NCU A2 Teacherbook

TEACHER’S BOOK
Close-up
NEW
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A2
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Anna Cowper and Billie Jago
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LEARNING
Australia • Brazil • Canada • Mexico • Singapore • United Kingdom • United States
SAMPLE COPY, NOT FOR DISTRIBUTION

LEARNING
National Geographic Learning, © 2022 Cengage Learning, Inc.

a Cengage Company
ALL RIGHTS RESERVED. No part of this work covered by the copyright herein
may be reproduced or distributed in any form or by any means, except as
permitted by U.S. copyright law, without the prior written permission of the
New Close-up A2 Teacher's Book, 3rd Edition copyright owner.
Authors: Anna Cowper and Bille Jago
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“National Geographic”, “National Geographic Society” and the Yellow Border
Publisher: Rachael Gibbon Design are registered trademarks of the National Geographic Society
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Executive Editor: Siân Mavor ® Marcas Registradas
Senior Development Editor: Sarah Ratcliff
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Director of Global Marketing: Ian Martin For permission to use material from this text or product,
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Media Researcher: Jeffrey Millies
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©
Printed in China by RR Donnelley

Print Number: 01 Print Year: 2021

Contents
Student’s Book Contents p4
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Welcome to New Close-Up p6
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Unit walkthrough p9
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Unit 1 p 20
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Unit 2 p 33
Unit 3 p 44
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Unit 4 p 55
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Unit 5 p 66
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Unit 6 p 76
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Unit 7 p 87
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Unit 8 p 97
Unit 9 p 107
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Unit 10 p 118
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Unit 11 p 128
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Unit 12 p 139
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Workbook answer key p 149

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Student’s Book contents
Reading Vocabulary Grammar Listening
reading for main ideas; countries and present simple; adverbs of listening to instructions;
1 Who am I?
p5
multiple choice with
one text
nationalities;
numbers and
dates
frequency; question words gap fill
Live well, study well: making friends; be yourself
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finding specific clothes and past simple; used to identifying the correct
2 Aupll dressed information; multiple colours answer; multiple choice
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matching with five conversations
p17
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Video: A taste of India
thinking about context; technology; present continuous for future choosing the correct
3 Getting multiple choice with six compound nouns; plans and arrangements picture; multiple choice
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technical texts multiple-choice
cloze
with picture options
p29
Live well, study well: managing screen time; how social media makes us feel
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reading for detail; food be going to; will understanding what
4 Eat it up
p41
one text
to listen for; multiple
choice with one
conversation
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Video: It was delicious!
answering negative houses and parts present perfect simple; already, identifying details;
5 Home sweet
home
questions; multiple
matching
h of a house just; (not) yet; ever, never; for
and since; identifying what type
of word is missing; open cloze
matching
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p53
Live well, study well: eat well: food for thought; improve your diet
the purpose of a text; places in a town demonstratives; one and ones listening for days, times
6 City life multiple choice with six

texts
and numbers; gap fill
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p65
Video: Orangutan nests
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looking for phrases free-time activities zero conditional; listening for examples;
7 Time to
relax
with the same meaning;
multiple matching
first conditional matching
p77
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Live well, study well: get fit, feel well; exercise and the brain
checking the answer sport; sports modals of obligation and listening for numbers,
8 Ready,
steady, go!
options; multiple choice equipment; sports necessity
with six texts people
dates and prices; gap fill
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p89
Video: Climbing El Capitan
dealing with unfamiliar jobs; choosing relative pronouns words that show a
9 Good work! words; multiple the correct verb; change; multiple choice
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matching multiple-choice with picture options

p101 cloze
Live well, study well: finding happiness; the science of happiness
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finding words with transport (nouns) the passive: present simple listening for clues;
10 Getting
there!
opposite meaning;
multiple choice with five
conversations
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one text
p113
Video: The dinosaur hunter
comparing words in weather comparatives listening for negative
11 Right as rain
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the texts and options; verbs; multiple choice

multiple choice with six with picture options
p125 texts
Live well, study well: problem solving; learn from your mistakes
answers summarising places in the ordering adjectives listening to how
12 What a
wonderful
parts of a text; multiple countryside and
choice with one text points of the
compass
speakers respond;
one conversation
world! p137 Video: The Grand Canyon
Review units 1–12 pp149–160 Communication activities pp171–172

Grammar reference pp161–170 Vocabulary reference pp173–181

Speaking Vocabulary Grammar Writing
giving details about yourself; family present continuous; writing the focusing on accuracy; completing
interview missing words; open cloze a form
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giving a description of a friend; adjectives to describe people past continuous writing about personality;
interview including all the points; writing
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an email
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talking about technology; adjectives to describe prepositions; choosing the correct important information; checking
discussion with a partner; technology preposition; open cloze your work; writing a note
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picture discussion
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ordering food in a restaurant; cooking and measurements countable and uncountable nouns; using adjectives; using short
describing a picture; picture quantifiers forms, punctuation and
description and questions greetings; writing an email
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describing your room; interview furniture; verbs with possessives reasons and results; planning
prepositions; multiple-choice how to connect your ideas;
cloze
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giving directions; picture tourism, sightseeing and articles adding and contrasting
discussion; answering questions entertainment; prepositions of information; planning your
from the examiner movement answers; writing answers to
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three questions
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talking about free-time activities; music; using prepositions; verb patterns; writing the correct expressing opinions; planning
choosing a topic; topic discussion deciding which answers are verb form; open cloze your ideas; writing an email
wrong; multiple-choice cloze
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talking about sport; giving your parts of the body; health can, could and may; should / shouldn't describing an event; using the
opinion; opinion task problems correct tense; making notes;
writing an article
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talking about jobs; using tenses school subjects adverbs; writing the correct advantages and disadvantages;
correctly; interview determiner; open cloze planning your time; writing a
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short essay
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travel; talking about advantages transport (verbs) the passive: past simple conjunctions: before, after
and disadvantages; advantages and while; adding extra details;
and disadvantages task writing a story
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talking about weather and extreme weather; weather superlatives; writing the correct describing a trip; using different
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seasons; answering yes / no collocations; recognising grammar words; open cloze tenses; ordering events and
questions and giving more common phrasal verbs; adding interest; writing an article
details; conversation task multiple-choice cloze
talking about food and the animals; the environment adjectives ending -ing and -ed helping the environment;
environment; giving reasons; structuring an essay; organising
opinion task your ideas; writing a short essay
Irregular verbs p182 Speaking reference pp189–190

Writing reference pp183–188

WELCOME TO NEW CLOSE-UP
With each new edition of Close-up we have listened to teachers’ feedback about what works well and where they would
like more support. This has enabled us to build on the elements of the series that teachers and learners value the most,
while developing winning new features that will make you glad you chose New Close-up.
Teachers told us they can rely on Close-up to provide:
• comprehensive skills development with a rich range of tasks to actively develop students’ reading, listening, speaking
and writing skills.
• a clear structure with well-signposted pages, so that students know what the objectives of each lesson are and what is
expected of them.
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• a strong focus on exams and developing students’ skills and confidence to improve their chances of success.
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• authentic and informative National Geographic content that helps students connect with their world as they transition
from their teens into adulthood.
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What’s new in New Close-up?
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• The content of each unit has been extensively revised to be up-to-date, engaging and aligned with the global viewpoint
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of today’s students. A clear new design helps students and teachers navigate each unit with ease.
• All exam tasks and tips in the Student’s Book and Workbook have been updated to reflect the Cambridge 2020 update
for Key and Preliminary. An all-new ExamView test generator provides further opportunity for students to familiarise
themselves with the exam formats and prepare for exam success.
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• Brand-new Live well, study well lessons focus on life and study skills to help equip students with the competencies
they need to manage their academic and personal lives. Students engage with texts and useful tips on topics such as
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managing stress, social media and friendships. Activities are designed to promote independent thought and stimulate
discussion. Each lesson culminates in a project that encourages learner autonomy and provides opportunities for
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students to practise presentation skills and working in a team.
• Every Student’s Book contains six fascinating new videos to give students the opportunity to engage with authentic
audio-visual content. These videos were selected to expand students’ knowledge of the world they live in, while
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accompanying tasks in the Student’s Book aid comprehension and promote further discussion of the topic.
• In line with the latest CEFR benchmarking, New Close-up includes at least two mediation activities in each unit. Notes
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on how to approach these and get the most out of them are included in the Teacher’s Book. (See further notes on this
feature on page 7.)
New Close-up overview

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FOR STUDENTS
Student’s Book
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• Twelve topic-based units with a range of tasks that actively develop students’ reading, listening, speaking and
writing skills.
• Exam Tips that provide step-by-step advice and strategies for how best to approach exam tasks, and Exam Tasks that
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provide the opportunity to put the advice into practice.

• Useful Language boxes in the speaking and writing lessons that support students with appropriate language when
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completing communicative tasks.

• Opportunities for discussion and personalisation in the Your Ideas sections.
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• Review pages (at the back of the Student’s Book) which consolidate the vocabulary and grammar taught within each unit.
Students can use the Can do statements to check their progress.
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• Extensive reference material at the back of the Student’s Book includes:

- a Grammar reference giving detailed explanations to support the grammar focus within each unit;
- a
Writing reference with a summary of the important points to remember for each genre of writing, as well as
a checklist;
- a Speaking reference bringing the Useful Language presented throughout the course together in one place;
- a Vocabulary reference highlighting key vocabulary for the relevant Cambridge exam.

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Workbook
• The Workbook provides additional practice of the vocabulary and grammar covered in the Student’s Book, as well as
providing further content-rich exercises based around the unit topic.
• Each Workbook unit continues the focus on exam practice, with Exam Reminders that reinforce the Exam Tips learned in
the Student’s Book. Students then have the opportunity to consolidate what they have learned with an Exam Task of the
same type as the one in the Student’s Book.
• Twelve Review pages are included at the back of the Workbook, allowing students to check their progress.
Online Practice NEW TO THIS EDITION
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• The mobile-compatible Online Practice allows students to continue their studies at home or when on the move.
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• The Online Practice revises the language covered in the Student’s Book units and provides additional exam-style tasks.
• The teacher interface allows teachers to set up classes, assign work and review students’ performance.
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• The Online Practice is designed to be assigned to students when they have completed each unit of the Student’s Book.
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• Students can also access the eBook via the Online Practice.
• Information on how to access the Online Practice platform can be found on the inside front cover of the Student’s Books
(for those students who have purchased the Student’s Book with Online Practice and Student’s eBook version of the book).
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FOR TEACHERS
Teacher’s Book
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The New Close-up Teacher’s Book is an easy-to-use resource that provides support for all teachers using the course, no
matter their level of experience.
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Inside the redesigned and revised Teacher’s Book, you will find the following features and resources:
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Easier, Extension and Fast finisher tasks
Each unit contains plenty of ideas to help both weaker and stronger students. ‘Easier’ boxes give useful tips on how to
provide extra support and guidance for students that need it. These tips can also function as useful warm-up ideas and / or
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to assess students’ existing knowledge. ‘Extension’ boxes provide further exercise ideas that will challenge able students
and help teachers to make the most of the rich, authentic content. ‘Fast finisher’ tasks support teachers with ideas for short,
fun exercises that will keep students busy while they wait for their classmates to complete their work.
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Mediation skills notes

Mediation can seem daunting to many students and teachers. In New Close-up, we demystify this skill and build classroom
confidence.
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Every Student’s Book unit contains activities that develop students’ mediation skills. These are highlighted in the Teacher’s
Book, and teachers are supported with clear notes that explain what aspect of mediation is featured and how the activity
can be used.
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Once a teacher becomes familiar with the types of activities that practise different mediation skills, they will be able to
apply the principles to similar exercises. In this way, the mediation skills provided can be used to form a bank of knowledge
that can be applied as students progress through the course. For example, explaining and summarising a text for the
benefit of another person is a type of mediation (see p20) and the principle can be applied to other texts throughout the
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course. This gives students a wealth of practice which will equip them well for academic exams and develop their ability to
communicate effectively in a range of situations.
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Grammar guide
The Grammar guide presents the grammar points in a simple and clear way. Teachers can use the guide to explain the
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grammar rules and give students example sentences, without the need to look for this information elsewhere.
Teaching tips
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Teaching tips are provided in every unit and include a range of useful devices to get the most out of an activity, advise the
teacher on how best to approach a particular topic, or help with the quirks of the English language.

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Classroom Presentation Tool
• The Classroom Presentation Tool (CPT) is easy to use and contains the Student’s Book pages, Workbook pages and all
accompanying audio and video.
• In addition, the Easier, Extension or Fast finisher activities in the Teacher’s Book can be launched from the CPT and
are identified by stars at the end of the notes on the Teacher’s Book. ‘Easier’ ones (called ‘Preparation’ on the CPT)
are identified by black stars next to the activity number on the CPT and should be used before the activity. ‘Extension’
and ‘Fast finisher’ ones are identified by a white star in a black circle and can be found on the left of the last item of an
activity, to be launched after the activity has been completed.
ExamView® NEW TO THIS EDITION
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• ExamView® is a flexible assessment program that allows teachers to administer ready-made tests and customise or
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create their own tests.
• ExamView® can be used to evaluate students’ progress after each unit, after a number of units, at the mid-course or
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end-of-course point.
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FOR TEACHERS AND STUDENTS
Companion Website
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The course website (ELTNGL.com/newcloseup) includes sections for teachers and students with additional learning
resources, professional development support and audio and video files from New Close-up. It includes:
• ready-made Unit and Progress tests
• Teacher’s Book PDFs
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• worksheets
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• Pacing Guides to adapt New Close-up to your timetable needs
• CEFR correlations
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• Student’s Book audio and video
• Workbook audio
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• teacher support for delivering online lessons

• parent and student support for home learning and self-study
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• videos with author Katherine Stannett on study strategies and wellbeing
Self-study
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• New Close-up is accompanied by an interactive eBook, a comprehensive Workbook and Online Practice material that
allows students to continue their studies at home.
• Additionally, within the Student’s Book there are plenty of opportunities for self-study and home learning. For example,
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videos can be assigned as homework; students can be encouraged to research topics further online, and projects on the
Live well, study well page can be completed outside the classroom. The rich, authentic content of the course means that
there is endless scope for extension activities around the topics.
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• Students can also be directed to the companion website to access the course audio and video, enabling them to study
from home.
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Components
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FOR STUDENTS FOR TEACHERS

Student’s Book Teacher’s Book
Student’s Book with Online Practice and Student’s eBook Classroom Presentation Tool
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Workbook ExamView® Assessment Suite

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Unit walkthrough
Each unit begins with an
engaging photo that works
with the unit title to introduce
students to the topic.
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All dressed up 2
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A girl in traditional costume at a festival in Chile
Work in pairs. Look at the photo. The person

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in this photo is celebrating a festival. Discuss

the questions.
1 How many different colours can you see?
2 Does your family celebrate a festival? What do
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you wear?
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Warm-up questions engage

students and promote
discussion. The Teacher’s Book
notes include background
information on the photo.

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The Reading lesson begins with The focus of
warm-up activities to introduce each lesson is
key vocabulary and get students shown at the top
thinking about the topic. Students of each page.
are encouraged to relate the
topic back to their own lives and
provide personal responses.
Target grammar and vocabulary
is presented through engaging
reading texts from a variety of
genres. These texts use the
target language in natural and
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appropriate linguistic contexts
and provide a model for
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language production.
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2 Reading finding specific information; multiple matching
Festival time
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1 Work in pairs. Think of a festival from your 3 Read the Exam Tip and Exam Task. Read the
country. Which of these things do you do? article again and complete the Exam Task.
2.1
a
Exam TIP
Finding specific information
• In some exam tasks you have to match 1 Nuri Last year, I went to the Las
questions with three texts. Fallas Festival in the beautiful city of
• Underline the key words in each question. Valencia. It’s a five-day festival and
it’s one of the biggest street festivals in
• Go back to the texts and look for the key words
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Spain. Lots of people from Valencia were
or similar words.
wearing beautiful traditional clothes.
• Check that the other texts are not the correct The women and young girls were
answer. wearing long dresses with special shoes
and jewellery. Hundreds of years ago,
women used to wear dresses like these
wear traditional clothes eat special food Exam TASK 10
Multiple matching
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For each question, choose the correct answer.
when they worked in the fields, and
today they are a way for the Valencian
people to celebrate their traditions.
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Nuri Josh Emika
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1 Which festival A B C
is about getting
older? Josh I loved my trip to Trinidad last
February. It was during the Carnival
2 Who talks about the A B C and I watched some amazing parades.
history of clothes? My favourite day of the Carnival was
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3 Which festival is A B C Saturday. This is always the day of

only one day? the Children’s Carnival and hundreds
sing special songs dance 20 of children were dancing through the
4 Who describes A B C streets. Some of them wore animal
young girls and costumes – they were birds, fish and
boys? even insects! Everyone wore bright
5 Which writer wore A B C colours and there were prizes for the
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some traditional best costumes and the best bands.

clothes?
6 Which festival is A B C
only in one place in
a country? c
7 Who talks about a A B C

competition?
Emika It was my coming-of-age
ceremony last week. In Japan, when
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young people are twenty years old,

we become adults. There is a special
visit a special place watch a parade
day every year to celebrate this, on
your
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• Which of the three festivals do you want the second Monday in January. My
2 Work in pairs. Look at the photos on page 19. ideas to see? Why? friends and I wore traditional Japanese
Match the photos (a–c) with the countries (1–3). • In Japan, young people become adults kimonos in bright colours and most
Read the article quickly to check your ideas. when they are twenty. At what age does of the men were wearing dark suits,
a young person become an adult in your white shirts and ties. Everyone looked
1 Trinidad
country? amazing and I took lots of beautiful
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2 Japan
photos!
3 Spain
traditional (adj): part of old customs and stories

word special (adj): different from what is usual
focus tradition (n): an old custom
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celebrate (v): do something special to show something is important

amazing (adj): surprising and good
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The ‘Word Focus’

Students are The Exam Task gives provides a glossary of
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provided with an students the opportunity words that are important

Exam Tip to help to test themselves with to the meaning of the
them tackle the tasks aligned with those text but are above
Exam Task. Each they will encounter in the target CEFR level.
tip teaches them international exams. Students are encouraged
a new strategy Students will grow in to work out the meaning
for exam success confidence as they of words from the
which they can become more familiar context before checking
apply directly to with exam formats, them in the ‘Word
the Exam Task preparing them for Focus’, as this is also an
that follows. success on the big day. important exam skill.

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The Vocabulary Vocabulary introduced on the
lesson focuses on key page is presented in a text-level
language required exercise that enables students
to achieve success in to see the new language in a
exams and in the world meaningful context and provides
beyond the classroom. them with additional reading
comprehension practice.
2 Vocabulary
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clothes and colours
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a b 5 Choose the correct word to complete the
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sentences.
1 I want to wear a jumper / sandals today because
it’s very cold.
2 When I go running, I usually wear a dress / trainers.
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3 I can’t find my phone. Maybe it’s in my cap /
handbag.
4 I’ve got a job interview today, so I’m wearing a
cap / suit.
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5 I can’t find a belt for these trousers / trainers.
6 My dad always wears shorts / boots – even in the
middle of winter!
6 Complete the text with these words.
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dress handbag jumper necklace
sandals suit
1 2.2 Listen and match the descriptions (1–2)
2
with the photos (a–b).
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Look at the photos again. Who is wearing …
What are you
wearing today?
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1 a red jumper? the girl in photo b
2 a silver belt?
3 a gold necklace? Tell us about your clothes. Is it a special day? Are you
4 black sandals with purple socks? wearing something amazing? Or are you staying at
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home and chilling? Comment below!

5 stripy socks?
6 a stripy shirt?
It’s my cousin’s 21st birthday today and we’re
3 Write these words under the correct heading in having a party to celebrate! We’re ready to
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the table. go out and I think we all look amazing! My

belt boots cap dress handbag brother is wearing a dark blue 1
hat jacket jumper necklace with a white shirt and a purple tie. My cousin
sandals shirt shorts skirt suit is wearing a yellow 2 and big
trainers trousers black boots. Her mum – my aunt – is wearing
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a long pink skirt and a stripy green and pink

3
. She’s got my cousin’s
Head Top Legs
present in her 4 – it’s a beautiful
silver 5
. And me? I’m wearing
a T-shirt, shorts and 6
. I don’t
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like wearing formal clothes!
Feet Whole body Accessories
your •
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Do you think clothes are important?

ideas Why? / Why not?
• Work in pairs. Describe your favourite
clothes. Say when and why you like
4 Work in pairs. Take turns to choose one of the
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wearing them.
people in the photos in Exercise 1. Describe
the person’s clothes. Can your partner find the
person?
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This person is wearing a brown …

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The ‘Your Ideas’ feature

appears throughout the
course. It provides prompts
Regular listening activities give for students to talk in pairs
students the opportunity to or groups about the topic
hear the correct pronunciation with reference to their own
of new vocabulary. experiences and views.

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Grammar is The Grammar reference
presented in is found at the back of
the context of the book. It provides a
the unit topic. useful summary of the
Activities progress grammar point, with
from controlled extended explanations
practice to more and additional examples.
challenging tasks.
Grammar
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past simple; used to
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Past simple used to
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1 Read the sentences. Find a regular past simple 5 Read the sentences (1–3) and answer the
verb (ending -ed) and an irregular past simple verb. questions (a–c).
1 Last year, I went to the Las Fallas Festival in 1 We used to live in São Paulo, but now we live in
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Valencia. Fortaleza.
2 I watched some amazing parades. 2 A: Did you use to visit your uncle at the weekend
when you lived in São Paulo?
2 Read the conversations. Then choose the correct B: Yes, I did.
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option (1–4) to complete the rules (a–d).
3 We didn’t use to go to the beach when we lived in
A: I didn’t see you at the swimming lesson yesterday. São Paulo, but now we go every day!
Were you ill?
B: No, I wasn’t. I left my swimming costume at home. a Do they live in São Paulo now?
b What did they do at the weekend in São Paulo?
A: Did you go to the Children’s Parade last Saturday?
c Do they go to the beach now?
B: Yes, I did. It was amazing!
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1 the verb be 3 did 6 Choose the correct option to complete the rules.
2 infinitive 4 finished
a Used to describes completed actions in the
a We use the past simple for a
in the past.
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b To make a past simple negative sentence, we use

past / past habits and situations.
b We form the affirmative with: subject + used to +
infinitive / -ing form.
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did + not + . c We form questions with: did + subject + use to /
c To make a question in the past simple, we use used to + infinitive.
+ subject + infinitive. d We form the negative with: didn’t + use to +
d We don’t use did in past simple questions and past simple / infinitive.
negatives with .
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Grammar reference 2.2, p162

7 Look at the question in the blog. Complete the
3 Complete the table with the past simple form of comments with the verbs. Use the past simple or
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the irregular verbs. used to.
Infinitive Past simple Infinitive Past simple What did you use to do (you / use / do) when you
1 bring 5 eat were five years old?
2 buy 6 go Katie5 I 1 (be) scared of the dark.

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3 catch 7 teach I always 2 (use / sleep) with the light on.

flimfan My favourite toy 3 (be) an old
4 drink 8 think
teddy bear. I 4 (use / take) it to school
with me!
4 Complete the sentences with the past simple
daisymay My sister and I 5 (use / watch)
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form of the verbs.

cartoons on TV in the morning.
1 We (watch) a really interesting film fivebrothers My little brother 6
about the Las Fallas Festival last night.
(use / love) dinosaurs! He 7 (have)
2 He (not / wear) a jumper yesterday five dinosaur posters in his bedroom!
because it was very warm.
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Sam08 I 8 (use / get out) of my bed at

3 A: (you / send) an email to your night and sleep on the floor! I 9 (not /
grandmother for her birthday? like) sleeping in my bed.
B: Yes, I .
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4 I (not / walk) to school yesterday,

I (take) the bus. your Work in pairs. What did you use to like /
5 A: Where (your friends / go) on ideas hate / be scared of when you were five
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holiday last year? years old?

B: They (go) to Malaysia.
6 My brother and I (play) football
yesterday after school.
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‘Your Ideas’ questions

Students complete ‘rules’ encourage students to
which articulate what they apply the grammar point
have learned through they have just learned in
the process of guided a group / pair discussion
discovery. to consolidate learning.

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Task types in the Listening lesson The Listening and Speaking
build in complexity to guide lessons always culminate in an
students towards successful Exam Task. After working their way
completion of the Exam Task. through the carefully scaffolded
The audio tracks use the unit activities on the page, students will
vocabulary and grammar, giving be able to tackle the Exam Task
students the opportunity to hear with confidence.
them in new contexts.
2 Listening
g
identifying the correct answer; multiple choice with five conversations
n
1 2.3 Read the sentences. Underline the important
Exam TIP
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words and think about what you might hear. Then
listen to the speakers, but don’t choose your Identifying the correct answer
answer yet. • In some listening tasks you will hear five
different conversations or speakers and answer
1 Jack’s new shoes are …
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a question on each one. Read the questions first
a black. b brown. and look at the options.
2 The girl’s brother is wearing … • You usually hear words from the different
a a big hat. b a small hat. options for each question. Listen carefully to
identify which option is correct.
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3 Jodie has got …
a a new skirt. b a new dress. • You will hear the conversation twice. The first
time, listen to the complete conversation and
4 The boy used to like …
choose your answer.
a playing computer games. b riding his bike. • Then listen again and check that the other
5 The girl’s necklace is … answers are incorrect.
a expensive. b small.
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6 The girl didn’t go to the beach yesterday
because … Exam TASK
a it wasn’t hot. b she had a lot of Multiple choice with five conversations
2 2.4 h homework.
Listen again to the first two conversations.

1 You will hear a man talking to a friend about a

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Complete the sentences. new suit. Why did he buy it?
A for a wedding
1 A: I like your shoes, Jack. Are they ?
B it was on sale
B: Yes, they are. My brown ones
C to go to a job interview
too small.
2 You will hear a woman talking to a friend about
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A: Well, these ones

much nicer. a party. What does she need?
A a present
2 A: Is that your over there? The boy
wearing a ? B a necklace
C a new dress
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B: Yes, it is. I don’t know why he always wears it.

It’s too for him! 3 You will hear a man talking to a shop assistant.
A: Well, maybe you can buy him a new, Why doesn’t he buy the T-shirt?
hat for his birthday. A It’s too expensive.
B It’s too small.
3
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Work in pairs. Compare your ideas from C It’s the wrong colour.
Exercise 2.
4 You will hear a man talking on the phone.
Why is he upset?
4 2.3Listen to all the conversations again.
A He missed the train.
Choose the correct answers in Exercise 1.
B His bus was late.
5 C He lost his jumper.
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Read the Exam Tip. Are the sentences true (T) or

false (F)? 5 You will hear a woman talking to her friend
1 Read only the first question before you listen. about ordering something online. What does
she want to buy?
2 You will probably hear words from all the answer
A boots
options.
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B sandals
3 You should choose your answers as quickly as
C trainers
possible.
4 You should listen to the complete conversation
before you choose your answers.
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6 2.5 Now listen and complete the Exam Task.

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Pairwork activities give

learners the opportunity
to develop their speaking
skills and encourage them
to review and evaluate
each other’s work.

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The Speaking lesson Speaking topics focus
provides plenty of on functional language
opportunities for essential for ‘real-life’
students to put the communication, as well
target language to use. as success in exams.
Speaking
g
giving a description of a friend; interview
n
ni
ar
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1 Work in pairs. Exam TIP
Student A: Choose a person from the photo. Don’t
say who it is. Giving a description of a friend
Student B: Ask yes / no questions about the • If the examiner says, ‘Tell me about your friend’,
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person. Try to find out who it is. Then change roles. describe your friend’s appearance, personality,
likes and dislikes.
Is the person wearing … ? • If the examiner says, ‘What is your best friend
Has the person got … ? like?’, describe your friend. Do not answer ‘My
2 h
Read the questions. Decide if each question is
best friend likes …’.
• Use lots of adjectives to describe your friend.
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• Don’t give one-word answers. Give reasons and
asking about personality (P), appearance (A), examples.
interests (I) or activities (AC).
• Use linking words such as and, but and or.
1 What is your best friend like?
2 Do you like doing the same things?
Exam TASK
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3 What kind of music does your friend like?

4 What does your friend look like? Interview
5 How often do you see your best friend? Tell me about a friend.
6 Where do you go together? What is your friend like?
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7 Does your best friend look similar to you? What kind of clothes and fashions do they like?
8 Do you both go to the same school? How do you spend your time when you are
together?
3 Read the Exam Tip. Then work in pairs. Ask and
Do you have the same interests? What are they?
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answer the questions in Exercise 2.

What do you like best about your friend?
4 With your partner, choose the correct linking
words to complete this description. Which What do you and your friend disagree about?
question in Exercise 2 does it answer?
‘He’s a really good friend. We like a lot of the same Useful LANGUAGE
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things. We both love music, 1 for example / but, and Describing a person
we play together in a band. He’s really funny 2 or / and She’s (tall / blonde / quiet). He’s got (long hair /
he always makes me laugh. He’s usually cheerful, glasses).
3
but / and sometimes he’s worried – usually when we She usually wears (trousers / black).
have school exams. We live in the same street, 4 or /
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He’s really (funny), but he gets (angry) if …

so we see each other nearly every day. We like playing He understands me / listens to my problems.
computer games together 5 or / for example football.’
She loves (animals / science / volleyball).
5 Work in pairs. Complete the Exam Task. He doesn’t like (cooking / parties / winter).
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Student A: Ask Student B the questions.

Student B: Answer the questions. Use the Useful
Language to help you. your • Do you think friends are usually similar or
Then change roles and repeat the interview. ideas different? Why?
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• Which activities do you like to do with

friends? Which activities do you prefer to
do on your own?
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In many Speaking Exam

Tasks, students take turns to The Useful Language box provides
act out the role of examiner students with key expressions and
and candidate. This provides functional language that they can
great all-round exposure to put to direct use when completing
the exam process. the Exam Task.

14
The second Vocabulary lesson
introduces new vocabulary
and consolidates the language
presented throughout the unit.
2 Vocabulary
g
adjectives to describe people
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1 Complete the sentences with these words. 3 Complete the table with the adjectives.
ni
clever friendly funny happy Noun Adjective
kind quiet
1 beauty beautiful
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1 Senu makes me laugh. She loves telling jokes. 2 care
She’s so .
3 friend
2 Paolo doesn’t talk very much. He’s very
. 4 love
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3 Tania smiles and is all the time.
5 noise
4 Kuba always helps other people. He’s very
.
5 Katerina loves meeting new people and going to
4 Work in pairs. Take turns to describe people
you know (e.g. your dad, your best friend). Talk
parties. She’s very . about the clothes they usually wear and their
6 Omar always gets good marks in his exams. He’s personality.
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very .
My dad usually wears jeans and a T-shirt. He’s really
2 Choose the correct words to complete the kind because he helps me with my homework.
definitions.
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1 A person who doesn’t make mistakes and doesn’t
do things too fast is useful / careful. 5 2.6 Listen to the conversation. Are the
ap
sentences true (T) or false (F)?
2 A person who does dangerous things and isn’t
afraid is brave / tired. 1 Tomasz’s new school isn’t very big.
3 A person who speaks loudly and isn’t quiet is 2 His classmates are really friendly.
noisy / heavy. 3 Tomasz usually loves maths.
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4 A person who is always doing lots of things is

4 He doesn’t think history is boring.
boring / busy.
5 His art teacher is very quiet.
! REMEMBER
It is easy to confuse adjectives ending in -ed

6 Ursula hasn’t got much homework at the moment.
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(e.g. bored, interested) and adjectives ending

in -ing (e.g. boring, interesting).
your Think about a time when you were brave,
-ed adjectives describe emotions, or how someone ideas kind or funny. Tell your partner about it.
feels; -ing adjectives describe the cause of the
emotion.
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This book is boring. I am bored.

This lesson is interesting. I am interested.
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The ‘Remember!’ feature appears

in some Vocabulary and Grammar
lessons. It provides useful explanations
and reminders about language
structure to raise learner awareness
and address common errors.

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The second Grammar lesson
in the unit introduces a new
grammar point as well as revising
the previous grammar input.
Grammar
g
past continuous
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1 Read the sentences and underline examples 5 Look at the family photo. Choose the correct
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of the past continuous. The first one is done words to complete the description.
for you.
1 I was studying in Singapore last February when my
friend invited me to a Chinese New Year festival.
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2 The children were wearing amazing costumes and
the band was playing loud music.
2 Complete the rules with these words.
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action information past
the same time be
a We use the past continuous …

i to describe actions that were happening at a
ic
specific time in the .
ii to show two or more actions that were
happening at in the past.
iii to give background
h in a story.
iv with the past simple to show an action that
was interrupted by another .
ap
b We form the past continuous with the past tense
of the verb and the -ing form of
the main verb.

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3 Match the past continuous verbs in Exercise 1

with the uses (i–iv) in Exercise 2.
4 Complete the conversations with the past

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continuous form of the verbs. Look at this old photo! It’s really funny. I think your
1 A: Why did you go home early? grandad’s sister 1 took / was taking this photo in about
B: Because I (not / feel) well. 1977. I 2 used to have / was having long hair and I
2 A: Why didn’t you answer your phone last night? always 3 used to wear / was wearing that stripy T-shirt.
lG
B: Because I (have) dinner I 4 loved / was loving it! My little brother 5 used to
with my family. hate / was hating family photos. You can see he 6 was
3 A: What was Nadia doing at the weekend? smiling / smiled in this photo, but just a few minutes
B: She (work) on her science later he 7 was getting / got really angry and 8 ran / was
project. running away into his room! Your grandma 9 didn’t
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4 A: you use to like / wasn’t liking that shirt, but your grandad
(sing) in the shower this morning? 10
used to buy / bought it for her birthday and so she
B: No, I wasn’t. I (listen) to my 11
used to wear / wore it specially for that photo.
favourite song on the radio.
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5 A: Rafa, can you read your story to the class,

please?
B: It was a beautiful day. The sun
your Think of a funny, true story about your
(shine) and lots of people ideas family. What happened? What were the
different people doing / wearing / saying?
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(sit) on the beach. Why was it funny?

6 A: Why you
(laugh) in the science
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lesson today?
B: Because my friend told a really funny joke.
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The grammar points covered in

the unit are often consolidated
in a text-level exercise, guiding
students to successfully identify
and produce the target grammar
appropriately.

16
The Writing lesson gives The Learning Focus The Useful Language
students the opportunity feature provides box gives students
to demonstrate their newly students with useful helpful phrases and
gained language skills tips on how to expressions that they
through a variety of writing approach the writing can use to complete the
tasks, including emails, topic. Examples of Exam Task.
blog posts and stories. useful words and
phrases give students
the building blocks to
write with confidence.
n g
ni
ar
2 Writing writing about personality; including all the points; writing an email
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3 Read a student’s answer to the writing task. 7 Read the Exam Tip. Then read the Exam Task and Useful LANGUAGE
Learning FOCUS What information has Sarah NOT included? make a plan for your writing task.
Greetings
Writing about personality
• When you describe someone’s personality, you can
8 Now complete the Exam Task. Remember Hi Jack
write about their good and bad qualities.

Hi Emma to include all of the points. Use the Useful Hello!
Language to help you. Dear Jack
• Give examples to support your descriptions.
• Use linking words and phrases to connect your I went to my cousin Claire’s party last Exam TIP Sign-offs
descriptions and examples (so, and, but, because, Saturday. It was really great! I was wearing my Including all the points Love, Emily
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that’s why, for example). • There are usually three points in the writing task See you soon!
favourite blue dress and black boots. Claire’s
and you must include all of them in your answer. See you on Saturday!
very friendly, so there were lots of people at
1 Choose the correct linking words to complete • Underline the key words to make sure you Best wishes
the sentences. her party. She’s noisy too, but she’s very funny. understand each point.
Describing experiences
• Remember to write a draft first before you write
1 Farhad is very quiet, so / but it’s sometimes difficult It was (amazing / exciting / fun).
for him to make friends.
2 Antonella makes everyone laugh but / because
she’s really funny.
3 Alicia isn’t very kind and / for example sometimes
See you soon!
Sarah
h the final email on your answer sheet.
Exam TASK
We had (a lot of fun / a great time).
Suggesting
Why don’t we …?
ap
Writing an email Let’s …
upsets her friends. 4 Look at the plan Sarah wrote for her writing task. You went to a music festival last weekend. Write an Do you want to …?
4 Berat is very careful, because / and that’s why he Number the parts of the plan in order (1–5). How email to your friend.
makes very few mistakes. does Sarah begin and end her email?
In your email:
5 Khrista is usually a happy person, and / but she was 9 Complete the Reflection Checklist. Then discuss
a Say what Claire is like.
really sad yesterday. • tell your friend about the music festival your answers with your partner.
b Sign off the email.
6 Idris is always really busy; for example / but • say why you liked it
yesterday he had a guitar lesson, a football match c Say when I went to the party. REFLECTION CHECKLIST
• suggest going to another festival next month.
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and he went to the cinema with his friends. d Begin the email with a greeting.
e Say what I was wearing. Write 25 words or more. How did you do? Tick ✔ the sentences that you
2 Read this writing task. Choose the correct think are true.
options to complete the sentences. 5 Underline the linking words in the email in I wrote a plan first.
Exercise 3. I wrote a first draft.
1 You have to write an email / a letter.
2 You have to write to Claire / your friend. I used linking words.
6 Work in pairs. Think of an activity you did
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3 You have to include two / three pieces of recently with a friend. Choose one of the ideas I included all three points.
information. from the box or your own ideas. Tell your I wrote the correct number of words.
partner:
You went to your cousin Claire’s party at the
• where you went / what you did
weekend. Write an email to your friend about
• when you went there / did the activity A music festival in Suffolk, UK
the party.
• what you were wearing.
In your email:
lG
• say when you arrived at the party go to the cinema have lunch
• say what you were wearing play a computer game play a sport
• say what Claire is like.
I played tennis on Saturday
Write 25 words or more.
with my friend Rahul.
We went to ...
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After finishing the Exam

Task, students complete
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the Reflection Checklist.

This useful tool gets
To prepare students students to revisit and
for some Exam Tasks, review their work to
an example writing ensure that they have
task and model done everything required
answer is provided. of them. This encourages
This demonstrates self-reflection and the
to students what is practice of peer reviewing
required of them in as students talk about their
the Exam Task. work with a partner.

17
Units 2, 4, 6, 8, 10 and 12 The ‘Before you
contain a Video lesson. watch’ task introduces
Activities on the page the topic, engages
help students with new students and activates
vocabulary to support their prior knowledge.
understanding of the video
content.
2 Video
1 Live well, study
A taste of India well
g
making friends, being yourself
n
a b
ni
ar
Le
c d
h ic
ap
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Before you watch After you watch

1 Work in pairs. How much do you know about 3 1 Complete the summary of the video with
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India? Match the words (1–4) with the photos these words. Then watch the video again and
(a–d). check your answers.
1 mangroves clothes different important languages
2 the Ganges red train white world
3 Hindi
lG
4 sari India has a very big population – 17.5% of all the

people in the 1 live in India. Many of
While you watch them travel by 2 every day. The people
2 1 Watch the video. Complete the factsheet in India also speak a lot of 3 , including
with these numbers. English, Hindi and Bengali. The River Ganges is very
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4
to many Indians and people wash
1.32 12 18 23 35 themselves and their clothes in the river. Indian
5
are often brightly coloured. Women
wear 6 when they get married and
India: facts and figures 7
if their husband dies. Most Indians
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don’t live in the cities. Some people live in mangrove

Population of India 1
billion
forests, where there are many 8 animals
Number of train travellers and plants.
every day
2
million
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your • Which facts about India surprised you?

Number of official languages 3
% of people living in cities 4

% ideas • Which was your favourite image from the
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video? Why?
Number of international
tourists to India every year
5
million
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‘While you watch’ The ‘After you watch’

activities are designed to activity requires ‘Your Ideas’ invites
aid comprehension of the students to complete a students to give a
video. These activities summary of the video. personal response to
can be used to assess This encourages them the video and have the
students’ understanding to engage with the opportunity to put the
and determine how many details of what they new vocabulary they
times to show the video. have seen. have learned to use.

18
Units 1, 3, 5, 7, 9 and 11 contain a The main topic The Mind your Mind feature
Live well, study well lesson which is introduced via focuses on different aspects of
introduces a life / study skill and a a variety of text social and emotional wellbeing.
linked wellbeing topic. It is types (infographics, Students engage with authentic
designed to help equip students articles, quizzes, etc.) information and useful tips on
with the skills they will need which are designed issues such as stress, social
to manage their personal and to provoke thought media and happiness.
academic life and future career. and conversation.
1 Live well, study well
g
making friends; be yourself
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4 Work in pairs. Read the Mind your Mind
information. Discuss the questions.
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1 Do you think the tips are useful? Why? / Why not?
2 Which tip do you think is the hardest to do? Why?
3 Which tip do you think is the most important? Why?
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Mind your Mind
Be yourself
You are at a new school and you don’t
Friendships
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know anyone. It’s time to make some new
friends … but how?
• To find friends with similar hobbies and interests,
9 5
ask people what they’re interested in.
months • Join a club, but choose one that you’ll enjoy.
the average age we the number of • Remember, everyone is feeling nervous. Relax!
start to understand friends we can ask
ic
• Be yourself. Find people you feel comfortable with
friendships for help
and like you for who you are.
396 15 • Remember, it doesn’t matter if you’ve got lots

of friends or just a few. True friends are what’s
the average number
of friends we make in
our lives h
the number of close
friends most people
have
important.
ap
5 Work in pairs. Write three more tips for making
50 hours
the average time it takes
150
the number of friends
friends at a new school.
our
y
PROJECT 1 t
to make a new friend we have at one time projec
Work in groups. Create a game or activity to
gr
help people make friends in a new situation.

Think about:
• ways to help people speak to each other
• encouraging people to ask questions
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• ways to help people have fun

• encouraging people to be themselves and share who
they are.
1 Look at the information. Read the statements.
Are the sentences true (T) or false (F)? You can do the activity in the next lesson.
lG
1 Most people make a new friend in under PROJECT 2

60 hours. Create a presentation about how to make friends in a
2 We make nearly 400 friends in our lives. new school or class.
3 Most babies begin to learn about friendship Think about:
when they are six months old. • ways to introduce yourself
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4 Most people can ask 150 friends if they • topics to talk about, or not talk about
have a problem.
• ways to spend time with new friends.
5 Most people have fewer than 20 good friends.
Include images and give examples. Give your
2 Work in pairs. Look at the information again and presentation in the next lesson.
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think about you and your friends.

• Do the numbers surprise you? Useful LANGUAGE
• Do you think it’s useful to read information like this? We’re going to (talk about / play) …
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3 Discuss the questions with your partner. Usually / Often, people (talk about / like to) …
You should / ought to (be yourself / join this club).
1 What makes a good friend?
You shouldn’t (talk about / ask about) …
2 What are some ways to make new friends?
You need to (ask questions / talk to people).
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3 Do you think new friends are as important as old

friends? Why? / Why not? You can / could (say hello / shake hands).
4 Describe one of your good friends. I think (you should talk about … ) because …
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‘Your project’ gives students the opportunity to
Critical thinking put what they have learned into practice. It gives
activities get them a platform to practise presentation skills and
students to reflect Students can to work effectively as part of a team. Two projects
on the topic, use the Useful are always given for students to choose from. One
interrogate the Language box requires students to work in a team and one can
information and as a handy be done alone at home as part of self-study. This
see its relevance reference for allows the teacher to be flexible depending on
to their own lives. their project. time limitations and the needs of their students.

19
1 Who am I?
Reading: reading for main ideas; multiple
page 5
Vocabulary: family
choice with one text Grammar: present continuous; writing the
Vocabulary: countries and nationalities; missing words; open cloze
numbers and dates Writing: focusing on accuracy; completing
Grammar: present simple; adverbs of a form
frequency; question words Live well,
g
Listening: listening to instructions; gap fill study well: making friends; be yourself
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Speaking: giving details about yourself;
interview
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Unit Opener 3 1.1
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page 5
• Show the photo and article on page 7. Ask students to
In the photo read the title. Ask if any students live on a boat. Do they
know anyone who does?
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A family in Sweden working together to prepare Asian
food. The image shows three generations of the family – • Play the recording. Students read the text in their books
and check their answers to Exercise 2. Get feedback.
grandparents, parents and grandchildren.
Students give reasons for their answers.
• Show the photo. In pairs, students discuss question 1. • Ask: What’s the Pole? (the North and South Poles).
ic
Get feedback.
ANSWERS
• Students discuss question 2. Ask individual students to
tell the class about their partner’s family. They take photos, dive and swim.
h
• Be sensitive to the fact that students may have different 1.1
ap
family structures or few direct family members. As reading text on page 7.
EASIER: Use the photo to revise family member
word focus
vocabulary. Point to each person and ask, Who is he /
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she?, prompting Is he the father?, etc. if necessary. • Show the words in bold in the reading text. Explain that
in an exam, students may find words they don’t know,
so it’s important to learn how to work out their meaning
EXTENSION: Ask Who / Where is the grandmother /
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from the rest of the sentence.

the father?, etc. Encourage students to give more detail
• In pairs, students work out the meaning of the words in
in their answers, such as The man with glasses is the
bold then read the Word Focus to check their answers.
grandfather, or The woman at the front of the photo with
• Get feedback. Ask some students how many words they
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grey hair is the grandmother.

guessed correctly and which words helped them do this.
4
Reading pages 6–7
MEDIATION SKILLS
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reading for main ideas; multiple-choice with one text

• Explaining and summarising a text for the benefit of
1 another person is mediation. Part of being an effective
• Ask one student to read the questions aloud. Check mediator is checking that your message has been
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understanding. understood and changing it if necessary. Simplifying

• In pairs, students look at the photos on page 7 and and rephrasing are both useful mediation skills.
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discuss the questions. Get feedback.

• Choose students to read each summary aloud.
ANSWERS • In pairs, students discuss which is the best option. Get
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1 They’re on a boat. feedback. Ask students to explain why the text they’ve
2 A cold place – you can see ice in the main photo. chosen is the best summary and check their partner has
The people are wearing warm clothes. understood their reasons. If not, they should try to explain
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their choice in a different way, e.g. with different words.

2 • Ask why the other two summaries are incorrect.
• In pairs, students discuss the question.
EXTENSION: Ask the class to tell you the names, ages
EXTENSION: Ask whether students do each activity, and (if known) and the relationship of the four people in the
if so, where and when, e.g. Do you know how to dive? Bardout family (man, Ghislain; woman, Emmanuelle; boy,
Where do you go diving? When do you usually watch Robin, seven years old; boy, Thomas, three years old;
TV? What’s your favourite TV programme?, etc. Ghislain and Emmanuelle, husband and wife; Emmanuelle
and Robin, mother and son; Ghislain and Thomas, father
ANSWERS and son; Ghislain + Emmanuelle and Robin + Thomas,
Students’ own answers parents and sons / children; Robin + Thomas, brothers.

