very young,
Boy: Can I ask you some questions, Grandma? Grandad?
Woman: Of course, Paul. Go ahead. Man: Not really. I went to university first, and then I
Boy: OK. You were born in Manchester, weren’t you? found a job as a journalist.
Woman: No, dear. That’s where I grew up, but I was born Girl: Oh yes. That’s right. I remember! And that’s when
in a town near Manchester, called Bolton. you met Grandma and fell in love, right?
Boy: Oh, I didn’t know that! And is that where you Man: Yes, I interviewed her for an article about young
went to school? architects.
Woman: No, dear. My parents moved house … to
Manchester when I was only three years old so
2.22
that’s where I went to school.

Boy: I see. And when you finished school, did you go to Narrator: One. What does David want to be when he’s
university? older?
Woman: No. I found a job at a bookshop because I Girl: Have you done your English homework yet,
needed to make money to study. David?
Boy: Oh, I see! Boy: About what I want to be when I’m older? Not yet,
Woman: And that’s where I met your grandfather. He but I know what I’m going to write.
worked at the bookshop, too and we fell in love. Girl: Let me guess. You want to be a professional
Boy: That’s nice! And what happened then? Did you footballer and make lots of money.
get married? Boy: That isn’t going to happen! I’d rather do
Woman: No, we waited for a few years because we wanted something creative, like graphic design.
to go to university first. Girl: That’s cool! I can’t decide if I want to be a dentist
Boy: Oh! That was good thinking! or a doctor. Both are good jobs.
Woman: Yes, it was!
Narrator: Two. Who is the journalist going to interview?
Woman: Mr Peterson. There’s a journalist here. She’s
2.14
waiting to see you.
Girl: In the Philippines, there is a special celebration when Man: Oh yes. She wanted to do an interview for the
a girl becomes eighteen years old. It’s an important newspaper.
moment because it’s when a girl officially becomes Woman: Who is she going to interview? One of the football
an adult. This celebration is called a debut. For this coaches for the sports section of the newspaper?
celebration, the number eighteen is very important. Man: Not this time. She wants to talk to Ms Shepherd,
The girl usually has a big party and invites eighteen the Maths teacher.
Woman: Oh yes. Of course. She won that award for
of her friends. During the party, she may light
teaching. All the students love her.
eighteen candles for good luck and she usually
Man: Yes! Everyone wants to be in her class next year!
receives eighteen flowers, such as red roses. During
the party, she usually dances with her father, her Narrator: Three. Where does Sophia want to study next
grandfather or another man in her family. It’s a very summer?
important and popular celebration. Boy: Look at this, Sophia. It’s a brochure about
summer programmes in France.
2.20
Girl: Yes, I saw that. There are some great places, but
I don’t speak French very well. I was thinking
Woman 1: Thanks for coming in today, Rachel. As you know, about Rome. I have family there and I always
we’re looking for a director who will be able to speak to them in Italian.
make a short film for us. So, you’ve just finished a Boy: That would be nice, but wouldn’t you like to try
film studies course. Tell me a bit about that. something new and different? How about Madrid
Woman 2: Yes, it was great. In the first year, we learned or Barcelona? Spanish isn’t that different from
about lots of different types of film, then in the Italian.
second year we studied the films that we like Girl: I don’t know. I think it’d be easier to stay with my
best. I really like dramas and horror movies, but family.
in the end I decided to study documentaries.
Woman 1: That’s great because our short film is going to be Narrator: Four. When will they have a meeting with the
a documentary. We want to make a film about the architect?
history of the town. There have been a lot of films Man: Oh, Julia. Did the architect call you about the
made about the local wildlife and about tourism, plans for our new office?
so we wanted to do something different. Woman: Yes, he called on Friday. He wants to meet us, so I
Woman 2: That sounds really interesting. said Wednesday would be good.
Woman 1: So, we’re looking for someone who can lead a Man: Oh, I don’t think so. We’re going to be busy that
team. Have you had any experience of that? day. How about Thursday?
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Woman: That’s fine with me. Or we can wait until next
3.12
Friday, if you like.

Man: No, that’s OK. I want to leave the office early on Man: Good morning, everyone. I know it was a long, steep
Friday. climb up that hill, but thank you for visiting and
welcome to our charming tower. First, I’d like to tell
&
3.6 3.7
Pupil’s Book, Unit 3, p. 35, Act. 5 you a bit about the history. It was built in 1856. It
used to be part of a large castle, which was owned
and 6 by a rich family in the area. However, the castle was
Narrator: One. Asha and Martine are talking about Martine’s damaged by a huge thunderstorm in 1911. The tower
birthday. What type of book did she get? was empty for many years. In 1976, an artist bought
Girl 1: Did you get any new books for your birthday? the tower and made it beautiful again. You can see
Girl 2: Yes, I did. I got a brilliant new biography about the gorgeous paintings of tiny animals that were
Sarah Pierce. She’s my favourite chef and she’s painted on the walls of the tower. In 1984, the tower
written lots of recipe books. I have all of them! was opened to tourists and it has been very popular
I can’t wait to read it. My mum said that she read ever since. Last year, we heard some strange noises
it last week and it was really interesting. coming from the tower, but two brave children from
Girl 1: Cool! Can I borrow it when you’ve finished? the village solved the mystery! It was only a cow that
Girl 2: Sure, no problem. came to visit!
Narrator: Two. Simon is telling Sue about a detective book. Activity Book, Unit 3, p. 33, Act. 3
3.14
He said that …
Girl 3: I have nothing to read. Can I borrow a book? Boy: The Nazca Lines are one of the world’s great
Boy: Yes, of course. This detective book is good. mysteries. They are lines and pictures on the ground
It’s quite old-fashioned, but you should read in the Nazca desert of southern Peru. The lines
it because the characters are great. I like the were made by the ancient Nazca people and some
detective best of all – he’s very clever. The ending of them are about 2,000 years old. The lines were
isn’t as exciting as the start but I think you’ll still rediscovered in 1939 by Paul Kosoki, a professor from
enjoy reading it. the USA. He was flying over the area when he noticed
Girl 3: OK, great. I always like reading detective stories. the unusual lines. Later, he found pictures of plants,
animals and people, too. The pictures haven’t washed
away because it almost never rains in the desert.
3.8
Some people think the Nazca lines are religious or
Narrator: One astronomical symbols. We may never know for sure,
Mark but we can enjoy the beauty of these ancient pictures.
Boy 1: I’m a real bookworm. I like all types of books, but
3.17
I love science fiction. I’m also into graphic novels.
My friends and I collect them. I’m not that keen
Boy 1: Do you like reading books, Ned?
on detective stories. I think they’re boring.
Boy 2: Yes, I do, but I prefer watching videos. They’re the
Narrator: Two best.
Tina Boy 1: I’m not so sure about that. They aren’t as relaxing.
Girl 1: My favourite books are horror stories, like Boy 2: Oh, I totally disagree. I relax on the sofa when I’m
Dracula, by Bram Stoker. I told my little brother it watching a video.
was a good book for him to read, but he prefers Boy 1: Really? Do you think people in the future will only
mystery stories. We’re so different! watch videos?
Boy 2: I don’t think so. Videos and books are totally
Narrator: Three different. People enjoy both.
Emma Boy 1: What books do you like?
Girl 2: I’m always busy with homework, so I don’t read Boy 2: I like science fiction stories because they’re really
very many novels, but I like biographies about exciting.
historical people. I think it’s interesting to learn Boy 1: I don’t agree. I prefer reading biographies. They’re
about history and how people used to live in the more interesting.
past. Boy 2: Maybe, but I’d rather read exciting stories.
Boy 1: I like exciting stories, but biographies teach you
things.
3.10
Boy 2: That’s so true, but they aren’t as fun.