20
ANSWERS SUGGESTED ANSWERS
1 is incorrect because the family live on their boat most Possible advantages of living on a boat: free to travel
of the time, not in France, and their boat isn’t always round the world, visit lots of places, have an exciting
in Greenland. life, be in the fresh air all day, have a healthy lifestyle, be
3 is incorrect because their children live with them on close to nature, have opportunities to swim, dive and
the boat. They don’t stay at home in France. see lots of sea animals and birds, spend time with the
people you are travelling with, share experiences and
5 have fun
• Go through the Exam Tip. Possible disadvantages of living on a boat: be cold,
• Explain skimming and scanning. When you skim wet, not have enough space, have no privacy, not see
read a text, you read it quickly to get a general idea other people enough, difficult to go shopping, go to
and when you scan a text, you read it quickly to find
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school, etc., boring
specific information.
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Exam TIP Vocabulary page 8
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Reading for main ideas
Countries and nationalities
• Explain that throughout the course, students will
1
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learn strategies that will help them to understand
and practise for the English exams they’ll take. • Elicit names of countries that students know in English.
This tip is about how to identify the main ideas in a Write them on the board or choose a confident student
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reading text. to do this.
• Explain that in English texts, each main idea has • Write I’m from … (name of your country) and I’m …
its own paragraph, so students should read each (your nationality) on the board. Establish that a country
paragraph, underline the key words and decide what is a noun and a nationality is an adjective.
• Do the first item with the class as an example. Students
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the main idea is.
complete the exercise individually, then check their
• Students underline the key words in each paragraph. answers in pairs. Get feedback.
Get feedback.
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• Tell students to then underline the key words in the
EXTENSION: Read the sentences aloud, drawing
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attention to the fact that the stress falls on the final
questions in the Exam Task and get feedback.
syllable in Japan and Japanese and on the second
• Tell students to read the text again and underline the
syllable in Italian, Chinese, Brazil and Brazilian. In all the
parts that refer to the answer for each question.
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other countries / nationalities listed, the stress falls on

ANSWERS the first syllable.
1 study – Ghislain and Emmanuelle want to explore the
FAST FINISHERS: Write other countries and nationalities
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sea
on the board, e.g. Indonesian, Germany, Indian, Russia,
2 Under the Pole – a team called Under the Pole
Iceland, Kuwaiti, Egyptian, Jamaica. Ask students to
3 visit schools – They like telling students about their
identify whether the words are nouns or adjectives, then
work
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write sentences that include them.

4 boat, sons’ home – Ghislain and Emmanuelle are also
parents and their children always travel with them
ANSWERS
5 dog’s special job – he barks when he sees a polar bear.
1 France, French
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6 2 Greece, Greek
3 China, Chinese
Exam TASK 4 Italian, Italy
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Multiple choice with one text 5 Spanish, Spain

• Students do the Exam Task, then check their answers 6 Japan, Japanese
in pairs. 7 Brazilian, Brazil
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• Get feedback. 8 Britain, British
ANSWERS 2
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• Students complete the table, then compare answers in

1C 2B 3C 4C 5B
pairs. Get feedback.
your
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ANSWERS
• In pairs or small groups, students discuss ideas
the questions. They could make lists of the Nationality adjective endings
advantages and disadvantages of living on a
-ese -ish -an other
boat and compare their ideas with another group,
then do the same about visiting warm or cold Chinese Spanish Italian French
countries. Students give reasons for their answers. Japanese British Brazilian Greek
• As homework, they could produce a poster or a
powerpoint slideshow to present to the class.

21
3 1.2
• In pairs, students think of more nationality adjectives. Hi, and welcome to Close-up on … Greenland!
Elicit answers and write them on the board under the
Did you know that Greenland is the biggest island in
same headings as the table.
the world? That’s right. It’s the same size as western
EASIER: Write the names of countries on the board and Europe. And 80% of Greenland is ice! In fact, the ice on
ask students to guess the nationality adjectives. Greenland is 7% of all the fresh water in the world.
So, what about the people of Greenland? Well, the
ANSWERS population of Greenland is 55,000. There are just sixteen
Students’ own answers small towns in Greenland. The biggest town, Nuuk, has
got a population of 18,000.
Numbers and dates
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More than 67,000 people visit Greenland every year.
4 Most people come by plane, but 22,000 people
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1.2
• Revise basic numbers. Count quickly up to 20 around the come by boat. What about you? Do you want to visit
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class, then from 20 to 100 in tens (20, 30, 40, 50, etc.). Greenland?
• Write number pairs -teen / -ty (13/30, 14/40, etc.)
on the board and revise the differences in stress and
5 1.3
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• Ask students what the most important national holiday is
pronunciation. In thirteen, fourteen, etc. the stress is on
in their country and when it is.
the final syllable and in thirty, forty, etc. the stress is on
• Ask the names and dates of other national holidays.
the first syllable.
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Write them on the board. Use this to revise months and
• Revise larger numbers. Write 100, 200, etc. on the board
dates in English, including ordinal numbers, e.g. first,
and ask the class to read them. Then make the numbers
second, third, fourth, etc.
more complex, e.g. 250, 375, 407.
• Tell students they’re going to listen and write down
• Repeat with the thousands and then make the numbers
the date of the most important national holidays in the
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more complex, e.g. 2,250, 3,375, 7,407.
countries in the table.
• If in your country a point is used to separate thousands
• Play the recording. Students complete the table.
from hundreds, make sure students notice the comma.
If they ask how to separate decimal numbers in h • Play the recording again if necessary. Get feedback.
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English, say we use a point, e.g. 3.1 (pronounced three ANSWERS
point one). 2 Australia: 26 January 6 Ghana: 6 March
• Note that in British English, we say and after the 3 Bolivia: 6 August 7 Indonesia: 17 August
hundreds, e.g. 2,252 = two thousand, two hundred and 4 China: 1 October 8 Kazakhstan: 16 December
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fifty two. In American English and is not used. 5 Egypt: 23 July 9 Poland: 3 May
EXTENSION 1: Students take turns to do number 1.3

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dictation: one says five or six numbers and the other The national holiday of Greenland is on the longest day
writes them down. of the year, the 21st of June.
EXTENSION 2: Play Bingo. Students draw a 3x3 or 3x4 The national holiday of Australia is on the 26th of
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grid of squares and write a number in the range you January.

want to practise, (e.g. 1–30) in each square. The Bolivian national holiday is on the 6th of August.
• To play the game, call out random numbers from the The Chinese national holiday is on the 1st of October.
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range in turn, keeping note of each number as you

The national holiday of Egypt is on the 23rd of July.
call it. When students hear their numbers, they cross
them out in their grid. The national holiday of Ghana is on the 6th of March.
• The first student to cross out all the numbers calls The Indonesian national holiday is on the 17th of August.
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Bingo! and wins. Ask them to read their numbers back The national holiday of Kazakhstan is on the 16th of
to you to check they’re on the list you called. December.
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• Show the fact file. Ask if students know where Greenland The Polish national holiday is on the 3rd of May.
is and, if possible, show its location on a map or globe.
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Explain it’s the world’s largest island and that it’s officially LOOK!
part of Denmark.
• Play the recording. Students listen and complete the • Write the two different formats for the date on the
board (06/09/2005 and 09/06/2005) and elicit which
©
information.
• Play the recording again if necessary. Get feedback. is American English and which is British English.
Students give reasons for their answers. • Practise dates with the class. Students take turns to
come to the board. Other students call out dates
ANSWERS such as birthdays, exam dates or holidays. The
1 80% 2 7% 3 55,000 4 16 5 67,000 6 22,000 student at the board writes them in American English
or British English. The class checks they’re correct.

22
6 ANSWERS
• Students write the months in order. Get feedback. The children in this photo live in Kerala. Kerala is in India.
• You could ask volunteers to write the months on the It rains a lot in Kerala.
board to check spelling. Elicit the answers. These children don’t walk to school. They go by boat.
How about you? How do you get to school? Do you
ANSWERS
walk? Do you go by boat?
January, February, March, April, May, June, July, August,
September, October, November, December GRAMMAR GUIDE: Present simple
Not in Exercise 5: February, April, September, November
Use
7 We use the present simple to talk about:
• General facts or truths (things which don’t change
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MEDIATION SKILLS or the speaker considers permanent).
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• Taking and using relevant information from spoken or I live in the city. It doesn’t snow in summer.
written language is mediation. The company makes cars.
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• Comparing information from fact files and other texts is • Habits and repeated actions.
a useful way to practise these skills. He catches the train at 8.30 every day.
We play football on Saturday mornings.
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• Ask students what the text is about (a penpal club). If
necessary, explain penpal: friends who write to each Form
other (letters or emails) or chat online in real time via • For the third person singular we add -s or -es to the
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social media as a hobby, but don’t usually meet. Ask if infinitive.
anybody has or has ever had a penpal. We add -es if the infinitive ends in -s, -sh, -ch, -x
• Students complete the profile, then check their answers or -o:
in pairs. Get feedback. Ask if pairs have got different He kisses his daughter before she goes to school.
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answers to any of the questions. Tell them to discuss and She washes her hands. He watches TV. She fixes
try to agree on the correct answer. bikes.
If a verb ends with consonant + -y, we replace -y
ANSWERS
1 Malaysia h with -ies.
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He tries very hard.
2 This will depend on the date the activity is completed.
We add -s to all other verbs (except modals).
3 30th October
She plays very well. He runs very fast. She can
4 five
swim.
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• For all other persons we use the infinitive.

your I kiss my daughter. You wash your hands.
• In pairs or small groups, students answer ideas • The negative form is subject + does not / doesn’t
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the questions. (for third persons singular) / do not / don’t (for all
other persons) + infinitive.
EXTENSION: Ask students to write their own or She doesn’t eat meat. We don’t like football.
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their partner’s profile for a penpal club, using Aisha’s • The question form is does (third persons singular) /
profile as a model. do (all other persons) + subject + infinitive.
Does she play basketball? What does Jack do? Do
FAST FINISHERS: Students add extra information you come here often?
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to their profile, such as their favourite day of the

year, national holidays in their country and more 2
likes and dislikes. • Students read the text again and complete the present
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simple rules in pairs. Get feedback.

ANSWERS
Grammar
at
page 9 a i b ii c ii
Present simple 3
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• In pairs, students discuss which sentence is a fact and

1 which is a routine activity and complete the rule. Get
• Students look at the photo and read the text. feedback.
©
• Read each sentence of the text aloud and ask students

to underline the verbs. Get feedback. ANSWERS
1b 2a
EXTENSION: Elicit which sentence in the text is
negative (These children don’t walk to school). Ask: How 4
many questions are there in the text? (four). Choose • Write the following on the board:
students to read them out. I get up at 7.30.
My sister at 7.30 too.
I don’t eat breakfast at home.
My sister breakfast at home.
She eats it in a café.

23
• Students complete the gaps in the second sentences Question words
(gets up, doesn’t eat). Elicit the rules for the spelling of
the third person singular if appropriate. 7
• Students complete Exercise 4 individually, then compare • Students read questions a–f and underline the question
their answers with a partner. Get feedback. words (What time, When, Where, Who, What, Why).
• Ask them what is special about question a (the question
FAST FINISHERS / EXTENSION: Students use the text word is two words).
as a model to write about their own daily routines. • Do the first item with the class. (who, people).
• Students complete the exercise, then compare their
answers in pairs. Get feedback.
ANSWERS
1 live 5 love 9 do you live ANSWERS
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2 don’t walk 6 doesn’t go 10 Do you like 1 who 2 what 3 what time 4 why 5 when 6 where
3 go 7 stays
8
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4 read 8 plays
• Students choose the correct option to complete
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Adverbs of frequency the sentences, then check their answers in pairs.
Get feedback.
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GRAMMAR GUIDE: Adverbs of frequency EXTENSION: In pairs, students decide why the incorrect
• We use adverbs of frequency to show how often option in 1–4 is wrong (1 does is incorrect because you is
something happens. They come before the main second person; 2 What is incorrect because the question
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verb but after the verb be. is about a place; 3 What time is incorrect because we’re
My sister always walks to school. Do you always asking about a date, not a clock time; 4 What is incorrect
walk to school? I don’t always walk to school. because we know that the person studies English, so
They’re never on time. asking what makes no sense).
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• Common adverbs of frequency are: always, usually,
often, sometimes, rarely, hardly ever and never. ANSWERS
• Sometimes and occasionally can also go at the
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beginning or the end of a sentence, but at this level
it’s enough to teach the general rule. 9
1 do 2 Where 3 When 4 Why
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Sometimes I take the bus. I sometimes take the • Ask: Why is Where the correct question word in 1?
bus. I take the bus sometimes. (Because Turkey is a place).
• Students complete the exercise, then compare their
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5 answers in pairs. Get feedback.

• Ask volunteers to read the sentences in Exercise 5 • In pairs, students ask and answer the questions.
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aloud. Write hardly ever, sometimes, always, often and

FAST FINISHERS / EXTENSION: Provide some extra
usually on the board. Elicit what they show us (how often
something happens) and what they’re called (adverbs answers to write questions for, e.g.
of frequency). A: I usually have toast and orange juice for breakfast.
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• Students read the text in the box and choose the correct Q: What do you usually have for breakfast?
options. Get feedback. A: I walk to school.
Q: How do you usually go to school?
ANSWERS A: My favourite singer / actor is (name).
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before, after Q: Who’s your favourite singer / actor?

A: My favourite school subject / sport is (English).
6 Q: What’s your favourite school subject / sport?
• Show the line and explain that never means that we do A: My grandparents live in London.
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something zero per cent of the time, e.g. I never wear Q: Where do your grandparents live?
my pyjamas to school. Ask which adverb of frequency A: I usually have dinner at eight o’clock.
means that we do something 100% of the time (always).
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Q: What time do you usually have dinner?

• In pairs, students look at the sentences in Exercise 5,
work out the degree of frequency expressed by each ANSWERS
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adverb and complete the diagram. Get feedback.

• Ask What do you usually / hardly ever / often / always do 2 What time do you usually get up?
after school / before breakfast / at the weekends / during 3 Where do you live?
4 When do you usually do your homework?
©
your lunch break?, etc. Encourage students to respond

using full sentences.
ANSWERS Listening page 10
never listening to instructions; gapfill
hardly ever
sometimes 1 1.4
often • Ask in what situations people need to give personal

usually information. Elicit what personal details are (first name,
always surname, age, address) and write them on the board.

24
• Elicit the questions students need to ask to get this 2 1.5
information. (What’s your first name? What’s your • Do the first item with the class. Play the recording
surname? How old are you? Where do you live? / What’s and ask a volunteer to spell and write the name on
your address?) the board.
• Say that sometimes you need to spell words out so • Play the rest of the recording. Students check their
other people can understand them. If necessary, revise answers in pairs.
the alphabet. • Play the recording again if necessary. Get feedback.
TEACHING TIP: ANSWERS
• The letters of the alphabet can be grouped according 1 Bulawayo 4 Shinjuku
to their sounds. Write the following on the board (use 2 Alixia Callas 5 Rudolph Vogel
of phonetic symbols is optional): 3 Chizu Yamada 6 Al Qatif
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/ei/ A H J K /iː/ B C D E G P T V /ɑɪ/ I Y
/e/ F L M N S i /ɪu/ Q U W /əʊ/ O /ɑː/ R 1.5
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• Ask students to repeat the different groups of 1 I live in a town called Bulawayo.
letters. Note that in American English the letter z is That’s B-U-L-A-W-A-Y-O.
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pronounced /zi:/ and should go in the second group. 2 My name’s Alixia Callas.
• Remind students that we say double before a repeated That’s A-L-I-X-I-A C-A-double L-A-S.
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letter (e.g. for Anne we say A-double N-E ), and the 3 My name’s Chizu Yamada.
words capital (letter, e.g. A) and small (letter, e.g. a). That’s C-H-I-Z-U Y-A-M-A-D-A.
• Tell students they’re going to listen to a person 4 I live in a town called Shinjuku.
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answering questions about personal information and That’s S-H-I-N-J-U-K-U.
need to choose the answers they hear. 5 My name’s Rudolph Vogel.
• Play the recording. Students compare their answers. That’s R-U-D-O-L-P-H V-O-G-E-L.
• Play the recording again if necessary. Get feedback. 6 I live in a town called Al Qatif.
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That’s A-L Q-A-T-I-F.
EXTENSION: Do more work on the alphabet and
spelling: 3
h
• As a class, say the alphabet forwards and backwards.
1.6
• Go through the Exam Tip.
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• Give students cards with the different letters or sound
groups on them. Students wave their card or stand up Exam TIP
/ sit down when they hear their letter or sound.
• Students think of the names of three people, places or Listening to instructions
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objects that are important to them and spell them to • Say that listening tasks can feel difficult because
their partner. Their partner writes them down. students can’t see speakers’ faces or expressions.
So it’s important that they listen very carefully to the
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ANSWERS instructions at the beginning of the activity: they

1a 2a 3b 4a 5a 6b usually tell them who is speaking and where the
listeners are – for example, a student and a teacher
in a school. This information gives them a context,
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1.4
1 A: Can you spell your surname please, Miss Suarez? and they can start thinking about vocabulary and
B: Yes, it’s S-U-A-R-E-Z. situations related to this information.
• Say that instructions often tell students what type of
2 B: My address is 245 Vidalino. information they need to listen for, e.g. words, dates
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That’s V-I-D-A-L-I-N-O. or numbers.

A: V-I-D-A-L-I-N-O? • Say that they can check their answers the second time
B: That’s right. they hear the listening text.
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3 A: What’s your first name, please?

• Students underline the key words in sentences 1–3
B: Isabella.
(1 man, 2 photography lessons, 3 choose,
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A: Isobel? correct answer).

B: No, Isabella. That’s I-S-A-B-E-L-L-A. • Play the recording. In pairs, students decide if the
A: Oh yes, Isabella, with a double L. sentences are true or false.
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4 A: OK, Mr Carey. Is that C-A-R-E-Y? • Play the recording again if necessary. Get feedback.
B: No, it’s not Carey. It’s Curry with a double R: C-U- ANSWERS
R-R-Y.
©
1 F (at her school) 2 T 3 F (write the correct answer)

5 A: Did you say you live in ‘Bristle’? Can you spell
1.6
that for me?
B: Yes, it’s B-R-I-S-T-O-L. For each question, write the correct answer in the gap.
A: Oh, yes, Bristol, in the west of England. Write one word or a number or a date or a time. Look at
Questions 1–5 now. You have 10 seconds.
6 A: And your first name is Ted. is that right?
B: No, my name is Todd: T-O-D-D. You will hear a teacher talking about a new photography
A: Oh, sorry, my mistake. course at her school.

25
4 2 1.8
• Ask: Which words tell us what kind of information to • Go through the Exam Tip.
listen for? (question words).
• Students complete the activity, then check their answers Exam TIP
in pairs. Get feedback.
Giving details about yourself
ANSWERS • To get a good mark in the speaking exam, students
1 a date 3 a price need to try to answer questions with extra details.
2 a time 4 a name • Students should think about extra information they
could give as a response to personal information
5 1.7
questions, e.g. if the question is Have you got any
brothers or sisters?, they could say how many they‘ve
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Exam TASK got, give their names, say how old they are, the
things they like doing together, etc. If a student hasn’t
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Gap fill
got any brothers and sisters, they could talk about
• Ask students what they need to do before they begin
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their friends or other people in their family, e.g. their
a gap-fill task (Read the instructions and decide what
cousins, or about their pets.
type of words they need to fill in the gaps).
• Tell students to read the instructions and the text.
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• Explain that sentences a–e are examples of extra
• Play the recording. Students compare their answers in
information students could add when they answer
questions about themselves.
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• Students match the information with the sentences in
ANSWERS Exercise 1. Do the first item with the class.
1 10 4 £87.50 • Students complete the task.
2 October 5 Leandros • Play the recording. Get feedback.
ic
3 4.15
ANSWERS
1.7 1b 2d 3e 4c 5a
h
For each question, write the correct answer in the gap.
Write one word or a number or a date or a time. Look at 1.8
ap
Questions 1–5 now. You have 10 seconds. 1 I live in Seoul. It’s a big city in South Korea.
You will hear a teacher talking about a new photography 2 There are five people in my family. I’ve got one
course at her school. sister and one brother.
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OK, before we start today, I just want to tell you about a 3 I go to high school in Seocho-gu. I like my school,
new course. It’s a photography course and it starts next but I get a lot of homework!
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week. We have a wonderful new teacher, from Greece, 4 I get up at half past six in the morning. My lessons
so we’re very excited about that. Now, the lessons are start at eight o’clock.
twice a week, for five weeks, so that’s ten lessons. It starts
next week, on the 15th of September, and the last lesson 5 At the weekend we usually get up late. We
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is on the 13th of October. The lessons start at a quarter sometimes go to a café for breakfast.
past four on Tuesdays and Fridays, and each lesson is
one and a half hours. The price for the course is £75, 3
but we also charge £12.50 for other materials. So the • Explain that students are going to look at grammar
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total cost is £87.50. Alright? I hope you’ll come along. mistakes people often make in speaking exams.
Please take a form if you want to sign up for this course. • In pairs, students complete the activity.
And remember to write the teacher’s name on the form • Get feedback. Ask what the mistake is in the incorrect
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please – it’s Mrs Leandros. That’s L-E-A-N-D-R-O-S. sentences (1a is because people is plural; 2b am,
because the verb be isn’t needed in the present simple
of get up; 3a wrong word order and you need the
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Speaking page11 ordinal number; 4a frequency adverbs go before the

main verb; 5b time expressions go at the beginning
giving details about yourself; interview
or the end of sentences, not between the verb and
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1 the object).
• Ask students to describe the photo. If necessary, ask: ANSWERS
©
Where are the people? What are they doing? What are the
relationships between the people? What time of day is it? 1b 2a 3b 4b 5a
• Students complete the sentences, then check their
4 1.9
• Explain that students are going to write questions for the
ANSWERS answers in Exercise 3.
1 live 4 get up • Ask: How do you form a question in the present simple?
(with do or does before the subject). How do you form
2 five 5 weekend
a question with be? (with the correct form of be before
3 school
the subject).

26
• Write There are 15 students in this class. on the board. • Students ask and answer the questions in pairs.
Ask: What’s the question? Get feedback.
• Underline 15 students and write the start of the question
(How many students). TEACHING TIP:
• Underline There are and elicit are there as the question • When students do group or pairwork, circulate to
form. Complete the question with in this class? provide assistance and make notes of any mistakes or
• Explain that you can also ask: How many students are good examples of the target language.
in the class? If students ask why, explain that you don’t • After getting feedback, put the examples of mistakes
need there in the question when it is about a quantity in on the board and elicit corrections. Then share any
a place or group. good examples of the target language.
• To consolidate, write There are four eggs in the fridge.
on the board. Ask: What are the two questions? (How EASIER: If you did the extension, write the ideas you
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many eggs are there in the fridge? and How many eggs brainstormed on the board for students to refer to
are in the fridge?).
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during the speaking activity.
• Show Exercise 4 and ask what the two possible questions
are for the first item (How many people are there in your FAST FINISHERS: Students write three sentences about
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family? and How many people are in your family?). things they learned about their partner during the activity.
• Students write the questions. Play the recording.
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Students compare their answers in pairs. Play the 6
recording again if necessary. Get feedback.
ANSWERS Exam TASK
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1 How many people are in your family? Interview
2 What time do you get up? • Tell students they’re going to practise a speaking
3 Which year are you in at school? exam task and explain the word interview (when
4 What do you usually do in the evening?
ic
a person asks questions and another person
5 When do you meet your friends? answers them).
• Go through the Useful Language box. For each
1.9
A: How many people are in your family? h item, ask: What’s the question you answer with this?
(Where are you from? / Where do you live? / Have
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B: There are five people in my family. you got any brothers or sisters? How many people
A: What time do you get up? are in your family? When is your birthday? What’s your
B: I get up at seven o’clock. favourite subject? What do you usually do in your free
A: Which year are you in at school?
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time? Where do you and your friend / family usually

B: I’m in the third year at secondary school. go? What’s your favourite food? What do you do at
A: What do you usually do in the evening? weekends / in the evening?)
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B: I usually watch TV in the evening. • Put students in pairs. Student A asks questions using
A: When do you meet your friends? the prompts in the box and student B answers. Then
B: I meet my friends at the weekend. student B turns to page 171 and asks questions using
the prompts there and student A answers.
5
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• Get feedback.
• Tell students that they’re going to ask and answer the
questions in Exercise 4, adding extra information.
EXTENSION: Encourage students to get more
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EXTENSION: Brainstorm what kind of extra information information by asking questions about their partner’s
they could add for each question: answers.
1 How many people are in your family? say who they
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are; give names and ages; mention members of your TEACHING TIP:
family who don’t live with you, e.g. grandparents or a • Useful Language boxes are designed to teach or
favourite aunt or cousin; include pets. revise language ‘chunks’ and exponents of functions
at
What time do you get up? talk about your morning that students can use in speaking and writing
routine; when and what you have for breakfast and activities. They don’t need grammar explanations.
• Go through the language in these boxes to make sure
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when you leave the house; compare the time you get up
during the week and at the weekend. students understand the words. Check they know how
to use them by asking for example sentences.
Which year are you in at school? talk about exams,
©
school subjects, teachers, sports and clubs.

What do you do in the evening? talk about homework,
sports and hobbies, chores you do at home, social
media, favourite TV programmes.
When do you meet your friends? say where you meet
them; what you do together and / or talk about.

27
your
3
• Show the box. Elicit follow-up questions to ideas • Show the Leakey family tree. Point at the horizontal line
the first question or extra information students linking Louis and Mary and ask: What does this mean?
could use to respond, e.g. What do you do at Elicit They’re married. / They’re husband and wife.
the weekends? What do you enjoy doing with your • Point at the vertical line coming down from
family? Where do you go with your friends? Louis-Mary and ask: What does this mean?
• Ask: What do you think a morning person is like? (They have children).
(possible answers: a morning person likes to get up • Point at the horizontal line linking Jonathan, Richard and
early, is happy in the morning, does a lot of things in Philip and ask: What does this mean? (They’re brothers).
the morning, goes to bed early). • Write the word conservationist on the board and elicit or
• Elicit follow-up questions and an answer to the explain what it means (someone who works to protect
animals and plants in the natural world).
g
second question, e.g. What do you do when you
wake up early in the morning? Are you an ‘evening • Explain that the Leakey family are a family of scientists
n
person’? What time do you usually go to sleep? and conservationists in Kenya. Ask: Can you think of any
• In pairs or small groups, students discuss the famous conservationists and scientists in your country?
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questions. What are they famous for?
• Students read the family tree and complete the text,
then check their answers in pairs. Get feedback.
ar
Vocabulary page 12 ANSWERS
family 1 wife 4 daughters 7 sister
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2 parents 5 husband 8 niece
1 3 brothers 6 uncles
• Revise family member vocabulary. You could use a photo
of a famous family, real or fictional, or you could draw 4
• In pairs, students look at the family tree and the
ic
a simple picture of a family, with names so you can ask
questions about the people in it. example, and make sentences. Get feedback.
• Use the image to elicit relationships between the various
h
family members. Ask: Who’s (Milly’s) grandfather? What’s
the relationship between (Lin) and (Kim)?
EASIER: Students write sentences about the family tree,
then check each other’s sentences.
ap
• Show the activity and say that there is more than one
ANSWERS
word for some family members. Students complete the
lists with the words in the box and choose the correct Students’ own answers
gr
words in a and b, then compare their answers in pairs.

Get feedback. your
• Write the name of a member of your family ideas
ANSWERS
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on the board and give some information

1 grandma, granny 4 dad, daddy about the person, e.g. Edwin is my uncle. He’s
2 grandpa, grandad a grandparents about 60 years old. He’s a geography teacher and he
3 mum, mummy b parents lives in Scotland. Students ask follow-up questions.
lG
• Students write the names of four people in their

TEACHING TIP: family or people they know well.
• The use of ’s to show possession is taught in Unit • In pairs, they take turns to tell their partner about the
5, and until then students will only need to use it people they chose.
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in very simple structures, as in Exercise 2. At this

stage it’s best not to go into any details about the
grammar point.
Grammar page 13
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• Point at a father and daughter in the image you’re

using and say, for example: This is Homer. Lisa is present continuous; writing the missing
his daughter. To show their relationship we can say words; open cloze
at
Homer is Lisa’s father or Lisa is Homer’s daughter.

Write the sentences on the board and show the ’s. 1
Ask: Who’s Homer’s wife? (Marge). • In pairs, students read the text and say what Yusuf and
N
his sisters are doing. Get feedback.

2 ANSWERS
• Make sure students understand that each line represents
©
Yusuf is working at home. He’s writing a letter to his

a missing letter.
penfriend.
• Elicit the answer to the first description (son).
• Students complete the definitions, then compare their His sisters are sitting in the kitchen and listening to
answers with a partner. Get feedback. music.
ANSWERS
1 son 5 uncle
2 daughter 6 aunt
3 wife 7 cousin
4 husband

28
• Students complete the activity, then compare answers
GRAMMAR GUIDE: present continuous with a partner. Get feedback.
Use ANSWERS
We use the present continuous for: a 2, 5, 6 b 1, 3, 4
1 actions that are happening at the time of speaking.
She’s talking to her friends online. 5 1.10
2 actions that happen around the time of speaking. • Quickly revise how to form negative sentences and
We’re training for the marathon this spring. questions in the present continuous. Write She’s living in
3 temporary situations. the city. on the board and elicit the negative form (She
They aren’t working this week. They’re on holiday. isn’t living in the city.). Write where on the board to elicit
Note: We use these time expressions with the present Where’s she living?
g
continuous: at the moment, (right) now, for the time • Students complete the conversation with the present
being, at present, this morning / afternoon / evening / continuous form of the verbs in brackets, then compare
n
week / month / year, today. their answers in pairs.
• Play the recording. Students listen and check their
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Form
answers. Get feedback.
We form the present continuous with the verb be +
-ing form. The short form of be is often used in speech ANSWERS
ar
and in informal writing. 1 ’m sitting 5 ’re learning
Affirmative 2 Are you listening 6 ‘s your brother doing
I am (’m) playing. 3 ’m finishing 7 isn’t playing
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He / She / It is (’s) playing. 4 are you studying 8 ’s watching
We / You / They are (’re) playing.
1.10
Negative
I am (’m) not playing. Jordi: Hi, Rosa. Where are you?
ic
He / She / It is not (isn’t) playing. Rosa: I’m sitting in the garden.
We / You / They are not (aren’t) playing. Jordi: Are you listening to music?
Rosa: No, I’m finishing my geography project.
Questions
Am I playing? h Jordi: What are you studying at the moment?
ap
Is he / she / it playing? Rosa: We’re learning about Greenland. It’s really
Are we / you / they playing? interesting.
Jordi: Cool! So, what’s your brother doing today? Some
kind of sport?
2
gr
Rosa: No, not exactly. He isn’t playing football at the

• Students read the text in Exercise 1 again and complete moment because he hurt his foot. He’s watching
the rule box then check their answers with a partner. Get tennis on TV instead!
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feedback.
ANSWERS 6
1 are happening now 2 be, -ing form • Go through the Exam Tip.
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Exam TIP
! REMEMBER
• Go through the spelling rules, giving more Writing the missing words
examples for each rule if necessary. • Tell students that they should always start an
na
• Most verbs: infinitive + -ing: play – playing, look open cloze task by reading the text to get the
– looking general meaning.
• Double the consonant: begin – beginning, • Then they should decide what type of word they
io
stop – stopping, sit – sitting, win – winning need to fill in each gap, e.g. a verb, a preposition, a
• Omit the final e: hope – hoping, make – making, pronoun, etc.
ride – riding • Once they’ve completed the text, they should read it
at
again to look for and correct any mistakes, such as the

3 wrong form of a word.
• Finally, they should check spelling and punctuation.
N
• Students complete the sentences, then compare answers

with a partner. Get feedback.
• Students identify the text type (an email). Ask: What
ANSWERS type of sentence does the first gap appear in? Positive,
©
1 are living 4 ‘m (am) staying negative or a question? (a question). What type of word
2 ‘m (am) not doing, 5 are eating is missing? (a question word).
‘m (am) watching 6 are you talking • Students decide what type of word is missing in
3 ‘s (is) working each gap, then compare their ideas with a partner.
Get feedback.
4 ANSWERS
• Show the first sentence in Exercise 3 again. Ask: Are
the speakers living in Chile now? (Yes). Where do they 1 question word 4 possessive adjective
usually live? (Greece). Ask: Is this an action happening 2 verb (auxiliary) 5 verb (auxiliary)
at the time of speaking, or a temporary situation? 3 preposition
(temporary situation).

29
7 ANSWERS
1 Ann 4 0700900274
Exam TASK 2 Hayward 5 12th April 2003
3 hayward26@intermail.com
Open cloze
• Students fill in the gaps in the email, then compare 1.11
their answers with a partner. Get feedback. A: Hello, can I help you?
B: Oh yes, please. I’d like to join the gym.
FAST FINISHERS: Students use the text as a model A: Oh, lovely! Can I take your details, please, and then
to write an email to a friend. They then remove I’ll ask one of our gym team to show you round.
prepositions, question words or possessive adjectives B: OK.
A: So, what’s your name, please?
g
from the email to create a gap-fill task, exchange tasks
with a partner and complete them. B: It’s Ann, A-N-N, Hayward: H-A-Y-W-A-R-D.
n
A: Ann Hayward. That was H-A-Y-W-A-R-D?
ANSWERS B: That’s right.
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A: And your address please, Ann?
1 What 2 am (‘m) 3 to 4 her 5 are B: My email address?
A: We need your email address and your home
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Writing pages 14–15
address.
B: Oh, I see. Um, my email address is hayward26@
focusing on accuracy; completing a form intermail.com.
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A: hayward ... 26 … at … sorry, what did you say?
B: at intermail: I-N-T-E-R-M-A-I-L dot com.
Learning FOCUS A: Perfect. And your home address?
Focusing on accuracy B: It’s 15, Grove Road, Manchester.
ic
• Ask: Where can you see a form on the page? A: 15, Grove Road, Manchester. And what’s the
(Exercise 2; Exercise 4). When do you complete postcode?
h
forms? (When you apply for something, e.g. a job,
a place at university, a passport or other important
B: Oh, sorry, it’s M5 2RP.
A: M5 2RP – thanks. Now, um, can I have your phone
ap
document; or join something such as a gym or a club). number, please?
• Check students understand the terms in the Learning B: Yup, my mobile is: 0700900274.
Focus box. Ask: What’s your title?, What’s your first A: 07-double 0-9-double 0-2-7-4. And finally, your date
of birth.
gr
name / surname?, How old are you? / When were

you born? / What’s your date of birth?, Where were B: Sure, yes, my date of birth is the 12th of April, 2003.
you born? / What’s your place of birth?, What’s your A: Thank you! Now, let’s see if I can get hold of Fiona …
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address / phone number / email address?

• Write Mississippi on the board and ask: What’s this? 3
(a river and a state in the USA). How do you spell it? • Show the advert. Revise scientist and diver. Ask what
(M-I-double S-I-double S-I-double P-I). the animal in the photo is (a turtle) and elicit or teach
lG
• Write 06/03/2026. Ask: How do you say this date in volunteer (a person who works or does a task but doesn’t
British English? (the sixth of March, twenty twenty- get any money for it).
six). How do you say it in American English? (June • In pairs, students read the advert and answer
third twenty twenty-six). Why? (Because in British the questions.
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English we put the day first and in American English • Get feedback. Ask students: Would you like to volunteer
we put the month first and often don’t say the article for a project like this? Why? / Why not?
before the day).
ANSWERS
• Tell students they should include the country code
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when giving their phone number internationally. 1 Mexico 2 two weeks 3 how to dive
Elicit the country code for their country.
4
at
• Elicit or teach the pronunciation of the @ symbol (at)

• Students read the form at the bottom of the advert and
and the full stop symbol (dot) in an email address.
identify the information Sandy hasn’t included and why.
N
Get feedback.
1
• Students complete the activity, then compare their EXTENSION: Students identify four reasons Sandy gives
©
for being interested in joining the volunteer project (she

ANSWERS loves swimming, wants to be a diver in future, loves
1c 2b 3g 4d 5e 6f 7a meeting people and thinks it’s important to look after
the sea).
2 1.11
• Ask: Do you or any members of your family belong to a ANSWERS
gym? How often do you go? Phone number; the instructions don’t ask for it.
• Play the recording. Students complete the form and
compare answers with a partner.
• Play the recording again if necessary. Get feedback.

30
5 lonely (adj): unhappy because you are not with other
• In pairs, students answer the questions. Get feedback.
people
TEACHING TIP: Explain that many women use the title outgoing (adj): happy to meet and talk to new people
Ms, and you should use this if you’re not sure if a woman share (v): to have or use something somebody else also
prefers Ms, Miss or Mrs and has no other title like Doctor, has or uses
Professor, etc. shy (adj): not happy to meet and talk to new people
• Ask if the students know any other common titles and trust (v): to believe that someone is a good person and
elicit or give Doctor (Dr) and Professor (Prof). will do what they say
• Ask students what the equivalent of these titles are in
their language and culture and how they’re used. TEACHING TIP: The Useful vocabulary lists can be used
g
in several ways. You could:
ANSWERS • write the words on the board and elicit their
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1 Mrs 2 Miss 3 Ms 4 Mr meanings, teaching or explaining the others
• print and give the list to students as a reference
6
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• ask students to identify categories (or do it for them)
• Ask students what they think language schools in Britain and group the words in lists, tables or mind maps
are like. Ask: Where do students live? Where are the • introduce the vocabulary throughout the lesson when
ar
teachers from? How many hours do they go to school it’s useful. Start by eliciting expressions that students
every day? Have they got any free time? Are these know and then introduce the new vocabulary.
schools expensive?
Le
• Go through the Useful Language box.
• In pairs, students look at the advert and discuss the
1
• Students read the information on the poster. Elicit or
questions. Get feedback. You could write a list of their
teach average (what is usual in a group of people or
ideas on the board.
things) and close friend (a very good friend).
ic
POSSIBLE ANSWERS • In pairs, students discuss if they think the statements are
1 because English is the language people use all over true or false and why. Get feedback.
h
the world; to communicate more easily when I travel;
to meet and talk to more people; to get a better job;
ANSWERS
ap
1T 2T 3F 4F 5T
to understand songs or books in English
2 watching films and videos in English; reading books, 2
magazines and websites; listening to songs in English; • Encourage students to think critically about information
gr
getting an English-speaking penpal; visiting English- of this kind. Ask: Do you think this information is true
speaking countries for young people in your country? Is it useful?
Why? / Why not?
7
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• Remind students that the numbers are averages and

• Tell students they’re going to complete an application there is no right or wrong number of friends to have.
form for a summer school. They need to include
personal information and to write three or four lines to 3
lG
explain why they want to learn English. • In small groups, students discuss the questions.
• Go through the Useful Language box again. Draw
attention to the use of the -ing form after like, love, EASIER: To help students structure their discussion,
enjoy and be interested in and elicit or teach goal write some additional questions on the board:
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(something you want to do or achieve). (1) What does a good friend do? What doesn’t a good
• Students complete the form and check their work in friend do?
pairs. Get feedback. (2) How can you make friends at school? How can you
io
make friends outside school?

Live well, study well page 16
(3) What do you share or do with old friends? What do
you share or do with new friends?
at
making friends; be yourself (4) What does your friend look like? What things do you
like about him / her? What do you do together?
Useful vocabulary
N
confident (adj): sure about yourself and your ability to • Get feedback. You could write a list of students’ ideas
do things well on the board or have a class vote on the most important
©
qualities in a friend.
disappointed (adj): unhappy because someone or
something was not as good as you hoped or expected,
or because something didn’t happen
excited (adj): enthusiastic and happy
get on with (v): to have a good relationship with
hang out (v): to spend time with someone or in a place
have things in common with (v): to have the same
interests or experiences as another person

31
4
• Go through the Mind your Mind box.
Review page 149
TEACHING TIP: You can use the review:

TEACHING TIP:
• as informal assessment, making sure students know it
• The Mind your Mind boxes are designed to give
isn’t an exam and that they won’t be working in pairs.
students information or ideas about issues that affect
• as revision, for additional practice and consolidation.
their wellbeing and encourage them to reflect on and
• as homework.
think about what is good for them.
In the classroom, you can administer it in different ways:
• Explain that to mind something is to take care of or
• an exercise at a time, checking answers as a class.
look after it. Your mind is the part of you that makes
• a section (Vocabulary then Grammar) at a time,
it possible for you to think, feel emotions and know
about things. Ask: What does ‘mind your mind’ mean? checking answers as a class. You could set a time
g
(to pay attention to the way you feel, and act in a way limit, e.g. 10–15 minutes, for each section.
that makes you happy). • the entire review as one task, checking answers as a
n
class. If you set a time limit, alert students when half of
• Elicit or teach nervous (worried and a bit scared of it has passed.
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something) and uncomfortable (not relaxed). Ask: What Encourage students to reflect on their achievements
is the information about? (tips on how to make friends). and weaknesses and decide which boxes to tick at the
• In pairs or small groups, students discuss the questions.
ar
bottom of the page.
• Get feedback. Ask: Are there any tips that you don’t
find useful? Why? You could also get the group to vote ANSWERS: VOCABULARY
Le
on which tips are the hardest to follow or the most
important / useful. 1
1 French 3 Jamaican 5 Egyptian
5 2 Chinese 4 British 6 Brazilian
• In pairs, students write three more tips for making
2
ic
friends. Remind them to use imperatives (join, be, etc.)
• Get feedback. You could write students’ ideas on 1 two thousand
the board. 2 three thousand, four hundred
h your
3
4
thirty-nine
ap
six hundred and sixty-five thousand
roject
• In groups, students read through and
choose a project. Project 1 involves making p 5 eighty-two
a game and Project 2 involves giving a 6 the twenty-fifth of March
presentation.
3
gr
• If necessary, help students decide how to work as

1 aunt 2 uncle 3 cousins 4 niece 5 nephew
a group and allocate the project tasks. Ensure that
everybody has a task and ask students to swap texts 6 grandmother / grandma / granny
eo
for peer correction. 4

Project 1 1 fifth 3 seventieth
• If necessary, suggest a board game with questions, 2 August 4 twelve, first
lG
e.g. What’s your favourite colour? on different

squares. Students roll a dice and answer the ANSWERS: GRAMMAR
questions when they land on the squares.
• Fix a date for game playing. If more than one game
5
1 live 4 goes 7 live
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was created, ask the class to vote on the best one,

2 take 5 work 8 do
giving reasons for their vote.
3 doesn’t 6 are
Project 2
• If necessary, suggest students do a quick survey by 6
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writing ideas of how to have fun / help people speak 1 Where do you live?
to each other on cards, then give them to another 2 What time does your lesson start?
at
group of students to rank in order of usefulness or 3 When do they have lunch?

how much they’d like to do each activity. They can 4 Why does she study English?
use the results for their presentation.
5 Who do you go to school with?
N
• The presentation could be a video, a powerpoint

slideshow or a poster. 7
• Fix a date for the presentations. Students take turns 1 I usually have lunch at 1.00 p.m.
©
to present their ideas to the class using the Useful 2 They are hardly ever late for school.
Language box to help them. 3 We always go to the seaside in the summer.
4 My mother often goes shopping on Saturdays.
5 My parents are never at home during the day.
6 I sometimes go to the cinema with my friends. /
Sometimes I go to the cinema with my friends. /
I go to the cinema with my friends, sometimes.
8
1 ’s, doing 3 Are, eating 5 aren’t working
2 ’s talking 4 ’m watching 6 ’re playing

32
2xAllxxxxxx
dressed up
Reading: finding specific information;
page 17
Speaking: giving a description of a friend;

multiple matching interview
Vocabulary: clothes and colours Vocabulary: adjectives to describe people
Grammar: past simple, used to Grammar: past continuous
Listening: identifying the correct answer; Writing: writing about personality; including
multiple choice with five all the points; writing an email
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conversations Video: A taste of India
n
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Unit Opener page 17 EXTENSION: Students describe the photos on page 19.
Elicit or teach headdress, high-heeled (shoes), bouquet of
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In the photo (flowers), costume, crown, feathers, bright, kimono, sash,
A woman wears a traditional costume as she participates shawl, necklace and earrings by pointing to them.
in a festival in Valparaíso, Chile. Valparaíso is a colourful
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seaside city which has many carnivals and festivals ANSWERS
throughout the year. 1b 2c 3a
• Show the photo. Ask: Why is the woman wearing these
clothes? Elicit or teach celebrate (do special things with
3
ic
other people to show that an event is important) and
festival (a special day or events that people celebrate). Exam TIP
• In pairs, students discuss the questions.
h
• Get feedback. Elicit or teach bright, light and dark as Finding specific information
ap
colour modifiers. • Being able to identify key words in texts will help
students in many different exam tasks.
EXTENSION: Elicit or teach details for what the woman • Students should read the texts first.
is wearing – a hat with ribbons (long, narrow pieces of
gr
• Then they should read the questions and identify the

cloth / material used for decoration), a shawl (a piece of key words.
cloth women wear around their shoulders), a dress. • Say that key words in questions might appear in more
eo
than one text. When this happens, students should

ANSWERS read and compare the sentences where the words
1 Possible answers: purple, pink, orange, gold, blue, appear carefully to eliminate the incorrect options.
green, yellow, white, black • Explain that when they read the texts, students should
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2 Students’ own answers also try to think of words related to the key words, e.g.
if kitchen is a key word, words such as cooking, food,
etc. might help identify the right text.
Reading pages 18–19
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• Before completing the Exam Task, students underline the

finding specific information; multiple matching key words in the questions (1 festival, getting older;
2 history, clothes; 3 festival, one day; 4 young boys / girls;
1 5 traditional clothes; 6 only, one place; 7 competition).
io
• Ask students what they can see in each photo and

write new vocabulary on the board, e.g. 1 jewellery,
word focus
sari (traditional Indian dress); 2 biscuits, cakes; 3 choir;
at
singers; 4 dancers, park, costume; 5 temple, (turn) prayer • In pairs, students work out the meaning of the words in
wheel; 6 parade, band, marching, etc. bold then read the Word Focus to check their answers.
• In pairs, students discuss the question. • Get feedback. Ask some students how many words they
N
• Get feedback. If students mention a special food, ask guessed correctly and which words helped them do this.
them to try to describe it in English, e.g. It’s a kind of • Elicit or teach carnival (a big celebration in the streets
cake / biscuit / drink … It’s made of … We eat it with, etc. when people wear special clothes, dance and play music
©
as they walk).
2 • Play the recording. Students read the text in their books.
• Ask students where the countries are (1 an island in the 2.1
Caribbean off the coast of Venezuela; 2 an island country
in east Asia; 3 western Europe). As reading text on page19.
• In pairs, students match the photos and countries.
• Get feedback. Ask which words in the texts helped
students choose their answers.

33
ANSWERS
Exam TASK
1 the girl in photo b 4 the girl in photo b
Multiple matching 2 the girl in photo b 5 the boy in photo a
• Do the first question with the class. Ask: What are the 3 the girl in photo a 6 the boy in photo b
key words in the first question? (getting older). What
related words can you find in the texts? (old, adult). 3
Which is the correct answer? (C). • Check students understand the words in the box and the
• Students complete the task, then compare their categories in the table.
answers in pairs. • Students complete the activity, then compare their
• Get feedback. Ask students if underlining the key answers with a partner. Get feedback.
words helped them find the answers.
FAST FINISHERS: Students add more words to each
g
ANSWERS category, e.g. Head: headband, scarf; Top: T-shirt,
blouse; Legs: jeans, leggings; Feet: trainers, slippers;
n
1C 2A 3C 4B 5C 6A 7B
Whole body: pyjamas, coat; Accessories: earrings,
bracelet.
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your
• In pairs, students discuss the question, giving ideas Alternatively, write these items on the board and
reasons for their answers. students use a dictionary to help them decide on the
ar
• Get feedback. You could take a class vote on correct category.
which festival most students would like to see. Ask
them to describe any coming-of-age (becoming an
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ANSWERS
adult) ceremonies they know about. Do they think the
Head: cap, hat
age to become an adult in their country is right, or
Top: jacket, jumper, shirt
should it be younger / older?
Legs: shorts, skirt, trousers
ic
Feet: boots, sandals, trainers
Whole body: dress, suit
Vocabulary page 20 Accessories: belt, handbag, necklace
clothes and colours h 4
ap
1 2.2 • In pairs, students describe the people.
• Ask: Are you interested in clothes? Why? / Why not? Tell • Get feedback. Ask one or two pairs to share their
students to describe what the people in the photos are descriptions.
gr
wearing and say if they think they’re interested in clothes.

EASIER: Write phrases on the board as prompts, e.g.
• Elicit or teach the verbs wear (put clothes or an
This person is … He / She has got …This person is
accessory like a bag, belt, etc. on your body) and carry or
wearing … He / She is holding …
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hold (keep things in your hands or arms).