Man: ‘Oh Nina, it’s a huge cow. Poor thing! It can’t get Boy 1: What other books do you like?
out. Let’s help it.’ Boy 2: I love detective stories.
The children let the cow out of the tower and it Boy 1: I totally agree. We should watch a detective film
ran outside quickly into the sunshine. It said, together this weekend.
‘MOOOOOOOOOOO!’ Boy 2: Absolutely! How about Sherlock Holmes? That would
‘The cow is saying thank you!’ said Nina. ‘It was be fun.
trapped in the tower. The terrible noises were made Boy 1: You’re right. Good idea, Ned!
by the cow. There were cows outside and inside the
3.20
tower! We’ve solved the secret of the noisy tower!’
Today, the tower is popular again. It is visited by
many people every year and the paintings are Boy: What types of books do you like reading, Betty?
enjoyed by everyone. Tourists always enjoy hearing Girl: Well, I enjoy mysteries, and I love detective stories.
about the tower’s most famous visitor – the noisy And you?
cow! Boy: I prefer fantasy stories and I’m also a fan of horror
stories.
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Girl: Really? I think horror stories are always the same, Boy: OK, what else? Let me think … Well, shall we do a
and that’s boring. treasure hunt? I’ve got a new treasure hunt app on
Boy: That’s not true. I can recommend some good ones for my phone!
you to read. Girl: Yes, that sounds fun!
Boy: Cool! I can’t wait! … So, are you ready for some lunch
3.21
yet?
Girl: In a minute. I just want to finish my chapter.
Girl: Excuse me. Could I ask you a question?
Man: Yes, of course. How can I help you today?
4.6 4.7
Girl: Well, I want to buy a book as a present, but I need
some advice. and 6
Man: OK. Is the book for a friend or for someone in your
Narrator: One. Mark is talking to his mother. What must he
family?
recycle?
Girl: For my cousin Michael. He’s turning sixteen on Friday,
Boy: Can I sort out the recycling to take to the bins?
although his party isn’t until Saturday, so I have
Should I take this plastic water bottle?
some time to find the right book.
Woman: No, you don’t have to take that today. I can use it
Man: Oh, I’m sure we’ll find something. Does he like
again, so leave it by the sink.
fantasy novels, for example? Or science fiction?
Boy: What about this glass bottle?
Girl: Hmm. I know he’s into fantasy, and he’s always
reading horror stories. Science fiction, not really. He Woman: Yes, that should go. But don’t take my newspaper.
says it’s boring. I haven’t finished it yet!
Man: OK, that’ll help us choose a good book. By the way, Boy: OK.
all our novels are on sale this week. Two for the price
Narrator: Two. Sara is talking to her father. What should
of one. You could buy a novel for yourself, too.
she do to save energy?
Girl: Oh, not for me thanks. I don’t like novels. I prefer
Girl: Our school is taking part in a competition to save
non-fiction, like biographies and history.
energy. We must do something at home to help
Man: Oh, what a shame. Those aren’t on sale right now.
the planet, too.
Girl: That’s OK. I’ll get a second novel for my Mum. Her
Man: OK, what do you want to do?
birthday’s next month.
Girl: We should plant a tree!
Man: Hmmm, that’s a bit difficult. We don’t have a
LB1.1 LB1.2
garden – where are you going to plant it?
and Activity Book, Unit 3, p. 41, Act. 5 Girl: Hmm, good point. Can we do something to save
water then?
Girl: Hey, Mark, can you help me with something? Man: Well, we already have showers instead of baths.
Boy: OK. Let me stop my TV programme … What is it? And we always turn the water off when we brush
Girl: My exchange friend, Li, is visiting this weekend and our teeth. I know! We should ride our bikes to
she wants to go on a tour of the city. school instead of taking the car.
Boy: I’m free this weekend. Shall I come with you? Girl: Yes, let’s do that! It will help to stop pollution and
Girl: That would be great! it’s good fun!
Boy: No problem! Let’s think of some places we can take
Li.
4.8
Girl: OK! So, there’s the market under the clock tower on
Saturday morning from 10 am. Shall we go there? Narrator: One
Boy: Yes, great idea! Li might want to do some shopping. Boy 1: Excuse me, Mrs Brown. Can we hand in our
What else? reports on Monday?
Girl: Well, maybe we could climb the steep hill next to the Woman: No, Paul. Everyone must hand in their report on
river? You get gorgeous views from there. Friday.
Boy: Yes, I remember when we camped there last year. Boy 1: OK. And do we have to make a poster, too?
What next? Woman: No, you needn’t do that. You can do a digital
Girl: Well, on Sunday morning, you could come and watch presentation if you like.
my basketball match. Boy 1: That’s good. I prefer working on the computer.
Boy: Yes, OK. What about Sunday afternoon? Shall we take
her to the Science Museum? Narrator: Two
Girl: Yes, good idea! I think it’ll be fun! You can be the tour Man: Why are you inside the house, Nina? It’s a
guide because you love talking! beautiful, sunny day.
Boy: Ha! And you can be the photographer because you’re Girl 1: I know, but I want to watch this video.
always on your phone! Man: Why don’t you go out now and watch the video
Girl: Yes, OK! … So, have you finished watching TV? later?
Boy: No! Don’t change the channel! I was watching that! Girl 1: You’re right. I’ll call Julie and we can go cycling.
Man: Good, but come back by half past five, please.
LB1.3
Activity Book, Unit 3, p. 41, Act. 7 We’re going out for dinner at six o’clock.
Girl 1: Of course. See you later!
Boy: Holly, let’s decide where we’re going to go in London
tomorrow. Narrator: Three
Girl: OK. If you want. Woman: Sam, you’re going to be late for school.
Boy: Shall we climb up The Monument in the morning? Boy 2: Just a minute, Mum. I can’t find my Maths book,
Girl: Yes, good idea. I think that’ll be interesting. What and I need it today.
next? Woman: Oh, Sam. You can’t find it because your bedroom
Boy: How about doing some shopping in the afternoon? is a mess!
Girl: Oh, no. I hate shopping. Boy 2: I know. I should tidy it up this weekend.
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Woman: Good idea, but why not today? Man: The weather service says it could last another
Boy 2: OK. I will. two or three days.
Boy 2: Oh, no! And when is it going to rain?
Narrator: Four Man: I don’t know. We’re going to have a bad drought
Boy 1: Hey, Ana. Do you want to go to the cinema this
this year. Everything is so dry and that’s
afternoon?
dangerous.
Girl 2: Sure! But wait … I don’t have any money.
Boy 2: Dangerous? Why’s that?
Boy 1: No problem. I can pay for you this time.
Man: Because there could be a forest fire. Do you
Girl 2: No, that’s OK. I can ask my mum and dad for
remember what happened in California last year?
some money.
Boy 2: I do! That was terrible! Let’s hope for rain!

4.11

4.15
Girl: I was just listening to an interview with a scientist

Boy: For my science project, I decided to write about the
about natural disasters. The presenter asked her why
heatwaves and droughts were happening more often monarch butterfly. It’s a famous North American
than they used to and he also asked if there was butterfly. Monarch butterflies are easy to see because
anything we could do about that. they’re orange and black with white spots. They get
Boy: Well, you don’t have to be a scientist to answer those their food from plants and flowers. In the winter,
questions. Heatwaves and droughts are happening millions of monarchs migrate south from Canada
more often because of climate change, so if we to Mexico. They fly almost 5,000 kilometres. In the
want to do something we have to stop polluting the future, climate change could cause problems for
environment. monarchs because winter could become wetter and
Girl: Yes, that’s what the scientist said! colder in some places. People are also destroying the
Boy: What else did he ask? forests where many monarch butterflies live.
Girl: He asked her what a tsunami was.
Boy: I know this, too – that’s a big wave, which is caused
4.21
by an earthquake or volcano under the sea.