• Play the recording. Students match the descriptions,
then compare their answers in pairs. 5
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• Do the first item with the class. (a jumper, because we

ANSWERS wear them to keep warm when it’s cold)
• Students choose the correct options, then check their
1b 2a
answers in pairs.
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2.2 • Get feedback. Elicit one or two explanations of the

1 In this picture, the boy’s holding a black bag. The girl’s correct answers.
wearing green trousers and a pink jacket. The boy’s
EXTENSION: Bring in some photos of people from
wearing red trousers and sunglasses.
io
magazines / newspapers. In pairs or small groups,

2 In this picture, the boy’s wearing a red shirt and black
students choose a photo and describe it to the class.
shorts. The girl’s wearing a black hat, a black and
at
brown dress and black boots.

ANSWERS
2 1 a jumper 3 handbag 5 trousers
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• In pairs, students answer the questions. Elicit or teach 2 trainers 4 suit 6 shorts
silver, gold and stripy. Get feedback.
6
©
EXTENSION: Students make up their own questions • Ask: Do you take photos of yourself when you’re dressed
about the photos and ask and answer them with a up for special occasions? Do you share these photos
partner. with your friends?
• Revise amazing (surprising and good) and elicit or teach
EASIER: Put the following phrases on the board. chilling (not doing much) and formal clothes (clothes you
Students copy and complete them. wear to look smart).
This person is wearing a … on his / her …. . He / she is • Students fill in the gaps, then compare their answers in
wearing a … , carrying a … pairs.

34
• Get feedback. Ask students to read the completed
sentences aloud. Irregular verbs
Many verbs have an irregular past simple. Some of the
FAST FINISHERS: Students write three sentences to most common include:
describe the clothes and accessories of someone who do (did), have (had), go (went), get (got), come (came),
they think looks amazing. make (made), take (took), eat (ate)
ANSWERS Negative and question forms

• We use did not (didn’t) + infinitive to form the
1 suit 3 jumper 5 necklace
negative of all verbs except be.
2 dress 4 handbag 6 sandals
I / He / She / It / We / You / They didn’t play / didn’t
your work / didn’t live here.
g
• In pairs, students discuss the questions. For ideas • We use Did + subject + infinitive to form questions.
question 2, students could describe their Did I / he / she / it / we / you / they play / work /
n
favourite outfit to a partner who draws a picture live here?
ni
of the clothes. be
• Get feedback. Ask one or two students to describe
The past simple of be is was / were.
their partner’s favourite clothes.
I / He / She / It was sad. You / We / They were sad.
ar
Was / Were don’t take the auxiliary did in the negative
form or in questions.
Grammar
Le
page 21 I / He / She / It wasn’t sad. You / We / They weren’t sad.
Past simple Was I / he / she / it sad? Were you / we / they sad?
1
• Students complete the activity individually, then 2
ic
compare answers in pairs. Get feedback. • Tell students to underline the verbs in the past simple
(didn’t see, were, wasn’t, left, did you go, did, was)
ANSWERS
regular past simple verb: watched h before completing the rules.
• Students compare their answers in pairs.
ap
irregular past simple verb: went • Get feedback. Remind students that the past tense of be
doesn’t use did in negative and question forms.
GRAMMAR GUIDE: Past simple
TEACHING TIP: Regular past simple endings are
gr
Use
pronounced /d/ when the verb ends in a vowel sound,
We use the past simple to talk about: (e.g. y) or a ‘voiced’ consonant (b, g, l, m, n, r, v, w, z),
• something that started and finished in the past. and as /t/ when the verb ends in an ‘unvoiced’
eo
I played chess with Jim yesterday and I won. consonant (k, f, s, sh, p, x). Students will mostly do this
• past routines and habits (often with adverbs of naturally because it takes more effort not to, so there’s
frequency). no need to teach this.
lG
They usually walked home after school.

We use time expressions that refer to a time that’s You will need to teach that regular past simple endings
completely finished, such as yesterday, last night / are pronounced /ɪd/ when the infinitive ends in t or d,
week / month / summer, a week / month / year ago or e.g. waited, hated, needed, painted, wanted.
na
this morning, e.g. it’s now after 12.

ANSWERS
Form
a4 b2 c3 d1
We use the same form for all persons.
io
Regular verbs 3
• Elicit the irregular past simple verbs students have seen
We make the regular past simple by adding -ed to the
in Exercises 1 and 2 (went, didn’t see, were, wasn’t, left,
at
end of the infinitive.

did). Say: Went is the past simple of ...? (go) and elicit
I / He / She / It / We / You / They played / worked
the infinitive of the other verbs.
here.
N
• Students complete the table, then compare their

Spelling answers in pairs. Get feedback.
• One-syllable verbs that end in 1 vowel + 1
©
consonant double the consonant. EXTENSION: Elicit other irregular past simple verbs and
stop – stopped write them on the board next to the infinitive.
• Two-syllable verbs that end in 1 vowel + 1 consonant
double the consonant if the stress is on the second ANSWERS
syllable. Infinitive Past simple Infinitive Past simple
admit - admitted permit - permitted enter – entered
• Verbs that end in e only add -d. bring brought eat ate
close – closed live – lived buy bought go went
• Verbs that end in consonant + y lose the y and catch caught teach taught
add -ied.
marry – married study – studied drink drank think thought

35
4 your
• Do the first item with the class (watched). • In pairs, students discuss the questions. They ideas
• Students complete the sentences, then compare their could extend the discussion to other topics,
answers in pairs. Get feedback. e.g. things they used to and didn’t use to eat,
drink, watch on TV, etc.
EASIER: Write the answer options on the board in
• Get feedback. Ask a few students to tell the class
alphabetical order: did did, go did, send didn’t walk
what they learned about their partner.
didn’t wear played took watched went
Students work in pairs to complete the sentences.
FAST FINISHERS: Students write three sentences using
past simple verbs from Exercises 3 and 4. Ask one or two
Listening page 22
g
identifying the correct answer; multiple choice with
students to read their sentences aloud.
five conversations
n
ANSWERS 1 2.3
ni
1 watched 4 didn’t walk, took • Show the activity. Ask: What do you think the
2 didn’t wear 5 did your friends go, went conversations are about? (clothes and / or things people
3 Did you send, did 6 played used to do in the past)
ar
• Students underline the key words in the sentences, then
used to compare their answers in pairs. They could also predict
words they might hear in the recordings, e.g. question 1,
5
Le
colours; question 2, size words.
• Choose individuals to read sentences 1–3 aloud. • Play the recording. Students listen and think about their
• Students answer the questions, then compare their answers.
answers with a partner. Get feedback.
2.3
ic
ANSWERS
1 A: I like your shoes, Jack. Are they new?
1 No. 2 They visited their uncle. 3 Yes. B: Yes, they are. My old brown ones were too small.
6 h A: Well, these black ones are much nicer.
2 A: Is that your brother over there? The boy wearing
ap
• Elicit or teach completed (finished) and affirmative
a hat?
(positive).
B: Yes, it is. I don’t know why he always wears it. It’s
• Students complete the rules, then compare their answers
too small for him!
gr
A: Well, maybe you can buy him a new, bigger hat

ANSWERS for his birthday.
1 past habits and situations 3 A: Jodie! Are you ready?
B: Yes, I am.
eo
2 infinitive
3 use to A: Oh. You’re wearing that blue skirt again! It’s your
dad’s birthday party. Why don’t you wear your
4 infinitive
nice new dress?
lG
7 B: But I love this skirt.

• Ask: What is the blog about? (What people used to do A: Yes, and you wear it every day.
when they were five years old.) B: OK, fine. I’ll wear the new dress.
• Elicit or teach scared (afraid or worried), the dark (when 4 A: Oh look, Tom! Here’s a photo of you on your bike
na
there is no light) and dinosaurs (animals that lived when you were six.
millions of years ago, e.g. tyrannosaurus rex, etc.). B: And I’m smiling! I don’t know why … I used to
• Students fill in the gaps, then check their answers in hate riding my bike.
A: That’s true. But you love it now!
io

B: I know. But when I was six, I just wanted to play
ANSWERS computer games all day.
at
1 was 6 used to love 5 A I think this is my favourite necklace. My grandma

2 used to sleep 7 had gave it to me last year. It isn’t very big or
3 was 8 used to get out expensive, but I really love it.
N
4 used to take 9 didn’t like 6 A: It was a lovely day yesterday. Did you go to the
5 used to watch beach?
B: No, I didn’t. I stayed at home and finished my
©
EXTENSION: Write When I was five years old, I used to school project.
… on the board. Students complete the sentence with A: Oh. And it’s raining today.
their own ideas. B: I know! Just my luck.
You could change the age in the statement to give
students more practice, e.g. When I was two / seven / 2 2.4
ten years old, I used to … • Students read the conversations and fill in any gaps they
can.
• Play the recording. Students listen and complete the
sentences.
• Play the recording again if necessary. Don’t get feedback
yet.

36
2.4 2.5
As items 1 and 2 in Track 2.3. For each question, choose the correct answer (A, B or C).
1 You will hear a man talking to a friend about a new
3 suit. Why did he buy it?
• In pairs, students compare their answers to Exercise 2.
A: I love this photo of you. That’s a nice suit!
• Get feedback. Ask students to read out the completed
sentences. B: Yeah. I bought it when my sister got married last
month. It was quite expensive, but I wanted to
ANSWERS look good in the photos!
1 new, old, were, black, are A: It really looks good on you!
2 brother, hat, small, bigger B: Thanks! It’s useful for job interviews too.
4 2 You will hear a woman talking to a friend about a
g
2.3
• Play the recording again. Students listen and complete party. What does she need?
n
Exercise 1. Get feedback. A: It’s Fatima’s 21st birthday party next week, isn’t it?
Do you have a present for her?
ni
ANSWERS B: Yes! I bought a beautiful necklace for her.
1a 2b 3b 4a 5b 6b The problem is, I can’t decide what to wear …
A: How about the blue dress you wore to the
ar
5 concert last year? It looked really good!
• Go through the Exam Tip. B: Oh, long dresses are really out of style now. And I
just don’t have time to go shopping this week.
Exam TIP
Le
A: Why don’t you look online? You might find
Identifying the correct answer something there.
• Tell students that in listening exam tasks with five 3 You will hear a man talking to a shop assistant. Why
short conversations, they will hear a lot of information.
ic
doesn’t he buy the T-shirt?
To make the task easier, students should read the A: Hi. Can I try on one of these T-shirts, please? Are
questions and possible answers carefully before they they on sale?
h
listen, then underline key words in the questions and
possible answers to identify the information they need
B: Yes, they’re two for ten pounds. What colour
would you like?
ap
to listen for.
A: Hmm … the black one, in a large size, please.
• They may hear the key words from more than one
B: Sorry, we only have medium in this style. Do you
of the possible answers in each conversation, so
want to try something else?
they need to listen for the overall meaning of the
gr
A: No, that’s fine, thanks.

conversation to decide which answer is correct.
• Students will hear the conversations twice, so they can 4 You will hear a man talking on the phone. Why is he
check their answers before they make a final decision. upset?
eo
I think I dropped my jumper when I got off the train,

• Do the first item together. Ask students where in the or perhaps I left it behind on my seat on the train.
Exam Tip box they found the answer. The train was a few minutes late and I was in a hurry
lG
• Students complete the activity, then compare their to catch the bus and was worried about missing it. It
answers in pairs. was really annoying because the weather suddenly
• Get feedback. Ask students to explain why items 1 and 3 turned cold and all I had on was a thin shirt and a
are false. light jacket. And I had to wait outside the station for
na
ANSWERS 20 minutes for the bus! So by the time I got home I

1F 2T 3F 4T was absolutely frozen!
5 You will hear a woman talking to her friend about
io
6 2.5
ordering something online. What does she want to
buy?
Exam TASK
at
A: Look at this website. They have all kinds of cool

stuff!
Multiple choice with five conversations
B: Yes, that’s a really good website. I bought some
N
• Students underline the key words in the Exam Task. good trainers on there last time.
Elicit or teach wedding (a celebration when people A: Really? I need something comfortable to walk in
get married) and job interview (a meeting to decide when I go on holiday to the beach this summer.
©
whether a company will give you a job). What do you think of these?
• Elicit the key words in each question (1 new suit, M: Hmm, I think your feet will be too hot in boots.
wedding, on sale, job interview; 2 party, need, What about those sandals?
present, necklace, dress; 3 T-shirt, expensive, small, B: Great idea. They look comfortable and they’re
wrong colour; 4 upset, missed the train, bus, late, lost
perfect for the beach.
jumper; 5 buy online, boots, sandals, trainers).
M: They look really nice. And they aren’t very
• Play the recording. Students listen and complete the
expensive.
task, then compare their answers with a partner.
• Get feedback. Students give reasons for their answers. ANSWERS
1A 2C 3B 4C 5B

37
Speaking page 23 3
giving a description of a friend; interview
1 Exam TIP
Giving a description of a friend
MEDIATION SKILLS • Explain that in an interview it’s important to
• Describing people is mediation, and describing photos understand how open or general a question is.
is a good way to develop the skill. Students have to • If the examiner says, Tell me about … , the question
relay visual information in a way that their partner can is very open and students can choose which aspect of
understand and draw conclusions from. the topic they want to talk about.
• Point to the sentences you wrote on the board for
g
• Write the words hair, eyes and skin on the board. Elicit Exercise 2. Ask: If the examiner asks, ‘What is …
words for each category, e.g. long, curly, blonde, blue, like?’, what type of information do they want? (a
n
pale, etc. You could also revise clothes and accessories description). Can you give a physical description?
(yes, the question is general).
ni
vocabulary from earlier in the unit.
• Tell students we use have got for talking about • Remind students that they should try to connect
appearance and am / is / are wearing for talking about sentences with and, but and or. For example, She likes
ar
clothes, e.g. He’s got short, dark hair; She’s got green listening to music, but she can’t play an instrument
eyes; They’re wearing jeans. instead of She likes listening to music. She can’t play
• Demonstrate the activity by choosing someone in the an instrument.
Le
photo and eliciting questions students can ask to guess
who it is, e.g. Has the person got long hair? Is the person • In pairs, students ask and answer the questions.
wearing glasses?, etc. • Get feedback. Ask one or two pairs to ask and answer a
• Demonstrate how to modify language if students don’t question.
ic
understand a description. For example, He’s wearing a
checked scarf can be modified to He’s wearing a black
4
• Elicit the uses of but, and and or. Ask students to give
and white scarf round his neck.
h
• In pairs, students continue the activity. Get feedback.
example sentences.
• In pairs, students complete the activity. Get feedback.
ap
FAST FINISHERS: Students write a description of a ANSWERS
famous person and the class try to guess who it is.
1 for example 2 and 3 but 4 so 5 or
EASIER: Write prompts on the board for students to refer It answers question 1
gr
to during the activity, e.g. Is the person … tall / short /

a man / a woman? Has the person got long / straight / 5
blonde, etc. hair? Is the person wearing a hat / glasses?,
Exam TASK
eo
etc.
Interview
• Go through the Useful Language box. Teach or elicit
2
lG
volleyball (in this sport, teams push a ball over a high

• Write the following questions on the board: 1 What
net; if one team drops the ball, the other team gets
is (name) like? 2 What does (name) look like? 3 What
points).
does (name) like? Elicit the meaning of like in each
• In pairs, students take turns to interview each other.
na
question: (1 You want information about someone’s

• Get feedback. Ask one or two pairs to share what
personality, e.g. Nice but sometimes boring.) (2 You
they discussed.
want information about someone’s appearance, e.g.
He’s tall with blonde hair.) (3 You want information about
io
someone’s preferences, e.g. She likes animals and funny EASIER: Write additional useful language stems on the
films.). board, e.g.
• Keep the sentences on the board as you will need He / She likes / is interested in … but he / she doesn’t like
at
them later. We both like / love …

• Show the activity. Students categorise the questions, We often / sometimes go to / do / watch / play …
together
N
then compare their answers in pairs.

• Get feedback. Students give reasons for their answers. My friend is very … I like him / her because …
We disagree about … because I … and my friend …
ANSWERS
©
1P 2 AC 3I 4A 5 AC 6 AC 7A 8 AC your
• In pairs, students discuss the questions. ideas
Get feedback.
TEACHING TIP: It’s a good idea for students to swap

partners regularly so they get used to speaking to new
people. By working with different partners, students also
have the opportunity to share or respond to different
ideas.

38
Vocabulary page 24 4
• Elicit people students could describe, e.g. grandmother,
adjectives to describe people maths teacher, a singer, etc. Remind them to use
1 vocabulary from the unit in their descriptions.
• Ask: How can you answer the question ‘What is your • In pairs, students take it in turns to describe one or two
best friend like’? Elicit some personality adjectives and people to their partner.
write them on the board. • Get feedback. Ask one or two pairs to talk about
• Students complete the activity, then compare their someone their partner described.
answers in pairs. EXTENSION: Students give more detailed descriptions
• Get feedback. You could check understanding by of the people they chose, e.g. what they look like,
eliciting examples of what a funny / quiet / happy person what they do and like, etc. Ask for a minimum of four
g
does in class / at a party / if they’ve got a problem, etc. sentences in the description.
ANSWERS
n
1 funny 3 happy 5 friendly 5 2.6
• Students read the questions. Ask what the conversation
ni
2 quiet 4 kind 6 clever
is about (a boy describing his new school) and elicit
2 descriptions or words students might hear (what the
ar
• Students choose the correct adjectives, then compare school, his art teacher, his classmates, the subjects are
their answers in pairs. Get feedback. like, somebody called Ursula, etc.)
• Students underline the key words in the questions
Le
FAST FINISHERS: Write the following sentences on (1 school, big; 2 classmates, friendly; 3 loves, maths;
the board: There’s a snake in the classroom. Nobody 4 history, boring; 5 art teacher, quiet; 6 hasn’t,
understands the homework. Your class has to dance in homework).
front of the whole school. • Play the recording. Students decide if the sentences are
true or false.
ic
In pairs or small groups, students write sentences about
• Play the recording again if necessary. Students compare
what people with the personal qualities in Exercises 1 and
their answers in pairs. Get feedback.
2 might do in these situations, e.g. When a snake comes
h
into the classroom, a brave person catches it, a careful
person stands on a chair, a loud person shouts at it, etc.
ANSWERS
ap
1F 2T 3F 4T 5T 6F
ANSWERS 2.6
1 careful 2 brave 3 noisy 4 busy A: Hi, Ursula!
gr
B: Oh, hi Tomasz! How’s your new school?

! REMEMBER
• Adjectives ending in -ed and -ing are more fully

A: It’s great thanks. It’s really big, but all the students in
my class are very friendly and they’re helping me to
eo
covered in Unit 12. At this stage, just check find my way around.
B: That’s good. And what about the lessons?
students understand the difference between
A: Well, you know, maths isn’t my favourite subject …
them. Write the following on the board:
in fact, I think it’s quite boring, but actually my new
lG
I’m at home and I feel bored / boring.

maths teacher is really funny and I’m really enjoying
This book is bored / boring.
the lessons at the moment.
This film is frightened / frightening.
B: Wow, Tomasz. I can’t believe you’re enjoying maths!
Really? Are you frightened / frightening?
And what about the other subjects?
na
• Students choose the correct options (bored, A: Yeah, they’re OK. History’s really interesting – we’re
boring, frightening, frightened). learning about the 1920s … and you know I love
art, and the art teacher is good. She’s very quiet, but
io
she’s a really good artist.

3 B: That’s great. I’m glad you’re so happy there. Listen
• Show the example in the table. Ask: What is the … I’m really busy at the moment, I’ve got loads of
at
adjective ending? (-ful). Can you do the next item in the homework and I need to get home, but let’s meet up
table? (careful). Are the endings the same? (Yes.) some time soon, OK?
• Students complete the table, then compare their A: Definitely. I’ll text you.
N

your
ANSWERS • In pairs, students share their stories. ideas
©
1 beautiful 3 friendly 5 noisy • Get feedback. Ask one or two students to

2 careful 4 lovely explain their partner’s story. You could vote
on who is the bravest / kindest / funniest student
in the class.

39
Grammar page 25 3
• Students match the verbs with the uses, then compare
past continuous their answers in pairs.
1 • Get feedback. Give more examples from the Grammar
• Revise the past simple by asking students about things Guide box if necessary.
they did / didn’t do last week / last weekend, etc. ANSWERS
• Read the sentences aloud and ask students to identify
1 I was studying in Singapore last February – i, iii
the past simple verbs (was, were, invited ).
2 The children were wearing amazing costumes and the
• Show the underlined verb form. Students underline the
other examples of past continuous. band was playing loud music – ii
• Ask which tense it’s similar to (the present continuous). 4
g
ANSWERS • Write the sentence I was walking to school. on the
board and elicit the negative and question forms
n
were wearing, was playing
(I wasn’t walking to school. Were you walking to school? ).
• Students complete the conversations, then compare
ni
GRAMMAR GUIDE: past continuous their answers in pairs.
• Get feedback. Students could read out the conversations
Use
ar
in pairs.
We use the past continuous to talk about:
• actions that were in progress at a specific time in the EXTENSION: For questions 1–6, elicit the use of the
Le
past. past continuous from Exercise 2:
I was having a shower at 7 o’clock yesterday. 1 A continuous action happening at a specific time in
• two or more actions that were in progress at the the past (not feeling well).
same time in the past. We often use while to show 2 An action (having dinner) interrupted by another
actions happening at the same time. While can go at
ic
action (phone call).
the beginning or in the middle of the sentence.
3 A continuous action happening at a specific time in
She was watching TV while her brother was playing
the past (working / weekend).
a computer game.
h
While her brother was playing a computer game,
4 Two or more actions (showering and listening to the
radio / singing) happening at the same time in the
ap
she was watching TV.
past.
• the background information in a story.
5 Giving background in a story (the sun was shining).
It was raining outside and people were carrying
umbrellas. 6 A continuous action happening at a specific time in
gr
• an action in progress in the past that was interrupted the past (laughing / science class).
by another action (usually with the past simple).
I was doing my homework when you called me. ANSWERS
eo
Common time expressions used with the past 1 wasn’t feeling 4 Were you singing, was listening
continuous include: while, as, all day / week / month / 2 was having 5 was shining, were sitting
year, at ten o’clock last night. 3 was working 6 were you laughing
lG
Form 5
• We form the past continuous with the past of be • Show the photo. Ask: What is the relationship between
(was / were) + the -ing form of the main verb. the people? (they’re probably a family). What are they
na
I / He / She / It was walking in the park. wearing? (shirts, stripy T-shirts, old-fashioned jeans called
We / You / They were playing tennis. flares) What do they look like? (the mum, dad and boy
• We use was not (wasn’t) / were not (weren’t) to have got brown hair, the girl has got blonde hair).
make the negative form. • Students complete the description, then compare their
io
I / He / She / It was not walking in the park. answers in pairs.

We / You / They weren’t playing tennis. • Get feedback. Students give reasons for their answers.
• We invert was / were and the subject to make
at
questions. ANSWERS
Was I / he / she / it walking in the park? 1 took 7 got
N
Were we / you / they playing tennis? 2 used to have 8 ran

3 used to wear 9 didn’t use to like
2 4 loved 10 bought
©
• Students do the activity, then compare their answers in 5 used to hate 11 wore
pairs. 6 was smiling
• Get feedback. You could elicit examples from students your
of each use of the past continuous. • Tell the class a story about your family to ideas
ANSWERS model the activity. You could make up the
details if you prefer.
a i past ii the same time iii information iv action
• In pairs, students tell each other their stories.
b be
• Get feedback. Ask one or two students to tell the class
about their partner’s story. When they’ve finished,
their partner can correct any details if necessary.

40
ANSWERS
1d 2c 3e 4a 5b
writing about personality; including all the points; She begins Hi Emma and ends See you soon! Sarah
writing an email
5
• Remind students of the linking words and phrases in the
Learning FOCUS Learning Focus box.
Writing about personality • Students underline the linking words, then compare their
• Revise personal qualities. Write: happy, intelligent, answers in pairs.
friendly, kind, funny and quiet on the board and • Get feedback. Ask which linking word adds information
elicit the opposite adjectives (unhappy, stupid, (and), which contrasts information (but) and which one
unfriendly, unkind, serious, noisy). Tell students they shows results / consequences (so).
g
should include this vocabulary in the writing task. ANSWERS
n
• Remind students that we use linking words and
Hi Emma
expressions to add information (and also, in
I went to my cousin Claire’s party last Saturday. It was
ni
addition), give reasons (because, that’s why),
contrast ideas or information (but, however), give really great! I was wearing my favourite blue dress and
examples (for example) and talk about results and black boots. Claire’s very friendly, so there were lots of
ar
consequences (so, as a result). people at her party. She’s noisy too, but she’s very funny.
See you soon!
Sarah
Le
1
• Elicit the linking words and phrases from the Learning 6
Focus box (so, and, but, because, that’s why, for
example). Ask one or two students to give example MEDIATION SKILLS
ic
sentences using the linking words. • Listening, note-taking, summarising, checking details
• Do the first item with the class (so, it’s sometimes difficult and relaying information are all types of mediation.
is a result of him being very quiet). Students need to listen and write down the key points
• Students complete the sentences, then compare their
answers in pairs. h in what they hear, then organise and re-formulate them
so that a person who didn’t hear the original story
ap
• Get feedback. Check students understand the difference could understand what was said.
between how because and that’s why explain cause and
effect, e.g. in item 4, Berat is very careful, and that’s why • Students choose an activity to talk about.
gr
he makes very few mistakes could also be Berat makes • Tell them that they will write an email about their
very few mistakes because he’s careful. partner’s story so they should listen carefully and take
notes. Write the headings Who, What, Where, When,
ANSWERS
eo
Why.
1 so 4 and that’s why • In pairs, students take turns to tell their story and take
2 because 5 but notes under the appropriate heading.
3 and 6 for example • Students write a short email to a friend about their
lG
partner’s story. If they forget any details, they can ask

2 their partner questions to clarify.
• Remind students to underline the key words in the
• Students should try to reproduce the order of events and
writing task as they read it (cousin Claire’s party, your
the details as accurately as possible.
na
friend, when, arrived, what, wearing, what Claire is like).

• Collect all the emails and redistribute them in the class.
• Students choose the correct options, then compare
Choose students to read their email out loud. The class
tries to guess which student’s story it is.
io
ANSWERS • Get feedback from the storytellers about how

1 an email 2 your friend 3 three successfully their partner told their original story. Did he
or she get all the details right? Did they give events in
at
3 the correct order?

• Remind students to check the words they underlined in
7
N
Exercise 2 to find out which information is missing.

• Get feedback. Tell students it’s important to include all • Go through the Exam Tip.
information in an exam task as they will lose marks in
Exam TIP
©
the exam if they don’t.

Including all the points
ANSWER
• A common mistake in the writing test is to leave out
She doesn’t say when she arrived at the party.
one of the three points in an answer. To avoid this,
4 students should read the task carefully and underline
• Ask students what they need to include in an email and number the points before they write their answer.
(a greeting, the main information, a sign off). • They should always plan their writing task. A plan
• Students order the parts of the plan, then compare only needs to have key words and phrases in it, not
answers in pairs. Get feedback. complete sentences.

41
• Students underline the key words in the task (music • Ask students what they know about India and write their
festival, last weekend, about the music festival, why, ideas on the board, e.g. India’s capital city is New Delhi;
liked it, suggest, another festival, next month). the climate is tropical (hot and wet) with a monsoon
• Students plan their emails. Remind them to only write season when it rains a lot; famous food and drinks are
key words in their plan. curry and tea; Indian animals include tigers, elephants
• In pairs, students check each other’s plans before they and cobras; India is home to the Bollywood film industry
write their email. in Mumbai, the Taj Mahal and the Himalaya mountains.
• Show a map with India on it if possible. Ask if anyone has
8 been to India, and if not, whether they’d like to go.
Exam TASK 1
Before you watch
g
Writing an email
• Go through the Useful Language box, then elicit • Show the pictures and elicit brief descriptions of each.
n
some ideas for each point in the task: • In pairs, students match the pictures to the words, then
About the festival: the name of the festival, type of compare ideas with another pair.
ni
music, performers, where the festival was, when you • Get feedback. Elicit or explain that mangroves are tough
went there and who with, how you got there trees that can live in salt water and that the Ganges is
a big river that flows through the North East corner of
ar
Why you liked it: because of the music, weather,
people; your favourite piece of music; how the music India to the Bay of Bengal.
made you feel • Ask students if they know any other languages that are
spoken in India (these include Bengali, Tamil, Urdu,
Le
Suggest going to another festival: name of festival,
where and when it will be Gujarati and Punjabi) and if anyone has ever worn a sari.
ANSWERS
• Students write their emails. Remind them to use linking 1c 2a 3d 4b
words and phrases in their sentences.
ic
While you watch
EASIER: Write sentence prompts on the board, e.g. I
2
was … to help students write the email. h
really liked …, The bands were …, My favourite thing 1
• Students read the factsheet and check they know all
ap
the words. Check the pronunciation of 1.32 (one point
9 three-two).
• Students read through the checklist and tick the things • Play the video. Tell students not to answer the questions,
just watch to get a general idea of the topic.
gr
they did.
• In pairs, students discuss their checklist then make any • Play the video again. Students complete the factsheet,
necessary changes to their task. then compare answers with a partner. Get feedback.
eo
EXTENSION: Pairs read each other’s email and tick the EXTENSION: Students could research similar facts
things their partner has included using the Reflection and figures about their country, e.g. its population,
Checklist. the percentage of the population which live in cities,
lG
the main languages spoken and how many tourists

TEACHING TIP: Make sure you often review students’ visit every year. They could then give a short class
writing. If students make similiar mistakes, go over them presentation about their research.
as a class. It’s also important to check that students are ANSWERS
na
writing the correct number of words as specified in a

1 1.32 2 18 3 23 4 35 5 12
task. They could lose marks in an exam if they don’t write
enough or write too much. After you watch
io
3 1
Video • Students complete the summary, then compare their

at
page 27
answers in pairs.
A taste of India • Play the video again. Students watch and check their
answers.
N
Useful vocabulary
• Get feedback. Choose students to read out sentences
with the correct answers.
amazing (adj): very surprising
©
billion (n): one million millions (1,000,000,000) ANSWERS

international (adj): about or happening in more than 1 world 5 clothes
one country 2 train 6 red
million (n): one thousand thousands (1,000,000) 3 languages 7 white
population (n): the number of people living in a 4 important 8 different
particular area
official (adj): allowed or agreed by the government or
the people who make decisions
tradition (n): a custom or way of behaving in a group of
people or a society

42
1
Welcome to India. Seventeen point five per cent of all
Review page 150
the people in the world live here. Its population is For ideas on how to use the review section with your
1.32 billion! So, how do all these people travel? Many students, see page 32.
travel by train. Eighteen million people travel on the train ANSWERS: VOCABULARY
in India every day. The people speak a lot of languages.
India has twenty-three official languages, including 1
English, Hindi and Bengali. This is the river Ganges. It’s 1 skirt 5 necklace 9 suit
very important to many Indians. People wash themselves 2 jumper 6 socks 10 shirt
and their clothes in the river. Many Indian women wear 3 boots 7 boots 11 socks / shoes
saris in bright colours. Women wear red when they get 4 handbag 8 shorts 12 socks / shoes
g
married, and white if their husband dies. Only about
thirty-five per cent of the people of India live in cities.
2
1 kind 3 tired 5 careful
n
These are mangrove forests. Many different animals and
2 clever 4 noisy 6 quiet
plants live here. More than twelve million international
ni
tourists visit India every year. They come to see the ANSWERS: GRAMMAR
beautiful buildings, to learn about the traditions and to
meet the amazing people. Welcome to India!
3
ar
1 had 6 didn’t buy
your 2 went 7 rained
• In pairs, students discuss the questions. ideas 3 stayed 8 wore
Le
• Get feedback. Encourage them to give 4 saw 9 Did, go
reasons for their answers. You could take a class 5 ate 10 did, see
vote on their favourite part of the video.
4
ic
1 did 3 Did 5 use
2 used 4 use
h 5
1 were playing, started 4 were listening, was
ap
2 arrived, were cooking 5 were, looking, went
3 was sleeping, phoned 6 were, laughing, saw
gr
eo
lG
na
io
at
N
©

43
3 Getting technical
Reading: thinking about context; multiple Vocabulary:
page 29
adjectives to describe technology

choice with six texts Grammar: prepositions; choosing the correct
Vocabulary:
technology, compound nouns; preposition; open cloze
multiple-choice cloze Writing: important information; checking
Grammar: present continuous for future plans your work; writing a note
and arrangements Live well,
g
Listening: choosing the correct picture; study well: managing screen time; how social
n
multiple choice with picture options media makes us feel
Speaking: talking about technology; discussion
ni
with a partner; picture discussion
ar
Unit Opener page 29 2 3.1
• Play the recording. Students read the text and check
Le
In the photo their answers.
A patient takes part in walking training with ‘Robot Suit • Get feedback. Ask students to explain where they found
HAL’, an exoskeleton device that is controlled by signals their answers.
from the brain. This technology is used at the Centre for
ic
3.1
Neurorobotic Movement Training in Bochum, Germany.
As reading text on page 31.
• Ask: In what ways does technology help us in our
the board.
h
lives? How does it help you? Write students’ ideas on ANSWERS
ap
1 mobile phones, tablets
• Elicit a description of the photo and ideas about why the
2 They use their phones to buy and sell animals, the
man is using this technology (e.g, he had an accident, he
apps on their phones help them look after their
was injured, he has never been able to walk, etc.).
animals better, they’re using tablets to find out new
gr

information about the world.
• Get feedback. Students give reasons for their answers,
thinking of ways they could do things without technology 3
eo
if necessary. • Tell students to underline the key words in the questions

to help them find the answers. (1 move; 2 farmers,
EXTENSION: Students research technology which helps mobile phones; 3 women, live; 4 How, use, technology).
people with disabilities or enhances people’s abilities,
lG
• Students answer the questions, then compare their

e.g. athletes and sports people. They write a paragraph answers in pairs. Get feedback.
or give a presentation on what they found out in the next
lesson. EXTENSION: Ask students what information the
na
Samburu people might check on their phones about

POSSIBLE ANSWERS their animals (what to do if they’re sick, what they should
1 The man is walking using technology (robotic legs) eat, etc.) and what the women and children might look
attached to his body. The technology is helping him at on their tablets (the news, geography, students’ own
io
learn to walk. ideas.)

2 Students’ own answers
at
ANSWERS
1 because their land is very dry; they follow their
Reading pages 30–31 animals looking for food and water
N
thinking about context; multiple choice with six texts 2 to buy and sell animals and to find out more
information about them
1 3 in the Samburu Reserve
©
• Show the pictures on page 31. Cover the text. 4 to find out new information about the world
Ask: Where is this country? (Africa) What’s the building?
(a school).
• In pairs, students discuss the questions. Get feedback.
word focus
bold, then read the Word Focus to check their answers.
guessed correctly and which words helped them do this.

44
4 ANSWERS
• Go through the Exam Tip. 1d 2c 3a 4e 5f 6b
Exam TIP 2
• Make sure students understand what collocations are
Thinking about context
(see Teaching Tip below). Write the verb download on
• Tell students that in exam reading tasks the context the board and elicit words that collocate with it, e.g. a
of a text will help them answer the questions. video, a film, a file.
• To help students understand the context when • Students choose the correct options and match the
reading a text, tell them to think about these phrases and icons, then compare their answers in pairs.
questions: Who is the text for? Why did the writer Get feedback.
write it? Why would you read the text?
g
EXTENSION: Elicit example sentences with each
collocation by asking questions, e.g. What type of files
n
• Students read the Exam Task and decide which texts are
do you download from the internet? Who was the last
messages (give personal information for one person),
ni
person you sent an email to?, etc.
which is a notice (gives public information for everyone),
and which are advertisements (tell you that something is FAST FINISHERS: Students write three sentences that
for sale), then compare their answers in pairs. include the collocations from the activity.
ar
• Get feedback. Students give reasons for their answers.
ANSWERS ANSWERS
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Text messages: 2, 4, 6 1 a file, d 3 a friend, e 5 online, c
Notice: 5 2 an email, f 4 a password, a 6 a friend, b
Adverts: 1, 3
TEACHING TIP: In all languages there are words that
5 always go together, but not for grammatical reasons.
ic
These are collocations. Give an example of a collocation
Exam TASK that is grammatically correct in L1, but ‘wrong’ or strange,
Multiple choice with six texts h e.g. the equivalent of communicate an email. This is
grammatically correct because you can communicate
ap
• Elicit or teach screen (the flat, glass part of a TV, something (a message, an idea, etc.), but we only write /
computer, etc. where you see words and images), send / receive / read an email.
discount (if you get a discount, you pay less money
for something), password (a secret word that lets
gr
you access your computer, etc.), download (to copy

3
• Ask: How can technology be bad for you? and write
something from the internet onto your computer
students’ ideas on the board (e.g. physical: too much
or phone) and file (a text, picture, etc. stored on
eo
screen time is bad for your eyes, it’s not good to be

a computer).
indoors on screens too much; safety: you shouldn’t share
• Remind students to underline the key words in the
photos or information about yourself online with people
texts and answer options before they do the task.
you don’t know, etc.)
lG
• Students complete the Exam Task, then compare their

• Elicit or teach tip (a piece of useful information about
answers in pairs.
how to do something), active (doing a lot of things),
• Get feedback. Ask students which words and phrases
sociable (enjoying being with people and meeting new
in the texts and answer options helped them find
people) and put away (to put something in the place
na
their answers.
where you usually keep it).
• Students complete the tips, then compare their answers
EASIER: Students underline the key words in the in pairs.
io
texts and answer options in pairs. Get class feedback • Get feedback. Ask students to read the completed
and write their answers on the board. Students then tips aloud.
complete the Exam Task in pairs.
at
EXTENSION: Ask students if they agree with the

ANSWERS tips. Does anyone disagree with friends and family
N
1B 2A 3B 4C 5C 6A about technology? Do they have rules at home about

technology, e.g. how much time they can spend on the
internet, using mobile phones at meal times, etc.? How
Vocabulary
©
page 32 do they feel about them?

technology; compound nouns; multiple-choice cloze
ANSWERS
1 1 screens 3 download 5 tablets
• Ask: Who likes technology? Who doesn’t like 2 online 4 password 6 email
technology? Why? Elicit answers from a few students.
• Students do the matching task, then compare their
answers in pairs.
• Get feedback. Ask students if they know any other
technology words, e.g. games console, mouse,
keyboard, antivirus, etc. Write their ideas on the board.

45
4
Grammar page 33
present continuous for future plans and
Exam TIP arrangements
Compound nouns GRAMMAR GUIDE: present continuous for future
• Explain that some words can be combined with
lots of different words to make collocations called Use
compound nouns. We can use the present continuous to talk about
• Write computer and email on the board and elicit definite future plans and arrangements.
compound nouns using them, e.g. computer program, I’m meeting my friends at the café after school.
computer screen; email address, email inbox, etc. My brother is playing in a football match at 2.30.
g
• Explain that in cloze exam tasks, a missing word may Are you doing anything interesting this weekend?
be part of a compound noun.
n
• If there are three noun answer options, students Future time expressions
should try all the nouns with the word before or after We often use future time expressions to talk about
ni
the gap and choose the one they think is correct. definite plans and arrangements, e.g. tomorrow,
next week/month/weekend, this morning/afternoon/
ar
evening, tonight, in a week/a few days.
• Ask students to cover the answer options in the Future time expressions can go at the beginning or end
Exam Task and quickly read the text. Elicit the meaning of a sentence with no change in meaning.
Le
of constantly (all the time). Tomorrow afternoon we’re going swimming.
• With the answer options covered, students think of We’re going swimming tomorrow afternoon.
words to complete each gap, then compare their
answers in pairs.
1
ic
• Get feedback. You could write students’ ideas on
the board. • Ask students to underline phrases that refer to plans and
arrangements in the conversation (are you doing, We’re
5 h going to, Are you coming, I’m not coming, I’m visiting).
Ask: What tense are these phrases? (present continuous).
ap
Exam TASK • Students complete the rules, then compare their answers
Multiple-choice cloze in pairs.
• Get feedback. For more help, look at the Grammar Guide.
• Students uncover the answer options and complete
gr
the Exam Task. Get feedback. ANSWERS

a the future c be
eo
EXTENSION: Students use the Exam Task text as a b definite arrangements d be

model to write a short paragraph about the advantages
and disadvantages of social media. They should include EXTENSION: Write the following prompts on the board:
two positive and two negative points. After school … On Saturday morning … Next week …
lG
This winter …
ANSWERS In pairs, students talk about their plans. They could write
their sentences for homework.
1A 2B 3B 4C 5A 6C
na
your
2
• In pairs, students discuss the questions. Tell ideas • Elicit or teach diary (a place where you write things
them to compare the social media sites they you’re doing on each day of the week so you can
io
use, if any, and the amount of time they spend remember them).
online. Are their habits similar or different? Students • Do the first item with the class. Remind students
that we invert the verb be and the subject in present
at
give reasons for their answers.

• Get feedback. Use students’ reasons to create a continuous questions.
‘for and against’ list on the board. Do the same for • Students complete the questions, then check them
N
attitudes to spending time online. Ask students what in pairs.

the most useful thing they do online is. • Get feedback. You could explain that in writing, we
usually use the full form of the verb be after a question
©
word, e.g. What is, Who is, etc., but in speech we usually
contract the words, e.g. What’s, Who’s, etc.
ANSWERS
1 is Tania doing 4 is she visiting 6 Are she and
2 Is she meeting 5 is she meeting Kasia going
3 is she studying
3
• In pairs, students ask and answer the questions from
Exercise 2. Get feedback.

46
4 6
• Tell students to draw two empty diary grids like the one • Show the poster and ask what it’s about (a school trip
in Exercise 2, with columns for Saturday and Sunday and to London).
rows for the morning, afternoon and evening. • Elicit or teach 3D printing (making three-dimensional
• Students complete one grid with their plans for the objects, usually out of plastic, with a machine) and the
weekend, using the suggestions in the box or their own pronunciation of STEM (/stem/).
ideas. They leave the other grid empty. • In pairs, students ask and answer questions about the trip.
• In pairs, students sit back to back so they can’t see
each other’s grids and answer questions about each EXTENSION: In pairs, students plan an imaginary
other’s plans for the weekend. They make notes on their school trip. Ask them to decide where they will go,
partner’s answers in the empty grid. what students will see and do, and other details such
• Get feedback. Ask one or two students about their as transport. Students then present their trip to another
g
partner’s plans for the weekend. pair, who ask them questions about it.
n
EASIER: Elicit or teach the questions What are you
ni
doing on Saturday morning? What are you doing after
that? What are you doing in the evening?, etc. Write
Listening page 34
them on the board as a reference for the activity. choosing the correct picture; multiple choice with
ar
picture options
EXTENSION: Students ask follow-up questions about
their partner’s plans then write a short paragraph about 1
Le
their partner’s weekend. • Show the first photo. Ask: What do the women look like?
Where are they? What are they wearing? What are they
FAST FINISHERS: Students write a short paragraph doing? Elicit a comparison sentence, e.g. In photo b and
about their own weekend plans. c, the two women are holding drinks, but in photo a,
ic
they are holding tablets.
5 3.2 • In pairs, students continue the discussion. Get feedback.
• Students read the sentences and decide what the
h
conversation is about (after-school plans). Tell them
to underline the key words in the sentences. (1 talk,
EASIER: Put the following prompts on the board to help
students:
ap
technology, after school; 2 cousin, Arts centre; 3 starting, In photo X and X, the people are … but in photo X,
painting course, Saturday morning; 4 cousin, cinema; they’re …
5 Nour, Susi, Susi’s house; 6 pizza, football) In photo X, the people are … but in photo X and X,
gr
• Play the recording. Students write the correct sentences, they aren’t …
• Play the recording again if necessary. Get feedback. 2 3.3
eo
• Do the first item with the class. Pause the recording after
3.2
sentence 1 and elicit the answer (photo c).
A: Hi, Tarek. • Play the rest of the recording. Students choose the
B: Hi, Nour. photos, then compare their answers in pairs.
lG
A: Are you going to the talk about technology after • Play the recording again if necessary. Get feedback.
school today?
B: No, I can’t, I’m meeting my cousin Alia at the ANSWERS
shopping centre after school. 1c 2 a, b 3 a, c 4a 5 c 6 b, c 7 b, c 8 b, c
na
A: Oh, OK. Are you buying something special? 3.3

B: Well, on Saturday morning I’m starting a writing 1 They’re outside.
course at the Arts centre. 2 They’re inside.
io
A: Mm hm. 3 They’re looking at tablets.

B: … so I need a new laptop. Alia works at a computer 4 They’re in a shop.
shop, so she can get me a discount. How about 5 They’re looking at a tablet.
at
you, are you going to the talk after school? 6 They’re wearing hats.
A: Yes, I am. Susi’s coming with me, and then we’re 7 They’re drinking.
going back to my house. We’re having pizza and
N
8 They’re at a café.
playing computer games.
3 3.4
ANSWERS • Choose a student to read the question. Elicit the key
©
2 He’s meeting his cousin at the shopping centre. words (doing, Saturday morning) and some ideas for
3 He’s starting a writing course on Saturday morning. the activities in the three photos (a she’s shopping, she’s
4 His cousin’s taking him to a computer shop. looking at tablets; b and c she’s drinking coffee and
5 Nour and Susi are going to Nour’s house. chatting with a friend).
6 They’re having pizza and playing computer games. • Play the recording. Students choose the correct photo.
• Get feedback. Students explain which words or phrases
FAST FINISHERS: In pairs, students write three sentences helped them choose the answer.
about what their partner is doing after school today.
ANSWER
a

47
3.4 A: No, but someone left their phone there yesterday,
A: Hi, Marie. What are you doing on Saturday? Do you and I gave it in to the office.
want to meet us at the café for breakfast? B: Really? OK. I’ll try asking there, thanks!
B: That sounds great, but I’m meeting my sister at the N: 2 What is the girl wearing to the wedding?
computer shop in town. A: What are you wearing to your cousin’s wedding?
A: Are you getting a new computer? B: I’m wearing my new blue dress and my black boots,
B: My sister’s getting a new tablet. She needs it for her but I’m not wearing a hat!
college course. A: You can’t wear boots to a wedding! And you need a
hat. How about this blue one? It’ll go with your dress.
4 B: I’m not wearing a hat! But I’ll wear my brown shoes
• Go through the Exam Tip. instead of the boots, OK?
Exam TIP N: 3 What are they giving to Grandad?
g
A: Are we taking Grandad a present for his birthday?
Choosing the correct picture
n
How about buying him a book?
• Remind students that in this Exam Task they choose B: I’ve already bought him a present – it’s a new
ni
one picture from three options. They will hear all three keyboard for his tablet.
options in each conversation, so they mustn’t choose A: Oh, that sounds nice. Did you buy him any chocolates?
the first picture they hear, because it may be a distractor. B: No, Mum’s made him a cake though. Don’t forget
ar
They should identify the options when they hear them to sign his birthday card, will you?
and try to understand the whole conversation. N: 4 What time will the concert finish?
• Before listening, students must read the questions A: Don’t be late for your school concert! It’s already
Le
carefully and think of words to describe each picture, 7 o’clock.
to predict what they might hear. B: I’m leaving now! It isn’t starting till eight.
• If the three options show the same kind of item, they A: What time are you coming home?
need to think about the similarities and differences B: Well, the concert takes an hour, so we’ll leave the
ic
between them. school at nine. John’s dad is bringing me home, but
• Remind students that that they will hear the recording we’ll stop for a burger on the way. I’ll be home at
twice, so they have an opportunity to check their
answers the second time. h ten! Bye!
N: 5 When are they going to the music festival?
ap
A: When is the summer music festival on?
• In pairs, students describe the pictures in the Exam Task.
B: At the end of June, I think. Yes, here’s the calendar,
Tell them to think about the colour, size, time, etc. of
it starts on the last Saturday in June.
each object as well as similarities and differences.
A: Is that the 26th?
gr
• Get feedback. Elicit a few descriptions of the pictures

B: No, it’s the 27th June and we’ve got tickets for both
and write useful vocabulary on the board.
days, Saturday and Sunday. And because we’re
staying the weekend, we’re taking a tent.
eo
EXTENSION: You could turn feedback on the activity into

a game. Divide the class into two teams. Each team takes
turns to describe the pictures. Give points for each correct
sentence and every additional detail each team can add. Speaking page 35
lG
talking about technology; discussion with a partner;

5 3.5 picture discussion
Exam TASK 1
na
• Elicit a brief description of the people in the picture and

Multiple choice with picture options where they might be (e.g. a mother and daughter, a fast
• Play the recording. Students listen and complete the food restaurant).
• Elicit or teach fork, tray, cup, straw (point to them in the
io
task, then compare their answers in pairs. Get feedback.

picture), chat (to talk with someone in a friendly way)
EXTENSION: Use the audioscript to ask detailed and communicate (to share information or feelings by
at
speaking, writing, moving your body, etc.).

questions about each item, e.g. 1 Where’s the boy
• In pairs, students use the words in the box to describe
going? (To the library.) What’s his problem? (He’s lost his
what’s happening in the photo.
N
headphones.) Where did he think he left them? (Next to

• Get feedback. Ask one or two pairs to share their ideas.
the printer.), etc.
POSSIBLE ANSWERS
©
ANSWERS In the picture, a woman and a girl are sitting at a table.