Girl: Yes, that’s right. You’re a bit of an expert on natural Narrator: One. What’s the weather like at the moment?
disasters, aren’t you? Man: Did you hear the weather on the news?
Boy: I watch quite a lot of videos about extreme weather! I Boy 1: No, I didn’t.
think it’s really interesting! Man: It’s going to rain tomorrow.
Girl: Can you answer the last question, too? He asked her Boy 1: Oh, that’s good. This heatwave has lasted for too
if tornadoes were dangerous. long. I’m so hot! I can’t wait to see the rain!
Boy: Really? Everyone knows the answer to that question! Man: Let’s just hope that there aren’t any floods
Of course they are! though because the ground is very dry.
Girl: Yes, the scientist thought that was a strange
question, too. Narrator: Two. What new thing are Sue and Tom going to
Boy: I don’t know much about tornadoes though. What do to help the environment?
else did she say? Woman 1: I think we should do more to help the
Girl: She gave some advice about what to do during a environment. Do you have any ideas?
tornado. She told listeners to go to the basement of Boy 2: Well, we already recycle all our paper, plastic and
their houses or to hide under a heavy table or desk. glass.
She told them not to go near windows or doors and Woman 1: Yes, and we conserve water. We never have baths.
she told them not to panic. But I still want to do something more. I saw an
Boy: Hmmm, that’s interesting. I’m going to go and watch advert in the paper asking people to help clear
some videos about tornadoes now! up rubbish in the forest. Shall we do that?
Boy 2: Do we have to? It sounds a bit boring.
& Activity Book, Unit 4, p. 46, Act. 2
4.12 4.13
Woman 1: No, it won’t be boring. Come on, let’s try it this
weekend. We can ride our bikes up there and it
and 3
will be fun.
Narrator: One Boy 2: OK.
Woman: OK, class. Does anyone know what a hurricane is?
Diana? Narrator: Three. What did Rita do this afternoon?
Girl 1: Yes, it’s a really big storm with lots of rain and Girl: I had a great day at school today.
strong winds that blow around in a circle. Woman 2: Really? What happened?
Woman: OK. And how is that different from a tornado? Girl: It was ‘Save the planet’ day, so we did lots of
Paul? different things. I made a poster about climate
Boy 1: A tornado is smaller, but the winds are much change and how pollution is causing global
faster. And tornadoes don’t last as long as warming. Sam made an information leaflet about
hurricanes. all the things we can do to save energy. Then in
Woman: Good. And what about a gale? What’s that? the afternoon, we all went to the local park and
Emma? we planted new trees there.
Girl 2: A gale is a very strong wind, but it doesn’t blow Woman 2: Oh, that’s great.
around in circles like a hurricane or a tornado. Girl: Yes, we can watch them grow and know that they
Woman: Excellent! Now open your books … are helping the planet.
Narrator: Two
Boy 2: Phew! It’s so hot today. When is this heatwave
going to end?
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Audioscript
water underground, but it takes a long time to
4.22
collect down there. That’s why we need to protect

Narrator: One our lakes and rivers.
Girl: We should use renewable energy if we want to
help the environment. &
5.6 5.7
Man: That’s right, Holly. And you can do other things,
like saving water.
and 6
Girl: You’re right. I’m going to have showers instead of Narrator: One. John is talking to his mother. Where are his
baths so I use less water. trainers?
Man: And you can use less water when you brush your Boy 1: Mum! Have you seen my trainers? I want to go
teeth if you turn off the tap. skateboarding and I can’t find them anywhere.
Woman: Well, they must be somewhere. Have you looked
Narrator: Two under your bed?
Boy: Mum, we can recycle this glass bottle, can’t we? Boy 1: Yes, I looked there. And they’re not in my
Woman: Oh, I don’t think so, Michael. That’s not the right cupboard. Oh, hang on, I remember now. I left
type of glass. them in the bathroom, next to the toilet.
Boy: So what should I do with it? Throw it in the Woman: Shall I get them for you?
rubbish bin? Boy 1: No, don’t worry, I’ll get them on my way out.
Woman: No, don’t do that. I can put some flowers or Thanks, Mum.
pencils in it.
Narrator: Two. Lucy and Andy are talking about a sport
4.23
they would like to try. What sport does Lucy
choose?
Narrator: One. You will hear a man talking to his Boy 2: What sport would you like to do next year?
daughter, Katy. Why does he call her to the living Something you’ve never done before. How about
room? water skiing?
Man: Katy, can you come into the living room, please? Girl 1: I did that last year on holiday. I’d like to try kite
Girl: OK, Dad. Is there anything wrong? surfing though. It looks fun.
Man: Well, yes. You were in the living room and you Boy 2: Oh yes, that would be good. What about diving,
switched on the lights and the TV. Then you went too?
to the dining room to do your homework, but you Girl 1: No, I don’t think I’d like that. I prefer to be out of
left everything on in here. That wastes a lot of the water and not under it!
energy, Katy, and it’s quite expensive. You really
need to switch things off when you aren’t using Narrator: Three. Marta and Jo are talking about a party.
them. Can you do that? What type of party has Marta been to today?
Girl: Sorry, Dad. Girl 2: I feel really proud today.
Girl 3: Why’s that?
Narrator: Two. You will hear a teacher, Ms Daniels, talking Girl 2: I went to a rock climbing party. I was really
to her students. What did she ask them to do? scared and I didn’t want to do it. But I told
Woman: OK, everyone. Did you all read the article for myself to be brave and try it. It was great fun
homework? It was on pages 56 and 57. and I climbed really high!
Boy: Ms Daniels, I read it, but I didn’t understand Girl 3: What a great idea for a party. I’ve been to parties
everything, especially the part about air pollution where we’ve been horse-riding and played golf.
and how it can change the climate. But I’ve never done rock climbing before. Maybe
Woman: Well, air pollution is making the planet warmer, I’ll ask my parents if we can do that for my
and that can change the climate, but I’ll explain birthday next month.
it better in our lesson this afternoon. If you don’t Girl 2: Yes! I’d love to do it again!
understand, you can ask more questions, OK?
Boy: Yes, OK. Thank you, Ms Daniels.
5.8
Narrator: Three. You will hear a boy and a girl talking Narrator: One
about a group. How can the boy learn more? Boy 1: Ouch! That hurts!
Boy: I wish we could do something to help protect the Girl 1: What happened? Did you cut yourself?
environment around our town. Boy 1: Yes, I was using the scissors.
Girl: There are lots of things we could do. Why don’t Girl 1: Let me see. Oh, it’s not too bad.
we join the Park Patrol?
Boy: The Park Patrol? What’s that? Narrator: Two
Girl: It’s a group of people who help to care for the Girl 2: Look at the cat. It’s standing in front of the
parks in the town. They pick up rubbish and plant mirror.
new trees every spring. They have a blog on the Boy 2: Do you think it can see itself?
internet. Girl 2: Of course, but it thinks it’s seeing another cat.
Boy: OK, I’ll take a look. It sounds great. Thanks! Boy 2: Oh, look! It got scared and ran away!
Narrator: Four. You will hear a boy doing a presentation. Narrator: Three
How much of our planet’s water can we drink? Boy 1: I’m hungry. Let’s make lunch.
Boy: My presentation today is about water and how Girl 2: OK. Should we make ourselves a pizza?
we should protect it. Did you know only 3% of our Boy 1: Not now. A salad will be quicker and easier.
planet’s water is good for drinking? The other
97% of our water is in the oceans, and it’s salt Narrator: Four
water, so we can’t drink it. There is also drinking Boy 2: What’s wrong? Are you sad about something?
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Girl 1: Yes, I am. I did really badly in the Maths exam.
5.21
Boy 2: Why? Was it really difficult?

Girl 1: No, but I didn’t study. What a mistake! Woman: Hi, Oliver, and thank you for joining us today.
Boy 2: Well, don’t be too hard on yourself. Next time Man: That’s a pleasure. Thank you for inviting me!
you’ll do better. Woman: So, you’re just back from a trip to the Arctic, aren’t
you?
Man: Yes, that’s right. It was my fifteenth visit. My team
5.11 5.12
and I go every six months to get information about