1A 2B 3A 4B 5C They’re in a café or a restaurant. The girl has got long
dark hair with a white ribbon in it and she’s wearing
3.5 a white blouse. The woman got has dark hair and is
N: For each question, choose the correct answer. Look wearing a white blouse and a necklace. There is food
at Question 1. and drink on the table, but they aren’t eating or drinking
N: 1 What is the boy looking for? at the moment. They’re both speaking on their mobile
A: Hi Jack, where are you going? phones. They’re smiling and look happy. We can see
B: I’m going to the library. I think I left my headphones other people in the restaurant. At one table, there’s a
there, next to the printer. You didn’t see them, boy and a girl with a man in a cap. The boy is drinking
did you? something from a cup with a straw.

48
2 TEACHING TIP: Students are often nervous about the
• In pairs, students discuss the questions. speaking part of the exam. Remind them that there are
• Get feedback. Ask: Who prefers speaking on the phone things they can do to manage this, e.g. ask the examiner
to texting? Why? / Why not? Is it OK to talk on the to repeat a question; speak slowly during the exam if
phone when you’re eating a meal with someone? that helps them and correct their own mistakes if they
realise that they have made one.
3
• Go through the Exam Tip. Exam TIP 5
Discussion with a partner
• Elicit or teach booklet (a small, thin book).
Exam TASK
• Tell students that in this speaking exam, the examiner Picture discussion
g
will ask a question about pictures which they will • Go through the Useful Language box.
n
discuss with a partner. If they don’t understand the • Students read the Exam Task instructions and think
question, they should ask the examiner to repeat it. of three things to say about each activity shown in
ni
• Remind students that because the task is a discussion, the pictures.
they must interact with their partner to show they • In pairs, students complete the Exam Task.
can listen and respond to comments and questions,
ar
agree and disagree, etc. They should also ask for their
EXTENSION: Put pairs into groups of four and ask
partner’s opinion on what they say.
them to take turns to listen to the other pair during the
Le
• Explain that sentences a–f are a mixed-up conversation. task. The pair listening should make notes on how well
• Tell students to underline the phrases in the conversation the speakers make their points and how good they are
used to introduce opinions (I think, I prefer, I like) and at responding to each other, expressing agreement
circle the phrases used to agree, respond and ask and disagreement and asking for each other’s opinion.
opinions (Me too. / Oh, yes. / How about you? / That’s Get feedback. Ask pairs to comment on each other’s
ic
true. / Yes, you’re right.) performance in the discussion.
• Students order the sentences, then compare their ideas
in pairs.
h Vocabulary
ap
page 36
EASIER: Find the second sentence with the class (c),
then ask which other responses relate to speaking on the adjectives to describe technology
phone or texting (e and f ).
1
gr
FAST FINISHERS: Students write sentences about how • Write I‘ve got a book. on the board. Show a small book
they use their phones, giving opinions and reasons for and ask: Is this big? (no). What’s the opposite of big?
their answers. (small). Point to the sentence on the board and ask:
eo
Where should I write small? (before book).

ANSWERS • Revise the position of adjectives before nouns (This is a
small book) and after verbs (This book is small, that cake
1b 2c 3e 4f 5d 6a
lG
smells good).
4 3.6 • Show Exercise 1. Students match the opposite
• Play the recording for students to check their answers, adjectives, then compare their answers in pairs.
then discuss the question. Get feedback. Ask: Do you know other opposites
na
• Get feedback. Students give reasons for their answers. of these adjectives? (old – new / young; easy – hard;
boring – exciting; different – similar). Do you know any
ANSWERS other pairs of opposite adjectives?
(See Exercise 3, above)
io
Both students give reasons and examples for their EXTENSION: In small groups, students write down as
opinions, but only Student A asks for her partner’s opinion. many adjectives as they can within a time limit, e.g. two
minutes, then read out their lists. Write the adjectives on
at
3.6 the board. Give groups a point for every adjective that
A: I use my phone a lot. I think it’s a good way to keep no other group has.
N
in touch with my friends.

B: Me too! I prefer texting because it’s really fast and ANSWERS
easy. 1c 2f 3d 4a 5b 6e
©
A: That’s true, but I like talking on the phone because

you can have a real conversation. 2
B: Yes, you’re right. Conversations are more interesting • Show the photos and ask a student to read the speech
on the phone. I also like taking photos with my bubble. Remind students that but is used to contrast
phone, and I send them to my friends. two things.
A: Oh, yes. I love taking photos too. What about • In pairs, students describe the photos using adjectives
computer games? I don’t really like them because from Exercise 1.
I can’t stop playing! How about you? • Get feedback. Students give reasons for their answers.
B: I think some computer games are interesting, but
some are really boring.

49
EXTENSION: Students write sentences about other your
pairs of objects or people (e.g. sports stars). You could • Give students time to prepare their ideas
teach both and / or is too for this task, e.g. My chair is descriptions. Remind them to use adjectives
old and your chair is (old) too. Both chairs are old. and opinions.
• In pairs, students tell their partner about their objects.
POSSIBLE ANSWERS • Get feedback. Ask one or two students to say
Phone a is modern, but phone b is old. something interesting they learned about their
The brothers in a are / look the same, but the brothers in partner’s things.
b are / look different.
3 Grammar page 37
g
• Show the photo and elicit or teach phrases that refer to prepositions; choosing the correct
different positions, e.g. at the top; at the bottom; at the preposition; open cloze
n
front; in the background and write them on the board.
• Students write sentences. Ask them to write at least two GRAMMAR GUIDE: Prepositions
ni
for each point (1–3).
Prepositions of time
EASIER: Write sentence prompts on the board, e.g.
ar
clock times at 1 o’clock
The photo shows … The buildings are / have got …
Behind the women, there is / are … The women are … meal times at lunchtime, at breakfast
at
Le
-ing … Some of the women are …, but others are … other at the moment, at the weekend,
The building/women on the left / on the right … In my expressions at night, at Christmas
opinion, … I think that … parts of the in the morning, in the afternoon,
day in the evening
4
ic
months in May, in June
• In pairs, students compare their sentences.
years in 2010
• Get feedback. Elicit sentences from a few students and in
write them on the board.
h seasons
decades,
in summer, in winter
in the 1990s, in the 21st century
ap
POSSIBLE ANSWERS
centuries
In the front of the photo there are some women.
time from now in five minutes, in three months
They’re wearing unusual/traditional clothes and hats.
days and dates on 27th May, on Monday, on
gr
One of them is wearing sunglasses. They’re taking selfies on

with their phones. Their phones are modern. Tuesday morning, on Friday night
Behind the women, there are some buildings. The
Prepositions of place
eo
buildings in the background of the photo are

all modern. The building on the left isn’t finished. parts of a at the back, at the front, at
In my opinion, / I think this is a very interesting / an place/thing the top, at the bottom, at
excellent photo. the end
lG
a specific at the table, at the door

5 place/point
• Ask students to quickly read the text and say what it is at
about (a primary school in China). (Note: the school is in places in at the cinema, at the
na
the remote region of the Gansu province and now has very general theatre, at the station, at
few students, since many people have moved to bigger the airport, at the office, at
cities. There are lots of schools in China in a similar position someone’s house, at home,
and the Chinese government is providing technology so at school, at work
io
they can still give students a good education.) inside in my bag, in the kitchen, in
• Elicit or teach museum (a building where you can see something his car, in the park, in prison
at
important objects connected with history, art or science).

• Students choose the correct adjectives, then check their in countries and in Canada, in England, in
answers in pairs. cities Moscow, in Karachi
N
• Get feedback. Choose students to read sentences from some transport in a car, in a taxi
the complete text aloud. some transport on a bus, on a plane, on a
boat, on a ship
©
ANSWERS
1 unusual 4 interesting floors in a on the ground/first/second
2 old 5 easy building floor
3 modern 6 different countries on other on the left, on the right
expressions
EXTENSION: In pairs, students discuss the advantages
and disadvantages of being in a school with very few contact on the floor/wall/ceiling, on
students. Would they like it? Or do they prefer having the blackboard/the page,
lots of classmates? on the road, on the table
above without contact the light above the table

50
3
Prepositions of movement • In pairs, students use the sentences in Exercise 1 to
origin He arrived from London complete the rules.
from • Get feedback. Elicit examples for each rule.
yesterday.
destination He’s going to London ANSWERS
to
tomorrow. 1 at 2 in 3 on
from the The girl walked into the
outside to the living room 4
into inside • Draw a square on the board. Point to parts of the square
and elicit the phrases from the box.
some transport He got into the taxi. • In pairs, students read the quiz on page 171 and
g
some transport They got onto the bus. complete the sentences. Get feedback.
onto
n
contact The cat jumped onto the ANSWERS
table. 1 at the top 3 on the right 5 on the left
ni
in a certain The child ran towards his 2 in the middle 4 at the bottom
towards direction of but mother.
5
ar
not there yet
• Do the first sentence with the class (at, in).
1 answers with a partner. Get feedback.
Le
• Revise prepositions by putting a book or pen in different
positions. Ask students where it is, e.g. It’s on the table., FAST FINISHERS: Students write three sentences with
It’s in the bag., etc. Write the sentences on the board missing prepositions, exchange them with another
and underline the prepositions. student and complete each other’s sentences.
ic
• Show Exercise 1. Students underline the prepositions
in the sentences, then compare their answers in pairs. ANSWERS
Get feedback.
ANSWERS
h 6
1 at, in 2 on 3 in 4 at 5 at, on 6 in 7 in 8 at
ap
2 at 3 to, on, after 4 on 5 onto 6 in 7 in 8 into • Go through the Exam Tip.
9 inside 10 to, in
Exam TIP
gr
2 Choosing the correct preposition

• Go through the Remember box.
• Remind students that they should always start a
! REMEMBER reading task by reading the whole text.
eo
• Then they should look at each sentence with a gap

Choosing the correct preposition
and decide what type of word is missing.
• Demonstrate the difference between • If they decide it’s a preposition, they should work out
lG
prepositions of movement and prepositions of if it relates to time, place or movement.

place, e.g. put a book in your bag and say: • If they aren’t sure, they should try to think of examples
I’m putting the book into the bag. This is that are similar to the exam sentence.
movement, so I used into.
na
Now the book is in the bag. This is place, so • Students read the Exam Task and think of words to fill in
I used in. the gaps, then compare their ideas with a partner.
• Walk towards the door and say: • Get feedback. Students give reasons for their choice
I’m going towards the door. This is movement, so of preposition.
io
I used towards. ANSWERS

I’m at the door. This is position, so I used at.
1 preposition of time 4 preposition of time
at
• Do the second and third sentences with the class. Elicit 2 preposition of time 5 preposition of place
the answers (1 at, time; 2 at, place; 3 to, movement; on, 3 preposition of movement 6 preposition of place
N
time (used for days).

• Students categorise the prepositions, then compare their
7
Exam TASK
©
ANSWERS
time: at five o’clock, on Monday after school, in January answers in pairs.
place: at school, on his laptop, in my bag, inside the • Get feedback. Students give reasons for their
box, in Greece answers.
movement: to the Tech Club, onto the printer, into the
classroom, to our cousins ANSWERS
1 on 2 in 3 to 4 at 5 on 6 at

51
• Students complete the notes, then compare their
important information; checking your work; writing a
ANSWERS
note
Address: Oakdene School, West Hampton Lane,
Learning FOCUS Barnfield
Important information Day: Saturday
• Ask: What sort of information do we put on posters, Date: 15th June
notices and notes? (things for sale, film and concert Starts: 10 a.m.
adverts, information or warnings, etc.). Elicit or teach Finishes: 4 p.m.
event (something organised, e.g. a competition or a Food in: Classroom 12B
fair, or a form of entertainment, e.g. a concert) Big Bang Show at: 2.30 p.m.
g
• Ask: What’s the important information about an Price of Big Bang Show: £5 for adults, £3.00 for
event? (what and where it is, at what time, prices, under-17s
n
where you can get tickets, contact information, how email address: oakdene_science@school.org
ni
to get there, etc.).
• Ask: Are the sentences on posters long or short? 4
(short) Why? (because you want to find the • Brainstorm ideas for school fairs and write them on the
ar
information quickly). Why do we often use pictures board, e.g. sports fair, prize-giving fair, summer fair.
on posters? (to attract attention). • In pairs, students plan a poster. They could do this
• Establish that only essential information should be during a lesson or as homework.
Le
on posters, notices and notes and that it should be • Get feedback. Students could explain their poster to
organised in a logical and clear way so people can another pair or present it to the class.
find it quickly. 5
• Elicit the points the answer to the writing task must
ic
1 contain (place, time of event, activity, time to meet,
• In pairs, students match the information with the phone number) and tell students to underline the key
categories. Get feedback.
ANSWERS
h words and phrases in the task (science fair, write a note,
say where, say what you can do, suggest a time to meet,
ap
contact number).
1c 2a 3e 4f 5b 6d • Students decide which answer is best, then compare
ideas in pairs. Get feedback.
2
gr
ANSWERS
MEDIATION SKILLS The first note includes all the information.
• Explaining data is mediation as students extract, The second note only answers two of the points.
eo
categorise and explain the relevant information from a There is also a mistake in it: the music is in the
chart, graph or infographic. playground (not in Room 12b). The student gives their
• The process of categorising this data is also mediation opinion of science (it’s interesting) but this isn’t part of
lG
as it allows students to arrive at the correct answer and, the exam task.
in practical terms, be sure of having the correct details
for arrangements, plans, etc. 6
na
• Show the poster. Ask: What event is the poster about?

(a fair: a public event including displays, entertainment, Exam TIP
food, drinks, etc.). • Explain that being able to write times and places
• Students complete the activity, then compare their correctly is an important skill in note writing.
io
answers in pairs. • Times can be written using a.m. (between midnight

• Get feedback. You could revise prepositions of place by and midday) and p.m. (between midday and
asking students where the information is in the poster (at
at
midnight) or the 24-hour clock, e.g. half past seven

the top, at the bottom, on the left, etc.). in the evening can be written as 7.30 p.m. or 19.30.
ANSWERS As the a.m. and p.m. system is commonly used in the
N
UK, encourage students to use this.

a date, c time, e type of event, b price, d address
• Remind students that sentences always start with a
3 capital letter and end with a full stop. We also use
©
• Elicit or teach playground (an outdoor place in a capital letters for: names (people, cities, countries,
school where students play or meet between lessons), companies, etc.); days, months (but not seasons),
experiments (scientific activities to find out information holidays, nationalities and languages.
and test if things are true), band (a group of people who
play music together); live (an event happening in front of • Elicit who students are writing to (Anna) and how to
you) and the phrase the Big Bang (the scientific idea that begin and end a note to a friend (start with Dear, Hi or
the universe began with a big explosion). Hello + person’s name, or just the person’s name; end a
note with See you there, I hope you can come, Send me
a text to let me know, etc., and your name.)

52
• Elicit how many points students must include in the note 2
(three) and the key information (where you’re going, ask • Students tick the options for managing screen time they
Anna to go with you, a time and place to meet). think are useful, then think of an idea of their own.
• Go through the Useful Language box. Elicit or teach • In pairs, students discuss their answers.
the phrases Would you like to come to …? How about • Get feedback. Write students’ ideas on the board.
coming to …? Shall we go to …?
EXTENSION: Ask students if they have rules for screen
Exam TASK time at home or in school. What are they, and do they
• Students complete the Exam Task. Remind them to think they’re fair?
check their writing again when they have finished.
3
g
7 • Get feedback. Ask for a show of hands to see who thinks
• Students read through the checklist and tick the things
n
social media has an overall positive or negative effect
they did.
and another show of hands for students who think they
ni
• In pairs, students discuss their checklist then make any
spend too much time on screen versus those who think
necessary changes to their task.
they spend the right amount of time. Find out which
alternatives to screen time suggested are the most
ar
EXTENSION: Pairs read each other’s note and tick the
popular. Students give reasons for their opinions.
things their partner has included using the Reflection
• Elicit examples of how students might feel if they have
Checklist.
too much screen time, e.g. have a headache, sore eyes,
Le
backache, no energy, etc.
4
Live well, study well page 40 • Go through the Mind your Mind box. In pairs or small
ic
managing screen time; how social media makes groups, students discuss the questions.
us feel • Get feedback. Elicit which social media sites are the
most popular. Ask students if they agree with the points
Useful vocabulary h in the box and encourage them to give reasons for
ap
their answers.
activities (n pl): things that people do, often to have • Ask students what other activities release dopamine
fun, e.g. sports activities, outdoor activities (e.g. listening to music, doing sport and exercise, etc.).
average (adj): the most usual type of something Write ideas on the board.
gr
comment (n): what a person says or writes to show what

they think about something 5
creative (adj): good at thinking of ideas and using your • In pairs or small groups, students discuss the points.
eo
imagination to make new things They decide which is the most important to them
emotions (n pl): feelings personally, then on the most important point as a group.
manage (v): to be in control of something • Get feedback. Students give reasons for their answers.
lG
negative (n): something bad

EXTENSION: Ask groups to rank the four activities
positive (n): something good
in order of importance, with 1 as the most important.
socialise (v): to spend time enjoying yourself with other
Get feedback. Vote on the class’s overall ranking of the
people
activities.
na
unkind (adj): not treating someone well or caring about

their feelings
MEDIATION SKILLS
• All project work develops mediation skills as it
io
1 involves collaboration. Both of these projects entail

• Ask: What does screen time mean? (the time you spend additional mediation skills because they will probably
at
looking at your phone, laptop, TV, etc.) require translation between languages as well as the
• Elicit different types of screen time, e.g. playing games, interpretation and presentation of data.
doing schoolwork, chatting with friends, etc. Ask some • Project 1 activates mediation skills by getting students
N
students how they spend their screen time. to collaborate and listen to each other. Students then
• Tell students to briefly read the text and tell you what have to process this data to communicate it to the rest
it’s about (good/bad things about screen time, how to of the class during the presentation.
©
manage screen time). • Project 2 activates mediation skills both in terms of

• Elicit or teach emotions, creative, unkind and comments translating between languages and interpreting data.
(see definitions above). Students then have to relay and process this data to
• In pairs, students read the text again and discuss communicate it clearly on their poster.
the questions.

53
your Review page 151
t
• In groups, students choose a project.
Check understanding of the two tasks
projec For ideas on how to use the review section with your
students, see page 32.
with the whole class and make sure they
understand that Project 1 involves giving a ANSWERS: VOCABULARY
presentation and Project 2 involves doing a survey
and making a poster to illustrate the results.
1
1 text 5 password
• If necessary, help students decide how they will work
2 download 6 digital camera
as a group and allocate the project tasks, ensuring
3 screen 7 emails
that everybody has a role to play. Encourage them to
4 laptop 8 online
swap texts in English for peer correction.
g
Project 1 2
• Allow groups to work on their own, but if necessary, 1f 4a 7h
n
suggest interactive games; virtual reality experiences; 2b 5e 8d
connecting with students across the world online;
ni
3c 6g
improving language skills by communicating online
with native speakers, etc.
ANSWERS: GRAMMAR
ar
• Remind students to include examples to demonstrate
their ideas in the presentation.
• Students plan their presentation. Depending on the
3
1 am(’m) going, am (’m) coming
Le
resources available, they could use projectors and a
2 aren’t meeting, are (’re) studying
screen, the whiteboard, or paper and coloured pens.
3 isn’t watching, is (’s) staying
Remind them to use the expressions in the Useful
4 isn’t buying, are giving
Language box.
5 Are you going / am (’m) going, am (’m) getting
• Groups could prepare their presentation in class, or
ic
do it for homework and make it at the beginning of 6 are Jo and Lisa starting / are (’re) doing
the next the lesson. 4
Project 2
h
• Students should begin by deciding what questions
1
2
from
at
5
6
to
on
9 end
10 left
ap
they want to ask in the survey and in what format 3 in 7 in
they should be, e.g. multiple-choice questions, open
4 onto 8 of
questions, ranking options, etc. They also need to
decide how to record the answers to the survey, e.g.
gr
online, or on paper.
• Set a time limit for collecting information for the
survey. In order to get the required range of ages,
eo
students will need to interview people outside the

classroom, e.g. their family, in the language they
speak at home.
lG
• Students collate and analyse their survey results then

decide how to present their results on the poster, e.g.
in the form of graphs and charts. Remind students
to use the expressions in the Useful Language box in
na
their poster.
• Groups could prepare their poster in class or do
it for homework and present it to the class at the
beginning of the next lesson.
io
at
N
©

54
4xEatxxxxxx
it up
Reading: reading for detail; multiple choice
page 41
Vocabulary: cooking and measurements

with one text Grammar: countable and uncountable
Vocabulary: food nouns; quantifiers
Grammar: be going to; will Writing: using adjectives; using short forms;
Listening: understanding what to listen punctuation and greetings; writing
for; multiple choice with one an email
g
conversation Video: It was delicious!
n
Speaking: ordering food in a restaurant;
describing a picture; picture
ni
description and questions
ar
Unit Opener page 41
POSSIBLE ANSWERS
In the past, people used to look for recipes in
Le
In the photo cookbooks. Now, they look for recipes online.
Two young girls throw pizza dough into the air as they In the past, people didn’t use to post recipes on social
prepare a meal. Pizza is a popular dish in the USA and media. Now, people often post cooking videos and
families often make their own versions at home. recipes online and on social media.
ic
When my parents were young, they didn’t use to buy
• Students describe the photo. Elicit or teach apron (you everything in the supermarket. They used to go to
wear it when you cook to keep your clothes clean) and
h
flour (a white food we use to make bread and cakes).
different shops. Now people sometimes don’t go to the
supermarket. They shop for food online.
ap
Ask: What do you think the girls are making? (pizza).
• In pairs, students discuss the questions. 2
• Get feedback. Students give reasons for their answers. • Students check their ideas from Exercise 1 in the first
paragraph of the reading text.
gr
EXTENSION: In small groups, students brainstorm other • Get feedback. Elicit or teach order online (buy something
foods, describing them if they don’t know the name. Get on the internet).
feedback. Students could write their ideas on the board.
eo
ANSWERS
Students’ own answers
Reading pages 42–43 3

lG
4.1
reading for detail; multiple choice with one text

word focus
1 • In pairs, students work out the meaning of the words in
• Ask: Are the photos old or new? Why? Elicit or teach
na

cooker (equipment that makes heat and we use to cook • Get feedback. Ask some students how many words they
food on), recipe (a list of foods and instructions that tell guessed correctly, and which words helped them do this.
you how to cook something) and chop (cut into small • Play the recording. Students order the ideas in the text,
io
pieces). then compare their answers with a partner.

• Revise used to with the class. Write People used to get • Get feedback. Ask what’s special about the supermarket
recipes from cookbooks, they ___ to search for them trolley in the photo (it looks like a smart trolley).
at
online. on the board. Elicit that that we use used to to

4.1
talk about habits or repeated actions in the past. Elicit
N
the negative form (didn’t use to) in the second part of the
sentence.
• In pairs, students compare the photos, using the words EASIER: Ask: Which idea is about something that
happened before? (idea b). Which idea is about
©
in the box.
• Get feedback. Students give reasons for their answers. something happening now? (idea d) Which ideas are
about things in the future? (ideas a, c, e).
EASIER: Write the prompts In the past, people used
to … ; In the past, people didn’t use to … ; Now, EXTENSION: In pairs or small groups, students list
people … ; Now, people don’t … on the board. the advantages and disadvantages of different types
of shopping, e.g. online, in supermarkets or outdoor
markets, in boutiques, etc. Get feedback.
ANSWERS
1b 2d 3e 4a 5c

55
4
Vocabulary page 44
food
Exam TIP 1
Reading for detail • In pairs, students find the food items. They could use
dictionaries for this.
• Ask: Can you answer a question about the main ideas
• Get feedback. Read the foods aloud and ask students to
in a text even if you don’t understand every word of
point to them in the photo.
it? (Yes). Can you answer a question about a detail if
you don’t understand the words in a text? (No). EXTENSION: In pairs, students do the activity as a race.
• Say that when students find a question about a The first pair to find all the food items in the photo
specific detail, they should underline the key words in
g
raises their hands. Invite this pair of students to the front
the question and in the answer options, then go back of the class to give feedback.
n
to the text and look for words that mean the same as
those key words.
2
ni
• They should read the words before and after the
key words in the text carefully and make sure they • Show the table and elicit or teach dairy (products made
understand the sentence, then read the question from milk) and carbohydrates (foods like sugar and
ar
and the options. pasta).
• Students complete the table, then compare their
answers in pairs.
• In pairs, students decide which questions are about
Le
• Get feedback. Students could write the answers in the
detail and underline the key words, then identify the
table on the board as you elicit them.
parts of the article that contain the answers.
• Get feedback. Students give reasons for their answers. ANSWERS
POSSIBLE ANSWERS Vegetables: chillies, garlic, mushrooms, onions,
ic
peppers, tomatoes
2 In question stem: smart camera; in answer options:
Dairy: butter, cheese, milk
cook meals / buy ingredients / take photos; answer in
lines 12–14.
h
4 In question stem: trolley, do; in answer options: what to
Fruit: grapes, lemon, oranges
Carbohydrates: pasta, potatoes, rice
ap
Other: eggs, fish, meat
buy / add up cost / help save money; answer in line 17.
5 3
• Elicit another vegetable that could go in the table, e.g.
gr
Exam TASK cucumber, carrot.

• In pairs, students think of more words for each category.
Multiple choice with one text They could use dictionaries for this.
eo
• Students do the Exam Task, then compare their • Get feedback.

answers in pairs.
• Get feedback. Students give reasons for their answers. EASIER: Write the words pears, chocolate, yoghurt,
lG
carrots and bread on the board. Students put the

words into the correct categories (Fruit, Other, Dairy,
EXTENSION: In pairs, students describe three foods Vegetables, Carbohydrate). As a follow-up, they could
typical in their country (e.g. dishes lots of people eat; add more words of their own.
na
foods people eat on special occasions). Do they think

people will continue to eat these foods, or will things EXTENSION: Teach protein for the other food group.
change in the future? Get feedback. Ask: Are there any foods some people don’t eat? Why?
(Vegetarians don’t eat meat (or fish), vegans don’t
io
ANSWERS eat animal products, people with allergies (a medical

problem which means your body reacts badly to
1A 2B 3A 4B 5C something that you eat, breathe, or touch) don’t eat
at
your certain foods, e.g. dairy, nuts).

• Tell the class about a recent experience (real ideas
4
N
or imaginary) when you tried a new food, and 4.2

if you liked it or not.
• In pairs, students discuss the questions, then MEDIATION SKILLS
©
compare their ideas with another pair.

• Note-taking is mediation, as students process text from
• Get feedback and ask follow-up questions, e.g. What
one medium to another, extracting the key information
was the last food you tried? Would you like a smart
from it.
fridge in your house? Why? / Why not?
• The process of sharing information is also mediation
and will help them decide on the correct answer.
• Show the photos. Elicit or teach dish (food prepared in a

particular way; give examples of local dishes) and foods
in each photo (1 rice, mushrooms; 2 pasta, tomatoes,
basil; 3 fish, potatoes, carrots, beans).

56
• Play the recording. Students choose a dish.
• Play the recording again. Students take notes on what Form
the speaker says about each photo (e.g. a the aunt Affirmative
doesn’t like mushrooms; b was easy to make; c was
cooked by the aunt for the speaker and was delicious), I’m going to look good.
then compare their answer in pairs. Get feedback. He / She / It’s going to arrive tomorrow.
We / You / They’re going to be OK.
4.2
A: My aunt’s coming round tomorrow, so I’m going to Negative
cook lunch for her. I’m not going to look good.
B: That’s nice. What are you going to make? He / She / It isn’t going to arrive tomorrow.
A: Oh, I’m not sure. I really like mushroom risotto – We / You / They aren’t going to be OK.
g
you know, mushrooms with rice, but I don’t think
my aunt likes mushrooms much. Question
n
B: How about pasta with tomato sauce? Everyone
Am I going to look good?
likes that, and it’s really easy.
ni
Is he / she / it going to arrive tomorrow?
A: Yes, that’s a good idea. When I went to her house
Are we / you / they going to be OK?
for lunch last week, she made this delicious meal
ar
with potatoes, fish, carrots and beans … but I think For short answers, we use be.
pasta with tomato sauce is a bit easier! Is he going to eat that?
Yes, He is. / No, he isn’t.
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ANSWER Future time expressions we often use with be going to
b pasta with tomato sauce are: this (week / month / evening), tonight, tomorrow,
next week / year, in a few minutes / hours, etc.
5
• Students skim the text. Ask: How many meals are in the Present continuous vs. be going to
ic
text? (three: breakfast, lunch and dinner). Revise the • To talk about future plans, the present continuous
word delicious (tastes very good). and be going to are often both grammatically
a partner. h
• Students complete the text, then compare answers with correct, but express different levels of certainty or
preparation.
ap
• Get feedback. Ask if anyone in the class is a vegetarian • The present continuous expresses more certainty
and if so, what their favourite meal is. Ask if students about the near future than be going to.
know any amazing cooks, and what dishes they make. • For this reason, we use be going to (not the present
gr
ANSWERS continuous) to make predictions based on present

conditions.
1 fish 4 butter 7 rice • We often use the present continuous with go, rather
2 fruit 5 eggs 8 peppers
eo
than be going to.

3 oranges 6 tomato
1
lG
your • Ask two students to read out the conversation. Ask:

• In pairs, students identify as many food items ideas
Are they talking about the past, present or future? (the
as possible. Get feedback. Elicit or teach
future).
cauliflower, courgettes, celery, apples, broccoli,
na
beans, grains.
they discussed. ANSWERS
a i plans ii near b infinitive
io
Grammar page 45 2
at
• Students quickly read the conversation and say what it’s

be going to about (plans for the weekend).
N
GRAMMAR GUIDE: be going to answers in pairs. Get feedback.

Use EXTENSION: In pairs, students discuss their plans for
©
We use be + going to + infinitive form of the main the weekend. Get feedback and ask follow-up questions,
verb to talk about: e.g. Who are you going to go with? What are you going
• future plans and intentions. to do there?
We’re going to clean the house this weekend.
They’re going to make dinner for us this evening. ANSWERS
• predictions for the near future based on present 2 ’m going to help 6 ’m going to finish
situations or evidence. 3 ’s he going to make 7 are going to come
Look at those clouds. It’s going to rain! 4 ’re going to go 8 ’re going to watch
She’s very clever. She’s going to pass the test 5 ’m going to stay
easily.

57
will
GRAMMAR GUIDE: be going to vs. will
GRAMMAR GUIDE: will Be going to and will can both be used to talk about
intentions and predictions, but with slightly different
Use meanings.
We use will + infinitive to talk about: Intentions
• decisions made at the time of speaking.
Is that the doorbell? I’ll answer it. be going to decision / A: Why did you buy
Look at that rain. I’ll take the bus. preparations all those eggs?
• predictions about the future based on personal already made B: I’m going to
opinions or feelings, and after verbs like think, hope, make a cake.
g
believe, be sure, expect, etc. will decision taken at A: I’m bored.
In the future, we won’t eat so much meat. We’ll eat the moment of B: Me too. I’ll
n
more vegetables. speaking make a cake.
We hope you’ll come with us. I expect your friends
ni
will be hungry soon. Predictions
• after words like probably, maybe, etc. be going to based on present Slow down! You’re
She probably won’t like it. Maybe they’ll ask us to
ar
conditions, near going to fall off
come to the party. future your bike!
• to make offers and promises.
We’ll take you to the station. I won’t tell anyone. will based on You always ride too
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personal opinion fast. I’m worried
Form or feelings, you’ll fall off your
We use the same forms for all persons: will (short distant future bike sooner or later.
form ’ll ) or will not (short form won’t) + infinitive of
ic
the main verb.
4
Affirmative • Write be going to and will on the board and elicit the
I / He / She / It / We / h
’ll be here on time. uses of each structure.
• Students complete the conversation, then compare their
ap
You / They
answers in pairs.
Negative • Get feedback. Students give reasons for their answers.
I / He / She / It / We / won’t be here on time. ANSWERS
gr
You / They 1 ’ll have (decision at the moment of speaking)

2 ’m going to play (plan made in advance)
Question
eo
3 ’m going to meet, ’ll enjoy (plan; prediction)

Will I / he / she / it / we / be here on time? 4 will like, ’ll taste (both predictions)
you / they
5 4.3
lG
Yes, I / he / she / it / we / will.

• Show the sentences. Say: Oh, no! I forgot my school
you / they bag! and elicit the follow-up from options a–d (I’m going
No, I / he / she / it / we / won’t. to miss the bus.)
you / they • Play the recording. Students listen and match the
na
sentences and responses.

4.3
3 1 The doorbell’s ringing!
io
• Ask two students to read out the conversation. In pairs,

2 Oh no! It’s so late!
students match the uses of will to the sentences, then
3 We’ve got a big test tomorrow. I’m really worried.
compare their answers with another pair. Get feedback.
at
4 Look at the sun!

EXTENSION: Mime trying to pick up something heavy,
that you haven’t got any money for a coffee, you can’t
6 4.4
N
• In pairs, students compare their answers.

do something on your phone, etc. Students respond to • Play the recording again if necessary. Get feedback.
the situations with offers of help using will, e.g. I’ll carry
that for you; I’ll lend you the money; I’ll help you, etc.
©
4.4
1 A: The doorbell’s ringing!
ANSWERS B: I’ll answer it!
1b 2c 3a 2 Oh no! It’s so late! I’m going to miss the bus.
3 A: We’ve got a big test tomorrow. I’m really worried.
B: Don’t worry. I’m sure you’ll pass.
4 Look at the sun! It’s going to be a beautiful day.
ANSWERS
1c 2b 3d 4a

58
7 Hideko: Oh no. And it’s really delicious. You mix flour
• Students skim the text and say what Gabriella is writing with water, add the cabbage and spring onions
an article about (food in the future). and then finally add the egg. Then you cook it
• Students complete the conversation, then compare their in a pan. You can put lots of different things on
answers with a partner. top of the pancake, like mushrooms.
• Get feedback. Students give reasons for their answers. Tom: I think I’ll try to make it for lunch at the
weekend. I’m going to go to the supermarket
EXTENSION: Students write a short paragraph on the tomorrow, so I can buy the ingredients then.
future of food. They could use the ideas in the reading
lesson or their own ideas. The article should include 3
predictions with will and be going to. • Students circle the key words, then compare their
g
ANSWERS ANSWERS
n
1 will be 5 ’ll do 1 how, get to 4 which ingredient, last,
2 won’t eat 6 ’m going to go 2 what, aunt, do before, cook
ni
3 will be 7 ’m going to finish 3 what, think, preparing 5 when, Tom, make
4 won’t buy 8 ’m going to meet
4
ar
• Do the first item with the class. Ask: What questions can
Listening page 46 we ask to find out what someone’s job is? (What do you
do? What’s your job?). Which question word do we use?
Le
understanding what to listen for; multiple choice with
one conversation (What).
• Students match the remaining questions and
1 information, then compare their ideas in pairs.
• Ask: Has anyone ever eaten Japanese food? Did you • Get feedback. Students give reasons for their answers.
ic
like it? Elicit some Japanese dishes, e.g. sushi, ramen,
ANSWERS
miso soup, etc.
a2 b4 c5 d3 e1
possible ingredients for okonomiyaki. h
• Show the class the photo. In pairs, students discuss
5
ap
• Get feedback. Write their suggestions on the board.
• In pairs, students complete the matching with the correct
pairs of answer options. Get feedback.
2 4.5
ANSWERS
gr

answers to Exercise 1, then compare them with a partner. 1 How did Hideko get to Osaka? (3)
Elicit or teach spring onion (a long, thin green onion, 2 What does Hideko’s aunt do? (1)
eo
often used in salads). 3 What does Hideko think about preparing

• Get feedback. Compare students’ answers to the list on okonomiyaki? (5)
the board. 4 Which ingredient do you add last before you cook
okonomiyaki? (2)
lG
ANSWERS
5 When does Tom want to make okonomiyaki? (4)
flour, water, cabbage, eggs, spring onions, mushrooms
4.5
6 4.5
• Students choose any answers they can remember from
na
Tom: Hi, Hideko, it’s Tom here. How was your holiday? Exercise 2.
Hideko: Oh hi, Tom, it was great! My mum and dad • Play the recording again. Students choose the answers,
flew to Malaysia to visit my grandparents, and I then compare their answers in pairs. Get feedback.
took the train up to Osaka to stay with my aunt.
io
She’s a teacher, so she was on holiday too. And ANSWERS

she’s also an amazing cook, so she showed me 1 How did Hideko get to Osaka? 3a
at
how to make some traditional Japanese dishes. 2 What does Hideko’s aunt do? 1b
Tom: That’s cool! What did you learn how to make? 3 What does Hideko think about preparing
Hideko: Okonomiyaki. It’s like a Japanese pancake. okonomiyaki? 5b
N
Tom: A Japanese pancake. Cool! I love pancakes, 4 Which ingredient do you add last before you cook
especially with chocolate sauce! okonomiyaki? 2a
Hideko: Me too. But okonomiyaki is very different. It 5 When does Tom want to make okonomiyaki? 4b
©
isn’t sweet. And you eat it with okonomiyaki

sauce, not chocolate sauce. You make it with
flour, water, cabbage, eggs and spring onions.
Tom: Is it difficult to make?

59
7 M: No, I don’t. What’s it like?
• Go through the Exam Tip. A: I haven’t been there yet, but my friend went there
last week and he said the food is really delicious. It’s
Exam TIP very popular, so we booked a table.
M: What’s the food like?
Understanding what to listen for
A: Well, there are lots of rice dishes with chicken or
Explain that in listening tasks students should first read fish. They have different kinds of tacos, sort of like
the questions to decide what kind of information they pancakes with different fillings. Some of the dishes
need to listen for. Write what, who, when, where and are quite spicy because they use a lot of chillies.
why on the board. Point to one word at a time and M: I love spicy food! Do you think they have vegetarian
ask: What kind of information do you need to answer a options?
question that starts with … A: Oh yes. I’m sure they do. My friend’s a vegetarian
g
• What (a thing, a job, an activity, etc.) and he had a kind of risotto with mushrooms and
n
• Who (a name, a job, e.g secretary, teacher, etc.) peppers.
• When (a date, day, period of time or a clock time, etc.) M: Mmm, that sounds good. What time are you going
ni
• Where (place and building names, locations, etc.) to meet?
• Why (a reason) A: We’ve got a reservation for 8 p.m. and we’re going
to meet at the bus stop at 7.30 p.m.
ar
If the question stem is the beginning of a sentence
M: Oh. My piano lesson finishes at seven and I’m not
without a question word, students need to think about
sure if I can make it for 7.30. Is it OK if I meet you at
what kind of information completes the sentence, e.g.
the restaurant?
Le
In the question Peter wants to meet … the answer is a
A: No problem. See you there on Friday!
person.
M: OK. See you!
In the question Peter wants to meet Ali at … the answer
is a place or a time. ANSWERS
ic
Say that students will often hear all three options, so 1A 2C 3B 4A 5C
they need to understand the questions to select the
correct answer.
Speaking
h
As the order of questions in an exam task is always the
same as the conversation, if students aren’t sure about
page 47
ordering food in a restaurant; describing a picture;
ap
an answer, they should move on to answer the next picture description and questions
question. They can try to answer the one they missed
out when they listen again. 1
gr
• Ask: Where do you like to go to eat? What can you eat

• Students read the questions in the Exam Task and there? Elicit or teach fast food (food prepared quickly in
underline the key words, then compare their answers in hamburger or fried chicken restaurants, etc.).
eo
pairs. Get feedback. • In pairs or small groups, students discuss the questions.
8 4.6
2
lG
Exam TASK • Ask: What jobs can you do in a restaurant? (waiter, cook,
chef, cleaner, manager, etc.). What do you call someone
Multiple choice with one conversation who goes to a restaurant to eat? (a customer). Who tells
• Play the recording. Students complete the Exam Task, the cook what the customer wants to eat? (the waiter).
na
then check their answers with a partner. What’s the name of the list of dishes a customer can
• Get feedback. Students give reasons for their answers. choose? (menu). After customers choose what they want
to eat, what do they do? (they order the food). Say: The
customer orders the food and the waiter gives the order to
io
EASIER: Stop the recording after each question and / or

the cook.
repeat sections if necessary. Students could also check
• Students quickly read the conversation. Elicit or teach
their answers in pairs after each question.
at
smoothie (a drink made from fruit and sometimes milk,

4.6 ice cream or yoghurt), taco (a corn or wheat bread filled
with meat, beans, cheese, etc.), spicy (strong or hot
N: For each question, choose the correct answer. Look at
N
flavours or tastes) and dessert (sweet food people eat at

Questions 1–5 now. You have 20 seconds.
the end of a meal).
You will hear Alex talking to his friend, Martina,
• Students complete the conversation, then compare their
©
about going out to eat at a restaurant.

answers in pairs.
A: Hi, Martina. We’re going to go out for a meal on
Friday evening. Do you want to come with us? 3 4.7
M: Yes, I’d love to! Who are you going with? • Play the recording. Students listen and check their
A: Well, I asked my brother, but he’s going out with his answers. Get feedback.
girlfriend so it’s just a couple of friends from my class
at university. EXTENSION: Students practise the conversation in
M: OK. That sounds nice. Where are you going to eat? groups of three.
A: We sometimes go to the Indian or Chinese
restaurant in town, but this time we’re going to try
the new Mexican restaurant. Do you know it?

60
ANSWERS 6
1 ready to order 5 a dessert
2 to start with 6 kinds of Exam TASK
3 anything to drink 7 Could I have Picture description and questions
4 some water 8 the same • Revise expressions for parts of a picture, e.g. at
4.7 the front, in the right-hand / left hand corner, at
the bottom, at the top, in the background, etc.
Waiter: Hello, are you ready to order?
by pointing at them; then go through the Useful
Woman: Yes, thank you. I’d like the mushrooms
Language box.
with garlic to start with, please. And then
• In pairs, students complete the Exam Task.
vegetarian chilli tacos.
Man: And I’ll have nachos with cheese and then
g
they discussed.
spicy chicken with rice.
n
Waiter: Would you like anything to drink?
Man: I’ll have a fruit smoothie, please.
Vocabulary page 48
ni
Woman: Just some water, thanks.
Waiter: Would you like a dessert? cooking and measurements
Woman: Yes, please. What kinds of ice cream have
1
ar
you got?
Waiter: Chocolate, vanilla or strawberry. • Ask: Who likes cooking? Where do you cook a cake?
(in an oven). Elicit or teach bake (to make cakes and
Woman: Could I have strawberry, please?
Le
biscuits using an oven) and ask if any students bake at
Man: I’ll have the same, thanks.
home.
4 • Show the recipe. Teach roll out by showing picture d in
• Show the menu. Elicit or teach starter and main course Exercise 3.
ic
and revise dessert. Elicit or teach garlic bread (hot bread • Say that kourabiethes biscuits can be round, as in the
with garlic butter on it); nachos (corn chip triangles photo, or made into moon shapes (item g), which refers
covered with cheese and sauces); five bean burger (a to the shape of the crescent moon (draw it on the board).
h
burger made with beans) and chocolate brownie (a
chocolate cake).
• Students put the sentences in order, then compare their
answers in pairs.
ap
• Elicit questions a waiter could ask, e.g. Are you ready to • Get feedback. Check the meaning of almond (an oval-
order? What would you like? Would you like a starter / shaped nut), dough (flour mixed with liquid), icing (a
dessert / something to drink? Revise phrases a customer paste made with sugar and water or butter you put on
gr
could use, e.g. Could I have …?, I’ll have … , I’d like … . cakes and biscuits), flavouring (something added to
• In groups of three, students act out their conversations. food or drink to give it a particular taste), piece (a part of
• Get feedback. You could ask one or two groups to something), add (to put something with something else),
eo
present their conversation for the class. mix (combine different ingredients together) and chop
(cut into small pieces).
EXTENSION: Students extend the conversation, e.g. by
asking for things which aren’t on the menu or asking the 2 4.8
lG
waiter extra questions. • Play the recording. Students listen and check their
5 ANSWERS
na
• Go through the Exam Tip. 1e 2a 3b 4c 5f 6g 7d
Exam TIP 4.8

Hi! I’m Yiorgos, and today, I’m going to show you how to
io
Describing a picture
make traditional Greek biscuits, called Kourabiethes.
• To prepare to describe a picture, students should First of all, make sure you’ve got all the ingredients. To
think of three or four interesting things to say about it. make these biscuits you will need 75 grams of chopped
at
These could be about the place, people, objects in it, almonds, 250 grams of butter, 125 grams of icing sugar,
the weather, etc. 1 egg, 300 grams of flour and some orange flavouring.
• They should give a general description of the picture
N
Pre-heat the oven to 160 degrees celsius. Then cut the

before focussing on specific details. If they don’t know butter into small pieces and add it to the sugar and the
a word for something, they should describe it, e.g. egg. Mix it all around. Then add the almonds to the
the round, orange thing, the object the girl is looking
©
butter, sugar and egg. Finally, add the flour and orange
at, etc.
flavouring and then just mix all the ingredients together
• When they talk about details, they can focus on what
with a big spoon.
they know, which will give them more confidence.
OK, so now you have your dough. Roll out the dough on
a board and cut it into these moon shapes. That’s it. And
• Show the picture and remind students to think about
then put the biscuit dough into the oven and bake for
what to say in general first, then about the details.
fifteen minutes.
Students read the three tasks and make notes.
They’re ready now. Let’s try one. Mmm, delicious!