and 6 climate change. Understanding what is happening
Boy: My dad and I had an exciting adventure last in the Arctic helps us to understand what is
happening on the rest of the planet.
Saturday! We went camping in a beautiful bay, which
Woman: I see, and have you seen a lot of changes?
is not far from where we live. After we had put up
Man: Yes, we have. Over the last five years, we’ve seen
our tent on the beach, we went for a walk in the
such a lot of changes in the Arctic environment
hills around the bay. Then we went fishing to catch
and that’s what worries me most. We need to do
some food for our dinner. We cooked the fish over
something now to stop global warming.
the campfire and then we told adventure stories and
Woman: I agree. So, Oliver, I think there might be some
sang some songs. After we had watched the sunset,
young explorers out there listening. I’m sure they
we went straight to sleep. Then suddenly I was woken would be interested to know how and why you
up by the sound of the waves against the tent. The became an explorer.
tide had come in and we were nearly in the sea! Man: Well, I studied Science at university and I was very
I woke my dad up and we quickly took down the tent, interested in climate change. I decided I wanted to
packed up the car and drove home. We were a bit get out into the world and really make a difference.
wet and cold but after we had got home and had a So after I had learned survival skills, I got my first
hot drink, we started laughing about our adventure. job in the Arctic about eight years ago.
We’ve decided we’ll go to a campsite next time! Woman: And what is it about the Arctic that makes you
keep going back there?
5.13
Activity Book, Unit 5, p. 58, Act. 2 Man: Well, it’s certainly not the cold weather! I don’t
like that very much! But the environment is just so
Narrator: One beautiful and so clean.
Girl 1: Hi, Tom. Do you know anywhere to go for a really Woman: It sounds wonderful. I want to go! I think we
nice long walk? My grandparents are coming to have time for one more question. Tell us about
stay at the weekend and they love walking. something interesting that happened to you on one
Boy 1: Yes, I know a lovely long walk. Here, look at the of your trips to the Arctic.
map. Walk south on this path for 200 metres. Man: OK, let me think … Oh yes, one night I was by
Then turn west across the big field. Continue on myself in a tent and I thought I heard footsteps
the path until you come to the bay. The best time outside. I was sure that it was a polar bear and
to go there is in the evening. It’s beautiful! But I was very scared. I got ready and opened up the
be careful if you go swimming. The tide is very tent, but there was nothing there! It was just the
strong, and it can be dangerous. sound of my own heart that I had heard! It’s so
Girl 1: That sounds lovely. Thanks, Tom. I’m sure my quiet in the Arctic that you can hear your own heart!
grandparents will love it! Woman: Oh my goodness, that sounds terrifying! Anyway,
thank you so much for joining us today …
Narrator: Two
Boy 2: Where did you go camping at the weekend, 5.22
Penny?
Girl 2: Oh, let me show you on the map. Come out of Girl: Do you like doing water sports in the summer, Oliver?
the village and go east until you come to the Boy: Sometimes I do, yes. I really like swimming and diving.
small wood. Go through the wood and continue Girl: No, I mean beach sports, like kite surfing.
walking for two kilometres. Then you come to Boy: Oh, I’ve never tried that before, but I enjoy
a small valley, and that’s where the campsite surfboarding.
Girl: And what about water-skiing? I’m thinking of having
is. I think the scenery there is wonderful. I love
lessons. Is it difficult?
camping there so I can get up early and see the
Boy: I don’t know. I’d like to try that, too. Maybe we can
sunrise.
take lessons together? That would be great fun!
Boy 2: It sounds like a really beautiful place.

5.23

5.15
Boy: Hi, Sophia. Have you seen the poster about summer
Girl: Zorbing is a really fun extreme sport. It’s unusual,
activities?
too, because it’s an outdoor sport that people play
Girl: Hi, Harry. Yes, I’ve seen it, and I already know what
on hills, often in large fields. The people get inside I’m going to choose – horse-riding, of course! I do
a big, clear plastic ball called a zorb and then they that every summer. I love it!
roll down the hill. The zorbs are usually about three Boy: I thought about that, but in the end I’ve chosen
metres across and made for one person only. Some water skiing for a change. I think it’ll be fun!
people do zorb-racing to see who can roll the fastest. Girl: What about George? Is he going to do rock climbing,
Other people only go zorbing for fun and they don’t as usual? Or will he try something new this year?
race. There are also special zorbs that people can use Boy: Oh, George is bored of rock climbing now. He wants to
on water. I think it sounds exciting, don’t you? try diving this year.
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Girl: That sounds exciting. And guess what Emma and Boy 1: Because you can find great things and they’re
Richard want to try. cheap.
Boy: Let me think ... Emma’s quite sporty, but Richard Girl 2: I’m sorry, but I prefer new clothes.
isn’t. I think he’ll do go-karting.
Girl: You’re right about Richard. But Emma’s doing
6.11
something different this year. She’s going to try

mountain-biking. Boy: If you had three wishes, what would you wish for?
Boy: I think she’ll enjoy that. But she’ll need to get a new Girl: Oh, good question! Well, for my first wish, I’d wish for
bike! my family to be healthy and happy. For my second
wish, I’d wish to be invisible for a day. If nobody
could see me, I’d have such good fun!
6.6 6.7
Boy: Oh dear, yes, I think you would! What would your last
and 6 wish be?
Girl: Mum, where does this banana come from? Girl: I’d like to go back in time. If I could go anywhere,
Woman: Oh, I’m not sure. Let me have a look at what it I’d go back to Rome. I love that part of history! What
says. Ah, here we are. These bananas come from about you?
Ghana in Africa. Boy: Well, my first wish would be to have a lot of money!
Girl: That’s a long way away! Who grew the bananas? Girl: Really? Do you think money is that important?
Woman: It doesn’t tell us that. But I know that the Boy: Yeah, if I had a lot of money, I’d help my family and
supermarket where I bought them from only sells I’d donate some to a charity. Maybe a charity that
things that are made fairly. helps endangered animals.
Girl: What do you mean ‘fairly’? Girl: Oh, OK, that’s a good idea. What would your other
Woman: Well, it means that the people who grew these wishes be?
bananas were paid a fair price for their work. In Boy: My second wish would be to pass all my exams!
some countries, people have to work for very little Girl: You don’t need to wish for that. You always study
money to make things for us to buy in this country. hard, so you’ll definitely pass your exams!
Girl: That’s not fair. Boy: And my third wish is for my team to win a cup in
Woman: Exactly. football this year!
Girl: So what other things do you buy that are made Girl: Hmm, yes, I think that is something you need to wish for!
fairly?
Woman: I buy chocolate, coffee, tea, honey and sugar. There 6.14
are other fruits, too, for example, oranges and
mangos. If you want to know more about it, we Girl: The Grand Bazaar is a famous market in Istanbul,
can look online. the biggest city in Turkey. It’s a huge indoor market
Girl: Yes, definitely. I hope that our school uses foods with about sixty different streets. It has more than
that are made fairly. 3,000 shops that sell food, clothes, carpets and
Woman: If you ask your teacher, she’ll be able to tell you. much more. The Grand Bazaar first opened in 1461
Girl: We have to do a project over the holidays. If I do and now more than 250,000 people go there every
my project about this topic, then I’ll be able to day! Tourists often go to the Grand Bazaar to buy
teach other students about it, too. traditional souvenirs, but you can also find modern
Woman: Yes, that’s a good idea. items and designer labels. And if you get hungry,
there are many cafés and restaurants where you can
take a break.
6.8
Narrator: One 6.20

Boy 1: I love shopping for new books.
Girl 1: Really? I’d rather get books from a library. Narrator: One. You will hear a customer making a
Boy 1: Yes, but you have to wait for them. complaint in a shop. What does the shop
Girl 1: That’s true, but they’re free! assistant do about the problem?
Woman: Excuse me. I bought this watch last week and it
Narrator: Two has stopped working.
Girl 2: You look confused. What’s wrong? Man: Oh, I’m sorry to hear that. Would you like me to
Boy 2: I’ve just bought this shirt. Does it look OK? exchange it for a new one?
Girl 2: The size is good, but red isn’t a good colour for you. Woman: Well, not really. I’d like a refund, please.
Boy 2: You’re right. I’ll exchange it for a blue one. Man: Do you have your receipt?
Woman: No, I don’t.
Narrator: Three Man: If you find your receipt, then I’ll be able to give
Girl 1: Let’s go to the shopping centre. I need to return you a refund.
these shoes. Woman: I’m afraid that I threw it away.
Boy 2: Are you sure? It’s Saturday and the queues will Man: I’m really sorry. I can’t give you a refund then, but I
be long. can exchange it for another watch that does work.
Girl 1: Oh, I don’t mind waiting. I can listen to music on Woman: OK, thank you.
my phone.
Boy 2: How can you be so patient? I hate queues! Narrator: Two. You will hear two friends talking about
shopping. The girl thinks that second-hand shops
Narrator: Four are …
Boy 1: Let’s go into this shop. I buy all of my clothes Boy 1: Shall we go shopping tomorrow?
here. Girl 1: Hmmm, where are you going to go?
Girl 2: In a second-hand shop? Why do you want old Boy 1: I’m going to go to that new bookshop that has
clothes? opened in town. It looks brilliant. I also want to
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go to the second-hand clothes shop and see if I Girl: That’s a shame. Can you take them back to the
can find a new jacket. sports shop and get a refund, or maybe you could
Girl 1: I like second-hand shops. They’re exciting because exchange them for a bigger size?
you never know what you’re going to find. Boy: Well, I have the receipt, but it’s too late to go
Boy 1: Yes, exactly. And if you look really carefully, back to the shop today. It’s five o’clock.
sometimes you can find cheap designer labels in Girl: Yes, but the sports shop closes late, at seven
there. o’clock, I think.
Boy: No, it’s only open until six on a Wednesday. I’ll
Narrator: Three. You will hear a girl and a boy talking have to go there tomorrow.
about travel. Where would they both like to go?
Boy 2: If you could travel anywhere in the world, where Narrator: Four. What will Katy wear to the party?
would you go and why? Girl: Oh, no! I can’t decide what to wear to the party
Girl 2: I’d travel to the Arctic because I’d love to see this evening. Does this dress look nice on me,
some polar bears. Mum?
Boy 2: Oh, no, I wouldn’t go there. It’s too cold! I’d go to Woman: Yes, it does. But it won’t be very good for dancing,
Egypt and look at the pyramids. will it? It’s quite long.
Girl 2: No, that’s too hot. How about going to China and Girl: Hmm, yes. That’s true. My jeans would be much
walking on the Great Wall? better, but they’re second-hand and they look too
Boy 2: Yes, that sounds like fun! old.
Woman: Well, what about your new skirt? The one we
bought last weekend? That would be perfect.
6.21
Girl: I think you’re right. I’ll put that on now! Thanks,
Boy: Excuse me. Do all of these jackets cost forty Mum!
pounds?
LB2.1 LB2.2
Woman: No, not all of them. There are some that cost fifty
or sixty. You’ll need to check the price tag on each and Activity Book, Unit 6, p. 79, Act. 5
jacket.
Boy: What about this blue jacket here? It doesn’t have a Girl: Hey, I’m just reading an article in this geography
price tag on it. magazine about how the Arctic sea ice is
Woman: This one here? It’s usually fifty, but today it’s on disappearing. That means that polar bears are in
sale for only forty pounds. danger. We must do something to help them.
Boy: OK, I’ll take it. Boy: But what can we do to improve things for polar
Woman: Great. And if you change your mind, you can get a bears? I can’t save them all by myself!
refund as long as you keep your receipt and return Girl: No, of course you can’t do it by yourself. But, if we all
the item within fourteen days. helped, then we would really make a difference.
Boy: How do you mean?
Girl: Well, global warming is destroying the sea ice. So we
6.22
should do everything we can to stop global warming.

Narrator: One. What is the special sale on T-shirts today? Boy: Oh, yes, I see. There are lots of things we can do
Woman: Good afternoon. Can I help you? to help with that. For example, we shouldn’t waste
Boy: Not really. I’m just looking around. Oh actually. energy and we should recycle plastic, paper and
Are there any sales on today? glass.
Woman: Yes. We have jeans with 20% off. And our sweaters Girl: Yes, and I should repair my bike so I can cycle to
are half price today. school. We also need to find a way to tell other people
Boy: Great. And what about T-shirts? Are those on how they can help.
sale? Boy: I know! Let’s invent a new game about protecting the
Woman: Yes, they’re two for the price of one for today only. environment! We can call it the ‘Go Green Game’!
Boy: That’s excellent. I’ll have a look at them. Girl: Great idea!
Narrator: Two. Whose birthday is it on Saturday?

7.6 7.7
Girl: Hi, Harry. Why don’t we go to the shopping centre

this afternoon? and 6
Boy: OK. Do you need to buy some new clothes,
Man: Did you have a good day?
Emma?
Girl: Yes, I did. A speaker came in to talk to us about
Girl: No, I don’t. I need to buy a birthday present for
communicating with friends.
my cousin Sarah. Man: Oh, OK, that sounds interesting. What did they say?
Boy: Oh, I know her. She’s in my brother William’s Girl: Well, he said that we must always be kind when we
class at school. communicate with other people. Sending a mean
Girl: Yes, that’s her! Anyway, we’re having a family text message is as bad as saying something mean to
party at my grandma’s house on Saturday, and somebody’s face.
so I need to buy her a present! Man: Absolutely.
Boy: Well, there’s a new shop that sells designer Girl: He also said that we have to be careful online. We
labels, maybe we could look in there. should only chat to people online that we know.
Boy: Oh, I think that’s a bit expensive, but I’m sure People aren’t always who they say they are.
we’ll find something. I’ll meet you there at two Man: That’s a good point. You should also be careful what
o’clock! you write online because anyone could read it.
Narrator: Three. What time will the shop close this Girl: Yes! He said that we should never write something
evening? online that we wouldn’t be happy to wear on a
Boy: These new trainers I bought yesterday don’t fit T-shirt. It’s the same with photographs. A silly photo
might not be as funny in the future as it is now. But
very well. They’re too small.
once it’s online, it’ll be there forever.
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Audioscript
Man: Did he say anything else? Narrator: Three
Girl: Yes, he said we must never write anything about Boy 1: Oh, no! It’s raining.
ourselves online, for example our school or where we Girl 2: Why is that a problem?
live. And he said that if we ever see anything that Boy 1: Because I wanted to go cycling and now I can’t.
makes us feel worried, then we should turn off the
computer and talk to an adult about it. Narrator: Four
Man: Yes, absolutely. You can always talk to me about Boy 2: Why is your face so red, Nina?
anything. Girl 1: I just dropped all my books on the floor in the
canteen, and everyone is laughing at me.
Boy 2: Oh, no. Well, never mind. I’ll help you pick them
7.8
up.
Boy: So, Julie. Who is your best friend? Narrator: Five
Girl: My best friend’s name is Sarah. She’s a year younger Boy 1: Hey, what’s that? It looks interesting!
than me, so we aren’t in the same class. We met Girl 1: It’s a new computer adventure game.
on the swimming team at school. We’re both good Boy 1: That sounds cool! Tell me more about it.
swimmers because we practise a lot.
Boy: And how are you different? Narrator: Six
Girl: Well, I have fair hair and Sarah’s hair is dark. But Boy 2: Are you upset with me about something?
we’re the same height … We’re both 150 centimetres Girl 2: Yes, I am. You spend more time with Sam and
tall. I’m a bit thinner, but not very much. Julie than you spend with me.
Boy: And your personalities? Boy 2: Really? I’m sorry. I didn’t notice that.
Girl: Hmm. We’re both very friendly, but I’m more
serious than Sarah. She’s funny, and she’s also very
7.14
confident. I can be quite shy with new people.

Girl: Silbo Gomero is an unusual language because it
doesn’t have any spoken or written words. It uses
7.11
whistling sounds to communicate. About 22,000

Narrator: One people use the language on the island of La Gomera.
Boy 1: You look really upset, Lucy. What’s the matter? It’s one of the Canary Islands, which belong to Spain.
Girl: I’m not upset. I’m embarrassed! I just sent a text Silbo Gomero is used in the mountainous parts of
message to the wrong friend by mistake. the island, where people are separated by large
I meant to send it to Sara and I sent it to valleys. It’s much easier to whistle across the valley
Hannah instead. than to walk long distances for a conversation. Silbo
Boy 1: That doesn’t matter, does it? Gomero is thousands of years old. It was used by the
Girl: Yes, it does! The text was about what we’re going Guanches, who were the native people of the island.
to buy Hannah for her birthday. Later, the language changed and people used it to
Boy 1: Oh, don’t worry about it. She’ll probably just be a communicate the Spanish language. In 1999, Silbo
bit confused when she reads it. Gomero became an official school subject on the
island. And ten years later, in 2009, it was recognised
Narrator: Two as a World Heritage language by UNESCO. Nowadays,
Boy 2: I feel so nervous about the test today. many tourists come to the island to hear people
Woman: Don’t worry, Jake, you’ll be fine. You’ve worked using this unusual language.
really hard, haven’t you? So just stay calm and
it’ll be fine. You’ll be delighted when it’s all over,
7.17
won’t you? Maybe we could go out for a pizza