61
3
• Ask students to find examples of each verb in the recipe
Grammar page 49
in Exercise 1. Countable and uncountable nouns

• They match the pictures with the phrases, then check
their answers in pairs. Get feedback. GRAMMAR GUIDE: countable and uncountable nouns
ANSWERS Use
1e 2c 3b 4a 5d • Most nouns are countable and have singular and
plural forms. The verb agrees with the number of
4 these nouns.
• Some nouns are uncountable. They only have a
MEDIATION SKILLS singular form, although they can end in -s. They
g
• Finding ways to describe things and checking a partner always take the third person singular form of the verb
understands a description are important mediation skills. and are replaced by the singular pronoun it.
n
• In this exercise, students may need to talk about things The furniture is all new.
they and their partner don’t know the English word for, This bread tastes great – where did you buy it?
ni
such as ways of cooking, ingredients or equipment. Maths is important if you want to study science.
• These mediation skills can be developed through • Nouns that are countable in one language can be
ar
strategies like finding an equivalent, paraphrasing, uncountable in another language and vice versa,
explaining or giving examples, e.g. It’s like a … , It’s a which can cause confusion among learners. While the
kind of … , You use it for … , etc. best way to learn uncountable nouns is to remember
Le
them individually, grouping them as follows may help:
• Tell students that Greek people eat Kourabiethes on some foods bread, fruit, rice, pasta, salt*, sugar*
special occasions, like weddings.
• Give an example, e.g. say: I make chocolate cakes liquids milk, oil*, water*
ic
two or three times a year to celebrate birthdays. The abstract advice, fun, health, information,
ingredients are flour, eggs, butter, sugar and lots of nouns weather, knowledge, love, news, time
chocolate.
h
• In pairs, students describe their special biscuit or cake.
areas of
knowledge
biology, history*, maths, dentistry,
economics, engineering, medicine*
ap
other equipment, furniture, homework,
ANSWERS money, music, rubbish, traffic
Students’ own answers Some nouns can be *both, depending on how they’re
gr
used.
5
• Ask: Why are measurements important in cooking? (to Countable Uncountable
eo
get the correct amount of ingredients so food tastes

I love French cheeses. I don’t eat cheese.
nice, bakes correctly in the oven, etc.).
• Elicit or teach length (how long something is), weight Two coffees, no milk, Coffee is not good for
(how heavy something is) and temperature (how hot please! you.
lG
or cold something is). Explain that temperature is We saw a fish in the river. Do you eat fish?
pronounced /ˈtem.prə.tʃər/, (the third syllable is silent). They ran out of She studies medicine.
• Students complete the table, then compare their medicines.
answers in pairs.
na
• Get feedback. Draw the table on the board and ask I had three glasses of This plate is made of
students to write their answers. juice. glass.
ANSWERS To talk about part of an uncountable noun we use the

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expression a piece of or specific quantities.

length: 15 centimetres, 4 metres, 1 kilometre
Let me give you a piece of advice.
weight: 12 kilos, 125 grams
You need to add a pinch of salt.
at
temperature: 150 degrees
6 1
N
• Students quickly read the messages and decide who • Students quickly read the conversation and find three
wrote them (a mother and her son / daughter). uncountable nouns (sugar, butter, flour).
• They complete the messages, then compare their • Students complete the rules, then compare their answers
©
answers with a partner. with a partner. Get feedback.

• Get feedback. Ask students if they would like to bake
this cake at home and why / why not. ANSWERS
a can c cannot e cannot
EXTENSION: Students write a recipe for their favourite
b can d do not have
cake, biscuit or snack using Exercise 1 as a model.
ANSWERS
1 flour 4 degrees 7 Add
2 grams 5 mix 8 bake
3 oven 6 spoon

62
2 4
• Go through the Remember! box. • Do the first item with the class. Students do the task, then
! REMEMBER
compare their answers in pairs.
• Show the first group of uncountable nouns
ANSWERS
and ask if the equivalent ones in L1 are also
uncountable. 1U 2C 3B 4B 5B 6C 7U
• Show the second set and ask if in L1 there are 5
uncountable nouns that look plural (but aren’t). • Students complete the sentences, then compare their
• Show the third set and ask if in L1 there are answers in pairs. Get feedback. Elicit or teach cupboard
nouns with irregular plurals. (a piece of furniture with a door you can keep things in).
g
• Students complete the table with the words in the box, FAST FINISHERS: Students write four sentences using
n
then compare their answers in pairs. much, many, a few and a little.
• Get feedback. Remind students that when they learn
ni
new nouns in English they should note whether they are ANSWERS
countable or uncountable.
1 many, lots of 3 any, some
ar
ANSWERS 2 much, a few 4 a little, lots of
Countable: bus, cat, dollar, game, grape, table
Uncountable: food, fun, homework, information, Writing pages 50–51
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money, time
using adjectives; using short forms; punctuation and
3 greetings; writing an email
• Students briefly read the conversation and decide what
it’s about (making a shopping list).
ic
Learning FOCUS
• Students add the highlighted nouns to the table in
Exercise 2, then compare their answers in pairs. Using adjectives
h
• Get feedback. Choose students to read the conversation.
Every time a highlighted noun is read, ask: Is (rice)
• Ask: Why is it good to use adjectives in writing? (it
makes it more interesting). If you use always the
ap
countable or uncountable? students call out the answer. same adjectives, is the text interesting? (No)
• Elicit some adjectives that mean the same as good
ANSWERS
and bad, e.g. great, fantastic, lovely, wonderful, nice,
Countable: biscuits, eggs, mushrooms, apples,
gr
amazing, terrible, horrible, awful, etc.

bananas, cake • Write The weather was ____ nice. on the board.
Uncountable: rice, milk, cheese, fruit, sugar, flour, butter Add really and ask: Is ‘nice’ stronger or weaker now?
eo
(stronger) Replace really with quite and ask the

Quantifiers question again (weaker). Repeat with very (stronger)
GRAMMAR GUIDE: Quantifiers and a bit (weaker).
lG
We use: 1
• some with both uncountable and plural countable • Show the list of activities and elicit or teach relatives
nouns in affirmative sentences and in requests or offers. (people in your family).
We’ve got some bread. Could I have some sweets, • Tell the class which activities you like best and least and
na
please? Would you like some coffee? explain that for you these are numbers 1 and 9.
• any with both uncountable and plural countable • Students number the activities in their order of preference.
nouns in negative sentences and in questions.
2
io
There isn’t any milk in the fridge. Don’t give him

• In pairs, students discuss and explain their order of
any biscuits! Have you got any information?
preference, using adjectives and qualifiers.
• a lot of / lots of with both uncountable and plural • Get feedback. Ask one or two pairs to share their
at
countable nouns. preferences. You could have a class vote on what the
My friend eats lots of bananas. There isn’t a lot of most and least preferred activities are.
money in the bank. Do you have a lot of homework?
N
• much with uncountable nouns in negative sentences 3

and in questions. • Elicit or teach food tour is (visiting places like markets
There wasn’t much I could do. and cafés with a guide to try different foods) and fortune
©
How much milk do you want? cookie (a biscuit containing a message about your
• many with plural countable nouns in negative future). Ask who likes Chinese food and if any students
sentences and in questions. have ever tried a fortune cookie.
Not many people came. • Students read the email and answer the questions, then
How many eggs do you need? compare their answers with a partner.
• Get feedback. Elicit phrases Sophie uses to talk about
• a little with uncountable nouns in affirmative sentences.
how she feels (I can’t wait, I’m very excited and I’m a
There was only a little water in the bottle.
bit worried) and other adjectives she uses in the email
• a few with plural countable nouns in affirmative
(wonderful, different, difficult, lovely).
sentences.
There were a few apples on the tree.

63
ANSWERS Email Exercise 4
1 a recipe book / a cookbook I’m really glad; I’d love to come; I’m really looking
2 a food tour of San Francisco forward; I’ll be pretty hungry; I’m going to have; I’m
3 she’s never made fortune cookies before going to visit; We’re going to go; we’ll probably play;
4 on Sunday I’m really terrible; I’m sure the game; you’ll love it!
4 7
• Students read Yana’s email and answer the questions,
then compare their answers in pairs. Exam TASK
• Get feedback. Students identify the adjectives in the Writing an email
email (glad, hungry, busy, terrible, fun, amazing).
• Go through the Useful Language box. Remind
g
ANSWERS students to include adjectives and phrases saying
1 her cousins how they feel / giving their opinion in the email.
n
2 (probably) play a game of volleyball on the beach • Students write their email.
ni
3 it sounds amazing; Sophie will love it
8
5 • Students read the checklist and tick the things they did.
ar
• Students underline the phrases in the emails and add • In pairs, students discuss their checklist, then make any
them to the table, then compare their answers in pairs. necessary changes to their task.
Get feedback.
Le
EXTENSION: Pairs read each other’s email and tick the
EXTENSION: Students make the positive statements things their partner has included using the Reflection
negative, and the negative statements positive, by checklist.
changing the adjective or qualifier in each one.
ic
ANSWERS TEACHING TIP: When appropriate, encourage students
to check each other’s answers. This gives them a chance
Positive: I’m really looking forward to; sounds amazing;
very excited; you’ll love it
h
Negative: a bit worried; really terrible; very difficult
to correct or change and reflect upon their work before
a whole class check. It also fosters a positive classroom
ap
environment where students learn from one another as
6 well as from the teacher.
gr
Exam TIP
Using short forms, punctuation and greetings Video page 52
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• Ask: In your own language, can you write an essay in It was delicious!
the same way as you write a message on your phone?
(No). What’s the difference? (an essay is formal and a Useful vocabulary
phone message is informal). Elicit that using formal
lG
language in an informal situation can sound unfriendly. beehive (n): a home for bees
• Say that in English short forms (e.g. I’m, he didn’t) are blood (n): the red liquid inside your body
informal and students should use them when they cattle (n pl): a group of cows
write emails to friends. deserve (v): to get something because you have
na
• Exclamation marks are also informal, express behaved well / badly

excitement or annoyance, and make positive and eyeball (n): the whole eye, which is the shape of a ball
negative statements stronger, e.g. I’m so happy! fast food (n): hot food like pizzas and hamburgers which
io
He was very angry! can be made quickly

• Students should open an informal email with a greeting grill (v): to cook food over a fire
and the person’s first name, e.g. Hi Jack, Hello Jack or gross (adj): very nasty, horrible
at
Dear Jack. You can also use the greeting word alone, in hindsight: to understand a situation after it happens
with or without an exclamation mark after it, e.g. Hi, Hi! larva (n): a young insect that has come out of its egg
Hello! or just the person’s name, e.g. Jack.
N
lime (n): a fruit similar to a lemon, but green

pop (v): 1 to put something in a different place quickly;
• Students circle the short forms and exclamation marks in
2 to make a short, sharp sound
the two emails, then compare their answers in pairs.
©
regret (v): to feel sad or sorry about something you did

• Get feedback. Ask what the two words in each short form
are (can’t – cannot, We’re – we are, I’m – I am, I’ve – I have, or didn’t do
won’t – will not, I’ll – I will, I’d – I would, we’ll – we will, response (n): what you say or do in answer to what
you’ll – you will). someone else said or did
revolting (adj): horrible, very unpleasant
ANSWERS special (adj): unusual, not ordinary
Email Exercise 3 tortilla (n): a type of thin, round bread
Short forms: I can’t wait; We’re going to walk; I’m very tuna (n): a type of fish
excited; We’re even going to learn; I’m a bit worried; turn out (v): to happen, be the result of something else
I’ve never made fortune cookies; I’ll cook you something happening

64
• Show the photo and ask students to say what the foods Fred Hiebert: I would say popping in a whole sheep
are. Elicit or teach grubs (young, fat, white insects). Ask: eyeball into your mouth and sort of
Would you like to try these foods? Why? / Why not? letting it pop.
1 Amy Dickman: The Maasai drink blood and milk

combined together from their cattle
Before you watch and it is revolting.
• Ask if students have ever tried any strange foods and if
so, what. Fred Hiebert: That’s probably the grossest thing I’ve
• Show the photos. Use Useful the Language box above to ever put in my mouth.
teach unknown words. Enric Sala: To me the grossest thing to eat is
• In pairs, students discuss the questions, then compare American fast food.
g
their answers with another pair.
• Get feedback. Ask students which foods they would not Boyd Matson: Here’s my general response. This is too
n
like to try and why not. special. I don’t deserve that really. This
should be for your family and you.
2
ni
2
Bradley Russell: Maya guys love to collect the larva
While you watch from bee hives and then they grill them
ar
• Play the video for students. Write gross and revolting on up on a comal with lime and give them
the board. Ask if they mean good or bad (bad). Explain to you on a tortilla. It turns out that
that gross is more informal. they’re actually completely delicious.
Le
• Students underline the key words in each sentence and Taste a lot like tuna with lime.
compare their ideas with a partner. (1 Lee, unusual;
2 Fred, eyeball; 3 Maasai, blood, milk; 4 Enric, fast food; your
5 Bradley, never, tortillas; 6 bee larvae, tuna). • In pairs, students discuss the questions, ideas
ic
• Play the video again. Students decide if the statements giving as much detail as possible in their
are true or false, then compare their answers in pairs. answers, e.g. when and where they ate the
• Get feedback. Elicit corrections for the false statements. food, who they were with, etc.
ANSWERS h • Get feedback. Ask one or two pairs to share what
ap
they discussed. Take a class vote on who had the best
1 F At the beginning he says that he’s eaten a lot of and the worst food experience.
strange things.
2T
Review
gr
3T page 152
4 F He says American fast food is the grossest thing he For ideas on how to use the review section with your
has eaten. students, see page 32.
eo
5 F He ate bee larvae wrapped in tortilla.

6T ANSWERS: VOCABULARY
3 3 1
lG
1 carrots 4 cheese 7 fish

After you watch 2 oranges 5 pasta 8 chillies
• Show the photos. Students decide who said each 3 milk 6 meat
sentence, then compare their ideas in pairs.
2
na
• Play the video again. Students watch and check their

answers. 1h 2e 3a 4d 5f 6g 7b 8c
• Get feedback. Ask students why Boyd says the food
he’s offered is ‘special’ and ‘he doesn’t deserve it’ (he
3
io
1 degrees 4 grams
doesn’t want the food so he tries to refuse it without
2 kilos 5 metres
making the people who are offering it to him feel bad).
3 metres 6 centimetres
at
EXTENSION: Ask students what they do if they are ANSWERS: GRAMMAR

offered food they don’t like. Are there any unusual foods
4
N
in their countries that people from other countries often

don’t want to eat? Do the students like them? 1 A: are you going to cook, B: aren’t going to eat, ’re
going to try
2 A: Is Lisa going to meet, B: ’s going to visit
©
ANSWERS
3 A: Are you going to have B: ’m going to order
1 Boyd (referring to how he tries to avoid eating
disgusting things) 5
2 Fred (referring to eating sheep’s eyeballs) 1 ’ll make 4 ’s going to wash
3 Bradley (referring to eating bee larvae) 2 ’m going to miss 5 ’ll drive
4 Amy (referring to drinking blood and milk) 3 ’ll do 6 ’ll be
2
6
Lee Berger: I’ve eaten a lot of strange things in the 1 much 4 a little 7 many
field, but perhaps the grossest and the 2 this 5 much 8 any
one that I still regret in hindsight was ... 3 some 6 some

65
5 Home sweet home
Reading: answering negative questions;
page 53
Vocabulary: furniture; verbs with prepositions;

multiple matching multiple-choice cloze
Vocabulary: houses and parts of a house Grammar: possessives
Grammar: present perfect simple; already, Writing: reasons and results; planning how to
just, (not) yet, ever, never; for connect your ideas; writing a story
and since; identifying what type Live well,
g
of word is missing; open cloze study well: eat well: food for thought;
n
Listening: identifying details; matching improve your diet
Speaking: describing your room; interview
ni
ar
word focus
Le
In the photo
Floating homes, restaurants, shops and, of course, plenty • In pairs, students work out the meaning of the words in
of boats, can all be found at Fisherman’s Wharf in Victoria, bold, then read the Word Focus to check their answers.
on Vancouver Island. People living in these homes share • Get feedback. Ask some students how many words they
guessed correctly, and which words helped them do this.
their neighbourhood with seals, herons, eagles and otters.
ic
• Play the recording. In pairs, students discuss the questions.
• Show the photo. In pairs, students discuss the questions. • Get feedback. Students give reasons for their answers.
h
Show students where Victoria is on a map if possible. 5.1
ap
EXTENSION: In pairs or small groups, students write the
advantages and disadvantages of living on a floating home 4
or houseboat. Get feedback. Write their ideas in two lists • Go through the Exam Tip.
gr
on the board. Students explain their choices.

Exam TIP
Answering negative questions
eo
Reading pages 54–55 • In multiple-matching exam tasks, sometimes two

texts have one thing in common and one text is
answering negative questions; multiple matching
different. For example, two people like chocolate and
lG
1 one doesn’t. In this case, the question may be Who

• In pairs, students discuss the questions (a house doesn’t like chocolate?
is a type of building, home is where you feel very • If they need to, students could turn this into a yes / no
comfortable and usually live or say you come from). question about each person: Does A like chocolate?
na
Explain that we tell guests to make themselves at home • The answer will be no only for one person: that
when they come to visit to encourage them to feel person is the correct option.
welcome. Get feedback.
• Students identify the two negative questions in the Exam
io
ANSWERS Task and predict the answer. Get feedback.

ANSWERS
at
2 Questions 3 and 5 are negative. The answer is B for both.

• Show students the article title and the photos. Ask: Has
5
N
anyone ever visited an underground house? Would you

like to?
• Students discuss the questions in pairs or small groups.
Exam TASK
©
Get feedback. Multiple matching

• Students underline the key words in the exam
POSSIBLE ANSWERS
questions (1 less, 150 years; 2 movie fans; 3 not have,
1 People might live in underground houses to feel safe; modern equipment; 4 tall rooms; 5 not have, large
because it’s easier than building your own house; population; 6 make larger; 7 more popular).
because they’re very strong, you don’t need to look • Students complete the task, then compare their
after them much. answers in pairs.
2 Possible disadvantages include: it’s dark; if you don’t • Get feedback. Ask students which words and phrases
have enough light, you could feel sad / depressed; you in the texts and answer options helped them find
can’t have a garden, it’s more difficult to have pets. their answers.

66
EASIER: Students underline the key words in the texts EASIER: Pause the audio after each item for students to
and answer options in pairs. Get feedback and write discuss their answers with their partner.
their answers on the board. Students then complete the
Exam Task in pairs. EXTENSION: Play the recording again, pause after each
item and ask: Where is the person? What can we hear?
ANSWERS What is happening?, e.g. 1 The man is in the hall. He’s
welcoming guests at the front door; 2 The woman is
1C 2B 3B 4A 5B 6C 7A in the kitchen. There’s food cooking, maybe soup. She
your smells the food cooking, etc.
• In pairs, students discuss the questions. ideas
Get feedback. Students give reasons for 5.2
their answers.
g
1 Hello! Welcome to our home. Come in, come in!
• Ask students if they would like to live in an unusual 2 Mmm. That smells delicious!
n
place and why / why not. 3 [a shower with someone singing]
4 Oh! Six o’clock already! Time to get up.
Vocabulary
ni
page 56 5 Ah. What a beautiful day!
houses and parts of a house 6 Oh no! I left my book in the bedroom.
ar
7 Dinner’s ready. Come and sit down.
1 8 Come on everyone! Time to go!
• Show the picture. In pairs, students match the words to
ANSWERS
Le
the parts of the house.
• Get feedback. Elicit or teach ceiling (the flat surface at 1 hall
the top of a room) and roof (the surface that covers the 2 kitchen
top of a building). Say that sitting room and lounge are 3 bathroom
alternative words for living room. 4 bedroom
ic
5 garden
EXTENSION: Write the words flat, block of flats, 6 stairs
h
floor, lift, intercom. Students write definitions, using a
dictionary if necessary.
7
8
dining room
garage / street
ap
ANSWERS 4
• Students complete the text, then compare their answers
a roof f door k hall
in pairs.
gr
b bedroom g garage l dining room

• Get feedback. Elicit or teach come round (visit, informal);
c wall h window m kitchen light (the opposite of dark); artist (someone who paints
d ceiling i living room n garden or creates other art) and sign (a notice). Point to the
eo
e bathroom j stairs telescope in the picture to teach the word.

2 EASIER: Read the text aloud with the class first. Students
• Brainstorm a list of activities that people do at home.
complete the task in pairs.
lG
• Students complete the sentences, then check their

ANSWERS
FAST FINISHERS: Students write four sentences 1 living room
na
including adverbs of frequency about the activities they 2 window

(or family members) do in different parts of the house, 3 garden
e.g. I always watch TV in the living room. 4 walls
5 ceiling
io
ANSWERS 6 door
1 bedroom 4 stairs 7 garden 7 garage
at
2 kitchen 5 bathroom 8 dining room 8 roof

3 living room 6 garage your
ideas
N
Students discuss the question in pairs. You could

3 5.2
put these prompts on the board:
• Say Can you pass me that big spoon? Ask students
I like the … best because …
where in a house they might hear this and what it refers
©
I can / I feel ... there.

to (the kitchen; cooking).
My favourite things in … are … because …
• Say they’re going to hear different phrases and sounds
Get feedback. Students give reasons for their answers.
and have to guess where in the house the person is.
• Play the recording. In pairs, students listen and discuss You could take a class vote on students’ favourite room
where each person is. in the house.
their ideas with another pair. Get feedback.

67
Grammar page 57
already, just, (not) yet, ever, never
Present perfect simple GRAMMAR GUIDE: already, just, (not) yet, ever,
never
GRAMMAR GUIDE: Present perfect simple
Use
Use We often use already, (not) yet, just, ever and never
We use the present perfect simple for: with the present perfect simple.
• actions that started in the past and are still true. • We use ever in questions to mean ‘up until now’.
They have lived in this house since 2020. Have you ever watched a film in English?
• actions that happened in the recent past when the • We use never with affirmative verbs to mean ‘not
time is not mentioned.
g
until now’.
I’ve finished my homework, so I can meet my friends. We’ve never eaten Indian food.
n
• life experiences. • As they refer to ‘until now’, we only use ever
We’ve never visited New York. and never with the present perfect to talk about
ni
I’ve been to London twice. someone who is still living.
Did Shakespeare ever visit Verona?
Form
• already means ‘before now’ or ‘earlier
ar
We form the present perfect simple with subject + than expected’.
have / has and the past participle of the verb. I’ve already finished my homework.
Affirmative • We use yet to ask if an expected action has
Le
I / We / You / They have (’ve) arrived. happened or to say that it hasn’t happened, but we
He / She / It has (’s) arrived. think it will.
Negative Have you made me a cup of tea yet?
I / We / You / They have not (haven’t) arrived. He hasn’t called yet.
ic
He / She / It has not (hasn’t) arrived. • We use just to mean ‘very recently’.
My hair’s wet because I’ve just had a shower.
Questions
Have I / we / you / they arrived?
Has he / she / it arrived? h 2
ap
• Choose students to read the example sentences aloud.
• Students match the examples with the rules, then
1 compare their answers in pairs. Get feedback.
• Students match the sentences with the uses of the
gr
present perfect, then compare their answers in pairs. EASIER: Match the examples and rules as a class, then
• Get feedback. Say that we add -ed to the infinitive put the prompts below on the board. In pairs, students
to form the past participle for regular verbs. Remind
eo
write sentences and questions to practise each structure.

students they need to learn the past participle forms ever / never: eat fast food / see a dolphin / sleep on a
of irregular verbs. boat
not yet / already: do (my) homework / tidy (my)
lG
EXTENSION: Students write three true sentences,

bedroom / have lunch
one about something that started in the past and is still
just: arrive at school / wake up / leave the house
true, one about something that happened recently (not
mentioning time) and one about an experience they EXTENSION: Students write sentences and questions
na
have or haven’t had. Get feedback. with the prompts, then check their sentences in pairs.
ANSWERS ANSWERS
1c 2a 3b
io
a ever b yet c never d already e just
TEACHING TIP: Irregular past participles need to be 3

at
memorised. Students could copy the infinitives of verbs • Students complete the conversations, then compare
from an irregular verb table, try to complete it without their answers with a partner. Get feedback.
looking, then revise any past participles they got wrong.
N
EXTENSION: In pairs, students practise the

conversations. They could change words to make them
true for them.
©
ANSWERS
1 ever, never 2 already 3 yet 4 just, yet

68
for and since • Students skim the Exam Task, identify the text type (an
email) and decide what type of word they need for each
GRAMMAR GUIDE: for and since gap, then compare their ideas in pairs.
• Get feedback. Elicit reasons, e.g. 1 auxiliary verb
Use (between a subject pronoun and a past participle);
We use for and since with the present perfect for 2 preposition of time (before a period of time);
actions or states that began in the past and continue in 3 preposition of time (before a day of the week);
the present. 4 auxiliary verb (between a subject pronoun and a past
• We use for with the length of time. participle); 5 adverb of time (end of a phrase); 6 adverb
We’ve been here for two hours. of time (between an auxiliary verb and a past participle).
• We use since with the starting time. 7
g
We’ve been here since 2 o’clock.
• We use for and since to answer questions with Exam TASK
n
how long.
How long have you been friends? Open cloze
ni
For nearly ten years. Since we were four years old. • Students complete the Exam Task, then compare their
answers with a partner. Get feedback.
4
ar
• Students match the examples with the rules, then EXTENSION: Students use the Exam Task text as a
compare their answers in pairs. model to write their own holiday email to a friend. They
Le
• Get feedback. Explain that we can answer questions could create a cloze task by gapping parts of present
about How long …? using for or since depending on perfect forms.
whether we are talking about a length of time or when
something started. ANSWERS
ic
ANSWERS 1 has / ’s 2 for 3 since 4 have / ’ve 5 yet 6 already
a since b for
5 h Listening page 58
ap
• Students complete the phrases, then compare their identifying details; matching
answers with a partner.
• Get feedback. Elicit sentences for each phrase, e.g. 1
We’ve been here for a few days. I’ve known Ali since • Students skim the conversation and decide what it’s
gr
2011, etc. about (someone painting their bedroom).

• Students match the questions and answers, then
EXTENSION: Write How long … ? and prompts on the compare their answers in pairs. Get feedback.
eo
board, e.g. be at this school / live in your home / know ANSWERS

your best friend / have your mobile phone / like your
1e 2b 3d 4f 5c 6a
favourite series. In pairs, students ask the questions and
lG
answer using for and since. 2 5.3

• Revise the parts of a room by asking students to point to
ANSWERS the ceiling, right wall, floor, etc. in the classroom.
1 for 4 since 7 since 9 for • Play the recording. Students write the colours, then
na
2 for 5 since 8 for 10 since compare their answers with a partner.

3 for 6 since • Play the recording again if necessary. Get feedback. Ask:
Do you like the colours that Filip and his brother have
6 chosen for the room? Why? / Why not?
io

5.3
Exam TIP
at
Girl: Have you and your brother finished painting your

room yet, Filip?
Identifying what type of word is missing Filip: Yes, we have. It looks really great.
N
• Explain that an open-cloze exam task tests Girl: Cool. So what colours have you chosen? I bet
grammar. Students should read the whole text, you decided to paint the walls orange and black.
then each sentence carefully in order to identify Filip: Nope, completely wrong. Although the ceiling’s
©
what type of word is missing. Elicit answers to the

black. But the walls are green.
following questions:
Girl: OK. And have you painted the furniture as well?
• What type of word can go after a subject pronoun?
Have you got green chairs and a green desk now?
(a verb).
Filip: No! My brother wanted grey chairs, and I wanted
• What type of word can go between the subject and a
white chairs.
verb? (an adverb of frequency or a form of be, have or
Girl: So … you got?
a modal).
Filip: Purple chairs.
• What type of word can go between a verb and an
object? (a preposition). Girl: Purple! OK ... And the desk?
Filip: At first I wanted a red desk, but in the end we
decided on grey. And then there’s the door.

69
Girl: You’ve chosen a different colour for your door? Is M: And then there’s your laptop?
it white? W: That can go in the kitchen for now. I need to go
Filip: No, it was white before. Now it’s blue. online and do some shopping.
Girl: Well. It all sounds very … colourful. M: OK. And then what about these bags of shoes and
other bits and pieces?
EXTENSION: Students write a short description of their W: Oh, just leave them in the hall. I’ll sort them out later.
ideal room, including the colours of the walls and ceiling,
the furniture and where they would put it. ANSWERS
1G 2A 3D 4B 5E
ANSWERS
1 green 4 grey
2 black 5 blue Speaking page 59
g
3 purple describing your room; interview
n
3 1
• Go through the Exam Tip. • Elicit or teach emotion (a strong feeling). Elicit examples
ni
and write them on the board (sad, tired, excited, etc.).
Exam TIP • In pairs, students discuss the questions.
ar
Identifying details • Get feedback. Ask one or two pairs to share their
• Say that in this type of task a speaker sometimes answers. Write a list of students’ important things on the
changes their mind or explains a choice between board. Elicit students’ ideas about colours and emotions.
Le
different options to the other speaker. The item they You could write the colours they mention next to the
mention first may not be the one they chose. emotions on the board.
• Write the following question on the board: What did
Jim buy? Then say: I really wanted that laptop, but
2
• Students match the sentences with the extra details,
ic
it was too expensive, and this tablet was on special
then compare their answers in pairs. Get feedback.
offer, so that’s what I got. Ask: Which two items did
I mention? (laptop and tablet). Which is the correct ANSWERS
answer? (tablet). h 1b 2e 3a 4f 5c 6d
ap
• Students read the Exam Tip and answer the question. 3
Get feedback.
MEDIATION SKILLS
gr
ANSWER
• Working with a partner to infer information from a
The places will be in mixed-up order.
picture is mediation.
4 • To do this well, students need to communicate their
eo
5.4
ideas clearly, but also listen and be receptive to what
their partner thinks.
Exam TASK • On the board, write expressions that students can use
lG
Matching to agree with their partner, e.g. That’s a good point …;

• Play the recording. Students complete the task, then Yes, and there’s also … and to acknowledge what their
compare their answers in pairs. Get feedback. partner has said whilst offering an alternative view, e.g.
I see what you mean, but … ; That’s true, but on the
na
5.4 other hand …

For each question, choose the correct answer. Look at
Questions 1–5 now. • Elicit ways to describe a room and write them on the
board, e.g. size / shape of the room, the colours of the
io
You will hear Kyla talking to her brother about moving walls / ceiling, etc; number of windows, furniture and
things into her new home. Where does each item go? where it is, how they feel about things in the room and
at
M: Phew, that’s the last box then, Kyla! why, if it’s tidy, etc.
W: Oh, that’s great. Thanks so much for helping • Show the photo and elicit a few impressions of the room.
me move! • In pairs, students discuss the photo.
N
M: No problem. Most of it’s out in the garden right now. • Get feedback. Ask one or two students if they like the
Have you decided where to put everything? bedroom and why / why not.
W: Erm … Can we put the desk in my bedroom, please?
ANSWERS
©
M: OK. And what about these chairs? Do they go in the

bedroom too? 1 Furniture: bed, shelf, bookshelf, desk, chair, bedside
W: No, let’s put them in the dining room. table, basket, blinds; Possessions: footballs, hat, cap,
M: Right. You’ve got a lot of boxes here. Do they go in trophies, books, clothes, shoes, water bottle, picture
the garage? in a frame
W: Oh no, those are my books, erm … let’s put them in 2–3: Students own answers
the living room.

70
4 3 5.5
• Go through the Exam Tip. • Students read the questions and identify who has moved
flat (Arda), then underline the key words (1 like, new;
Exam TIP 2 bed, sitting room; 3 isn’t, bookcase, sitting room;
4 aren’t, curtains, sitting room; 5 hasn’t got, shower;
Describing your room
6 doesn’t know, where, towels).
• Remind students that a speaking exam is their
• Play the recording. Students complete the task.
opportunity to talk, so they should try and give
as many details as possible. If the question is
their answers in pairs, then correct the false statements.
about their room, they should talk about furniture
• Get feedback. Students say which words and phrases
and possessions.
helped them find the correct answers.
• Revise qualifiers. Elicit which ones make an adjective
g
stronger (really, very), which mean ‘a bit more’ (fairly, 5.5
quite) and which make them weaker (a bit, a little). Fatma: Hi, Arda, have you moved into your new flat?
n
• Remind students to say how they feel about the room Arda: Yes, I have! We moved in last week.
and why, e.g. I love the … because …; when I’m in
ni
Fatma: Great! What’s it like?
my room, I feel … because …; X makes me think Arda: It’s lovely. It’s really close to the shops and my
about ..., etc.
college, so that’s good. But I’m sleeping in the
ar
sitting room at the moment, on the sofa, because I
haven’t got a bed for my bedroom yet.
• Students make some notes to answer the questions,
Fatma: Oh dear!
Le
then compare their ideas in pairs. Get feedback.
Arda: It’s OK. The sitting room is quite big – it’s got
5 two big sofas, a small armchair and a really big
bookcase. But we haven’t got any curtains, so I
Exam TASK wake up very early in the morning, when it starts
ic
to get light.
Interview
Fatma: That’s not great.
Arda: And we haven’t finished painting the bathroom,
complete the Exam Task. h
• In pairs, students take turns to be the examiner and
so there are paint pots in the hall. Mum falls over
ap
them every time she comes into the house!
• Get feedback. Ask one or two pairs to share their
Fatma: Can you use the shower in the bathroom, though?
answers.
Arda: Yes, we can. But we haven’t found any of our
towels yet! Dad’s going to buy some new ones
gr
this afternoon.
Vocabulary page 60
Fatma: Well, I’m sure it’s a lovely flat. I can’t wait to see it.
eo
furniture; verbs with prepositions; multiple-choice ANSWERS

cloze 1T 2F 3F 4T 5F 6T
1 4
lG
• Show the photos and ask students to identify the two • Say a sentence in L1 using a wrong preposition for
rooms (living room and bathroom). a verb and elicit what’s wrong with it. Explain that in
• In pairs, students find the objects. Get feedback. English, we can also only use specific prepositions with
some verbs, and students need to learn these.
na
EXTENSION: In pairs, students name other objects in • Students complete the questions, then compare their
the photos, e.g. sink, bathmat, coffee table, dish / bowl. answers in pairs. Get feedback.
Write new vocabulary on the board. • In pairs, students ask and answer the questions, using
io
the vocabulary in Exercises 1 and 2 where possible.

TEACHING TIP: It is a good idea to recycle themes from • Get feedback. Ask one or two pairs to share their answers.
different sections of the unit. Here you could take the
at
ANSWERS
opportunity to revise words from the first vocabulary
1 to 2 at 3 about 4 of
lesson, e.g. rooms and places in a house, before students
N
learn more words associated with the topic. 5

2
Exam TIP
©

answers in pairs. Get feedback. Verbs with prepositions
• Explain that verb + preposition patterns are often
EXTENSION: Students write similar sentences for other
gaps in cloze tasks.
items in Exercise 1, then swap them with a partner and
• If there is a gap before a preposition and three verbs
check each other’s work.
to choose from, students need to identify the only
verb that can go with that preposition.
ANSWERS • Say that if there is no preposition, the correct answer
1 sofa 2 bath 3 lamp 4 carpet 5 towel 6 shelf is the only verb that doesn’t take a preposition.

71
• Students read the Exam Task. Get feedback.
• We use only an apostrophe:
ANSWER
4 (1 about, 2 to, 3 to, 6 of ) with regular plural The students’ desks are very
nouns old. My parents’ room is big.
6 after names that end This is Lucas’ homework.
in -s That is Mrs Evans’ car.
Exam TASK
• If two people possess the same item, we use ’s or
Multiple-choice cloze the apostrophe after the second name.
• Ask: Where have we seen houseboats in this unit? Claude and Michelle’s cats (= Claude and Michelle
(on page 53). own the cats together)
g
• Students complete the Exam Task, then compare their Claude’s and Michelle’s cats (= Claude owns a cat
answers in pairs. or cats and Michelle owns a different cat or cats)
n
• Get feedback. Ask why the wrong answers are • We don’t use ’s with inanimate objects:
incorrect. The book title or The title of the book.
ni
(not: the book’s title.)
ANSWERS • We use whose to ask questions about possession.
Two structures are possible:
ar
1A 2B 3B 4C 5B 6C
Whose phone is this? Whose is this phone?
your
Le
• Students discuss the questions in pairs or ideas
2
small groups.
• As a follow-up, they could give mini-
presentations about their dream houses. ANSWERS
ic
a singular b plural c irregular d -s
3
Grammar page 61 h • Students complete the sentences, then compare their
ap
possessives answers in pairs.
1 ANSWERS
• Students circle the apostrophes that show possession,
gr
then compare their answers in pairs. 1 ’s (There is one dog that has one bed)
• Get feedback. Elicit or explain what the apostrophe 2 s’ (There are two parents)
means in the sentences where it doesn’t show 3 ’ (The name ends in -s)
eo
possession (2 i of is; 3 ha of has; 6 ha of has). 4 ’s (children is an irregular plural)

• Explain that if a name ends in -s’, we pronounce it in the 5 s’ (Them shows there is more than one boy)
same way we pronounce plural nouns ending in -s, like 6 s’ (They shows there is more than one student)
lG
buses, i.e. Jess’ (/dʒes’ɪz/) or Charles’ (/tʃɑːrlz’ɪz/).

GRAMMAR GUIDE: Possessive adjectives and
ANSWERS
pronouns
1 John’s 7 The man’s
We use possessive adjectives before a noun to show
na
4 The children’s 8 Jess’

who or what it belongs to.
5 The boys’
That’s the dog’s bed. That’s its bed.
This is my brothers’ computer. It’s their computer.
GRAMMAR GUIDE: Possessive ‘s
io
We use possessive pronouns to replace a possessive

We use ’s to show that something belongs to someone. adjective + noun or a possessive phrase.
The teacher’s car. That is my coat. It’s mine. This is Freda’s bike. It’s hers.
at
• We use ’s with:
Subject Possessive Possessive
The cat’s bowl is empty.
singular nouns pronoun adjective pronoun
N
This is Anya’s bike.

I my mine
The shop sells men’s clothes.
irregular plural nouns you your yours
The children’s school is nice.
©
Emma is my friend’s he his his

brother’s daughter. she her hers
complex noun phrases
(=Emma’s father is my
it its its
friend’s brother.)
we our ours
they their theirs

72
4 1
• Choose students to read the conversations aloud. • Remind students that Guadix (in item 2) is the city in
• Students complete the rules, then compare their answers Southern Spain with underground houses (see page 55).
in pairs. Get feedback. Revise dug (past form of dig).
• Students rewrite the sentences, then compare their
EXTENSION: In pairs, students write a similar answers in pairs. Get feedback.
conversation about possessions. Get feedback.
ANSWERS
ANSWERS 1 I was hungry, so I made a sandwich. / I made a
a before b in place of sandwich because I was hungry.
2 We visited Guadix because we wanted to see
5 the underground houses. / We wanted to see the
g
• Go through the Remember! box. Ask what part of underground houses, so we visited Guadix.
speech takes a possessive ’s (nouns).
n
3 Peter’s old computer didn’t work, so he bought a new
• Students choose the correct words, then compare their one. / Peter bought a new computer because his old
ni
answers in pairs. Get feedback. one didn’t work.
ANSWERS 4 Lena was cold, so she closed the window. / Lena
closed the window because she was cold.
ar
1 his, his 3 his, his 5 my, mine
5 They dug a hole in the wall because they wanted a
2 her, hers 4 our, ours 6 your, yours
new shelf. / They wanted a new shelf, so they dug a
6 hole in the wall.
Le
• Students skim the text and say what it’s about 6 They live underground because it’s very hot outside. /
(a description of a family’s house). It’s very hot outside, so they live underground.
2
ic
• Elicit or teach carpet (a thick material for covering floors,
EASIER: Provide multiple-choice options for students to often made of wool).
• Students put the sentences of the story in order, then
h
complete the text, e.g. 1 They / Their; 2 ’s / ’; 3 his / her;
4 hers / theirs; 5 his / her; 6 ’s / s’; 7 s’ / ’s; 8 his / your; compare their answers in pairs.
• Get feedback. Choose students to read the sentences
ap
9 their / theirs; 10 ’s / s’).
aloud and explain which words and phrases helped them
EXTENSION: Students use the Exam Task as model to order the sentences.
write a text about their family or family they know. They • Ask students to identify three sequencing phrases (first,
gr
should include ’s, possessive adjectives and pronouns. after that, then), one time phrase (after three hours) and
one adverb (unfortunately) in the story.
ANSWERS
ANSWERS
eo
1 Their 4 hers 7 ’s 10 ’s
1c 2g 3b 4h 5a 6e 7d 8f
2’ 5 her 8 his / its
3 her 6 ‘s 9 theirs 3
lG
• Tell students to cover the texts in Exercise 4.

• In pairs, students discuss the photos and decide what
Writing pages 62–63 happened. Remind them to connect their ideas, e.g. use
reasons and results; planning how to connect your sequencing phrases like first, after that, and then, and
na
ideas; writing a story explain reasons and consequences with so and because.
• Get feedback. Ask one or two pairs to tell their story.
Learning FOCUS 4
io
Reasons and results • Students read the two versions and choose the best.
When two events are linked because one causes the • Get feedback. Students give reasons for their answers.
at
other, we can use because to show the reason, or so to

show the result. EXTENSION: Students identify the connecting words
Write the two statements below on the board and elicit (so, and, however), time phrase (after two hours) and
N
or explain ways to connect them using because and so. adjectives and modifiers (old, beautiful, lovely, very, too)
the writer uses in Story A to connect ideas, sequence
He was bored. He went to the park.
events and add details to the story.
1 He went to the park because he was bored.
©
2 He was bored, so he went to the park.

ANSWER
Explain that we can give the reason first and say:
Story A is better because it uses connectors to make
3 Because he was bored, he went to the park.
longer sentences and gives details to make the story
Point out that we can use a comma before so. When more engaging.
the because part is at the beginning of the sentence,
we use a comma to separate it from the second part.

73
5 • Get feedback. Ask which foods students would like to
• Go through the Exam Tip. try, and why.
Exam TIP 2
• In pairs, students discuss the questions, then compare
Planning how to connect your ideas their answers with another pair. Get feedback.
• In a story-writing exam task, students need to
describe the events in the pictures logically to make a EXTENSION: Students discuss which foods are the most
story with a clear beginning, middle and end. expensive in their country, and why. Do they like these
• First, students should make notes about each picture foods? Why / Why not?
to answer these questions: Who? Where? What (are
they doing)? and Why? 3
g
• To write the story, they should use sequence words to • In pairs, students discuss the questions with their partner,
explain which order things happened in and because then compare ideas with another pair.
n
or so to explain reasons and results. • Get feedback. Ask one or two groups to share their
answers. Write their ideas on the board.
ni
• Students read the task, look at the pictures and make 4
ar
notes on ideas for their story. • Go through the Mind your Mind box. Elicit or teach the
foods in the photo (blueberries, nuts, avocado) and the
6 meaning of boost, brain, heart and junk food (see word
Le
list in the previous column). Explain that these foods
Exam TASK are known as ‘superfoods’ because they are very good
for you.
Writing a story
• In pairs or small groups, students discuss the questions.
• Students complete the Exam Task. Remind them to
Get feedback.
ic
look at the Exam Tip box and check their story when
they have finished. 5
7 h • In pairs or small groups, students write down as many
healthy foods as they can think of.
ap
• Students read through the checklist and tick the things
they did.
• In pairs, students discuss their checklist, then make any MEDIATION SKILLS
gr
necessary changes to their task. • Collaborating in a group is mediation. Students need

to process and relay information and work with other
EXTENSION: Ask pairs to read each other’s stories students to co-construct meaning.
and tick the things their partner has included using the
eo
• Project work develops mediation skills as students

Reflection checklist. research relevant information, interpret data from
different sources, explain data to their group and
discuss and agree on how to mediate this content to
lG
the rest of the class through a presentation.

eat well: food for thought; improve your diet
y our
na
roject
• In groups, students read through the
Useful vocabulary p
projects and choose one. Project 1 involves
planning a menu and Project 2 involves
benefit (n): something that helps you
creating a poster.
io
boost (v): to increase or improve something

brain (n): the part of your body that controls thought, a group and allocate the project tasks. Ensure that
feelings and movements everybody has a task and students swap texts for
at
heart (n): the part of your body that sends blood peer correction.
around the body Project 1
junk food (n): food that is not healthy
N
• Elicit the difference between vegan and vegetarian

snack (n): a small amount of food you eat between meals (vegans don’t eat any animal products, including
tasty (adj): has a good flavour and is nice to eat dairy; vegetarians don’t eat meat or fish).
well-being (n): the state of feeling healthy and happy
©
• Students discuss the questions, plan their menu

and prepare their presentation. They should use the
• Refer to page 31 for tips on how to use the Useful Useful Language box.
vocabulary in Live well, study well lessons. • The presentations could be a video, a powerpoint
slideshow or a poster.
1 • Fix a date for the presentation. Students take turns to
• Revise diet (the kind of food that you usually eat). present their ideas to the class.
• Ask: What is a healthy diet? What is an unhealthy diet? Project 2
Write students’ ideas on the board. • Students discuss the questions, research the food
• Students tick the healthy foods, then compare their and plan their poster. They should use the Useful
answers in pairs. Language box.

74
Review page 153
For ideas on how to use the review section with your
ANSWERS: VOCABULARY
1
1 garage 4 walls 7 garden
2 stairs 5 bathroom 8 kitchen
3 door 6 living room
g
1 lamp 4 mirror 7 painting
2 armchair 5 carpet 8 sofa
n
3 shelves 6 curtains
ni
ANSWERS: GRAMMAR
3
ar
1 Have, found / haven’t sold, yet
2 have, lived / have lived, since
3 Have, ever visited / ’ve never been
Le
4 Have, decided / have just seen
5 Has, started / ’s already finished
4
1 children’s 3 Rosa’s 5 Carlos’
ic
2 Jason’s 4 friends’ 6 father’s
5
1 our, ours 3 mine, my h
ap
2 your, yours 4 his, his
gr
eo
lG
na
io
at
N
©

75
6 City life
Reading: the purpose of a text; multiple
page 65
Vocabulary: tourism, sightseeing and

choice with six texts entertainment; prepositions
Vocabulary: places in a town of movement
Grammar: demonstratives; one and ones Grammar: articles
Listening: listening for days, times and Writing: adding and contrasting
numbers; gap fill information; planning your
g
answers; writing answers to
Speaking: giving directions, picture
three questions
n
discussion; answering questions
from the examiner Video: Orangutan nests
ni
ar
Unit opener page 65 2 6.1
• Show the article and ask if students know anything about
In the photo Tbilisi (it is the capital of the country of Georgia, has a
Le
Shoppers travel up and down an escalator surrounded population of around 1.5 million and is on the banks of
by mirrors in Harajuku, Tokyo. Harajuku is a popular the Kura river).
area that is known for being the centre of Japanese pop word focus
culture. The quirky shops, cafés and restaurants are very
ic
popular with teenage customers.
MEDIATION SKILLS h guessed correctly, and which words helped them do this.
• Students identify where in Tbilisi they can do the activities,
ap
• Linking to previous knowledge is mediation.
• To discuss the questions below, students need to then compare their ideas with a partner. Get feedback.
articulate their opinions on the basis of their life 6.1
experiences and use (and share) language they have
gr

learned so far.
ANSWERS
visit old buildings: Fabrika, Old Town; try new food:
eo
• Show the photo and ask students to describe it. Write

useful vocabulary on the board, e.g. people, glass, taxi, Fabrika; go to the theatre: Tbilisi State Puppet Theatre;
signs, building, traffic, etc. Ask which big cities students walk in a park: Botanical Gardens; look at some art: Art
have visited in their own country or abroad. Palace, Fabrika; go shopping: Fabrika
lG

• Get feedback. Write students’ adjectives for question 1 3
on the board, e.g. busy, noisy, exciting, modern, polluted, • Students underline the key words in each question,
interesting, dangerous, safe, expensive. then compare their ideas in pairs (1 What, khachapuri;
na
• You could end with a class vote on whether life is better 2 Where, Georgian films; 3 What, Fabrika, used to be;
in the city or the country. 4 Where, eat outside; 5 Why, Bridge of Peace, evening).
answers in pairs.
io
Reading pages 66–67 • Get feedback. Elicit or teach cultural centre (a building
where people can watch or take part in events like plays,
the purpose of a text; multiple choice with six texts
at
films, dance, art, etc.), light show (a place or building

1 covered in lights that change colour at special times) and
• In pairs, students discuss the question. get dark (when the day changes to evening and the light
N
• Get feedback. Ask one or two students to give examples from the sun disappears). Ask which places in the article
of when they have done these things in a new place. Are students would like to visit and why.
there any things they don’t like to do? Why? ANSWERS
©
EXTENSION: Ask which cities students would like to 1 Georgian bread with cheese and eggs
visit in future and why. What would they like to do there? 2 At the Art Palace 3 A factory
4 At the Botanical Gardens 5 To see the light show

76
4 FAST FINISHERS: Write the names of other places in a
• Go through the Exam Tip. town on the board, e.g. bakery, greengrocer’s, hairdresser’s,
etc. Students write definitions for these places.
Exam TIP
The purpose of a text ANSWERS
• Tell students that questions in multiple choice exam 1 bookshop 6 college
tasks are often about the purpose of a text. Ask: Who 2 post office 7 library
are notices and posters written for? (people the writer 3 sports centre 8 supermarket
doesn’t know) Who are texts and emails usually written 4 hospital 9 bank
for? (people the writer knows) What is the purpose of 5 department store 10 pharmacy
notices and posters? (advertising, giving information
g
about places or events, offering something for sale, TEACHING TIP: Explain that it is useful to be able to
etc.) What is the purpose of a text or an email? define a word as well as know what it means. Remind
n
(personal communication, sharing, etc.). students that when they learn a new word or phrase,
they should write a short definition of it in English in
ni
• Tell students that they should think about who wrote
the text, who they wrote it for, why they wrote it and their notebooks and check with their teacher that it
what (if any) action they want from their reader(s). is correct.
ar
• Students identify the type and purpose of the texts, 2
then compare their answers in pairs. • In pairs, students discuss where the objects in the
Le
• Get feedback. Elicit or teach announcement (when photos can be bought, then compare their ideas with
someone gives official information about something). another pair.
ANSWERS • Get feedback. You could ask them to give examples of
places to buy these items in the local area.
1 to give personal news 2 to give information about a
ic
delay 3 to ask Dave to buy aspirin 4 to invite Jo to go EXTENSION: Ask students if they buy more things
to the science museum 5 to invite people to a special in shops or online. What are the advantages and
5
event 6 to advertise a dance show
h disadvantages of each type of shopping?
ap
POSSIBLE ANSWERS
Exam TASK a blanket: department store, supermarket
a toothbrush: pharmacy, supermarket
gr
Multiple choice with six texts an envelope: post office, supermarket

• Students complete the Exam Task, then compare their a box of chocolates: supermarket
answers in pairs. a swimming costume: department store,
eo
• Get feedback. Students explain which words or supermarket, sports centre

phrases in the text helped them find their answers.
3 6.2
lG
• Tell students to listen and discuss where each

EASIER: Elicit the key words in the answer options before conversation is happening from the options given.
students do the activity: 1A grandma, lives; 1B enjoying, • Play the recording. Students compare their answers
visit; 1C meet, airport; 2A some trains, Manchester, late; with another pair.
2B not able, travel, Manchester; 2C wait, hear, times;
na

3A meet, pharmacy; 3B buy, aspirin; 3C pharmacy, close; Ask which words or phrases in each conversation helped
4A invite, science museum; 4B check if, going, science students choose their answers.
museum; 4C change, meeting; 5A free, two hours;
io
5B free, every day; 5C open, 9.00, 11.00; 6A under 16, EASIER: Pause the recording after each conversation to
free 6B take place, several, evenings; 5C buy, tickets, give students more time to think about their answers.
email. Students then complete the Exam Task in pairs. Play the recording again. Get feedback.
at
ANSWERS 6.2
N
1B 2C 3B 4A 5A 6C 1 A: Here you are, I’ve brought you some orange juice,

and some biscuits.
B: Oh, that’s so kind, thank you. I’m feeling much
Vocabulary
©
page 68 better now, so I hope I’ll go home tomorrow.

A: Oh good! I hope so too.
places in a town
2 A: Hello, I’m just returning these books.
1 B: OK, thank you. Ah. This book is a week late.
• Elicit names for places in a town and write students’ So that’s £1.75, please.
ideas on the board. A: Oh dear, yes. I’m so sorry. I completely forgot
• Students complete the exercise, then compare answers about it. Here you are.
in pairs. 3 A: Excuse me, do you sell towels here?
• Get feedback. Elicit or teach borrow (to use something B: Towels? Yes, they’re over there in aisle two.
that belongs to someone else and give it back to them; That’s after the fruit and vegetables and before
the opposite is lend) and store (another word for shop). the pet food.

77
A: Oh yes, I can see them. Thank you.
4 A: This is going to Turkey, please.
Grammar page 69
B: Thank you. Can I ask what’s inside? Demonstratives
A: Yes, of course. It’s a mirror. It’s a present for my
sister. GRAMMAR GUIDE: Demonstratives
5 A: Right, so today let’s look again at some of
the people we talked about last week. Who Use
remembers why James Naismith is famous? • We use this + a singular or uncountable noun to
B: Oh yes. He invented the game of basketball. show that something is near us in space or time.
A: Absolutely right. Well done. This is your desk.
Are you doing anything this Sunday?
ANSWERS
• We use these + a plural noun to show that more
g
1 hospital 4 post office than one thing is near us in space or time.
2 library 5 college
n
Would you like one of these delicious cakes?
3 supermarket These last few days I’ve been very busy.
ni
• We use that + a singular noun or uncountable noun
4 6.3
to show that something is further away from us in
space or time.
ar
their answers with a partner.
That man over there is our new teacher.
• Play the recording for students to check their answers.
That summer was very hot.
• We use those + a plural noun to show that more
Le
Elicit or teach coach (someone who teaches a sport or
than one thing is further away from us in space
skill) and parcel (a box or object sent by post).
or time.
FAST FINISHERS: In pairs, students write a conversation Look at those cats!
that happens in a town location that is not in Exercise 4. In those days, the internet didn’t exist.
ic
Ask one or two pairs to read their conversations to the
class. The other students guess where they are.
1
6.3 h • Show the photo and choose two students to read
ap
the sentences. Elicit or teach office block (a tall building
1 A: Will you come to the bookshop with me? I want with offices, not flats where people live).
to buy a new dictionary for my Spanish class at • Students complete the rules, then compare their
college. answers in pairs.
gr
B: Why don’t you look in the library? I’m sure you • Get feedback. To give more examples, point to objects
can borrow a dictionary from there. near and further away in the classroom, e.g. This desk
A: That’s a good idea. is mine, that desk is Anwar’s. These books are English
eo
2 A: Hurry up! Your tennis lesson at the sports centre books; those books are geography books.
starts in ten minutes.
B: Oh, sorry, I forgot to tell you. There isn’t a lesson ANSWERS
today. My coach fell off his bike yesterday and 1 these 2 those 3 this 4 that
lG
hurt his leg, so he’s in hospital at the moment.

3 A: I’m going to the supermarket – do you want 2
anything? • Students skim the conversations and find five places
in a town (supermarket, bookshop, park, town centre,
na
B: Yes, please, can you get some more milk and

bus stop).
some pasta? Oh, and can you take this parcel to
the post office for me at the same time?
A: OK.
io
ANSWERS EASIER: Students read the conversations and underline

1 bookshop 4 sports centre 7 post office here and over there to identify where the objects are in
at
2 college 5 hospital relation to the speakers, then complete the sentences

3 library 6 supermarket in pairs.
N
your ANSWERS
• Elicit or teach environment (the natural world, ideas 1 this, these, those 2 This, that 3 this, that 4 this, that
the world around you). In pairs, students
©
discuss the questions. 3

• Get feedback. Ask pairs to give examples of local • Do the first item with the class (that). Ask why those
shops they do and don’t like, and why. is wrong.
• Ask: Which items do you buy on the internet? Why? • Students write the demonstratives, then compare their
Elicit the advantages and disadvantages of buying answers in pairs.
online rather than in shops (online shopping can be • Get feedback. Ask different pairs to read the
cheaper, with more choice; you don’t have to leave conversations with the correct words in place.
home. In shops you can see, feel and try what you are ANSWERS
buying, you can go with your friends).
1 that, this 2 this, that 3 these, those

78
one and ones interesting sights. This beautiful old building here on
your right is the Musée D’Orsay. And of course, that
GRAMMAR GUIDE: one and ones big one over there is the Louvre. Can you see all those
people there? They’re all waiting to get into the Louvre!
Use Now, we’re moving on again, and here we are at the
We use the pronouns one and ones to avoid repeating Jardin des Plantes. We’re going to spend an hour at
a noun. We use one to replace a singular countable these amazing botanical gardens, but don’t forget to
noun and ones to replace plural nouns. come back to this boat at five o’clock.
We can use one / ones after: ANSWERS
• adjectives
Which jumper do you prefer, the red one or the 1 This 2 This 3 that 4 one 5 those 6 these 7 this
g
blue one?
These trainers are too old; I need some new ones. Listening page 70
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• the and demonstratives listening for days, times and numbers; gap fill
My car is the one in front of that building.
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His books are the ones on the table. 1
These ones? • Begin the lesson by revising days and numbers. Ask how
• which in questions many days there are in a year, a month and a week; how
ar
These cakes look delicious. Which one do you want? many hours there are in a day; how many minutes in an
We can take three. Which ones shall we choose? hour, half an hour and a quarter of an hour.
• Put some times up on the board and ask students to say
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them aloud. Ask: What time does the next lesson start?
4 When is the beginning of lunch break? What time do you
• Ask pairs of students to read the conversations aloud.
get up in the morning?, etc.
Check pronunciation of ones (/wunz/).
• Students match the items, then compare their answers
ic
• Students complete the rules, then compare answers with
a partner. Get feedback.
• To give more examples, use objects in the classroom, EXTENSION: To revise clock times, tell students to draw
the blue one is Jin’s. h
e.g. Look at these books. The green one is Luca’s and a six-square grid and fill each square with a clock time,
ap
written in figures. The times must include ’o clock,
ANSWERS quarter past / to or half past. Say a clock time, for
example quarter to three, making a note of times as you
1 noun 2 adjectives
say them for reference at the end of the activity. Students
gr
5 with this time in their grid can cross it out. Continue until
• Elicit the task (to find words that are repeated and to one student has crossed out all the items on their grid.
replace them with one or ones).
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• Students rewrite the sentences, then compare their ANSWERS

answers in pairs. Get feedback. 1i 2f 3c 4b 5e 6a 7h 8g 9d
2
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EASIER: In pairs, students underline the repeated nouns

in each sentence before replacing the second example. • Show the photo and ask students to describe the
bookshop.
FAST FINISHERS: Students write two sentences of their • In pairs, students discuss the questions, then compare
own using one and ones.
na
their ideas with another pair.

• Get feedback. Write students’ guesses on the board.
ANSWERS
ANSWERS
1 I usually go to the shop next to our college, but it’s
io
closed, so I’ll go to the one by the bank. Students’ own answers

2 She doesn’t like red apples; she likes green ones.
3 We want to visit a museum tomorrow, but we haven’t
3 6.5
at

decided which one yet.
6
N
6.4
6.5
• Ask: Have you ever been on a tourist boat trip? Would
A: Wow! What an amazing photo! Is that a bookshop?
you like to? B: Yes, it is. It’s the Ateneo Grand Splendid bookshop in
©
• Students skim the text and find the time tourists need to Buenos Aires, Argentina.
return to the boat (five o’clock). A: It’s so beautiful!
• Elicit or teach botanical garden (a garden with plants and B: I know! Actually, it used to be a theatre. It first
flowers grown for educational and research purposes). opened in 1919 and it was a really beautiful theatre. It
• Students complete the text, then compare their answers had one thousand and fifty seats. Then, in the 1920s
in pairs. it became a cinema ...
• Play the recording for them to check their answers. A: And now it’s a bookshop.
• Get feedback. Students give reasons for their answers. B: That’s right. It became a bookshop in 2000. Now
6.4
there are bookshelves where the theatre seats used
to be, with about 120,000 books on them.
Hello and welcome to the Paris Boat Bus. This boat A: Amazing. How many people visit it every year?
trip will take you down the River Seine, past lots of

79
B: More than a million. • Students read the Exam Task and decide what kind of
A: I want to go there! Is it open every day? information is missing, then compare their answers in pairs.
B: Yes, it is. It’s open from nine a.m. to ten p.m. from Get feedback.
Monday to Saturday, and on Sundays it opens at
midday and closes at ten p.m. EXTENSION: Dictate some imaginary phone
numbers to students, e.g. (044 0207 229 1342, 07921
ANSWERS 556643090). Say them using oh for zero and double +
1 It used to be a theatre. two numbers. Pairs then take turns to dictate and write
2 It’s about one hundred years old. down one or two phone numbers.
EXTENSION: Revise large numbers and dates. ANSWERS

• Write some large numbers that include hundreds
1 clock time 4 noun
g
and thousands on the board. Drill pronunciation.
2 age in years 5 phone number
• Write these years on the board: 1801, 1903, 2002,
n
3 number (of minutes)
2012 and ask students to read them aloud. (eighteen
oh one, nineteen oh three, two thousand and two, 6
ni
6.6
twenty twelve).
• Explain that for the years between one and nine in Exam TASK
ar
a new century from 1001 until 1909, we say oh for
zero. We say the year two thousand, then for the Gap fill
years 2001–2009 we say two thousand and (the last • Play the recording. Students complete the Exam
Le
number). From 2010, we split the year in two again Task, then compare their answers with a partner.
(twenty ten, twenty nineteen). Get feedback.
4 6.5 6.6
ic
• Ask what students can remember from listening the first For each question, write the correct answer in the gap.
time and elicit one or two answers. Write one word or a number or a date or a time. Look at
• Play the recording again. Students choose the correct questions 1–5 now.
answers, then compare their answers in pairs. Get
feedback. h You will hear a recorded message with some information
ap
about a museum.
EASIER: Elicit the pronunciation of the numbers in each
Thank you for calling the Museum of Science in Boston.
pair of sentences before listening to the recording.
The museum is open every day from 9.00 a.m. to
gr
Pause the recording after each item.

5.00 p.m. and on Fridays until 9.00 p.m. Tickets are
available online and there are discounts for children
ANSWERS
under 12 and seniors over 60. There are also discounts
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1 1919 2 1,050 3 1,000,000 4 six days a week for groups of 15 people or more.
There are so many exciting exhibits to discover at the
5 museum. Explore life in space at our latest show in the
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Planetarium! Shows are twice a day at 12.30 and at

Exam TIP 3.30 p.m. Pre-booked tickets are required. Please arrive
at least 10 minutes before the show start time. The
Listening for days, times and numbers programme lasts 35 minutes. Drop in on our hands-on
na
Remind students that in a listening task they will hear laboratory to learn about science research! The lab is
the audio twice, so they can complete it the second time open on Saturday afternoons during the summer from
they listen. 1.30 p.m. to 3.30 p.m. There is a limit to groups of
Before listening, they should read the text and predict 15–20 students for these activities. For more information,
io
what type of information is missing. Elicit words and or to book tickets, phone 617-723-2500 or visit our
phrases that would indicate that the missing word is: website. See you soon!
at
• a date: a month before or after it, the prepositions

ANSWERS
on (for a day), in (for a month or year) or at (for the
weekend, night, etc.) before it; 1 5.00 p.m. 2 12 3 35 4 Saturday 5 617-723-2500
N
• a clock time: the prepositions at or from / to before it;

o’ clock, a.m or p.m after it;
• a price: a currency word or symbol (e.g. $ = dollars)
Speaking page 71
©
giving directions; picture discussion; answering

before it; words such as cost, ticket, fee in the sentence;
• a phone number: words or phrases such as call or call questions from the examiner
me (on), our (tele)phone number is, etc. before the gap. 1
Remind students about ways to say phone or credit card • In small groups, students write a list of places in a town.
numbers: each number is said separately, e.g. 3285 … They then check the activity and see how many places
is three two eight five; (1–8) they included on their list. Elicit or teach crowded
• the only numbers said together are the same number, (very full of people), lively (full of energy and people),
e.g. 3288 is three two double eight; popular (liked by many people), relaxing (makes you feel
• 0 can be oh or zero. relaxed) and tiring (makes you feel tired).
• Students tick the places in their town and choose an
adjective to describe each place.

80
2 • Show the map on page 172 of the Student’s Book and
ask students to find the White House. Explain that the
Capital One Arena is a sports centre where basketball
MEDIATION SKILLS
and hockey matches are played and that the Warner
• Relaying information is mediation. Students need to Theatre is Washington’s most famous theatre.
listen and take notes on key information, then check • Students find the Washington Monument. Tell them this
that they understood their partner correctly and didn’t is the starting point for all directions in the activity.
miss any important information. • In pairs, students take turns to give each other directions
• Encourage students to check facts with their partner to the list of places.
using expressions such as Did I get that right? Is there
anything you want to add? 5
• In their pairs, students discuss the question, using
g
• In pairs, students compare their answers to Exercise adjectives from Exercise 1 to explain their choices.
1 and discuss the questions. Tell them to make notes • Get feedback. You could take a class vote on which
n
on their partner’s ideas so they can relay them to place most students would like to visit and why.
another student.
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• Put students into different pairs. Each student reports on 6 6.8
their previous partner’s favourite place. Get feedback. • Say that in a speaking exam students may need to
answer questions similar to questions 1–4. Students
ar
3 6.7 match them to the answers (a–d).
• Tell students they are going to listen to someone giving • Play the recording. Students listen and check
their answers.
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directions. Elicit or teach crossroads (where two roads
meet) and traffic lights (the red, yellow and green lights • Play the recording again. Get feedback.
that show traffic when to stop and go). • Point out structures used to add detail in the script,
• Play the recording. Students complete the directions, e.g. giving reasons using because; using so we can, it’s a
then compare their answers in pairs. Get feedback. good place to … and I enjoy … to talk about activities.
ic
EXTENSION: In pairs, students write three sentences EXTENSION: In pairs, students ask and answer
h
about how to get from the classroom to a place inside
or outside the school. Ask one or two pairs to read their
questions 1–4. Get feedback. Students give reasons for
their answers.
ap
directions aloud. The other students listen and guess the
destination. 6.8
1 A: Do you think going to a shopping centre is fun?
gr
TEACHING TIP: Help students relate the material in B: Yes. I enjoy going to different shops and I
each lesson to their lives and experiences as much as sometimes have lunch in a café there.
possible. It helps them remember the language being 2 A: Do you think going to a park is boring?
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taught, while at the same time making the lesson more B: No, I don’t think so. You can go running or
engaging. skateboarding there and it’s a good place to meet
your friends.
3 A: Which of these places do you visit most often?
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6.7
B: I often visit the library because I can borrow books
Leon: Excuse me, is there a post office near here,
about art for my art class.
please?
4 A: Do you prefer to visit a museum with your friends
Maya: Yes, there is. It’s opposite the library.
or alone?
na
Leon: Could you tell me how to get there?

B: I prefer to go to a museum with a friend, so we
Maya: Of course. Take the first turning on your left.
can talk about the things we see.
Leon: This turning here?
Maya: That’s right. Then go straight on at the ANSWERS
io
crossroads. 1d 2c 3a 4b
Leon: Sorry, could you repeat that please?
7
at
Maya: I said, go straight on at the crossroads.

Leon: OK, thank you. • Elicit the places in the pictures (museum / art gallery,
Maya: And then turn left at the traffic lights. It’s on the library, supermarket, gym, swimming pool, park).
N
right, opposite the library. • Remind students that in the speaking exam they should
Leon: That’s great. Thank you so much. give as many details as possible, in this case, reasons
they like / dislike each option and things you can do
ANSWERS
©
there.
1 opposite 4 turn, at • In pairs, students discuss the first Exam Task question.
2 take, turning 5 on • Get feedback. Ask one or two pairs to share what
3 straight they discussed.
4
• Ask: What do you know about Washington D.C.? (It’s the
capital of the United States, where the US government is
based and where the President lives in the White House).
If possible, show Washington D.C. on a map.

81
8 Prepositions of movement
3
Exam TIP • Show the difference between prepositions of state
and of movement with two books. Show a book that is
Answering questions from the examiner already inside your bag and say: The book is in my bag.
• Remind students that in parts of a speaking exam The book is not moving, so this is a state. Put the second
they will collaborate with another student to answer book in your bag and say, Now I am putting the book
the examiner’s questions. For this reason, it is into the bag. We use into for movement.
important to make sure they understand the examiner • Students complete the activity, then compare their
and ask for questions to be rephrased if they don’t. answers in pairs. Get feedback.
• Remind students that they should give their opinion
g
clearly and support it with reasons. They should try TEACHING TIP: Prepositions are grammar, but also
not to repeat themselves or go off the topic of the vocabulary. If students struggle with them, use these
n
question. definitions as needed:
• across: from one side of an open space to the other;
ni
• Go through the Useful Language box. We walked across the bridge / the street.
• through: from one side of a place with an entrance to
Exam TASK
ar
the other side;
We walked through the door / the tunnel / the gate.
Picture discussion • along: in a line on or next to something long;
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• In pairs, students do the second part of the Exam Task. We cycled along the river / the road.
• Get feedback. Ask students how they could improve • into: from a place to the inside or middle of another;
next time if they found the activity difficult. We went into the garden and had a picnic.
• past: to a position that is further than a certain point;
We walked past the bridge, then turned round and
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Vocabulary page 72
walked back.
• over: up and then down;
Tourism, sightseeing and entertainment
h We walked over the bridge to the village.
• under: below something and then up again;
ap
1 We walked under the bridge and along the river.
• Elicit or teach sightseeing (the activity of visiting
interesting places) and entertainment (live shows, films,
EXTENSION: Students write three sentences with
events, etc. that people do or go to see for fun). Elicit
gr
prepositions of movement, then exchange them with a

examples of local places to go sightseeing or watch
partner for feedback.
entertainment.
• Students put the places in the correct category, then
eo
ANSWERS
compare their answers in pairs. Get feedback.
• Check the meaning of bus station (a place where lots of 1 into 2 over 3 along 4 under 5 past 6 across
buses start or end journeys), guest house (a cheap place 7 through
lG
to stay, it often only serves breakfast) and castle (a very

old building with high walls, often built on top of a hill 4
to keep people inside safe from attacks). • Elicit some ideas about where the photo was taken
and what it shows (Japan; the photo is of a traditional
ANSWERS
na
building).
Places to stay: guest house, hotel • Ask the class how they communicate with friends on
Places to eat: café, restaurant holiday, e.g. by message, email, etc.
Places to learn about art or history: castle, museum • Students complete the email, then compare their
io
Places to travel from: airport, bus station answers with a partner. Get feedback. Ask: Would you
Places to watch entertainment: cinema, theatre like to visit Japan? Why? / Why not?
at
ANSWERS
2
• In pairs, students choose where the people are from the 1 castle 5 over 9 guest house
2 museum 6 restaurant 10 hotel
N
options in Exercise 1. Get feedback.

• Check the meaning of walls, stairs and floors (in a 3 along 7 into
building), board (to get on an aeroplane) and key 4 across 8 theatre
©
(something you use to open a door). Ask students to

read the speech bubbles and elicit the answers.
your
ANSWERS • In pairs, students discuss the questions. Get ideas
1 castle 4 hotel feedback. Students give reasons for their
2 theatre 5 restaurant answers. Do they prefer new places? If so,
3 airport which places do they like?
• Write students’ ideas of local attractions on the
board. They could vote on the best places to visit.

82
Grammar page 73
• Students continue to match the sentences with the rules,
then compare their answers with a partner.
articles • Get feedback. Students give reasons for their answers.
GRAMMAR GUIDE: articles EASIER: Students do the matching activity in pairs, using
the question and answer technique.
Use
• In addition to the rules listed in the Student’s Book,
TEACHING TIP: Explain the difference between
please note these details on articles:
consonant and consonant sound: the t in talk is both
a / an a consonant and a consonant sound; e in egg is both
a helicopter, a euro, a vowel and a vowel sound, but there is a consonant
a + consonant sound
g
a university sound in euro, where it sounds like the letter y. This is
an apple, an exam, why we say an egg but a euro.
an + vowel sound
n
an umbrella Explain that the is pronounced /ðə/ before a consonant
sound and /ði/ before a vowel sound.
My mum is a doctor.
ni
jobs The house /ðə haʊs/ The person /ðə pɜ:sən/
My sister is an engineer.
The island /ði ˈaɪlənd/ The apple /ði æpl/
Put the following phrases on the board: the amazing
ar
the
café, the high mountain, the euro, the long journey,
adjectives used as the British, the poor,
the unusual room, the expensive meal, the university.
nouns the wealthy
Le
Students practise saying them with the correct
play + musical He plays the piano and the pronunciation.
instruments electric guitar.
ANSWERS
NO ARTICLE
1c 2f 3a 4b 5d 6e
ic
• We don’t use articles with singular or plural nouns
used to refer to something in general and not to a
specific item.
3
General Specific h • Students complete the sentences, then compare their
answers with a partner.
ap
Salt can be bad for you. Can you pass me the • Get feedback. Students give reasons for their choices.
salt, please? ANSWERS
Cats love chasing balls. The cat is hungry. 1 a (first time mentioned); the (you need an article);
gr
• We also don’t use articles with: The (second mention, a specific guesthouse)
2 the (name of a Republic); – (time expression that
There’s a statue of Peter Pan doesn’t take articles)
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parks, streets, squares

in Kensington Gardens. 3 The (specific food); the (specific waiters)
Sardinia is part of Italy. 4 – (name of a game)
islands, mountains He wants to climb Mount 5 the (specific store); the (specific shopping centre)
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Everest. 6 the (play musical instrument);

a (one of a group)
President Roosevelt was
titles + name
elected four times. 4
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languages and school My favourite subjects are • Show the photo and ask students what they think the
subjects English and maths. place is (an open-air cinema).
sports, games Football is a great sport. • Students complete the text, then compare their answers
in pairs.
io
• Get feedback.
• Choose students to read complete sentences from
1 the text.
at
• Read the sentences aloud. Students identify the articles

and answer the questions. Get feedback. EASIER: Students complete the activity in pairs.
N
ANSWERS
ANSWERS
1 A 2 The
1 an (first mention) 9 – (uncountable noun,
a2 b1
©
2 – (name of city) unspecific food)

2 3 The (second mention) 10 the (third mention of it)
• Tell students to underline the articles in the sentences. 4 – (name of month) 11 the (there’s only one
Read the first sentence aloud and elicit that it is an 5 – (name of month) Acropolis)
example of the use of the definite article. 6 – (people in general) 12 the (specific experience)
• Show rules b and c. Ask: Have the main road or the 7 a (not a specific film)
village been mentioned before? (no). How many roads 8 the (there’s only one
out of the village are there? (one). Does the listener moon)
know which village the speaker is talking about?
(yes, it wouldn’t make sense if they didn’t). Which rule
describes this use of the definite article? (rule c).

83
Writing pages 74–75 3
• Tell students to underline the linking words so they know
adding and contrasting information; planning your how to link the information (1 because, gives reasons;
answers; writing answers to three questions 2 also, adds information; 4 although, contrasts information;
5 because, gives reasons; 6 too, adds information)
Learning FOCUS • Ask who the subject is (I ). Do the first item with the class.
• Students write sentences with the prompts.
Adding and contrasting information
• Write the following list of actions on the board: FAST FINISHERS: Students rewrite at least two of the
I went out. I went to the shopping centre. I went sentences in the exercise using different linking words.
into a clothes shop. I bought a T-shirt. I went into a
computer shop. I bought a tablet. POSSIBLE ANSWERS
g
• Elicit that in English we connect lots of separate 1 I like visiting museums because I love history.
short sentences with linkers to show the relationship
n
2 I also enjoy going to restaurants to eat local food.
between ideas, facts or opinions. Ask: How can you 3 Last month I went to Madrid.
make this list shorter and more interesting? Write
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4 It’s a beautiful city, although it’s very expensive.
students’ ideas on the board, e.g. I went to the 5 I want to visit Tokyo because my grandparents are
shopping centre and I bought a T-shirt and a tablet. /
Japanese.
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I bought a T-shirt and I bought a tablet too.
6 It’s an exciting place, with interesting shops too.
• Say that students should link their ideas in a writing
exam. Go through the use of however, but and 4
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although in the box. • In pairs, students compare their sentences. Get feedback.
• Write the sentences She was tired. She was
happy on the board. Ask: How can you link these EXTENSION: Elicit different ways to express the ideas in
sentences? Elicit: the exercise, e.g. Sentence 1 Because I’m interested in
ic
She was tired and happy. She was tired, but happy. history, I love visiting museums. I’m interested in history,
She was tired. However, she was (also) happy / she was so I love visiting museums. I enjoy visiting museums
happy too. because I’m a history fan, etc.
happy too. h
Although she was tired, she was (also) happy / she was
5
ap
• Students write their own answers to the questions, then
1 • Get feedback. Students give reasons for their answers.
gr
• Go through the example sentences. Students connect

the sentences, then compare their answers in pairs. EASIER: Students use the same sentence structures as
• Get feedback. Ask one or two students to read out their Exercise 3, replacing words with different vocabulary.
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sentences for each item.

EXTENSION: Encourage students to use a variety of
EASIER: Write adds information and contrasts structures from the Learning Focus box in their answers,
information on the board and elicit the relevant linkers along with vocabulary from the unit.
lG
for each header (and + also / too and but / however /

although). 6
EXAMPLE ANSWERS
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2 There are two hotels in the town and five guest Exam TIP
houses too. Planning your answers
3 There are lots of buses, but they get very busy at the
• Remind students that, as for Exercise 2, they’ll need
io
weekend.
to write more for each question than they did for the
4 The museum is a beautiful building and it’s also very
previous one in this exam task. They should think
interesting.
at
about this when they choose a topic.

5 The bookshop is small and friendly. However, it’s only • Students should write key words and notes for each
open on Mondays and Thursdays. of the three questions. Remind them to use linkers to
6 Our trip to Matsumoto Castle was amazing and we
N
connect information in longer answers.

loved the museum too. • Remind students that their answers don’t have to
be true as long as they answer the questions in
2
©
good English.
• Students match the questions and answers, then
compare their answers with a partner. • Students read the Exam Task, decide what to write about
• Get feedback. Say that in one type of exam task students and produce a plan for their answers to each question.
have to answer three questions on the same topic, like
1–3. Ask students what they notice about the answers. 7
Elicit that each is more complex than the previous one.
Exam TASK
ANSWERS
1b 2a 3c Writing answers to three questions
• Students complete the Exam Task.

84
8 2 3
• Students read through the checklist and tick the things While you watch
they did.
• Play the video. Tell students not to answer the questions,
• In pairs, students discuss their checklist, then make any
just to watch to get a general idea of the topic.
• Students read the sentences. Elicit or teach the
EXTENSION: Ask pairs to read each other’s Exam Task difference between branch (part of a tree) and stick (a
and to tick the things their partner has included using piece of wood which has broken or fallen off a branch).
the Reflection checklist. Say that Panut is the name of the man in the video.
• Play the video again. Students choose the correct
options, then compare their ideas in pairs. Get feedback.
g
ANSWERS
Video page 76 1 is 2 day 3 three 4 branches 5 always 6 doesn’t
n
Orangutan nests
3 3
ni
Useful vocabulary After you watch
Nest building
ar
in pairs.
branch (n): part of a tree that grows out of the main part • Play the video again. Students check their answers.
nest (n): a home built by birds and some animals for • Get feedback. Choose students to read the completed
Le
their eggs or baby animals to live in sentences aloud. Ask students what the most surprising
weave (v): to cross long, thin bits of material under and thing they learned in the video was, and why.
over each other to make strong material or a structure
ANSWERS
Resting and beds
1 good 2 resting 3 amazing 4 60 5 well 6 sticks
ic
blanket (n): a warm cover that you sleep under 7 pillow 8 branch
cradle (n): a baby’s bed, often one that swings from
side to side
h
mattress (n): the comfortable part of a bed you lie on
3
You might be surprised to know that orangutan take
ap
pillow (n): a soft object that you rest your head on in bed their sleeping arrangement very seriously and they
rest (v): a period of time when you relax or sleep make nests every single day for resting and for sleeping.
sleeping arrangements (n pl): the way people organise And the nest is so amazing. It just hold them, the body,
the way they sleep like up to sixty kilos, but they can just make it in three
gr
minutes, from branches. They actually make a kind of

Other
blanket, a kind of pillow on their nest. They never use
advantage (n): a good thing that helps you achieve the old nest, they always move to another place or even
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something in the same area, but they will use a different branch to
amazing (adj): very surprising build their nest. And they are very proud of their nest. I
evolutionary (adj): relating to the way in which living really want some day to sleep on the nest. But not with
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things change and develop over millions of years an orangutan.

proud of (adj): very pleased about something you have
your
done or own, or someone you know
• Teach or elicit endangered species (plants or ideas
take seriously (v): to pay attention to someone or animals that may soon not exist because there
na
something because you think it is important are very few in the world).
• Show the photos. Ask: What do you know about • Get feedback. Ask if students know any other
io
orangutans? (They are primates that live in the rainforests endangered animals.
of Indonesia and Malaysia. They spend most of their
time in trees, mainly eat fruit, leaves, honey and insects
at
and are very intelligent animals.)
1
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Before you watch

• Read the sentence aloud and elicit or teach nest (see
©
definition above). Ask students what kind of animals

usually build nests (birds).
• Students label the photo, then compare their answers
ANSWERS
1 orangutans 2 branch 3 nest

85
Review page 154
ANSWERS: VOCABULARY
1
1 sports centre 5 library
2 supermarket 6 department store
3 bank 7 pharmacy
4 post office 8 hospital
g
2
1 theatre 3 cinema 5 café
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2 restaurant 4 museum 6 guest house
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3
1 across 3 into 5 over
2 along 4 past 6 under
ar
ANSWERS: GRAMMAR
4
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1 Those 2 that 3 those 4 this 5 these 6 This
7 these 8 this
ic
1 ones / ones 2 one / ones, one
6
1 a, the 2 –, the 3 an, – 4 the, – 5 –, the h
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6 The, a 7 –, –
gr
eo
lG
na
io
at
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©

86
7xTime
xxxxxx
to relax
Reading: looking for phrases with the same
page 77
Grammar: verb patterns; writing the correct

meaning; multiple matching verb form; open cloze
Vocabulary: free-time activities Writing: expressing opinions; planning
Grammar: zero conditional; first conditional your ideas; writing an email
Listening: listening for examples; matching Live well,
study well: get fit, feel well; exercise and
Speaking: talking about free-time activities;
g
the brain
choosing a topic; topic discussion
n
Vocabulary: music; using prepositions; deciding
which answers are wrong;
ni
multiple-choice cloze
ar
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word focus
In the photo
A trainee monk leaves the classroom after a day of study. • In pairs, students work out the meaning of the words in
Most boys in Myanmar train as novice monks from as bold, then read the Word Focus to check their answers.
ic
young as seven years old. They live, eat and study in a
monastery for several weeks or months.
• Play the recording. Students read the article and choose
topic might be. Elicit one or two ideas. h

• Show the unit title and the photo and ask what the unit the best option.
• Get feedback. Students give reasons for their answer.
ap
• In pairs, students discuss the questions. Get feedback.
7.1
Ask if they’ve learned anything new recently. If so, what?
EASIER: Write some examples of what you do in your
gr
ANSWERS
free time on the board, e.g. reading, listening to music,
etc. Elicit one or two similar examples from students c
4
eo

Exam TIP
lG
looking for phrases with the same meaning;

multiple matching Looking for phrases with the same meaning
Explain that in this type of exam task, students need to
1 identify the key words in the questions first, and then
• Elicit or teach interests (something you like, a hobby)
na
and collecting (getting and keeping a type of thing as find words or phrases in the texts that mean the same.
a hobby). Ask one or two students to give examples of
their interests. Ask what the photo shows (comic books). • Elicit or teach medal by pointing to the medal in the
io
• Students match the words and phrases, then compare photo and competition (a situation where people try to
their answers in pairs. Get feedback. win something).
• Say that a board is a thin, flat piece of wood or other • Students underline the key words in the questions
at
hard material. Ask: Where do you go snowboarding? (on (1 hobby, became a business; 2 international prize;
snow). What do you add to a board to go skateboarding 3 posted, story, the internet; 4 helped people, their
N
or windsurfing? (wheels, a sail) Where do you go town; 5 wants, help people, around the world;
skateboarding or windsurfing? (on the street, on water) 6 didn’t make things, a hobby; 7 used, old things,
make something new).
ANSWERS
©
• Students look for synonyms for the key words in the text.
1e 2d 3b 4a 5c Do the first with the class (business = company).
• Students find the synonyms, then compare their ideas in
2 pairs. Get feedback.
• Get feedback. Ask one or two pairs to share their ANSWERS
answers. You could ask follow-up questions, e.g. What 1 business = company
do you like to read? What do you collect? What sports 2 international prize = medal / Asian Games
do you do? 3 story on the internet = online video
ANSWERS 4 helped people, their town = provided electricity for
his house and other houses near him

87
5 wants to help people around the world = do 2
something to help people
6 no synonyms MEDIATION SKILLS
7 old things, make something new = broken radios /
taught himself how to make new things with them • Relaying information is mediation.
• In this activity, students develop skills for sharing
5 and discussing information and co-structuring a
presentation that summarises their discussion.
Exam TASK • The presentation needs to include an explanation of
agreed choices, e.g. Our favourite activity is [cycling]
Multiple matching because we both … , Our least favourite activity is
• Students complete the Exam Task, then compare their [singing] because neither of us …
g
answers in pairs. • The presentation may also include points on which
• Get feedback. Ask students if finding the synonyms in groups couldn’t agree, in which case they should
n
the text before they did the task helped them find the explain their differences in opinion, e.g. I prefer [dance]
answers. to [music] because … , whereas [my partners] … .
ni
This means …
EXTENSION: Write these questions on the board: Have
ar
you ever won a prize? Have you ever used old things • In pairs, students order the activities in Exercise 1.
to make something new? Could your hobby help other • Put pairs in groups of four and give them some paper
to write the activities on. Each group tries to agree on
people? Why / Why not? In pairs, students discuss their
Le
their order.
• Groups present their conclusions to the class, including
EASIER: Students complete the Exam Task in pairs. what they couldn’t agree on and why.
• Ask which activity students think is the most / least
ic
ANSWERS popular in the class then take a vote on each activity to
1C 2B 3A 4A 5C 6B 7A verify the answers.
ANSWERS
h your
ideas
ap
In small groups, students discuss the questions.
They could also think about hobbies they used 3 7.2
to do but don’t do now and why. For the second • Play the recording. Students write the activities, then
question, they could discuss someone they know, or compare their answers in pairs.
gr
someone famous. • Play the recording a second time if necessary. Get

feedback.
eo
EXTENSION: Students research a person who has made ANSWERS

their hobby into something that helped their community, 1 board games 4 camping
write a short text about them and present it to the class. 2 dance 5 singing
3 painting
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7.2
Vocabulary page 80 1 A: OK, it’s your turn.
B: One, two, three, four. Yes, I’ve reached the end.
na
free-time activities
Ha! I win!
1 2 One, two, three, one, two, three, one, two three …
• In pairs, students look at the word box and match the 3 A: Do you know where the smaller brushes are?
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items to the activities in the photos. Get feedback. B: Just here. By the water.
A: Great. I need a really small brush for these
EXTENSION: In pairs or small groups, students discuss flowers.
at
the opportunities to do these activities where they live. 4 A: Where shall we put the tent, then?
Get feedback. Ask what stops them (if any) from being B: I think just here. By the river. Then it’s easy for us
available.
N
to get water in the morning.

5 La, la, la, la, la, la, la, laaa!
ANSWERS
4
©
a camping, cycling
b dance, music, maybe singing • Students read the text and choose free-time activities,
c painting, photography then compare their ideas in pairs. Get feedback.
d board games, chess SUGGESTED ANSWERS
1 camping 2 dance 3 cycling
TEACHING TIP: Try to revise language from previous
units as much as possible throughout the course. For
example, when students are talking about their hobbies,
encourage them to include information about their daily
routines so they also revise language from Unit 1.

88
5 1
• Show students the word box. Elicit the things needed to • In pairs, students read the sentences and complete the
do each activity and write the items on the board (board rules. Get feedback.
games / chess: game, people to play it with; camping:
tent, sleeping bag; cycling: bike, helmet, sports clothes; TEACHING TIP:
drawing: pen / pencil, paper; music: instrument; • Clarifying the general concepts of the conditional
photography: camera). aspect will help students understand the four types
• Students complete the text, then compare their answers of conditionals and their differences. Explain that a
in pairs. conditional sentence describes two events that are
• Get feedback. Students read complete sentences from connected because one doesn’t happen without
the text aloud. the other.
• It has two parts: an if clause and a main clause.
g
FAST FINISHERS: Students use the text as a model to • In the if clause we describe something that may or
may not happen, e.g. If the weather’s nice …
n
write a short paragraph about the free-time activities
their family and friends like to do. • In the main clause we describe the result of the if
ni
clause, e.g. … we can go to the park.
ANSWERS • The main clause can’t happen without the if clause.
1 camping
ar
ANSWERS
2 music
3 board games 1 present simple 3 facts
2 at the beginning 4 when
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4 chess
5 cycling
6 drawing
2
• Ask: What tense is needed in both parts of the sentence?
7 photography
(present simple). Do the first item with the class.
ic
your • Students complete the sentences, then compare their
In pairs, students discuss the questions. Ask: Are ideas answers in pairs. Get feedback.
there any activities on the page that you haven’t
tried? If so, would you like to? Why? / Why not? h ANSWERS
1 paint, need 5 doesn’t sleep / can’t
ap
As homework, students could ask three people outside
the class what free-time activities they like to do and 2 plays, wins sleep, plays
why, and share their answers in the next lesson. 3 go, wear 6 dance, feel
4 sings, leaves
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EXTENSION: Students write three zero conditional

Grammar page 81
sentences which include if and when. Get feedback.
eo
Zero conditional
First conditional
GRAMMAR GUIDE: Zero conditional
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GRAMMAR GUIDE: First conditional

Use
Use
We use the zero conditional to talk about conditions
and results that are always true (e.g. scientific facts) or We use the first conditional to talk about actions or
na
to give instructions. events that are possible or likely to happen and their
consequences.
If a baby is hungry, it cries.
If it rains tomorrow, I’ll stay at home.
If you arrive before me, please wait.
io
Form
Form
• We use the present simple in the if clause and will or
• We use the present tense in both the if clause and
at
be going to + infinitive in the main clause.

the main clause.
If it’s sunny, I’ll / ’m going to meet my friends in the
If you mix yellow and blue, you get the colour
park.
N
green.
• We can replace will or be going to with a modal verb
• In zero conditional sentences, if can sometimes be
such as can, could, may or might.
replaced by when and the meaning stays the same.
If the weather is nice, we might have a barbecue.
©
When you mix yellow and blue, you get the colour
green.
• In all conditional sentences, the if and when clause
can come first, in which case it’s separated from the 3
main clause by a comma (see above), or second, in • In pairs, students read the example sentences and
which case no comma is used. complete the rules. Get feedback.
You get the colour green if you mix yellow and blue. • Elicit the difference between the zero and first
conditional: we use the zero conditional when the
result always happens; we use the first conditional to
say that the result will probably happen. We show the

89
difference in the verb form of the main clause: present
simple in the zero conditional, will / be going to in the
Listening page 82
first conditional. listening for examples; matching
ANSWERS 1
1 will 2 comma 3 can • Students cover the vocabulary in items 1–6. In pairs, they
discuss what they think the activities in the photos are and
4 why. Get feedback, but don’t confirm the answers yet.
• Do the first item with the class. • Students match the phrases and the photos, then
• Students complete the sentences, then compare their compare their answers. Get feedback.
EXTENSION: In pairs, students discuss which activities
g
EASIER: Students underline the verbs in the first they have or haven’t tried and whether they would like to
sentence they will need to use in the second (1 be, try the others or not. Get feedback.
n
finish; 2 come, learn; 3 answer, win; 4 read, laugh;
5 remember, go). ANSWERS
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1e 2f 3a 4b 5d 6c
EXTENSION: Divide the class into two groups: A and
B. Student As write the if clause of a first conditional 2
ar
sentence using the present simple, and Bs write the main • In pairs, students discuss the questions, then compare
clause of a first conditional sentence using will. Students their ideas with another pair.
then walk around the class, trying to find a ‘match’ for • Get feedback. Students give reasons for their answers.
Le
their clause that makes a funny sentence. Once matched,
SUGGESTED ANSWERS
pairs discuss how to change the conditional to make it
correct. Switch roles and repeat the activity. The class 1 f 2 a, b, c, e 3 b, c, d, e, f 4d 5a
votes on the funniest sentence. 3 7.3
ic
• Play the recording. Students decide if the opinions they
ANSWERS hear are the same or different.
1 finish, ’ll win
2 come, ’ll learn h
4 read, ’ll laugh
5 ’ll go / can go,
their answers in pairs.
ap
3 answer, ’ll win remember • Get feedback. Students give reasons for their answers.
5 ANSWERS
• Write If it’s sunny … on the board. Elicit one or two ways 1 different 2 different 3 different 4 same
gr
to complete the sentence using the zero conditional 5 same 6 different

(e.g. I wear a hat), then using the first conditional 7.3
(e.g. we’ll go to the beach).
eo
1 A: This music is really great.

• Students match the sentence halves, then compare their
B: Well, it’s OK, but actually, I’d prefer to listen to
some hip-hop.
EXTENSION: Students write three first conditional 2 A: I like making things, but I don’t think I’m very
lG
sentence starters and give them to a partner to complete. good at it.

B: But I think the jewellery you make is really cool!
ANSWERS 3 A: Sam, I’ve bought you your favourite pizza!
B: Thanks Mum. Oh, but I don’t like olives!
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1d 2a 3e 4f 5c 6b 4 A: This robotics club looks really interesting.

6 B: You’re right. I think I might join it.
• Write If I don’t do my homework … on the board. Elicit 5 A: Sue’s videos are amazing, don’t you think?
io
one or two ways to complete the sentence using the B: Absolutely. She’s really talented.
first conditional. 6 A: George is a great chess player. He wins every game.
• Students complete the sentence halves with their own B: In fact, I won the last game we played together!
at
ideas. Get feedback. So, he’s not that great.
4 7.3
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FAST FINISHERS: Students write four first conditional

sentences that include the following words: this • Elicit or teach agree and disagree (to have the same
weekend, tonight, bored, tired. opinion, to have a different opinion).
• In pairs, students discuss the meanings of the phrases.
©
EXTENSION: In small groups, students make first • Get feedback. Write the phrases on the board under
conditional sentence ‘chains’, starting with If it’s sunny the correct header (Agree: that’s true, absolutely, you’re
… The first student completes the sentence, e.g. If it’s right; Disagree: actually, but, in fact).
sunny, we’ll go to the park. The second student says, • Play the recording. Students tick the phrases they hear,
for example, If we go to the park, we’ll play football. then compare their answers in pairs.
The third student says, for example, If we play football, • Play the recording again if necessary. Get feedback.
we’ll feel hot, etc. Then create chains with the zero ANSWERS
conditional.
1 actually D ✔ 4 in fact D ✔
ANSWERS 2 that’s true A 5 absolutely A ✔
3 but D ✔ 6 you’re right A ✔

90
5
Speaking page 83
talking about free-time activities; choosing a topic;
Exam TIP topic discussion
Listening for examples
• Explain that in a listening exam, students should read
1
• Show the sentences and do the first item with the class.
the answer options before they hear the recording
Read out sentence 1, then ask which definition matches
and think of words that might be mentioned in
best (c). Ask students how they know this (theatre, stage)
relation to each topic, e.g. music: names of musical
• Students complete the activity, then compare their
instruments, song, band, listen to, play, sing, etc.
• This will help them focus when they listen to the
recording. ANSWERS
g
1c 2d 3a 4b
n
• Students read the Exam Task and answer the question.
Get feedback. 2
ni
• Choose students to read the questions in the boxes
ANSWER
aloud.
Present • Students match the sentences and questions, then
ar
EXTENSION: In pairs, students think of two or three • Ask: What do the questions have in common? (they are
words related to each hobby in the Exam Task (A–G), details about a main topic). Elicit that in the Speaking
Le
e.g. A dance, sing, play; B camera, phone, online; exam they should start with general information and
C make, technology, electric; D play, game, pieces, win; then give details.
E music, friends, party; F friends, online, competition;
G camera. ANSWERS
ic
When and where do I do it? 3
Why do I enjoy it? 4
6 7.4
What kind of cartoons do I draw? 1
Exam TASK h What do I want to do in the future? 2

ap
3
Matching • Remind students that when answering a question,
• Ask students how many answers they don’t need to they should give reasons for what they say or ideas to
gr
use in the exam (two). encourage a response from their partner.