tonight to celebrate. Girl: Are you OK, Sam? You look upset.
Boy 2: Thanks, Mum. Boy: I’m just angry because I had an argument with Peter.
Girl: Oh, no! What did you argue about this time?
Narrator: Three
Boy: Peter borrowed my tablet and lost it. I guess that he
Woman: You look very miserable and serious. What’s
left it somewhere.
wrong, Adam? Girl: Oh that’s a shame, but I’m sure that Peter feels bad
Boy 1: Nothing’s wrong. I’m just disappointed because about it.
my football team lost their match AGAIN. Boy: Yes, he does. But he doesn’t want to buy me a new
Woman: Oh dear, that’s the third time this month, isn’t it? tablet.
Maybe you should support another team. Girl: That’s not on. I bet that he’s just embarrassed.
Boy 1: No way! Boy: I don’t know if I can forgive him for this. I’m really
disappointed.
7.12
Girl: Maybe he just needs to save some money for a new
one. What do you think?
Narrator: One Boy: Personally, I think that he should pay me something
Boy 1: Urgh. Emma, can you help me? for the tablet.
Girl 1: Yes, of course. What’s wrong? Girl: I agree with you. Give him some more time. I’m
Boy 1: I’m trying to do my Maths homework, but I don’t certain that Peter will change his mind.
understand it. Boy: You’re right. I guess we’ll make up in a few days, and
I’ll have a new tablet soon!
Narrator: Two
Girl 2: Look, Sam! I got the best marks in my class for
my Science project!
Boy 2: Wow. That’s really good!
Girl 2: I know! I’m amazing!
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Activity Book, Unit 7, p. 90, Act. 2 & Pupil’s Book, Unit 8, p. 103, Act. 5
7.20 8.6 8.7
Narrator: One and 6

Girl: Helen used to spend a lot of time on social Boy: I listened to an interesting podcast today. It was by
media, but now she only uses it in the evening, the doctor who was on TV last week.
after she’s finished her homework. Girl: Oh yes, I remember that programme. She’s the
doctor who worked in Africa for a while, isn’t she?
Narrator: Two
Boy: Yes, that’s right, Doctor Marie.
Girl: George isn’t getting on well with his friend Frank
at the moment because he is always telling lies Girl: What was her podcast about?
and George isn’t happy about this. Boy: She was talking about vaccination. She thinks that
vaccination is the thing that has changed medicine
most in the last 100 years.
7.21
Girl: That’s interesting. Why’s that then?
Narrator: One. You will hear a girl, Emma, talking to her Boy: She said that vaccination is important because it has
friend, Michael. What does she want him to do helped us to stop some illnesses completely.
this afternoon? Girl: I know that vaccination is important but don’t you
Boy: Emma, I’m sorry, but I can’t help you with your think that antibiotics are just as important? Do you
project this afternoon. remember my aunt who was in hospital last year?
Girl: Oh, no. I’m really disappointed. I need your help She had to stay there for six weeks because she
with my science podcast. didn’t take the right type of antibiotics early enough.
Boy: I know, but George phoned and he wants me to Boy: Oh yes, I remember you telling me about her.
go jogging with him. Girl: But there was a happy ending to the story. The
Girl: But Michael, you promised you’d help me with hospital was where she met her boyfriend! They got
the podcast. Can’t you go jogging with George married and now they have a baby!
another time?
8.8
Boy: Well, I suppose you’re right. OK. Don’t worry, I’ll
see you this afternoon. I can go jogging another
Man: Ice cream is a sweet, cold food which we love to eat
time.
on hot summer days. But who was the person who
Girl: Thanks, Michael.
invented the first ice cream maker and made this
Narrator: Two. You will hear a boy, Oliver, doing a cold dessert so popular? It was a woman from the
presentation. Why did he choose this topic? USA whose name was Nancy Johnson. She invented
Boy: Good morning, everyone. My presentation today a simple ice cream maker in 1843. That was a time
is about everyday stress and what we can do when ice cream was something expensive that most
to stay calm. I chose this topic because I’m a people only had on special occasions. But Johnson’s
nervous person and I get upset quite easily when invention changed that. Suddenly, people could make
things go wrong. I wanted to learn more about ice cream at home. Some people also opened shops
stress, so I read lots of articles online about the where customers could buy different types of ice
subject. I also interviewed lots of people to get cream. Nancy’s invention was a simple machine that
their opinions, and this is what I found out. was operated by hand because that was a time when
most people didn’t have electricity at home. Things
Narrator: Three. You will hear a teacher, Mrs Martin, talking have changed so much since then!
to her class. How does she feel right now?
Woman: Everyone. I’d like your attention, please. I’ve
8.11
finished marking the English test you did last

week, and I’m very pleased with the results. Narrator: One. Lisa is at the pharmacy. She asks the
Some of you need to study a bit more, but pharmacist if she could tell her …
everyone passed and most of you did very well Girl: Good morning, I have a prescription here from
indeed. This is a big change from the English test the doctor. Can you tell me if you have the
you all did at the start of the year, when you all medicine I need?
did quite poorly, so really, congratulations to all Woman 1: Let me have a look. Yes, we have. I’ll just get it
of you. You should all be very proud of yourselves. for you. Here you go.
Now, let’s get started with today’s class … Girl: Great, could you tell me how often I need to take
the pills?
Narrator: Four. You will hear a brother and sister, David and Woman 1: Yes, of course, you need to take two pills every
Sarah, talking. How does David feel? morning after food.
Boy: Sarah, I’ve just received a text message from
Girl: Thanks very much.
Mum. We have to cook dinner tonight.
Girl: OK, so what shall we make? What about pizza? Narrator: Two. John is talking to the doctor. He asks him if
That’s easy enough to prepare. he knows …
Boy: No, thanks. I had that for lunch today. How about Man 1: I’ve cut my leg. Do you know if I need to go to the
we make some burgers and salad? hospital?
Girl: OK, that’s a good idea. I was listening to a good Man 2: Let’s have a look. Oh dear, that looks sore. I’m
cooking podcast yesterday. I’m sure there was a going to clean it up and then I’ll put a plaster on
recipe for burgers on there. Here, use my tablet. it. It will hurt for a few days, but you don’t need
Can you try and find the recipe, please? an X-ray, so you don’t need to go to the hospital.
Boy: Sarah, I can’t find a recipe for burgers! Man 1: Thank you so much, it feels better already!
Girl: OK, keep calm. I’ll have a look for one online. You
can start making a salad. Narrator: Three. Sara is talking to the nurse. She wonders …
Boy: OK, I can do that! Woman 1: Hello, I wonder if you could tell me if my baby
needs to have any injections today. He’s six
months old now.
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Audioscript
Woman 2: Yes, he does. It’s very important that he has all Man 2: Oh, no! Poor you, that’s a big plaster. Did you
his injections so that he doesn’t get ill. I can do have to go to hospital?
that for you today and it won’t take long. Boy: Yes, I did. The doctor said it wasn’t serious and I
Woman 1: Thank you. didn’t need to have an X-ray.
Narrator: Three. What does Chris need today?

Activity Book, Unit 8, p. 96 Act. 2
8.13
Woman: Hello, can I help you?
Narrator: One Man 1: Yes, please. I went to see my doctor this morning
Man: You look ill, Sarah. Do you have a fever? and he gave me this prescription. Can you tell me
Girl 1: No, and I don’t feel ill. I’m just tired today. if you have these pills?
Man: Well, maybe you should take a break and then Woman: Let me have a look. Yes, we have those. You had
have a rest. an operation last week, is that right?
Girl 1: You’re right. I’ll feel better after that. Man 1: Yes, I did. I had a temperature for a few days last
Man: I’m sure you will. week, but now I feel fine.
Woman: OK, that’s good. So, these are the pills that you
Narrator: Two have to take three times a day.
Boy: I saw the doctor today. Man 1: Thank you.
Girl 2: Really? Did you have an injection?
Boy: No, I didn’t, but I got this. Look!
8.23
Girl 2: Oh! Is that to get a prescription?