• Play the recording. Students complete the Exam Task, • In pairs, students discuss the questions.
then compare their answers in pairs. • Get feedback. Ask one or two students to share their
eo
• Get feedback. Ask students which words they heard partner’s answers to the questions.
that helped them choose their answer.
4
ANSWERS • Go through the Exam Tip.
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1G 2A 3B 4F 5D
Exam TIP
7.4
Choosing a topic
N: You will hear Max and Ella talking about what they
na
• Explain that if students need to choose a topic to

and their friends like doing. Which hobby does each
speak about in an exam, it should be something they
person have?
are interested in and can talk about in English.
M: Hi, Ella, are you coming to the concert tonight?
• Show the diagram in Exercise 2. Ask students to
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E: Hiya, Max. I didn’t know about it. Who’s playing? change the hobby or the topic and elicit questions
M: It’s my friend Peter. He plays the guitar and writes about it. Which of the questions can be used for any
songs and he’s playing with his friends.
at
hobby? Elicit possible answers.

E: OK! I’ll go! • Say that in this type of exam they should ask the
M: We want everyone to come and dance around like examiner a question about their topic. Elicit possible
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crazy because I’m going to make a video of the questions, e.g. Do you like [X]? Have you ever tried
concert and post it online. [X]?
E: Cool! Maybe I’ll bring my camera along, I might get
©
some good pictures. • Students think of a hobby they are interested in and
M: Good idea! How’s your sister, Diane? Is she still doing complete the diagram.
robotics?
E: No, she’s not doing that anymore. Now she’s really EASIER: Students choose one of the topics from
into computer games. She sometimes plays for Exercise 3, question 4 instead of thinking of their own.
hours! Alternatively, brainstorm hobbies with the class and write
M: I know. My friend Alex is like that. He plays them on the board.
chess online and it can go on for hours, as well.
Sometimes, he forgets to eat his lunch!

91
5 R: Absolutely! And they can dance really well too. In
fact, they were so good, I’ve bought tickets to see
Exam TASK them again next month!
Topic discussion 3
• Go through the Useful Language box. • In small groups, students discuss the questions.
• In pairs, students take turns to talk about their topic • Get feedback. Ask one or two groups to share what
and be the examiner. Tell them to try and speak for at they discussed.
least two minutes. Their partner should listen and ask ANSWERS
questions about their topic.
• Get feedback. Ask one or two pairs to share what Students’ own answers
they discussed.
Using prepositions
g
4
Vocabulary
n
page 84 • Write I like listening to music on the radio. on the board
and elicit the two prepositions in the sentence (to and on).
ni
Music • Do the first item with the class (in).
1 • Students complete the sentences, then compare their
ar
• Play short clips of different types of music, e.g. rock, answers in pairs. Get feedback.
classical, hip hop, jazz, country. Elicit words to describe
the music, e.g. how it makes students feel, what FAST FINISHERS: Students write four sentences to
Le
instruments they hear. Write their ideas on the board. answer the questions in items 1, 4, 6 and 7, including
• In pairs, students match the words in the box to the prepositions in their sentences.
headings. Get feedback.
ANSWERS
ic
EXTENSION 1: Write the following questions on the 1 in 2 of 3 in 4 in 5 about 6 at 7 on 8 into
board: Do you play any musical instruments? What? How
do you listen to your music at home? Have you always 5
h
listened to it this way? In pairs, students discuss the
questions. Get feedback.
ap
Exam TIP
EXTENSION 2: Draw a four-column table on the
Deciding which answers are wrong
board with the following headers: strings, percussion,
• Remind students to always start by reading a text
gr
keyboards, horns. Elicit that they’re types of musical

instruments. Students fill the table with as many words to understand the general topic. Understanding the
as possible (e.g. guitar, tambourine, piano, saxophone, main ideas will help them choose the correct answers.
• Remind students that this type of task tests their
eo
etc.). Elicit which of these are acoustic, which can be

electric (e.g. guitar, bass guitar, etc.). Ask them which is knowledge of grammar and vocabulary.
their favourite (if any). • Say that when the missing word is a verb, a
preposition after the gap is often the key element:
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ANSWERS only one option will go with that preposition.

• For other missing verbs, the correct option is often
Musical instruments: guitar, keyboard, piano, violin the only verb that goes with the words around
Types of music: classical, disco, hip-hop, opera, pop the gap.
Ways of listening: CD, concert, MP3 player, radio
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• Tell students they also need to think about

verb + preposition and verb + noun patterns
2 7.5
(i.e. collocations) when choosing the correct option.
• Students skim the text and say what Rema did last night
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(she went to a concert), then complete the sentences.

Remind them to read the words before and after the gap • Students skim the Exam Task and say what it is about (a
to help them find the answers. singer and storyteller from Iceland, her music and where
at
• Students listen and check their answers, then compare she performs).
6
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ANSWERS
1 concert 2 keyboard 3 songs 4 radio 5 CDs
Exam TASK
6 pop 7 singers 8 dance Multiple-choice cloze
©
7.5
• Remind students to read the whole sentence around
each gap in the Exam Task to help them choose the
A: Hi, Rema. How was the concert last night?
correct words.
R: Oh, it was amazing! They had a technical problem
• Students complete the text, then compare their
with their keyboard at the beginning, but luckily, they
answers in pairs. Get feedback. Students give reasons
fixed it quite quickly. for their answers.
A: That’s good. Have you heard them live before?
R: No, I haven’t, although I’ve heard their songs on the ANSWERS
radio, and I’ve got some of their CDs.
1 studied 3 joined 5 kinds
A: Cool. You know I’m not personally into pop music,
2 play 4 sings 6 way
but I think they are all really good singers.

92
Grammar page 85 4
• Go through the explanation.
verb patterns; writing the correct verb form; • In pairs, students match the sentences from Exercise 3
open cloze with the explanations. Get feedback.
GRAMMAR GUIDE: verb patterns ANSWERS

a1 b2
Use
verb + -ing form GRAMMAR GUIDE: uses of to + infinitive
Verbs that are followed by -ing are often in the • We can use to + infinitive to express purpose and
following categories: answer the question Why?
g
I went out to see my friends. Why did you buy a
Verbs of liking and disliking, e.g. love, hate, enjoy
laptop? To do my work on it.
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Verbs of saying and thinking, e.g. deny, imagine, • We can use to + infinitive after an adjective to show
remember our reaction or feeling, e.g. pleased, afraid,
ni
However, some verb + -ing forms are not in these happy, etc.
categories, e.g. practise, finish, keep. I was shocked to hear about the accident.
• We can use too + adjective + to + infinitive to say
ar
verb + to + infinitive
that something can’t happen because of an excess
Some verbs are followed by verb + to + infinitive, e.g. of something.
plan, decide, promise. There are no rules for these, so It’s too hot to sit outside. (the temperature is so
Le
they need to be learned. high that we would be uncomfortable sitting outside)
• We can use adjective + enough + to + infinitive to
say that the amount / level of something is such that
1 something else can happen.
ic
• Students underline the main verbs in sentences 1–6. It’s warm enough to sit outside. (the temperature is
• In pairs, students complete the rules in the box, using not too high or too low, so we can sit outside)
the verbs they underlined to help them.
h
• Students check their answers in pairs. Get feedback.
5
ap
EXTENSION: Students write three sentences using a
• Choose students to read each sentence aloud. Elicit the
verb from rules a–c, then swap them with a partner to
adjectives in the sentences (happy, old).
check. Get feedback. • Students match the sentences with the uses, then
gr

ANSWERS
a enjoy, finish b decide, want c start ANSWERS
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1c 2a 3b
2
• Students complete the sentences, then compare their 6
answers in pairs. For an extra challenge, they cover the • Students complete the sentences, then compare their
lG
rule box before they do the exercise. Get feedback. answers in pairs. Get feedback.
ANSWERS ANSWERS
1 throwing 3 to buy 1 playing 3 to win 5 to answer
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2 to go 4 spending 2 to go 4 to look 6 to pass
GRAMMAR GUIDE: verb + -ing and + to + infinitive 7

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Some verbs can be followed by both the -ing and to +

infinitive forms. Often the meaning is the same: Exam TIP
at
I started to learn English. = I started learning English. Writing the correct verb form
However, sometimes they have different meanings. • Explain that in an open-cloze exam task, there are no
N
I stopped playing football. (I never played again) answer options, so it is important to read the whole
I stopped to play football. (I stopped one activity and sentence to decide what type of word completes it.
started to play football instead) • If the missing word is a verb, students must write the
©
correct form.
• If the word before is a preposition (at, in, of, on, etc.),
the verb will usually be an -ing form.
3 • If it is a verb, students need to decide whether it
• In pairs, students discuss whether sentences 1 and 2
takes the -ing form or to + infinitive.
have a similar or different meaning and why.
• If it is a modal verb (can, will), the missing verb will be
• Get feedback. If opinions are different, ask students to
an infinitive.
justify their ideas.
ANSWERS • Students skim the text and say what it is about (an email,
Different a friend writing to someone about music).

93
EXTENSION: Students underline any words before or EXTENSION: Students rewrite sentences 2, 3 and 5
after each gap in the Exam Task that may help them find from Exercise 1 to express their own opinions. They
the answers (e.g. decided, will, want, to, about, forget). should use the phrases in the Learning Focus box and
give reasons why. Give an example if necessary, e.g. I
ANSWERS think the violin sounds more beautiful than the guitar
Students’ own answers because I like classical music.
8 3
Exam TASK
MEDIATION SKILLS
Open cloze
g
• Processing a text is mediation.
• Students complete the Exam Task, then compare their • The skill is developed in this activity as students need
n
answers in pairs. to read the text and collaborate to extract implied
• Get feedback. Choose students to read the meaning in order to answer questions.
ni
completed sentences aloud.
• Students skim the email. Ask: Who is the email from?
ANSWERS (Dmitri) Who is it to? (Yelena).
ar
1 to 3 to 5 going • In pairs, students underline the answers to questions
2 be 4 hearing 6 to 1–4 in the email, agree the wording of their answers
Le
and write them down. They should use phrases from the
EXTENSION: Students use the text as a model to write Learning Focus box to answer question 5.
an email to a friend about music. When they’ve finished, • Get feedback. Choose pairs to share their answers,
they could remove two or three prepositions and / or giving reasons for their answers.
auxiliary verbs to create an open cloze task for a partner.
ic
EXTENSION: In pairs, students write an email of reply
from Yelena to Dmitri. They should use phrases from
the Learning Focus box to express their opinions and
Writing pages 86–87 h suggest which instrument he should learn and why.
ap
expressing opinions; planning your ideas;
ANSWERS
writing an email
1 To ask for her opinion about which musical instrument
he should learn.
gr
Learning FOCUS 2 She has started a new dance class.

Expressing opinions 3 Dmitri’s mum plays the piano so he can get free
lessons.
eo
• Write Doing sport is more fun than playing computer

games. on the board. Ask one or two students who 4 He could join the orchestra.
agree with the sentence to explain their opinion, 5 Students’ own answers
then ask one or two who disagree to explain
4
lG
their opinion.
• Tell students they can use the phrases in the Learning • Elicit what the adverts are for (a robotics club, how to
Focus box to show what they think about something. draw cartoons classes, skateboarding lessons) and the
• Write Classical music is better than hip-hop music. information included in each one (the price, what it is,
na
on the board. Elicit the opinions of one or two where it is, what time it is).
students on the sentence using the first three • In pairs, students discuss joining each club using phrases
phrases in the box. from the Learning Focus box.
• Get feedback. Ask one or two pairs to share their opinions.
io
• In pairs, tell students to make sentences about

things they feel strongly about using the bottom 5
three prompts in the box. Ask one or two pairs to • Go through the Exam Tip.
at
share their ideas.

Exam TIP
1
N
• Elicit or teach fact (a piece of information that is true). Planning your ideas
• Students decide whether the sentences are fact or • Tell students they should always make a simple plan
©
opinion, then compare their answers in pairs. before they begin an exam writing task.
• Get feedback. Students give reasons for their answers. • They should underline the key words in the task, then
make notes of their ideas for each part of it.
ANSWERS
• Their notes should include the information they
1F 2O 3O 4F 5O 6F want to include, adjectives to explain their reasons
and opinions, and phrases like the ones in the
2 Learning Focus box. They then expand their notes to
• Students rewrite sentences, 2, 3 and 5 from Exercise write their text.
1 using phrases from the Language Focus box, then
compare their ideas in pairs.
• Students read the Exam Task and plan their answer.
• Get feedback. Ask one or two students to read their
sentences aloud.

94
6 2
• In pairs, students compare and explain their choices from
Exam TASK Exercise 1.
• Get feedback. Ask one or two students to share their
Writing an email choices of most / least interesting types of exercise. Ask
• Students complete the Exam Task. Remind them to those who disagree with them to give their reasons.
look at the Exam Tip box and re-read their text when
they’ve finished. 3
• Students read the questions. Ask: Is a benefit positive
EASIER: Students write their email in pairs. or negative? (positive; it’s a good effect or something
that helps).
EXTENSION: In pairs, students read each other’s emails • In their pairs, students discuss the questions.
g
and note down which phrases from the lesson their • Get feedback. Ask one or two pairs to share their ideas.
partner has included. Get feedback.
n
4
• Go through the Mind your Mind box. Ask: Why does
7
ni
the writer think exercise is good? (It helps us feel less
• Students read the checklist and tick the things they did.
stressed, to think more clearly and to remember things
ar
more easily.) How often should we exercise? (We should
do 30 minutes of exercise five days per week.)
EXTENSION: Pairs read each other’s email and tick the
Le
checklist. 5
• In pairs, students describe a sport or exercise they
do. Get feedback. Ask one or two pairs to share their
ic
answers.
your t
get fit, feel well; exercise and the brain
Useful vocabulary
h • In groups, students choose a project. projec
ap
Project 1 involves planning a sport or
exercise activity for the class and Project
ability (n): the physical or mental skill that you need to 2 involves presenting ideas on how to incorporate
do something more exercise in your daily life.
gr
active (adj): always doing physical or mental activities • If necessary, help students decide how to work as
a group and allocate the project tasks. Ensure that
balance (n): when your weight is evenly spread so you
everybody has a task and students swap texts for
eo
don’t fall peer correction.

exercise (n): physical activities you do to stay healthy Project 1
and become stronger • Students think of group activities or sports they know.
lG
healthy (adj): good for your body or mind Allow groups to work on their own, but if necessary,
high-intensity interval training (HIIT) (n): fast, energetic suggest ideas, e.g. running in teams, basketball, etc.
• Students choose an activity the class can do as a
exercise done in several short periods of time
team to stay fit and active that will help them practise
positive (adj): feeling confident, thinking about what is
na
their English at the same time. Tell them to use the

good rather than bad in a situation bullet points as prompts. They write instructions on
spin (cycling) (n): high-energy bike exercise done in a how to do the activity or play the game to explain
fitness studio how it will help them practise English.
io
strength (adj): physical power and energy that makes • They use the Useful Language box to help them.
someone strong • They present their ideas to the class. You could take
at
a vote on the best one or choose to do each of the

stretching (n): to straighten your arms, legs or body to activities over a period of time.
full length Project 2
N
stressed (adj): worried and tired so you cannot relax • Students think about their lives and activities they do
Tai Chi (n): a Chinese form of exercise that involves often and use the prompts to discuss how they can
extremely slow movements change their routines to incorporate more exercise.
©
• They prepare their presentation, using the

Useful Language box to explain the reasons for
1 their choices.
• Show the text. Ask: Have you tried any of these types of • Students present their ideas to the class or share
exercise? What did you think of them? Would you like to them in a class mingle activity. You could take a vote
try any of them? on the best ways to add exercise to students’ daily
• Students read the information and order the exercises. lives.

95
Review page 155
ANSWERS: VOCABULARY
1
1 h 5 a
2 g 6 c
3 f 7 d
4 b 8 e
g
2
1 radio 5 Disco
n
2 keyboard 6 concert
3 classical 7 MP3 player
ni
4 opera 8 pop
ar
1 about 4 in
2 into 5 in
Le
3 of 6 at
ANSWERS: GRAMMAR
4
1 go 5 won’t
ic
2 takes 6 gets
3 doesn’t 7 rains
4
5
wear 8 will miss
h
ap
1 to go 5 to buy
2 playing 6 working / to work
3 making 7 to be
gr
4 to help 8 to record
eo
lG
na
io
at
N
©

96
8 Ready, steady, go!
Reading: checking the answer options; Vocabulary:
page 89
parts of the body; health problems

multiple choice with six texts Grammar: can, could and may; should /
Vocabulary: sport; sports equipment; sports shouldn’t
people Writing: describing an event; using the
Grammar: modals of obligation and necessity correct tense; making notes;
Listening: listening for numbers, dates and writing an article
g
prices; gap fill Video: Climbing El Capitan
n
Speaking: talking about sport; giving your
opinion; opinion task
ni
ar
Unit Opener page 89 TEACHING TIP: Students often work with the same
partner a lot, but it’s a good idea for them to pair up with
Le
In the photo different students sometimes. Not only does this foster
Players practise their skills before a game of unicycle a better classroom environment and get students out
hockey in a park. Unicycle hockey is a sport that is of their comfort zones, it gets them used to speaking
increasing in popularity and is played around the English with new people. The more they do this, the
more comfortable they’ll feel speaking English with
ic
world. In Harbin, the game is also played on ice as an
alternative to traditional ice hockey. native speakers.
h
• Show the photo and ask if students know the name of
the activity (unicycling). Ask: Would you like to try this 2
• Ask the class to scan the text on page 91 and underline
ap
activity? Why? / Why not?
• In pairs, students discuss the questions. the activities from Exercise 1.
• Get feedback. Ask one or two pairs to share what • Get feedback. Students give reasons for their answers.
they discussed. ANSWERS
gr
EXTENSION: Describe a sport for students to guess, Go for a run with other people
e.g. You play it in a team. You play with a black and Run on your own
eo
white ball. Only one player can touch the ball with their 3 8.1
hands. (football). In small groups, students write three or
four sentences about a sport, then read them to the class word focus
lG
who try to guess the sport. The group that guesses the • In pairs, students work out the meaning of the words in
most sports correctly wins. bold, then read the Word Focus to check their answers.
EASIER: In small groups, students brainstorm sports for guessed correctly, and which words helped them do this.
na
three minutes. They take turns to say their sports, the Elicit or teach hall (a place in a town where people in the
others crossing out the sports they hear on their list. local community can meet).
The team with the most sports nobody mentioned wins. • Play the recording. Students read the article and
underline the information to answer the questions.
io

Reading pages 90–91 answers in pairs.
at
• Get feedback. Choose students to read their answers

checking the answer options; multiple choice with aloud and explain where they found them in the text.
six texts
N
8.1
1 As reading text on page 91.
• Ask: What can you see in the pictures? Elicit
some answers. ANSWERS
©
• In pairs, students discuss the questions. Get feedback. 1 In the UK

2 A local hall, a park, a school
EXTENSION: In pairs, students discuss what other 3 They spend some time helping with a community
physical activities they do or would / wouldn’t like to project.
do and why. Ask one or two pairs to share what they 4 By going to their house for a drink and a chat to make
discussed. sure they don’t feel lonely
5 They encourage the runners to keep running.
ANSWERS

97
4 Sports equipment
• Write notice, advertisement, sign, note and text message
on the board. Ask the class what these things have in 2
common (they provide people with information). • Explain that in sport a club can be an object (a stick to
• Ask: Where could you find Text 1 in the Exam Task? hit a small ball with), as well as a place.
How do you know? (a shop, because it says customers). • Students match the sports to the equipment, then
• Students match the remaining texts to the descriptions, compare their answers in pairs. Get feedback.
EXTENSION: In pairs, students make notes on additional
ANSWERS equipment for each sport, using a dictionary if necessary.
a2 b6 c3 d1 e5 f4 Give an example, e.g. For golf, you need golf balls.
g
5 ANSWERS
• Go through the Exam Tip. 1 a, c and f 2c 3e 4a 5b 6d
n
Exam TIP 3
ni
• In pairs, students discuss the questions, then think of
Checking the answer options
more examples of team and individual sports.
• Explain that in this exam task, students read each
ar
Get feedback.
short text carefully and decide on its main message.
• The answer options may use language that is similar ANSWERS
Le
or the same as words and phrases in the text, but only 1 Student’s own ideas 3 golf, snowboarding,
one of them is correct. Tell them to underline the key 2 badminton, baseball, cycling (a, d, e)
information in all the answer options to help them. rugby (b, c, f)
• Do the first item with the class. Elicit the key information 4
ic
(sale starts on Saturday, 15% off all sports equipment, a • Students read the sentences and identify the sports
gift for the first fifty customers). (football, cricket, swimming, skateboarding).
h
• Do the same for the answer options (A lower prices on
Saturday, B fifty customers get a discount, C go to the
• Students match the sentences with the rules, then
ap
shop early to get a discount). • Get feedback. Students give examples of the rules using
• Elicit the most suitable answer (A; B is wrong because the sports in Exercise 1.
all customers, not just fifty, get a discount; C is wrong
ANSWERS
because all customers, not just the early ones, get
gr
a discount.) a 1 play b 2 go
• Students read the Exam Task questions and underline
the key words in the texts and answer options.
5
eo
• Write I ___ in a baseball team., I like to ___ skiing in the

6 winter. on the board and elicit the missing verbs (play,
go). Ask students to explain why. (Baseball uses a ball so
Exam TASK takes play, skiing ends in -ing so takes go).
lG

Multiple choice with six texts answers in pairs. Get feedback.
answers in pairs. FAST FINISHERS: Students write three sentences about
na
• Get feedback. Students give reasons for their answers. sports in Exercises 1–4, omitting the verbs play or go in
the correct form, then give their sentences to another
EASIER: Students do the Exam Task in pairs. student to complete.
io
ANSWERS
ANSWERS
1 went 4 will go
at
1A 2A 3B 4C 5A 6B
2 play 5 playing
3 played, played 6 go
Vocabulary
N
page 92 Sports people

Sport
6
©
1 • Ask the class what someone who plays baseball is called

• Tell students to cover the word box and elicit as many (a baseball player).
sports in the photos as possible. • In small groups, students brainstorm the names of
• In pairs, students match the words to the photos, then people that are involved in or like sports. Give an
compare their ideas with another pair. Get feedback. example if necessary, e.g. team. Elicit some ideas and
write them on the board.
ANSWERS • Students match the words with the definitions, then
a golf b badminton c baseball d snowboarding compare their answers in pairs. Get feedback.
e cycling f rugby

98
EXTENSION 1: In pairs or small groups, students write 1
the names of people who do the sports you don’t play
(swimmer, cyclist, snowboarder), using a dictionary if MEDIATION SKILLS
necessary. Explain that for cricket you can say both • Transforming data into diagrams and charts is
cricket player or cricketer. Can they find two words for mediation.
the person who watches a game and makes sure the • To transform data into a diagram, students need to
players follow the rules? (referee, umpire). be able to identify and synthesise information from
continuous written content, extract the key data and
EXTENSION 2: In pairs, students discuss if they are, or
put it in the correct position in a chart.
have been, any of the words in Exercise 6. Give an example
if necessary, e.g. I was a tennis player when I was younger.
• Choose students to read sentences 1–5 aloud. Elicit or
g
ANSWERS teach lifejacket (a vest that helps you float in water).
1d 2a 3b 4f 5c 6e • Students complete the rules in the box, then compare
n
7 • Ask students to choose a way to represent the rules
ni
• Elicit or teach local (a place near where you are or live). visually and produce a diagram (e.g. a mind map, a
• Students do the task, then compare their answers in pairs. flowchart) to summarise the rules in the box.
ar
• Get feedback. Ask students to read the sentences from
the text with the correct answers. ANSWERS
a mustn’t
ANSWERS
Le
b must, have to
1 volleyball 4 team 7 goes c don’t have to, needn’t
2 coach 5 play 8 member
3 players 6 fans 2
• Do the first item with the class (mustn’t, because
your
ic
In small groups, students discuss the questions. ideas it’s a rule of the game. Needn’t means something is
unnecessary rather than not possible).
They could also talk about the sports facilities (or lack
h
of them) where they live and how popular they are.
answers in pairs.
ap
Grammar page 93 EXTENSION: Students write three sentences about

things you must / have to, needn’t or mustn’t do to play
gr
modals of obligation and necessity

one of the sports from the previous lesson. Give an
example if necessary, e.g. In snowboarding, you have to
GRAMMAR GUIDE: modals of obligation and
wear a helmet.
eo
necessity
Use
ANSWERS
• We use must to talk about something we need to
lG
1 mustn’t 3 have to 5 needn’t

do. Often, this is a rule, a law, or something we feel
2 don’t have to 4 must 6 must
is an obligation.
I must go to the dentist about my toothache. 3
• We use mustn’t (must not) to talk about a negative • Show students the poster. Ask: What do adults have to
na
obligation, something that isn’t allowed or a bad idea. do to join the fun run? (arrive before 2 p.m., be over
You mustn’t use your phone on a plane. 17 years old, run 10 km) Is there anything adults don’t
You did nothing wrong. You mustn’t think it’s your need to do to join the fun run? (bring water).
io
fault. • Students complete the rules, then compare their answers

• We can also use have to to talk about necessity. in pairs. Get feedback.
It often refers to an action that someone else has
at
decided is necessary. EASIER: In pairs, students circle information in the

I have to wear a football shirt when I play for my poster that refers to things people must or mustn’t do,
football team. (external obligation) and underline things people don’t have to do to join the
N
• We use don’t have to to talk about something you fun run, then complete the rules together.
don’t need to do, but is fine if you do want to do.
You don’t have to take your shoes off in the house. ANSWERS
©
• We use needn’t to say that something is unnecessary

1 must 3 don’t have to 5 must
in the same way as don’t have to.
2 mustn’t 4 mustn’t 6 don’t have to
You needn’t come and help us if you are ill. / You
don’t have to come and help us if you are ill.
4
Form • Choose students to read the conversations aloud, then
All modal verbs are followed by the infinitive. Must is do the first item with the class (needn’t / don’t have to,
the same for all persons and can only be used in the because it isn’t necessary for A to buy a racket because
present simple. B is going to give them one).

99
• Play the recording. Students underline the stressed part
EXTENSION: In small groups, students write five of each word, then compare their answers in pairs. Play
classroom rules using the modal verbs. Give examples if the recording again if necessary.
necessary, e.g. You must listen to the teacher when they • Get feedback. Choose students to read the words aloud,
are speaking., You don’t have to sit in the same place stressing the correct part of the word.
every day, etc.
EASIER: Write fourteen, a thousand and seven on the
ANSWERS board. Drill the words, then ask which part of each word
1B needn’t / don’t have to 4B must or phrase is stressed. Underline the answers (fourteen, a
2A Do, have to; 2B have 5A mustn’t thousand, seven).
to / must 6A must
3A don’t have to 3B must ANSWERS
g
1 forty, fourteen 4 eighty, eighteen
2 a hundred, a thousand 5 seven, seventeen
n
Listening page 94 3 second, twenty-second 6 sixteen, sixty
ni
listening for numbers, dates and prices; gap fill 8.3
1 1 forty fourteen
ar
• Revise numbers. Dictate ten cardinal or ordinal numbers 2 a hundred a thousand
or dates, e.g. nineteen, ninety, third, first, thirteenth, 3 second twenty-second
second, twenty-first, fifteenth, fifty, thirty-third. 4 eighty eighteen
Le
• Students listen and write down what you say, then 5 seven seventeen
compare their answers in pairs. 6 sixteen sixty
• Ask volunteers to write the numbers they heard on the
board. Check the class agrees with the answers. 4
ic
• Make sure students understand the difference between • In pairs, students do the task.
cardinal numbers (an amount) and ordinal numbers • Get feedback. Ask one or two pairs to dictate some of
(the position in a list). Remind them that we use ordinal their numbers to the class. The other students write the
numbers for dates.
h
• In their pairs, students practise saying the numbers and
numbers, then check them with the students.
ap
dates in Exercise 1. 5 8.4
• Get feedback. Choose students to say each row aloud. • Show the photo. Elicit or teach first-aid (help given to
someone who is hurt or sick before medical people
2
gr
8.2
come to help them.)
• Play the recording. Students circle the numbers they • Students read the sentences. Teach or elicit to book
hear, then compare their answers in pairs. (to arrange to have something at a particular time in
eo
• Play the recording again if necessary. Get feedback. the future).

• Play the recording. Students decide if the statements are
EXTENSION: In pairs, students take turns to dictate
true or false, then compare their answers in pairs.
five cardinal and ordinal numbers to each other. When
lG
they’ve finished, students check each other’s answers.

ANSWERS
ANSWERS 1F 2F 3T 4F 5F 6T
1 13 5 17th 9 22nd
na
8.4
2 40th 6 80 10 3rd
3 50 7 19 K: Hey, Sofia, have you seen this poster about a first-aid
4 60 8 31st course?
io
S: Oh, no, I haven’t. It looks really interesting.

8.2 K: Yeah, if you want to get a job as a sports coach next
1 Look at page thirteen of your book. summer, this is a really useful course.
at
2 It’s my Dad’s fortieth birthday today. S: So, how long is it?

3 The lesson lasts fifty minutes. K: It’s from Monday 22nd April to Friday the 26th.
4 The journey takes sixty days. S: And is it from nine to five?
N
5 Maria passed her driving test on her seventeenth K: Let’s see. No, well, it finishes at five, but it starts at
birthday. ten in the morning.
6 We live at number eighty, Middle Street. S: That’s even better.
©
7 The train leaves from platform nineteen. K: So, it’s for students aged over sixteen.
8 It’s Tuesday, 31st January. S: I’m seventeen. That’s good.
9 It’s my twenty-second lesson. K: And it costs £115, but there’s a 20 per cent discount
10 This street is third Street. if you book by the end of February.
S: OK, great. Have you got an email address or a
3 8.3 phone number?
• Elicit or teach the phrase word stress (part of a word K: No, there’s no email address or phone number, but
that is pronounced more strongly than the other parts of you can go onto their website and apply there.
the word). Write a hundred on the board and elicit the S: Perfect. Thanks!
stressed sound in the phrase (a hundred).

100
6 The first meeting is on September 23rd.
• Go through the Exam Tip. All clubs at the centre are £24.50 per month. You can go
to our website or call 555 7089 to register.
Exam TIP Well, thank you very much and if you have any
questions …
Listening for numbers, dates and prices
• Remind students that numbers ending in -teen
and -ty may sound similar, but -teen numbers are Speaking page 95
stressed at the end of the word and -ty numbers are
talking about sport; giving your opinion; opinion task
stressed at the beginning.
• Write 1, 2, 3 and 5 on the board and ask students to 1
say the ordinals (first, second, third and fifth). • Elicit or teach zumba (a type of exercise that includes
g
• Explain that in prices, we may say the name of the dance movements to Latin American music).
currency or not. Show the example in the Student’s • Students put the sports in order from their favourite (1)
n
Book, then write €3.99 on the board and ask students to their least favourite (8).
to say it in the three different ways (three euros and
ni
• Get feedback. Give an example, e.g. My number 1 is
ninety-nine cents, three euros ninety-nine, three zumba, because I like dancing and music.
ninety-nine).
2
ar
• Students read the Exam Task and predict what they • In pairs, students compare their answers. Encourage
need to listen for, then compare their answers in pairs. them to give reasons for their answers.
Le
Get feedback. • Get feedback. Ask one or two students to share
their orders.
ANSWERS
1 a number (age) 4 a number (price) EXTENSION: Students mingle and find the person with
2 a date 5 a phone number the most similar list to theirs. Ask them to discuss what
ic
3 a date they like / dislike about their two favourite and least
favourite activities.
7 8.5
h 3
ap
Exam TASK • In pairs, students match the sentences to the activities
Gap fill in Exercise 1. Explain that there could be more than one
answer in some cases.
gr
• Play the recording. Students complete the Exam Task, • Ask pairs to discuss if they agree or disagree with the
then compare their answers in pairs. statements and why. Get feedback.
• Get feedback. Ask students if they have different
answers and if so, why. 4
eo
• Elicit or teach equipment (the tools or objects you need

ANSWERS to do an activity).
1 16 / sixteen 4 £24.50 / twenty-four • Set the number of sentences students should write.
lG
2 25th / twenty-fifth pounds fifty Students do the task, then compare their ideas in pairs.
3 23rd / twenty-third 5 555 7089 • Get feedback. Ask a few students to read their
sentences aloud.
8.5
na
For each question, write the correct answer in the gap. FAST FINISHERS: Students write three more sentences
Write one word or a number or a date or a time. Look at about the sports in Exercise 1 using their own ideas.
questions 1–5 now. You have ten seconds.
io
You will hear a sports coach talking to a group of visitors 5

about a climbing club.
at
Hello and welcome to the Brook sports centre. We hope MEDIATION SKILLS
you’ll have a good look around the centre and find • Listening and taking notes is mediation.
out about all the many different activities that we have • Students need to process information by selecting the
N
here. This part of the gym is where we have our indoor key information and summarising it in a few words.
climbing club. We have two different climbing clubs. Expanding their notes into a written report develops
Firstly, climbers aged nine to 16 can join our Young additional mediation skills.
©
climbers club. It’s open to any level and we have

experienced coaches to help you develop your climbing • Tell students to think of four activities and make notes on
skills. The club meets on Saturdays from 10 to 11.30 a.m. why they’re choosing them.
and there’s a limit of 14 climbers per meeting. The first • In pairs, students discuss their choices. Each student
meeting is on September 25th. takes notes about their partner’s ideas and reasons.
Secondly, climbers of any age can join our Team climbers • Get feedback. Each student writes four short paragraphs
club. This is for more advanced climbers who want to to explain their partner’s proposal.
enter team climbing competitions. Teams train twice a
week and go to competitions at the weekend. The club
meets on Tuesdays and Thursdays from five to 8 p.m.

101
6 • Ask students to keep the text covered, guess the rest of
• Go through the Exam Tip. the answers and complete the table in pencil.
• Students read the text and complete the table with the
correct facts, then compare their answers with a partner.
Exam TIP • Explain that spiders don’t have a stomach (an internal
Giving your opinion space to digest food) because their poison turns
• Explain that in an exam task in which students have to their prey to liquid, so ‘digestion’ happens outside
give an opinion, they need to state what they think. the spider’s body. However, they do have a ‘sucking
• As they should not present opinions as facts, it’s a stomach’, which is where the liquid from their prey is
good idea to introduce their ideas with phrases like I held temporarily. Get feedback.
think that … and In my opinion, … . ANSWERS
g
• They should give reasons to support their opinions
and show they have thought about their answers. Legs Stomach Eyes Fingers
n
• They should also structure their answers using person 2 1 2 10
sequencing words and linkers like because and so.
ni
• It’s a good idea to start with their strongest reason spider 8 0 8 0
for their opinion and end by reminding the examiner cow 4 4 2 0
what their overall opinion is.
ar
spider
2 1 2 8
monkey
• Students read the Exam Task and think about their
opinion on the topic and reasons for this.
Le
Health problems
EASIER: Students work in pairs to think of reasons to
support their opinion for the Exam Task. 3
• Ask: Have you ever broken a part of your body? Give an
ic
7 example if necessary, e.g. When I was ten, I broke my
arm. and elicit one or two answers from the class.
• Do the first item with the class (your ear, because you
Exam TASK
Opinion task
h can’t break it).
• Students choose the odd-one-out in each set, then
ap
• Go through the Useful Language box. compare their answers in pairs. Get feedback.
• In pairs, students complete the Exam Task, taking • Students give reasons for their choices. Elicit the
turns to give their opinions. meaning of medicine (something you take when you’re
gr
• Get feedback. Ask one or two students to give ill or hurt to make you feel better).
their opinions on the topic. ANSWERS
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1 your ear 3 a tooth 5 medicine

2 cut 4 your cold 6 your headache
your
• In a similar way to the Exam Task, students ideas
think about their opinion on the question, and 4 8.6
lG
two or three reasons for this opinion. • Play the recording. Students choose the correct options,
• In pairs, students discuss their answers. then compare their answers in pairs.
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ANSWERS
Vocabulary page 96 1 ill 2 headache 3 has 4 has
Parts of the body 8.6
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1 A: Hi, Daria. Are you OK?

• Show students the photo. In pairs, students label the D: Not really. I feel quite ill, actually.
at
body parts with the correct word. Get feedback. A: Oh dear. Have you got a stomach ache?
D: No, but I’ve got a headache.
FAST FINISHERS: Ask students to write the plural of A: How much water have you drunk today? It’s a good
N
each body part that there are two of in the photo (eyes, idea to drink lots of water if you don’t feel well.
ears, arms, legs, feet, hands, fingers). D: Yes, I know. I’ve drunk plenty of water, but I still feel
awful.
©
ANSWERS A: Do you think you’ve got a temperature? Do you

a eye e stomach i hand feel hot?
b ear f leg j arm D: Yes, I do. I think I’ll go home and go to bed,
c neck g foot k face actually.
d finger h back l nose A: Good idea. Hope you feel better soon.
2 5
• Ask students to cover the fun facts in Exercise 2. • Students skim the text and say what it is about
Ask the class how many legs, stomachs, eyes and (someone’s worst summer holiday). Elicit or teach
fingers a person has and tell them to complete the end-of-term (the final days of school before a holiday,
row (2, 1, 2, 10). e.g. summer break).

102
• Students complete the text, then compare their answers 2
in pairs. • Students complete the rules in the grammar box, then
• Get feedback. Choose students to read the completed compare their answers in pairs. Get feedback.
sentences aloud.
ANSWERS
EXTENSION: Students use the text in Exercise 5 as a a infinitive b more c infinitive
model to write about a time they or someone they know
felt bad or ill. They should write about what was wrong, 3
and what happened / how they fixed it. In pairs, students • Do the first question with the class. (May I have a drink of
swap their texts and give each other feedback. Encourage water, please? ). Explain that please is often added to the
them to ask questions about each other’s stories. end of questions in English to make them polite.
• Students complete the questions, then compare their
g
ANSWERS answers in pairs. Get feedback.
1 head 4 hospital 7 doctor
n
2 broke 5 feel 8 medicine FAST FINISHERS: In pairs, students change the modal
verbs in the questions in Exercise 3 to make them more
ni
3 hand 6 headache
or less formal than in the activity. Give an example if
6 necessary, e.g. May I have a drink? (formal) Can I have a
ar
• In pairs, students discuss the questions. Encourage them drink? (less formal).
to give reasons for their answers.
• Get feedback. Ask one or two pairs to share their ideas. ANSWERS
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ANSWERS 1 May I have a drink of water (please)?
2 Can I borrow your football boots (please)?
3 Can you drive me to the swimming pool (please Dad)?
4 Could you close the window (please)?
ic
Grammar page 97
should / shouldn’t
can, could and may
h GRAMMAR GUIDE: should / shouldn’t
ap
GRAMMAR GUIDE: can, could and may
Use
Use We use should to give or ask for advice, or to say
• We use can to ask for permission to do something. that something is the correct thing to do.
gr
Can I go out tonight? You should go to the dentist if you have a toothache.
• Could and may are more polite ways to ask for You should tell the teacher why you are late.
permission than can. May is considered the most
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formal verb. Form

Could I use your pen, please? • Should is followed by the infinitive form of the verb.
May I open the window? You should go home. We shouldn’t tell him.
• In questions we put should before the subject.
lG
• We use can or could to make a request. Could is

more polite. Should I go to the dentist?
Can I have a drink of water, please? Should we help her with the homework?
Could you open the door for me, please?
na
Form 4
• Modal verbs are followed by the infinitive form of • Students read the conversations and complete the rules,
the verb. then compare their answers in pairs. Get feedback.
io
Could you help me? ANSWERS

• In questions, we put the modal verb before a advice b the infinitive
the subject.
at
May I take your bags? EASIER: Students read the conversations in pairs. Elicit
• We can answer requests using short forms. the correct options in the rules as a class.
N
A: Can I go out after dinner? B: Yes, you can / No,

you can’t.
A: May I borrow your phone? B: Yes, you may / No,
5
• Students use the prompts to write the conversations,
©
you may not.

• Note that may not can’t be shortened.
• Get feedback. Choose pairs to read each
conversation aloud.
1
• Do the first item with the class (asking for permission to FAST FINISHERS: In pairs, students write two new
borrow something). situations that require should in both the question and
• Students decide what the situation in the conversations the response and give them to another pair to do.
is, then compare their answers in pairs. Get feedback.
ANSWERS
ANSWERS
1 Sam: Should I go to hospital?
1P 2R 3R 4P You: Yes, you should call an ambulance.

103
2 Sue: Should I take skiing lessons? 1
You: Yes. You should look for a good teacher. • Students skim the text and say what it is about (cycling).
3 John: Should I run every day? Elicit or teach velodrome (a circular indoor cycle track)
You: No. You should run three or four days a week. and drama (an exciting event, good or bad).
• Do the first item with the class (was looking forward).
4 Should I have some orange juice? • Students complete the text with the correct tenses, then
You: No. You should drink some water. compare their answers in pairs.
• Get feedback. Elicit position (a participant’s place at the
6 end of a competition, e.g. 1st, 2nd, etc.).
• Do the first sentence with the class (May I go fishing?)
• Students rewrite the sentences, then compare their EASIER: Students complete the text in pairs, discussing
answers in pairs. each answer.
g
• Get feedback. Check pronunciation of the silent l in
should and could if necessary.
n
ANSWERS
ANSWERS 1 was looking forward 7 led
ni
1 May I go fishing? 2 arrived 8 moved
2 Could you run faster, please? 3 got 9 took
ar
3 You should bring your swimsuit. 4 were practising 10 fell
4 Should I go cycling? 5 were taking 11 broke
5 Can you bring me a drink of water, please? / Can I 6 started
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have a drink of water, please?
6 You shouldn’t swim in this water, children. 2
• Elicit the differences between an adjective and adverb
7 (an adjective describes a noun; an adverb describes
• Say that there are no correct answers for each situation. a verb and says when, how often or how something
ic
• Get feedback. Ask one or two groups to share is done).
their advice. • Students do the task. Get feedback.
h
EXTENSION: Students write a situation of their own and ANSWERS
ap
swap it with another pair. They write two or three pieces Adjective: amazing Adverb: brilliantly
of advice for each other’s situation, then give the papers
back. Students could then discuss how useful they 3
thought each other’s advice was. • Ask students why they think adjectives and adverbs are
gr
used in writing (to make a text more interesting to read,

ANSWERS to give more information).
• Students look at the text again and complete the table,
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Students’ own answers then compare their answers in pairs. Get feedback.
EXTENSION: In groups, students write down as many

Writing pages 98–99 adjectives as they can in three minutes. Get feedback.
lG
describing an event; using the correct tense; making

notes; writing an article SUGGESTED ANSWERS
Adjectives: surprised, happy, exciting, final, terrible,
Learning FOCUS popular, wonderful (additional adjective in the text: first)
na
Adverbs: early, suddenly, easily, unfortunately

Using the correct tense (additional adverbs in the text: well, forward)
• Explain that when describing past events, verb forms
4
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show the sequence of events, the main event and

background events. Using the wrong verb form can • Students skim the text and say what sport it is about
confuse the reader or give incorrect information (swimming).
at
or impressions. • Students complete the text, then compare their answers

• Write the following sentences on the board: I had a in pairs. Get feedback.
N
picnic yesterday. At the picnic, the sun was shining. ANSWERS

The sun shone briefly, then it started to rain again.
1 excited
• Ask: What’s the main event in the first sentence? (a
2 slowly
©
picnic). What’s the background? (the sun shining).

What’s the main event in the second sentence? 3 suddenly
(the sun shone, the rain started again). How do you 4 fantastic
know? (from the verb forms). 5 successful
• Elicit what we use the past simple for (actions that 6 well
began and ended in the past or a series of events 7 awesome
that happened one after the other).
• Elicit what we use the past continuous for (actions
in the background of a past action or something in
progress during a period of time in the past).