Boy: No, it says I can stay home for three days! Narrator: One
Girl 2: Oh, Tom, lucky you! Girl: How long have you been a nurse, Katy?
Woman: Since I got my degree, so for about eight years
Narrator: Three now.
Woman: OK, Emma. Does your foot hurt here? Girl: And how long did you have to study for?
Girl 1: Ouch! Yes, it does! Do you think it’s serious? Woman: I was at university for four years. It was hard
Woman: It might be. You need to go to the hospital. work!
Girl 1: Will I need to have an operation? Girl: And where do you work, Katy?
Woman: No, I don’t think so, but you should probably have Woman: I work in a busy city hospital. I’ve worked there
an X-ray, just to be sure. for about six years now.
Narrator: Two
8.15
Girl: What time of day is the busiest for you at work?

Girl: Elif Bilgin is a young woman from Turkey. When she The afternoon?
was sixteen years old, she won the Science in Action Woman: Not at all. The afternoons are usually quite quiet.
Award because she invented something amazing. Mornings are much busier. That’s when everyone
She discovered how to recycle banana peels – that’s comes to see me to have their vaccinations. And
the part of the banana that people don’t eat – and I also help the doctors give out antibiotics to
make a very special type of plastic from it. For two people who are sick. I’m lucky because I can go
years, Elif carried out many experiments until finally home in the evenings as I only work during the
she made a big discovery – a strong plastic that was day.
safe for making medical equipment. Elif believes her Girl: Really? I thought afternoons or evenings would
invention could also replace petrol in cars. If that be worse.
were true, it would keep the air clean and protect the
environment. Narrator: Three
Girl: And how many hours a day do you work?
Woman: Well, I work from nine until six five days a week.
8.22
But I don’t mind because I love my job!

Narrator: One. What does Maria think is the most important Girl: When do you usually leave work?
invention of all time? Woman: I finish at six o’clock, but then I have to tidy up
Man 1: I wonder what you think about this, Maria? Could and get my room ready for the next day.
you tell me what the most important invention is? Girl: So what time do you leave? At seven o’clock?
Girl: I’m not sure. I think electricity is important – Woman: Yes, that’s about right.
can you imagine what our life would be like
without light? But I also think spacecrafts were Activity Book, Unit 8, p. 102, Act. 3
8.24
important. That was the invention that changed

the way we see our world because it meant we Woman: Good morning, everyone. As your teacher told you,
could go into space and understand our own my name is Holly Adams and I’m a chemist here in
planet better. town. The chemist’s I work in is near the General
Man 1: Yeah, true. Hospital on King Street. I started working here
Girl: Oh, no, my battery on my phone has nearly four years ago when I got my degree in June 2014.
run out of power. I’ve changed my mind. The
On a typical day, I start at half past eight,
battery is the most important invention because I
organising the medicines that have arrived and
wouldn’t be able to use my phone without it!
preparing orders for patients. I probably prepare
Narrator: Two. What’s wrong with Peter? about 100 orders every day. When we open the
Man 2: Are you OK, Peter? You don’t look very well. Do doors at nine o’clock, the first customers are
you have a headache? waiting outside. Mornings can be quite busy,
Boy: No, I don’t. I’m OK. I fell over when we were because that’s when most people collect their
playing basketball this morning and I hurt my leg. medicines.
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I usually have a break for lunch at about twelve
9.9
o’clock and then I’m back at work by one o’clock in

the afternoon. I also spend time reading articles Narrator: One
about new antibiotics, and salespeople often visit Boy 1: What instrument do you play, Emma? The guitar?
me to explain new vaccinations that I can give to Girl 1: No, I play the violin. I’m in the school orchestra.
my customers. During the last hour of the day, Boy 1: That must take a lot of practice.
I tidy up the pharmacy so it’s all ready for the next Girl 1: Yes, it does. But I really enjoy it.
morning. Boy 1: Do you play the violin in competitions, too?
Girl 1: Yes, I do. There’s a competition next week, and I
I usually work Mondays to Saturdays, but once a
hope to win first prize.
month we open the chemist’s on Sundays, too. All
Boy 1: Really? That’s great. I’d love to see you play.
the chemists in town do that, so people will always
have a place to get their medicine. I spend a lot Narrator: Two
of time at work, which is tiring, but luckily I really Girl 2: What are you doing, Mark? Buying something
enjoy my job. online?
Boy 2: Yes, I’m downloading a film soundtrack onto my
The best part of my job is helping people who
smartphone. You know me, I love having lots of
feel sick or who are worried about their health.
I explain everything very carefully, and people go songs to listen to.
away feeling much calmer. Girl 2: But only the music? Why don’t you download the
film?
In the future, I’d like to open a larger chemist’s Boy 2: I’ve seen the film and it was boring, but the
on the other side of town. My younger brother is music was excellent.
also studying to be a chemist, so he can come and Girl 2: I see. Oh, that reminds me, do you want to go
work with me when he finishes university. Being a shopping this afternoon?
chemist is a family tradition you see. My mother Boy 2: Great! I want to get some new speakers for my
and father were both chemists, too! computer.
Narrator: Three
9.7 9.8
Boy 3: What lessons are you taking this year, Sarah?
and 6 Girl 3: Me? Music lessons. I’m learning to play the
drums!
Narrator: One. Katie is talking to Tom. What instrument is
Boy 3: Really? I thought you were into gymnastics.
she learning to play?
Girl 3: I am! I’ll keep practising that too in my free
Boy 1: What instrument are you learning to play, Katie?
time.
Are you learning the violin like your sister?
Boy 3: Do you have enough time for both activities?
Girl 1: No, I’m not learning the violin. I wanted to
Girl 3: Of course! You know me. I love being busy!
learn the keyboard, but we couldn’t find a good
keyboard teacher. So, I started trumpet lessons
9.12
last year. I really enjoy learning it but my teacher
always tells me to practise more!
Boy 1: I know what you mean! My piano teacher keeps Narrator: One.
telling me the same thing! Girl 1: Hi Lucy, it’s Jen.
Girl 2: Hi, how are you?
Narrator: Two. Laura is at the theatre. What performance Girl 1: I’m fine. Listen, I’m calling because it’s
does she want to watch? grandma’s seventieth birthday next weekend. She
Woman: I want to book some tickets for a show. What doesn’t want to have a party, but she wants us to
performances are on, please? prepare a special meal for all the family.
Man: Well, there’s an opera tonight. I think there are a Girl 2: OK, we can cook her favourite meal and
few tickets left. then Josh and David can clear up the mess
Woman: Hmmm, I quite like opera. afterwards.
Man: Oh, no. I’m sorry. All the tickets for that are gone Girl 1: Perfect!
now. OK, next week, there’s a jazz concert and the
week after that there’s a rock concert. Narrator: Two.
Woman: Oh, I always enjoy listening to jazz music! My Woman: Come on, Mark. Turn that computer off.
husband likes rock music, but I don’t. Can I book Boy 1: OK, I’ll just finish my game.
some tickets for the jazz concert, please? Woman: Now, Mark. I’ve asked you to turn it off three
Man: Yes, of course. times already. You got all those lovely gifts for
your birthday. Now, you have to write your
Narrator: Three. Mike and Alice are talking about music. thank-you messages.
What music does Alice enjoy listening to? Boy 1: OK, Mum, I’m coming.
Boy 2: Listen to this song. Do you like listening to music
like this? Narrator: Three.
Girl 2: Oh, no, I don’t like folk music! Turn it off. Boy 2: Hi Sam, will you come and watch a firework
Boy 2: What about this? display this evening?
Girl 2: Yes, I love listening to classical music. I play in Boy 3: Oh, I’m sorry, I can’t. Tonight is my mum’s
my school orchestra and we’re learning to play birthday, so we’re going out for a special meal at
this piece of music. Leave it on! a restaurant.
Boy 2: No, I prefer this pop music. This band is really Boy 2: That sounds fun.
cool. I went to their concert last year. Boy 3: Yeah, but I want to come to see the fireworks!
Girl 2: I don’t like this song! Put the classical music
back on!
283
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Audioscript
Man: Thanks, but I’m even more proud of my new
9.13
album. It has twelve new songs and I wrote ten of

Narrator: Part 1 them myself. They have a different sound … more
Boy: I had a fantastic time on my birthday this rock music than pop music. And I even played the
year. I prepared a big party for all my friends. drums on a couple of the songs.
The evening before the party, I put up lots of Woman: Yes, the change is interesting. And when will you
decorations. They looked great! I also asked my go on tour? This summer?
sister to make a playlist because she really likes Man: Next month actually, but I have a bit of time to
music. On the day of my birthday, my parents relax and practise before then.
prepared a special meal for the party – Italian Woman: And what about the show? You’re famous for your
food, of course, because it’s my favourite. The exciting performances, with a live orchestra and
party started at six o’clock and I was ready and lots of lights and videos. Will you do the same for
waiting at the door to welcome my guests. this next tour?
Man: Oh, yes. And we’re going to use fancy dress
Narrator: Part 2 costumes and fireworks, too. It’ll be lots of fun for
Boy: As people arrived, my parents started to serve people to watch.
drinks, like juice and cola. Then we had dinner. Woman: It sounds fantastic. I hope you’ll invite me to see it!
There was so much food! After dinner, it was And where can people get tickets?
time to open the gifts. My grandparents got me Man: They can only buy them online, but I think they’re
a new bike! Finally, we had fun dancing to the nearly sold out so you’d better hurry up if you want
music that my sister chose. She has an amazing a ticket.
collection of songs. Most of my friends left before Woman: Great, and you’ll be on TV this evening, on the
ten o’clock and then my family and I had to clear Jimmy Larson Show, is that right?
up the mess. But I didn’t mind, because I had the Man: Yes, at half past ten this evening. Don’t miss it!
best time that day. Woman: Thanks for coming to talk to us today, Derek.
Man: My pleasure.
9.16

LB3.1 LB3.2
Man: Are you looking for something fun to do this summer?

Why not go to the Electric Forest Festival? It takes and Activity Book, Unit 9, p. 117, Act. 5
place every year in Rothbury, Michigan, in the USA.
Boy: This is a great party, isn’t it?
This fun summer music festival started in 2011
Girl: Yes, it is! I always enjoy dancing!
and now it’s very popular. It happens at the end of
Boy: I always enjoy eating cake! Don’t worry! I promise to
June and lasts for eight days in total. The festival
leave you some!
is unusual because it take places in the middle of a
Girl: Ha, ha! I still can’t believe we won the prize for Best
forest, but it isn’t about traditional or folk music. It’s
Band today! I thought that we weren’t as good as
a modern festival for electronic and dance music.
some of the bands that took part.
About 45,000 people attend Electric Forest every year,
Boy: Well, I think we were great! We practised a lot and we
and the festival is famous for its amazing light shows
learned to play our tune really well!
at night. People can also camp there and enjoy the
Girl: Yes, that’s true.
natural setting.
Boy: You aren’t leaving already, are you? That’s a bit
unfriendly!
9.22
Girl: Yes, I’ve got to go. My mum’s picking me up at 7 pm.
See you soon, Josh!
Woman: Derek, would you like to come on my radio show
Boy: Yes, very soon! Don’t forget band practice tomorrow
tomorrow? I’d like you to help me make a new
morning at 8 am. We have to keep practising for the
playlist.
next competition!
Man: Sure, Helen! I’d love to. What time should I arrive
Girl: Oh, yes, OK! See you tomorrow!
at the studio?
Boy: Bye!
Woman: Well, my show starts at five, so come an hour
before that.
Man: Great. I’ll come along after I finish practising for
my concert next month. See you tomorrow!

9.23
Woman: Today, I’ve invited the pop star Derek Gee to the
show. He’s just finished recording a new album,
called Party Time. Nice to have you here, Derek.
Man: Nice to be here again. I came on your show when
I first started singing, about twelve years ago. Do
you remember? I was only about thirty then.
Woman: Yes, I do! You were with the band ‘Cobra’ at that
time, but now you perform on your own. And
you’re doing very well. Your last album was a huge
success. You must have been delighted. Well done!
284
www.frenglish.ru
6
r e s our ces
E x t ra
Contents
Picture charades cards ....................................................................................... 286
Word charades cards ............................................................................................ 287
Don’t say it! cards .................................................................................................. 288
285
www.frenglish.ru
Picture charades cards
Cut out and play.
sports clock tower novelist detective story
steep climate save water horse-riding
meet a have an
switch off lights pollution
famous person argument
light bulb drums violin timeline
Teacher note:
the words on these cards cover the entire book, so you should play this game at the end of the course as a review activity.
286 PHOTOCOPIABLE © Pearson Education Limited 2020
www.frenglish.ru
Word charades cards
Cut out and play.
hobbies statue go to university recipe book
tiny population plant trees kite surfing
queue recycle global warming embarrassed
clear up
have an x-ray competition adding machine
the mess
Teacher note:
PHOTOCOPIABLE © Pearson Education Limited 2020 287

www.frenglish.ru
Don’t say it! cards
Cut out and play.
why neighbourhood go backpacking gorgeous
✗ question ✗ people ✗ travel ✗ beautiful

✗ word ✗ homes ✗ bag ✗ lovely
tourist location tornado sunset
✗ visitor ✗ near ✗ wind ✗ sky

✗ travel ✗ beside ✗ storm ✗ evening
refund invent rainforest disappointed
✗ return ✗ make ✗ trees ✗ sad

✗ receipt ✗ create ✗ tropical ✗ unhappy
steam engine orchestra prize experiment
✗ train ✗ people ✗ win ✗ science

✗ smoke ✗ music ✗ trophy ✗ steps
Teacher note:
288 PHOTOCOPIABLE © Pearson Education Limited 2020
www.frenglish.ru
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Jenny Heath

with Magdalena Custodio and Victoria Bewick

Mateo’s Learning Club Language booster 1 Think like

Shopping Zero and first conditionals Literature: a poem Interesting ma

Mateo’s Learning Club Language booster 2 Think like

8 Inventions Inventions Relative pronouns Literature: a biographical story Young invento

Mateo’s Learning Club Language booster 3 Think like

F02_TT_PB_06GLB_2601_CONT.indd 2 15/07/2019 09:49

Think like a scientist! How can we compare and contrast things?

Think like a scientist! How can we give an explanation?

Think like a scientist! How can we talk about chronology?

F02_TT_PB_06GLB_2601_CONT.indd 3 15/07/2019 09:49

Learning Club: Language Booster and CLIL Critical thinking Communication

Pupil’s Book Teacher’s Book

WOW! World of Wonder! Magazine

Welcome Book Club Culture Over to you!

Some of you have told us

Additional ideas for Extension and 21st century skills

activities as well as suggestions on how to support or

challenge mixed-ability students are an excellent tool

for busy teachers who may lack time for planning.

The Introduction includes recommended procedures

for eﬀective use of games and posters and also

contains tips on working with mixed-ability groups.

WOW! Book club

The Activity Book provides reinforcement and consolidation

controlled and freer practice plus personalisation and further

will for predictions

the series can be found online.

1 day you teacher will a become

1 Mario will become a language

M02_TT_AB_06GLB_2625_U02.indd 26 15/07/2019 15:29 Lesson 3: Modal verbs of obligation

1 After you read 3.9 3.10

f The cow was very happy when it was free again.

4 rite ﬁ e entence in n n3 ith

M03_TT_AB_06GLB_2625_U03.indd 31 an only one person can ﬁ22/07/2019

zorb 5 to see who is the fastest. Other3people

M05_TT_AB_06GLB_2625_U05.indd 61 16/07/2019 13:21

resource area online. contain five posters that

can be used with any

level of the course. The

pack is comprised of pollution

graded reading and listening skills worksheets to support posters. Aa Bb Cc Dd Ee Ff

with posters’ section

area gives a useful overview with both teacher’s notes and

Top Tips and Practice for PTE Young

Top Tips an d Practice

Top Tips aPTnEdYoPunra ctice

This book includes:

This practice book can be used

Look and match. Then listen, check and repeat.

WOW! World of Wonder! Magazine

You told us that you’re

M04_TT_PB_06GLB_2601_U04.indd 48 15/07/2019 11:55 M04_TT_PB_06GLB_2601_U04.indd 49 15/07/2019 11:55

Big questions to activate

Grammar contextualised Focus on everyday expressions Listening skills practice

WOW! Team Talk Lesson 3 4