104
5
• Go though the Exam Tip.
Video page 100
Climbing El Capitan
Exam TIP Useful vocabulary
Making notes amazing (adj): something very good
• Remind students that making notes at the beginning be able to (v ph): to have the possibility or ability to do
of a writing task is very important to help them something
organise their ideas and manage their time well. camp (v): to sleep outside for a short time, often in the
• Students should first make general notes on their mountains or a forest
chosen topic, then one or two notes on their most capture (v): to take a picture or video of a person or
important ideas, and finally write some adjectives or place
g
adverbs to describe their ideas if they have time. climber (n): a person that climbs
• Explain that notes only need to be one or two words
n
community (n): a group of people with the same
or phrases, not full sentences, so students can see the interests
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structure more clearly before they add all the details dedicated (adj): prepared to work hard at what you do
and decide more easily how to order them. because you care about it a lot
epic (adj): something very good and difficult to forget
ar
• In pairs, students order the notes according to how they peers (n): people with the same interests as you
appear in the Exercise 1 text. Get feedback. popular (adj): something or someone that lots of
ANSWERS people like
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pull (yourself) up (v): to use your body to move yourself
1 What 2 When 3 Why 4 Positive 5 Negative
from a lower place to a higher place
rope (n): a strong, long, flexible tool people use for
6 climbing
• Students read the Exam Task and spend three minutes
ic
shoot (v): to take pictures or videos
making notes for each point in the task. tent (n): a small cloth house people sleep in when they
• Get feedback. Ask one or two students to share go camping
7
their notes.
h truly (adv): really
videographer (n): a person that documents things by
ap
making videos
Exam TASK
• Show students the photo. Ask: What’s the man doing?
gr
Writing an article (he’s climbing). Ask the class if they know any places to
• Go through the Useful Language box. go climbing and elicit some ideas.
• Students write their article. Encourage them to use • Ask students if they have ever been to the mountains,
eo
language they have studied in this unit, e.g. modal and what they did there, e.g. go camping, walking, etc.
verbs, past simple, past continuous, adjectives and
adverbs. Before you watch
lG
1
TEACHING TIP: • In pairs, students discuss the questions. Get feedback.
• Online reviews are a good way for students to practise
English, so if you have internet access at your school, While you watch
na
encourage them to read one or two on a topic that

interests them, e.g. a film review, a sports event 2 4
review, etc. Ensure that their access is restricted to • Tell students they are going to watch a video of National
io
safe, appropriate websites. Geographic explorers talking about El Capitan, the

• Even if they don’t understand all the words, they mountain in the photo.
could download printable versions and use them • Play the video. Tell students not to answer the questions,
at
to underline verb tenses, e.g. past simple and past just to watch to get a general idea of the topic.
continuous, make a note of any useful vocabulary in • Students read the sentences. Ask: What’s the name of
their notebooks, etc. the National Park? (Yosemite) Who are the people in
N
the video? (Jimmy, Tommy and Kevin). Elicit or teach

8 community (see wordlist).
• Play the video again. Students decide if the statements
©
• In pairs, students discuss their checklist, then make any are true or false, then compare their answers with a
necessary changes to their task. partner. Tell pairs to try and correct the false statements.
• Get feedback. Elicit corrections for the false statements.
EXTENSION: Pairs read each other’s review and tick the
things their partner has included using the Reflection EXTENSION: In pairs, students discuss if their opinions
checklist. for Exercise 1, question 2 have changed after watching
the video. Students give reasons for their answers.
ANSWERS
1T 2F 3T 4F 5F 6F

105
After you watch
your
3 4 • In pairs, students discuss the questions. ideas
• Show students the text. Ask: What’s Jimmy Chin’s job? Encourage them to explain their answers, e.g.
(videographer). ask: Why would you feel that way? What type of
• Students complete the text with the words from the box, person couldn’t do Jimmy’s job?, etc.
then compare their answers in pairs. • Get feedback. Ask one or two pairs to share what
• Get feedback. Choose students to read the complete they discussed.
sentences aloud. • In small groups, students discuss a hobby or activity
they do or have done that makes them feel scared or
EXTENSION: Students write their own summary of the excited. Ask a few students to share their ideas.
video using the text in activity 3 as a model.
g
ANSWERS
Review
n
page 156
1 photographer 5 rock
2 climber 6 fingers For ideas on how to use the review section with your
ni
3 camp 7 dangerous students, see page 32.
4 fifteen 8 safely ANSWERS: VOCABULARY
ar
4 1
Narrator: Jimmy Chin is a photographer and a 1 badminton 3 cricket 5 basketball
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videographer. He’s also an amazing 2 baseball 4 rugby 6 cycling
climber. At the moment he’s at Yosemite
National Park. 2
1 member 4 players 7 go
Jimmy Chin: We’ve had some pretty epic days! 2 coach 5 winner 8 fans
ic
N: Yosemite is very popular with climbers. 3 match 6 playing
Many of them camp here and practise
3
climbing together. They are a community
of people who share a love of climbing h 1 eye 5 ear 9 leg
ap
2 arm 6 nose 10 foot
and mountains.
3 hand 7 neck
JC: I started climbing here fifteen years ago 4 finger 8 stomach
and making a community here with all of
gr
the other dedicated Yosemite climbers, 4

so it’s really special for me to be able to 1c 2a 3d 4e 5b
come back here and shoot with my peers.
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ANSWERS: GRAMMAR
N: Today, Jimmy is going to spend a few 5
days with two friends – Tommy Caldwell 1 must 3 mustn’t 5 mustn’t
and Kevin Jorgeson. They are going to
lG
2 don’t have to 4 must 6 don’t have to

climb up … and sleep in a tent on …
El Capitan. El Capitan is a very popular 6
rock for climbers. It’s about 914 metres 1 Can you 3 May I 5 Could you
high. Tommy and Kevin use ropes to 2 Could you 4 Could you 6 May I
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catch them if they fall, but it’s still a very

dangerous sport. They have to be very 7
strong because they pull themselves up 1 You should
io
the rock using their fingers. Jimmy climbs 2 You should

with them. He has to think about climbing 3 You shouldn’t
safely and he has to take photos at the 4 Should I, shouldn’t, You should
at
same time.
JC: At the end of the day, if I got one
N
photo that I felt truly captured Yosemite

climbing, that would make me happy.
©

106
9 Good work!
Reading: ealing with unfamiliar words;
d
page 101
Vocabulary: school subjects

multiple matching Grammar: adverbs; writing the correct
Vocabulary: jobs; choosing the correct verb; determiner; open cloze
multiple-choice cloze Writing: advantages and disadvantages;
Grammar: relative pronouns planning your time; writing a short
Listening: words that show a change; multiple essay
Live well,
g
choice with picture options
Speaking: talking about jobs; using tenses study well: fi
nding happiness; the science of
n
correctly; interview happiness
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Unit Opener page 101 2
ar
• In pairs, students discuss the questions. Encourage them
In the photo to give reasons for their answers.
A research assistant studies a colony of honeybees. The
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ANSWERS
smoke calms the bees down by affecting their sense
of smell. Scientists at the University of California study
honey and pollination to better understand bees and 3
how important they are for the environment. • Put two pairs together to compare their ideas.
ic
• Teach or elicit bee (a black and yellow insect), honey • Get feedback. Ask one or two groups to share what
(a sweet food bees make) and hive (a home for bees; they discussed.
h
bees make their own, beekeepers build wooden ones).
• Show the photo. In pairs, students discuss question 2.
ANSWERS
ap
• Get feedback. Teach or elicit the name of the activity and
of the job (beekeeping, beekeeper) and what the person
is doing (collecting the honey from a hive using smoke).
4 9.1
gr
EXTENSION: In small groups, students brainstorm other word focus

jobs with animals, describing the job if they don’t know • In pairs, students work out the meaning of the words in
eo
the name. Choose a student from each group to write bold, then read the Word Focus to check their answers.
their ideas on the board, e.g. vet, dog walker, horse • Get feedback. Ask some students how many words they
rider, zookeeper, etc. guessed correctly, and which words helped them do this.
lG
Elicit or teach skills (the ability to do something).
Reading pages 102–103 • Play the recording. Students scan the text to find jobs
from Exercise 1, then compare their ideas in pairs.
dealing with unfamiliar words; multiple matching Get feedback.
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1 EXTENSION: Ask: What type of dentist is the man? (An

• Students match the words to the jobs, then compare
animal dentist.) What’s special about the cleaner’s job?
(He has to abseil on the sides of tall buildings.) What
io
• Ask: Do you know anyone who does these jobs? Teach

or elicit key worker (someone who does an essential job does the woman drive? (a truck).
for society to function). Ask: Which of these people is a
at
key worker? (the cleaner, the mechanic, the dentist and 9.1
the driver, plus the vet in rural communities). As reading text on page 103.
N
FAST FINISHERS: Students put the jobs in order of how ANSWERS

much they would like to do them (1–6), then compare
vet, dentist, cleaner, driver
their ideas in pairs. Students give reasons for their
©
answers.
EXTENSION: In pairs, students choose one photo and
write the beginning of a short story about the person in it.
ANSWERS
1f 2c 3e 4a 5b 6d

107
5 EXTENSION: Students write the workplaces for each
• Go though the Exam Tip. job, using a dictionary if necessary. (doctor, nurse:
hospital, surgery; engineer: office, construction site, etc.;
Exam TIP farmer: farm, farmers’ market; journalist, photographer:
Dealing with unfamiliar words newspaper, anywhere in the world to report a story;
• Remind students to underline the key words in painter, photographer: a studio, gallery; pilot: an
reading exam questions, then look for these words aeroplane, airport; police officer: police station, in
(or their synonyms) in the text to help them find the community; receptionist: an office, a hotel; shop
the answers. assistant: a shop; waiter: restaurant, café).
• Students shouldn’t panic if they don’t understand all
the words in a reading text. They will often be able to ANSWERS
g
understand the general meaning of words by thinking 1 waiter 7 shop assistant
about the context and the words they do know in a 2 nurse 8 pilot
n
sentence or paragraph. 3 engineer 9 doctor
• Encourage students to look at the words before and
ni
4 journalist 10 farmer
after one they don’t know to help them understand 5 photographer 11 painter
its meaning. Remind them that they’ve just done this 6 receptionist 12 police officer
ar
with the words in the Word Focus.
2 9.2
• Students underline the key words in the exam task and • Write waiter on the board and elicit things they might
Le
their synonyms or matches in the reading text. say in their job (Can I help you? Would you like a drink?
• Students skim the text and circle any unfamiliar words, Here’s the menu. etc.).
then discuss what they might mean in pairs. • Tell students they are going to listen to conversations
• Get feedback. Elicit definitions for the meaning of involving people doing the jobs in Exercise 1.
unfamiliar words and write them on the board.
ic
• Play the recording. Students choose the jobs,
ANSWERS then compare their answers in pairs.
6
h ANSWERS
ap
1 shop assistant 4 doctor
Exam TASK 2 photographer 5 waiter
3 receptionist 6 police officer
Multiple matching
gr
9.2
answers in pairs. 1
A: Hello, can I help you?
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• Get feedback. Ask them to explain where they found

their answers in the text. B: No thanks. I’m just looking.
2
A: Right, now just stand here. That’s right. And look at
lG
EASIER: Students complete the Exam Task in pairs.

me. Are you ready?
FAST FINISHERS: Students write a list of the difficult B: Yes.
things about each job in the text, e.g. An abseil window A: Smile. Lovely!
cleaner can’t usually work in winter. 3
na
A: Good morning.
ANSWERS B: Oh, hello. I’m here to see Walter Grey.
1C 2B 3C 4A 5B 6C 7B A: Just a moment, I’ll let him know you’re here.
io
4
your
A: So, how can I help you?
• In pairs, students discuss the questions. Ask ideas
at
them to discuss which parts of the jobs they B: I’ve had this terrible headache for a week now.
would find difficult and easy and why. A: I see. Oh dear. Do you often get bad ...
• Get feedback. Choose one or two pairs to share their 5
N
ideas. Students could vote on the most exciting job A: Are you ready to order?
in the text. B: No, sorry, not yet. But could you bring us some
water, please?
©
A: Of course.
Vocabulary page 104 6
A: Do you know why I’ve stopped you today, sir?
jobs; choosing the correct verb; multiple-choice cloze B: I’m afraid I have no idea.
1 A: You were driving and using your mobile phone at
the same time.
• Brainstorm a few jobs students know. Show the exercise.
Students match the jobs to the descriptions, then B: Ahh.

108
3 ANSWERS
• Elicit or teach earn (to make money from a job; it 1 noun
appears in the reading text on page 103) and which 2 infinitive of verb that takes about
words in the box are jobs (nurse, pilot and waiter). 3 -ing form of verb that takes an object
• Students complete the text, then compare their answers 4 infinitive of verb that takes -ing form
in pairs. 5 infinitive of verb that takes an object
• Get feedback. Choose students to read the text aloud, 6 imperative of verb that takes an object
including their answers.
6
EXTENSION: Students use the text as a model to write
a paragraph about what they wanted to be when they Exam TASK
were younger and why. They should include the good
g
Multiple-choice cloze
and the bad things about the job.
• Students do the Exam Task, then compare their
n
answers in pairs.
ANSWERS • Get feedback. Students give reasons for their
ni
1 pilot 4 earn 7 waiter answers.
2 nurse 5 job 8 uniform
ar
3 hospital 6 student ANSWERS
4 1 A (collocation)
2 B (plan takes a direct object; study doesn’t collocate
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• Students complete the phrases, then compare their
answers in pairs. Get feedback. with about your skills)
3 A (collocation)
EASIER: Do the first item with the class (money, to earn 4 C (want and hope take to + infinitive)
means to get money from a job). 5 B (arrive doesn’t take a direct object apart from home;
ic
you don’t win money at work)
FAST FINISHERS: Students write all the jobs related to 6 C (go and talk take a preposition)
office, factory and uniform they can think of.
h Grammar
ap
ANSWERS page 105
1 earn money 4 work in a factory relative pronouns
2 work as a mechanic 5 wear a uniform
3 give a presentation 6 work for a company
gr
GRAMMAR GUIDE: relative pronouns

5 When two sentences repeat a subject, we can replace
• Go through the Exam Tip. it in the second sentence with a relative pronoun to link
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the sentences and avoid repetition.

Exam TIP This is the bus driver. He drives our school bus.
This is the bus driver who / that drives our school bus.
Choosing the correct verb
lG
This is the exercise. It’s difficult.

• Tell students that in this part of the exam, they must
This is the exercise which / that is difficult.
choose the correct answer from three answer options.
The answer options often have similar meanings, but Defining relative clauses
only one will be grammatically correct. We use these to identify the person or thing mentioned
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• Go through the examples in the Exam Tip. For more in the main clause of a sentence. In defining relative
practice, write the following on the board: clauses we can use the following relative pronouns:
• The children ___ . and the options smiled, received • who or that to talk about people.
io
and liked. Ask: What’s the verb pattern? (verb without • which or that to talk about things.
object). Which option fits that pattern? (smiled). We can omit the relative pronoun if it is the object in
• I ___ to music on my phone. and the options hear, the relative clause.
at
listen and download. Ask: What’s the verb pattern? This is my friend. I walk to school with her.
(verb + preposition). Which preposition? (to) Which is This is the friend (who / that) I walk to school with.
the only option that takes ‘to’? (listen; download takes
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to, but before a location). Non-defining relative clauses

• Write want, can and enjoy on the board. Ask: What We use these to give additional information that is not
verb form follows these? (to + infinitive, infinitive, necessary to identify a person or thing mentioned in
©
-ing). the main clause of a sentence. In non-defining relative

clauses:
• we don’t use that to refer to people;
• Ask students to cover the options for the Exam Task, • we never omit the relative pronoun;
read the text and decide what type of word is missing in • we sometimes put the non- defining relative clause
each gap. Do the first gap with the class (a noun). between commas.
• Students predict the kind of word after each gap, then Jim is my friend. He lives next door.
Jim, who lives next door, is my friend.
EASIER: Students work in pairs to predict the word types.

109
1 • Students cross out the unnecessary pronouns, then
• Show students the sentences. Ask: Which sentences talk compare their answers in pairs. Get feedback.
about people? (2 a and b). Which sentences talk about a
thing? (1 a and b). EASIER: Students complete the task in pairs.
in pairs. Get feedback. ANSWERS
ANSWERS 2 The book that you lent me is in my bag.
b who, that c which, that 5 I’m looking for the waiter who I spoke to last night.
6 She works at the factory which we visited on Saturday.
2
• Tell students they can’t use the pronoun that in this 5
g
activity, because it can complete every sentence. • Do the first item as a class. Ask: What element do the
• Students complete the sentences, then compare their sentences have in common? (it / the book). Is it a person
n
answers in pairs. or a thing? (a thing). Which relative pronouns can join the
• Get feedback. Students give reasons for their choices. sentences? (which / that). What word will it replace? (it).
ni
• Students join the sentences with a relative clause, then
EXTENSION: In pairs, students write two sentences, compare their answers in pairs.
• Get feedback. Choose students to read their
ar
one missing the relative pronoun who and one missing
which, and give them to another pair to complete. answers aloud.
EASIER: In pairs, students underline the element in
Le
ANSWERS
common in each sentence, circle the one they are going
1 who 2 which 3 who 4 which 5 which 6 who to replace, choose the relative pronoun and write the
3 relative clauses.
ic
• Write: The woman broke her arm. on the board. Elicit
the subject and object of the sentence (the woman, ANSWERS
her arm).
2 with a man who / that used to be
in pairs. Get feedback. h
3 uniform that / which I wear
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4 the taxi driver who / that
ANSWERS 5 which / that we ate at the restaurant
a subject b object c object 6 which / that he got
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6
! REMEMBER

• Show item 1 in Exercise 5 again. Ask: What’s the subject of
the relative clause? (I). Can we omit the relative pronoun?
eo
(yes, because it’s the object in the relative clause).

TEACHING TIP • Students decide where the pronouns can be removed,
• Depending on L1, the duplication of a subject can then compare their ideas in pairs. Get feedback.
lG
be a common mistake. When students use pronouns, ANSWERS

they often fail to use them as a replacement and
Sentences 1, 3, 5, 6
sentences like John he told me you called. and The
man who he helped us. are common. 7
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• While in informal speech hesitation may cause • Elicit the relative pronouns in each sentence starter
duplication (e.g. And then John … he … he just left.), (1 that; 2 which; 3 who; 4 that).
it’s a good idea to remind students that we don’t use • Students complete the prompts using their own ideas,
two pronouns or a name / noun and a pronoun as the then compare them in pairs.
io
same subject of a verb, and that we use pronouns to • Get feedback. Ask one or two students to share their
avoid repeating the noun / name. sentences. Ask which pronouns can be omitted (that in 1
at
and 4).
4
• Read the first sentence aloud. Ask: Can we change EXTENSION: Students write two sentence prompts that
N
anything in this sentence? Explain that because the include relative pronouns for a classmate to complete.
relative pronoun who is the subject, it cannot be omitted
and no change can be made. ANSWERS
©
• Students look at item 2. Ask the same question and Students’ own answers
elicit that the relative pronoun that is the object in this
sentence and can be omitted.

110
Listening page 106 4
words that show a change; multiple choice with
picture options Exam TIP
1 Words that show a change
• In pairs, students discuss what they think the jobs in the • Explain that in this exam task, students will probably
photos are and why. hear at least two of the possible answers. This can be
• Get feedback. Ask one or two pairs to share their ideas. because speakers say what they normally do and then
EXTENSION: In pairs, students discuss where and what what they did on a certain day, or that they planned
hours they think each person works. Ask students if they to do something and then they changed their mind,
or that they wanted something that wasn’t available,
g
would like to do any of these jobs and why.
so they bought something else, etc.
• As an example, write What time does Jasmin start
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ANSWERS
work? on the board and show the options in Exam
a waiter b swimming teacher / coach / instructor Task Question 1. Say: Jasmin got up at 7.30 and
ni
c tour guide realised she was late for work. She starts at 8.00 but
2 she didn’t arrive until 8.30. Elicit the correct answer
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• Do the first item with the class. (café, photo a). Explain (8.00). Make sure students understand that this isn’t
that some words in the box match more than one job, the answer to the real task.
and each photo matches more than one word. • Elicit words or phrases that show a change or a
Le
• Students match the words to the jobs in Exercise 1, then correction, e.g. usually …, but today …; used to ….,
compare their answers in pairs. Get feedback. but now …; I wanted … but actually; this is …oh, sorry,
no, I meant …, etc. and write them on the board.
ANSWERS
ic
a café, customer, meal, restaurant, uniform
b pool, sports centre, teach, uniform 5 9.4
c castle, museum, tourist, uniform, customer
3 9.3 h Exam TASK

ap
• Play the recording. Students match the photo to the Multiple choice with picture options
conversations, then compare their answers in pairs. • Ask students to read the questions, look at the
• Play the recording again if necessary. Get feedback. pictures and think about what they might hear.
gr
Students give reasons for their answers. • Play the recording. Students do the task, then
ANSWERS
• Get feedback. Ask them which words or phrases they
eo
1 c, tour guide 3 b, swim teacher / coach heard to signal a change of opinion or correction in
2 a, waiter the recording (but, but then, Oh sorry, actually, How
about, Not any more, but now, it’s so much better).
3.1
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Conversation 1 ANSWERS
A: What did you do last summer? Did you work at the
pool again? 1C 2C 3A 4B 5A
B: As a swimming coach? No, I didn’t. I wanted to be 9.4
na
outside, so I got a job as a tour guide. N: For each question, choose the correct answer. Look
A: That sounds cool. Did you enjoy it? at Question 1.
B: It was OK. I was taking tourists to different places – N: 1 What time does Jasmin start work today?
the castle, the museum, the restaurants. But I was
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A: Hurry up Jasmin, we’re going to be late.

very tired by the end of the day. B: Yes, but it’s only 7.30 and I don’t start work until
Conversation 2 8.30 today.
at
A: Are you going to look for a job this summer? A: I know, but I’ve got to stop at the pharmacy on the
B: Yes, I think so. I want to study tourism at college, way, and it opens at eight.
N
but there aren’t any tour guide jobs here. My B: OK, I’ll be ready in a minute.
swimming coach says that the café at the sports A: Now listen again.
centre is usually very busy, so I’m going to go there N: 2 What job is Oscar’s brother going to do?
©
tomorrow and ask if they have any jobs as waiters. A: Hi, Oscar. How’s your brother? Is he still working in
a café?
Conversation 3 B: Yes, he was training to be a waiter, but then he
A: How’s your new job? decided he wanted to learn how to cook.
B: It’s pretty good. There are only six children in each A: I see! So he wants to be a chef?
class, and they’re really sweet. It starts really early, B: That’s right. He’s applying for jobs in hotels and
though. I have to be at the sports centre at eight places like that.
o’clock in the morning, but then I finish at twelve. N: Now listen again.
A: Oh do you? Why don’t we meet for lunch at the N: 3 How much was the woman’s order?
café tomorrow? The food’s really good there. A: Here’s your coffee and toasted cheese sandwich.
B: Great idea! That’ll be five pounds and ninety-five pence, please.

111
B: Thanks very much. Here’s six pounds. 3
A: Oh, sorry, it’s actually five pounds ninety because • Give an example answer to the first question, e.g. I’d like
you brought your own cup. to work as a swimming teacher.
B: Oh, great! You can keep the change. • In pairs, students ask and answer the questions. Remind
N: Now listen again. them that this is speaking practice and encourage them
N: 4 Where are they going to meet? to give reasons and extra details in their answers.
A: Hi, Eric, There’s a good film on at the cinema • Get feedback. Ask one or two students to share their
tomorrow. Do you want to go? answers.
B: Yes, I’d love to. What time does it start?
A: It starts at 7.00 p.m. Shall I meet you at your office 4
after work? • Go through the Exam Tip.
B: Oh sorry, I won’t be at the office then, I’ll be at
g
the factory. Exam TIP
n
A: How about meeting at the coffee shop near the Using tenses correctly
cinema? Six o’clock OK?
• Explain that in the Speaking exam, the examiner asks
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B: Sounds good. See you there tomorrow.
questions on a particular topic. Students need to
N: Now listen again.
make sure they understand these questions perfectly
N: 5 What job is Nick going to start next week?
ar
so that they don’t go off-topic.
A: Hey, Nick. How’s it going with your part-time job at • Remind students they can ask the examiner to
the museum? Weren’t you working in the gift shop repeat questions if they don’t understand them, e.g.
last time I saw you?
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I’m sorry, can you repeat that? Sorry, do you mind
B: Not any more. I was working in the shop for a few repeating the question?, etc.
weeks, but now I’m training to give guided tours. • Explain that the examiner will listen to how well they
I’m really excited about it. communicate, but also how correct their English is, so
A: That’s great! choosing the right tenses is important.
ic
B: Yes, It’s so much better than collecting tickets, which • Ask What hobbies did you have when you were
was my job here when I first started. I’m starting my younger? and elicit the tense students should use in
new job on Monday.
N: Now listen again. h their answer (past simple or used to) and why (because
the question is in the past and about the past).
ap
• Explain that the wrong options in Exercise 2 are
Speaking page 107 grammatically correct sentences, but don’t answer the
question. In pairs, students discuss why the incorrect
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talking about jobs; using tenses correctly; interview

options are wrong.
1 • Get feedback. Ask one or two students to share
• In pairs, students look at the photos and discuss which their ideas.
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jobs they think the people might do.

ANSWERS
• Elicit the jobs (a farmer, an engineer / architect,
a designer). 1 b talks about what they like to do in summer; c talks
lG
• Students look at the statements and match them to the about what jobs some people do in summer
jobs. Explain they can use each statement more than 2 a talks about their free time; b talks about their study
once. Get feedback. habits
3 a talks about how much money they earn; c talks
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EXTENSION: In pairs, students discuss how true about what they like doing and says it doesn’t pay
Statements 1–7 are for them and why. Get feedback much money in their country
from one or two pairs. 4 b talks about something they work hard at in general;
c expresses their opinion about hard work
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2 5
• Explain that there’s only one correct answer to each
at
question in the activity. The others use similar words but Exam TASK
don’t actually answer the question.
• Do the first question with the class. (a is correct because Interview
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it answers the question; b talks generally about what • Go through the Useful Language box.
they like to do in summer; c talks generally about • In pairs, students complete the Exam Task, giving
summer jobs.) reasons for their answers and using the correct tenses
©
• Students choose the correct answers, then compare their to answer each question.
ideas with a partner. • Get feedback. Ask one or two pairs to share some of
• Get feedback. Students give reasons for their answers. their answers.
ANSWERS
1a 2c 3b 4a FAST FINISHERS: Students write another question to
ask their partner about jobs. Give your own example if
necessary, e.g. What jobs do you think are difficult? Why?

112
4
• Remind students of the meaning of the word collocation
Vocabulary page 108 (two words that go together) and say this exercise is
about verb + noun collocations. Do the first item with
school subjects
the class (pass or fail ).
1 • Students match the verbs to the nouns, then compare
• Students match the pictures and subjects, then compare their answers in pairs. Get feedback.
their answers in pairs. Get feedback. ANSWERS
EXTENSION: In pairs, students write at least one job 1 pass or fail 5 study
that requires a good knowledge of each subject. 2 get 6 remember
3 answer 7 follow
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ANSWERS 4 do 8 go
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1g 2d 3a 4i 5b 6j 7e 8c 9h 10 f 5 9.5
• Students read and complete the conversation.
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2 • Play the recording. Students check their answers, then
compare them with a partner.
MEDIATION SKILLS
ar
• Linking to previous knowledge is mediation.
• The following activity develops students’ ability to EXTENSION: Ask pairs to discuss exams they have
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retrieve and transfer previous knowledge, build or taken and how they went. Encourage them to use some
expand a cognitive frame that integrates previous of the language from the conversation.
knowledge, new concepts and language, and structure
this frame so that it can be communicated to others. ANSWERS
ic
1 project 5 mark
• In pairs, students rank the subjects in their order of
2 instructions 6 studied
preference, from favourite (1) to least favourite (10).
3 exam 7 remembered
h
• They choose two jobs (from this unit or not) and create a
diagram for each that includes the subjects that a person
4 passed 8 answer
ap
doing that job needs to have good knowledge of, the 9.5
possible workplaces, the personal characteristics they A: Have you done your project yet?
need to have (taken from the statements in Exercise 1 on B: No, I haven’t. Actually, I didn’t really understand the
page 107, e.g. good at working with others, prefers to
gr
instructions.
work outside, etc.) and adjectives (patient, creative, etc.).
A: I’m sure the teacher can explain them to you.
• Get feedback. Ask as many pairs as possible to present
B: You’re right. I’ll talk to her tomorrow. How did you
their diagram and explain it.
eo
do in that chemistry exam?

ANSWERS A: I passed, but I didn’t get a very good mark.
Students’ own answers B: Oh, OK. Do you know why?
A: Well, I studied really hard and I remembered all the
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3 information.
• Students do the task, then compare their answers in pairs. B: So what was the problem?
Get feedback. A: I didn’t have time to answer all the questions.
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EASIER: In pairs, students underline the key words in each

speech bubble, then match them to the school subjects. Grammar page 109
FAST FINISHERS: Students write three words about adverbs; writing the correct determiner;
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a subject in Exercise 1 for their partner to match to a open cloze

subject. Give your own example if necessary, e.g. act,
at
costumes, play (drama). Alternatively, students could GRAMMAR GUIDE: Adjectives and adverbs
write three sentences to describe one of the subjects.
Adjectives
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EXTENSION: Divide the class into two teams and choose • We use adjectives to describe nouns.
a student from one group to sit at the front of the class Maths is difficult. A Canadian city.
with their backs to the board. Write a subject from Exercise • Adjective always come before a noun or after a
©
1 on the board. Set a time limit. Their team describe the subject / a determiner + be.
subject to them and they must guess it before the time is That is a beautiful dress. This is a scary film.
up. Repeat with a member from the other team and so on, The film was great. That small house on the left.
until every student has had a chance to guess a word. You • Adjectives don’t change for gender or number.
can use jobs if you run out of school subjects. The team He / she is happy. That T-shirt is / Those T-shirts
with the highest score is the winner. are big!
• We can form adjectives by adding -ly to nouns.
ANSWERS She’s very friendly.
1 art 3 history 5 IT
2 maths 4 geography 6 biology

113
Adverbs EXTENSION: In pairs, students write more adverbs that
• We use adverbs to describe verbs, i.e. how can be used with each verb, and more verbs that can be
something is done. used with each adverb.
Amber dances well. I run quickly.
• Most adverbs are formed by adding -ly to an ANSWERS
adjective. Adjectives ending in -y change to -i + ly to 1c 2a 3e 4f 5b 6d
make the adverb.
There was a sudden noise. 5
Suddenly, there was a noise. • In pairs, students take turns to answer the prompts and
He looks happy. He smiles happily. ask for more details (e.g. When did that happen? Who
was with you? Was it fun?, etc.). Get feedback.
g
Irregular adjectives and adverbs • Choose one or two pairs to share their what they
discussed.
n
Adjective Adverb Adjective Adverb
hard hard good well ANSWERS
ni
fast fast late late
late = after the expected time lately = recently 6
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He arrived late. He’s been very busy lately. • Go through the Exam Tip.
hard = with a lot of effort
Exam TIP
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hardly = only just / almost not
He worked hard.
Writing the correct determiner
He was so tired he could hardly stand.
• Remind students that in this exam task, they need
to decide what type of word is missing. If it’s a
ic
1 determiner, they need to think carefully about the
• Students do the task, then compare their answers in pairs. noun after it to choose the correct one.
• Get feedback. Ask students to read the sentences.
h • Remind them that there can be other words between
the gap and the noun, e.g. There was ___ ugly, old
ap
EASIER: Do the first item with the class (careful, house at end of the street.
adjective; carefully, adverb). • Show the determiners in the Exam Tip box and write
bus, cats and water on the board. Elicit whether each
ANSWERS word is singular, plural, countable or uncountable
gr
(bus: singular, countable; cats: plural, countable;

1 a careful; b carefully 2 a easy; b easily
water: singular, uncountable).
3 a slow; b slowly 4 a fast; b fast 5 a good; b well • Elicit which determiners in the Exam Tip box could go
eo
2 before each word (a / the / my / this bus; the / some /

• Students complete the rules, then compare their answers many / my; the / some / my / this).
in pairs. Get feedback. • Remind students that if information or a noun is already
lG
known, we can use the, this, these, that or those.

ANSWERS
a verbs b -ly ci d adjectives e fast, well • Students read the Exam Task, identify the text type and
what it’s about (an email, what someone is doing at
3
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school) and what type of words are missing.

• Say that some of the adverbs in this exercise are irregular.
• Students compare their answers in pairs. Get feedback.
• Do the first sentence with the class (fast).
• Students complete the sentences, then compare their EASIER: Students do the activity in pairs.
io

ANSWERS ANSWERS
at
1 fast 3 hard 5 well 1 preposition 3 preposition 5 preposition

2 brightly 4 happily 6 healthily 2 determiner 4 preposition 6 determiner
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4 7
• Write the word run on the board and ask what adverbs
can be used to describe the action. Write their ideas on
©
the board, e.g. quickly, fast, slowly. Exam TASK

• Students match the verbs to the adverbs, then compare Open cloze
EASIER: Students work in pairs. answers in pairs. Get feedback.
FAST FINISHERS: Ask students to choose one or two

of the answers and write a sentence using the verb +
adverb collocations. Get feedback.

114
EXTENSION: Students use the text as a model to write 4
about their week at school. They should skip the first • Choose a student to read the question aloud. Elicit one
sentence (about the new school) and write about the advantage and one disadvantage of the situation, e.g.
subjects they studied this week, what they thought of advantage: you get experience, disadvantage: your
them and include adjectives and adverbs from this lesson. friends are studying and spending time together.
• Students make notes, then compare ideas in pairs.
ANSWERS • Get feedback. Ask one or two students to share their
notes and write their ideas on the board.
1 of 2a 3 at 4 up 5 to 6 some
EASIER: Students brainstorm ideas for their notes in
groups of three or four.
g
advantages and disadvantages; planning your time;
writing a short essay
5
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• Students use the phrases in the Learning Focus box to
make sentences from their notes in Exercise 4. They
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Learning FOCUS should write four sentences in total.
• If students don’t have enough notes to write sentences,
Advantages and disadvantages they can use the ideas on the board as prompts.
ar
• Elicit definitions for advantage (something good • In pairs, students share their sentences. Get feedback.
or positive) and disadvantage (something bad or
negative). 6
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• Explain that in essays, students will often have to • Go through the Exam Tip.
write about the advantages and disadvantages
of something and should try to avoid repeating Exam TIP
the same words. They can use the phrases in the Planning your time
ic
Learning Focus box to help them do this.
• Students should plan their time in a writing exam to
avoid not finishing by the time is up.
1 h
• Ask students to read the question. Elicit gap year (a year
• Elicit what they should do first (read the exam
question, then plan their essay to organise their ideas).
ap
spent travelling or working between finishing school and Ask: If you have 30 minutes, how long should you
starting university). spend planning your answer? (about five minutes).
• Students decide if the points in the notes are advantages • Remind them to allow five minutes to check their work.
gr
or disadvantages, then compare their answers in pairs. Highlight that this leaves them twenty minutes to write.
• Get feedback. Elicit cultures (the traditions and habits of
groups of people). • Students read the Exam Task. Elicit one or two
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advantages and disadvantages.

EXTENSION: Ask students to think of other advantages • Students make notes about the prompts in the box, then
or disadvantages of taking a gap year. Write their compare their ideas in pairs.
answers on the board, e.g. You make new friends. • Get feedback. Ask one or two students to share
lG
their ideas.
ANSWERS
EASIER: Allow students 10 minutes to plan their ideas.
find out about other cultures: A
The planning could also be done in pairs.
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learn a new language: A

can be very expensive: D TEACHING TIP
more difficult to study after a long break: D Give students a checklist for checking their writing that
get good work experience: A includes organisation, content, use of grammar and
io
your friends will start university before you: D vocabulary, spelling and punctuation. Explain that they
should avoid checking everything at once; instead, they
2
at
should re-read it several times and check each checklist

• Students complete the essay with the phrases in the box, item separately to find the most errors.
N
• Get feedback. Choose students to read completed

sentences from the essay out loud. 7
ANSWERS Exam TASK
©
1 main advantage 2 positive point 3 also useful Writing a short essay

4 disadvantage 5 negative point
3 • Students complete the Exam Task. Remind them to
• Do the first item with the class. (Paragraph 1, c, introduce leave five minutes at the end of the task to check their
the question). answer. Get feedback.
• In pairs, students to match the summaries to the correct
paragraph. Get feedback.
ANSWERS
1c 2b 3d 4a

115
8 • In pairs, students discuss if the things in the box make
• Students read the checklist and tick the things they did. them happy.
• In pairs, students discuss their checklist, then make any • Get feedback. Ask one or two pairs to share their
necessary changes to their task. answers.
EXTENSION: Pairs read each other’s essay and tick the

5
• Students do the task, using the notes on the board from
Exercise 4 to help them.
checklist.
• In pairs, students compare their lists. Encourage them to
give reasons for their answers. Get feedback.
Live well, study well page 112 EXTENSION: Students walk around the room and
g
finding happiness; the science of happiness compare lists with five of their classmates. In feedback,
ask if they found anyone with similar ideas to them.
n
Useful vocabulary
your t
projec
ni
• In groups, students choose a project.
alone (adj): to feel you are on your own Project 1 involves planning a ‘Happiness
cartographer (n): a person who draws maps for their job Day’ and Project 2 involves doing a class
ar
cheer up (v): to feel better after feeling sad survey and making an infographic about
grateful (for ) (adj): to feel thanks for something the results. Elicit or teach infographic (a picture
happiness (n): when you feel happy that shows information with images and symbols
Le
infographic (n): picture / pictures that show information using only a minimum amount of text). Show some
passionate (about) (adj): to have a love for, or really care examples if possible.
about something • If necessary, help students decide how to work as
research (n): information you collect a group and allocate the project tasks. Ensure that
sunrise (n): the start of the day, when the sun comes up
ic
everybody has a task and students swap texts for
sunset (n): the end of the day, when the sun goes down peer correction.
uncomfortable (adj): feeling strange in a situation • Set dates for the presentations.
h Project 1:
• Students think about the lists they made in Exercise
ap
1 5 and why a ‘Happiness Day’ would be good. They
• Students skim the text and say what it is about (someone discuss how to find out what makes people happy,
who works with / makes maps). create a list of activities for the day and how people
gr
• In pairs, students read the text and answer the question. should prepare for it.
Get feedback. • They select their final programme and plan and
ANSWERS prepare their poster to advertise it.
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• They use the Useful Language box to help them.

Yes, because he made his hobby his job. • Hold a vote on the best Happiness Day. Do some
activities from the winning Happiness Day poster in
2 the class.
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• Students read points 1 and 2 again and think about

what would make them happy in a job. Give an example Project 2:
if necessary, e.g. I like computer graphics and I’m MEDIATION SKILLS
comfortable using new programs.
• Relaying specific information is mediation.
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• In pairs, students discuss their ideas.

• In this activity students will decide how best to
• Get feedback. Ask one or two students to share their
collect the information and collate and process the
ideas.
results to present them visually. They will do this
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3 collaboratively, thus developing the skills involved in

• Brainstorm ideas as a class and write them on the board. co-constructing meaning.
• In pairs, students discuss the questions. Get feedback. • Students brainstorm questions about what makes
at
people happy, e.g. What makes you laugh? What are

EXTENSION: Students think of two jobs that they might your favourite things to do at the weekend?, etc.
N
enjoy. In small groups, students take turns to describe • They choose four or five questions to ask the class
their jobs without saying what they are. The other and decide how they will present the results.
students try to guess the job. • They conduct the survey and create their infographic.
©
• They use the Useful Language box to help them.

4 • Hold a vote on the best infographic.
• Go through the Mind your Mind box. Ask: What makes
you happy? Elicit a few ideas, e.g. being with my family,
eating ice cream, etc. and write them on the board. Be
sensitive to the fact that some students may not want to
answer the question.

116
Review page 157
ANSWERS: VOCABULARY
1
1 doctor 4 pilot 7 nurse
2 journalist 5 police officer 8 photographer
3 farmer 6 waiter
g
1 works 3 earns 5 work
2 wear 4 works 6 giving
n
3
ni
1f 4e 7h
2c 5d 8b
3g 6a
ar
ANSWERS: GRAMMAR
4
Le
1 which 3 which 5 who
2 who 4 which 6 which
ic
1 The teacher we met last week he is my father’s friend.
2 The woman who she works in the library is my
friend’s aunt.
h
6 She works at the shop that which we visited last
ap
weekend. OR She works at the shop that which we
visited last weekend.
6
gr
1 I don’t get up late on Saturdays.

2 Please talk quietly.
3 Anna didn’t do well in her exam.
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4 He walked very fast.

5 We didn’t do our homework very carefully.
6 They didn’t work hard.
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na
io
at
N
©

117
10 Getting there!
Reading: finding words with opposite
page 113
Vocabulary: transport (verbs)

meaning; multiple choice with Grammar: the passive: past simple
one text
Writing: conjunctions: before, after and
Vocabulary: transport (nouns) while; adding extra details; writing
Grammar: the passive: present simple a story
Listening: listening for clues; multiple choice Video: The dinosaur hunter
g
with five conversations
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Speaking: travel; talking about advantages
and disadvantages; advantages
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and disadvantages task
ar
word focus
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In the photo • In pairs, students work out the meaning of the words in
The Sky Bike is an unusual way for tourists to explore bold, then read the Word Focus to check their answers.
the rainforest at Mashpi Lodge in Ecuador. The bike • Get feedback. Ask some students how many words they
travels silently along a cable stretched through the forest guessed correctly, and which words helped them do this.
ic
canopy and is over 1000 metres above the ground. • Explain that subway is an underground train system in
American English, and an underground passage that
• Show the photo. Ask: What do you think is happening?
h
What are the people doing? (They’re riding an aerial bike
allows people to walk to the other side of a busy road in
British English. Elicit or teach cycle paths, (special roads
ap
through the cloud forest in Ecuador.) only for bikes) and public (something everyone can use).
• Play the recording. Students complete the summary, then
compare their ideas in pairs. Get feedback.
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EXTENSION: Write bicycle and car on the board. Divide 10.1

the class into four groups (1 good things about a bike; As reading text on page 115.
2 good things about a car; 3 bad things about a bike;
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4 bad things about a car). In their groups, students agree ANSWERS

on three or four ideas for their topic. Get feedback. 1 trees 2 libraries 3 bikes 4 transport
Students give reasons for their choices.
4
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Exam TIP
Finding words with opposite meaning
finding words with opposite meaning; multiple choice
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with one text • Write the following sentences on the board: It can be
difficult to live in the city. It isn’t always easy to live in
1 a city. Ask: Do the sentences mean the same thing?
(Yes). Elicit what is different about them (one sentence
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• Students briefly describe what they can see in the

photo. Elicit some ideas, e.g. cars, traffic, lights, zebra uses an adjective, the second uses not + the opposite
crossings, etc. of that adjective (difficult = not easy); the first one
at
• In pairs, students discuss the questions. Give an example uses can be to mean sometimes, the second uses not
if necessary, e.g. You can carry heavy stuff in cars, but always to mean sometimes).
they are bad for the environment, but … • Explain that exam answer options may be negative
N
• Get feedback. Ask one or two pairs to share their ideas. and use words that have an opposite meaning in the
text (e.g. not bad = good ), or the other way around.
ANSWERS • Tell students to read the questions and answer
©
Students’ own answers options, then read a text and underline any similar or
not + opposite words in it. After this, they should read
2 the whole sentence to see if it has the same meaning
• Students read the article and underline things they as the answer option.
discussed in Exercise 1, then compare their ideas in • Write the adjectives easy, quiet, boring, good,
pairs. Get feedback. beautiful, dangerous and big on the board. In pairs,
students write adjectives with the same meaning
ANSWERS using not (not difficult / not hard; not noisy /
Students’ own answers not loud; not interesting / not exciting / not fun; not
bad, not ugly, not safe, not small). The first pair to get
all the synonyms correctly wins.

118
5 3
• Ask students to cover the words in the box and predict
Exam TASK which form of transport goes in each gap.
Multiple choice with one text • Show the words in the box and ask students if they used
different words. If so, check as a class whether their
• Students read the Exam Task and underline the key answers are possible alternatives or not.
words and phrases in the questions and answer • Students complete the sentences, then compare their
options (1 difficult to walk, A new buildings, B too answers in pairs. Get feedback.
many bikes, C pavements weren’t wide; 2 didn’t want • Elicit or teach countryside (areas with few houses and
to cycle, A air, too dirty, B wasn’t safe, C didn’t have people and lots of trees, fields, etc.), move house (to go
bikes; 3 easier to, A travel around, by bike, B drive a to live in a different house) and helmet (something you
car, C perform; 4 have now, A places to buy books, B wear to protect your head on a bike, motorbike, etc.).
g
better system, buses, trains, C more places to park; 5
Today, well-known, A parks, B cafés, C stations). ANSWERS
n
• Remind students to look for not + words or phrases 1 taxi
with an opposite meaning to the key words in the
ni
2 helicopter
questions and answer options. They could underline 3 coach (alternative: train)
these words and phrases in the text. 4 lorry
ar
• Students complete the Exam Task, then compare their 5 ship (alternative: train)
answers in pairs. Get feedback. 6 motorbike (alternatives: bike, bicycle, helicopter)
Le
ANSWERS 4
1C 2B 3A 4B 5A • Students match the definitions to the words, then
your
• Students think of things their town has in ideas EASIER: Do the first item with the class (c; it’s the
ic
common with Bucheon and what’s different, document that shows you’ve passed a test to drive a car).
e.g. My town has a lot of parks. You can’t hire
bikes in my town., etc.
h
• In pairs, they compare their notes and discuss the
EXTENSION: Students find two words related to
transport in the reading text, e.g. traffic, polluted,
ap
questions. Give examples of what could make cycling subway stations and write definitions for them and read
safer if necessary, e.g. More places to park a bike, them to a partner to guess. Give an example, e.g. You
more cycle training courses, etc. can drive this form of transport on the road. Usually one
• Get feedback. Ask one or two pairs to share their person can go on it (motorbike).
gr
ideas.
ANSWERS
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1c 2a 3e 4f 5d 6b
Vocabulary page 116
transport (nouns) 5 10.2
• In pairs, students discuss what they can see in the
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1 photos. Elicit some ideas, e.g. a, the inside of a bus; b,

• Elicit or teach transport (a way of moving people or a road, a car, clouds, hills; c, an airport, a check-in desk,
things from one place to another). In small groups, people waiting to talk to an assistant, etc.
students brainstorm different types of transport. Write • Play the recording. Students complete the activity, then
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their ideas on the board. check their answers in pairs.

• Students find the forms of transport in the photos, then • Play the recording again if necessary. Get feedback.
compare their ideas in pairs. Get feedback. ANSWERS
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FAST FINISHERS: In pairs, students discuss the last time 1c 2b 3a

they used the forms of transport in the photos, and if
10.2
at
there are any they’ve never travelled on.

1
ANSWERS A: Hello. Can I see your passport, please?
N
B: Yes, of course.
a coach, taxi, motorbike A: Thank you. And your ticket?
b ship, helicopter B: Here it is.
c lorry, coach
©
B: Great. Boarding is at 3.20. Have a great flight!

2 2
• Elicit or teach rail (metal lines that trains, etc. travel on). A: I think we’re lost. Should I turn right here?
• Students complete the table, then compare their B: Umm, I’m not sure. Let me check the map on my
answers in pairs. Get feedback. phone. Oh, yes, turn right at the petrol station.
ANSWERS A: OK.
Road: bus, coach, lorry, motorbike, taxi 3
Rail: tram, train A: Tickets please!
Air: helicopter, plane B: Here you are.
Water: ship A: Thank you. Next stop is the High Street.

119
your FAST FINISHERS: Students change the first part of
• In pairs, students discuss the questions, ideas sentence 3, which is active, to passive (Paper maps aren’t
giving reasons for their answers. often used today).
• Put two pairs together to compare their ideas.
• Get feedback. You could have a vote to see which ANSWERS
form of transport is the most and least commonly 1P 2P 3A 4A 5P 6A
used in the class.
3
• Do the first sentence with the class (These trains are
made in South Korea).
g
Grammar page 117
n
the passive: present simple EASIER: Before students do the activity, elicit the past
participles of the verbs (made, checked, stolen, driven,
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GRAMMAR GUIDE: the passive: present simple served, delayed ) and write them on the board.
Use ANSWERS
ar
• We use the passive when we don’t want to say 1 These trains are made in South Korea.
who did something, when we don’t know who did 2 Your ticket is not always checked on the trains.
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it, or when the object / result of the action is more 3 How many passports are stolen every year?
important than the agent (i.e. the person or things 4 This new car is driven by a computer.
who did the action). 5 At what time are meals served on this flight?
The plate was broken. (we don’t know / don’t want 6 This train is delayed because of problems on the line.
to say who did it)
ic
His books are translated into 25 languages. (the 4
result is more important than the agent) • Do the first sentence with the class (are left). Ask: Do
h
• In a passive sentence, the subject is the person /
thing that is the object / result of another’s action
we need to use by in this sentence? (No) Why not?
(because the agent, passengers, doesn’t appear in the
ap
(not the person / thing that does the action). The second sentence).
agent, i.e. the person / thing that does the action, • Students complete the sentences, then compare their
may not even be in the sentence. Compare: answers in pairs. Get feedback.
The police flew a helicopter over the city last night.
gr
• Elicit umbrella (something you hold to keep dry in the

The helicopter was flown over the city last night. rain), snack (small amounts of food eaten between
• Only transitive verbs (i.e. verbs that can take a direct meals) and inspector (a person who checks you have a
object) can be passive.
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ticket on public transport).

Form ANSWERS
• We form the passive with the appropriate form of 1 are left 4 is checked by
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be + the past participle of the main verb. 2 are made by 5 Are snacks sold
• To make the negative, we add not after be. 3 are often stopped by 6 are checked by
The car isn’t washed every week.
• To form a question, we swap be with the subject. 5 10.3
na
Are dollars accepted at the airport? • Ask: What language do people speak in the UK? and
Is coffee served here? elicit the long answer to the question in the passive
• We can add the agent by using by: (English is spoken in the UK ).
The helicopter was flown over the city last night by • In pairs, students complete the sentences. Play the
io
the police. recording for students to check their answers.

• Get feedback. Elicit or teach Thanksgiving (a celebration
in the USA to show gratitude for food, friends and family)
at
1 and sushi (a Japanese food made of fish and rice).

• Students complete the rules by referring to the sentence
N
pairs, then compare their answers in pairs. Get feedback. EXTENSION: In pairs, students use the sentences in
Exercise 5 as a model to write a quiz question in the
ANSWERS
present simple passive, then give it to another pair.
a object b by c be d object
©
ANSWERS
2
• Do the first item with the class (P). 1 are made, Germany 4 is eaten, Japan
• Students decide if the sentences are active or passive, 2 is spoken, Italy 5 are grown, Spain
then compare their answers in pairs. Get feedback. 3 is celebrated, the USA
10.3
EASIER: Students complete the task in pairs. Remind
them that the verb be and the past participle will show 1 Audi cars are made in Germany.
them that a sentence is passive. 2 Italian is spoken in Italy.
3 Thanksgiving is celebrated in the USA.
4 Sushi is eaten in Japan.
5 Seville oranges are grown in Spain.

120
Listening page 118 4
listening for clues; multiple choice with five
conversations Exam TIP
1 Listening for clues
• Students scan the speech bubbles and find three forms • Remind students that in exam tasks, the words in the
of transport (bus, train, coach). questions and the words in the text or in the audio are
• They match the sentences to the situations, then rarely the same.
compare their answers in pairs. Get feedback. • Elicit or teach clue (a piece of information to help
you find the answer to something) and say that in a
EASIER: Ask different students to read sentences 1–5 listening exam task students need to listen for clues as
g
aloud and elicit the answers to each item as a class. well as the exact words in the answer options.
• Write train on the board and elicit words students
n
EXTENSION: Ask: Have you ever forgotten to buy a
might hear related to it, e.g. tickets, passengers,
ticket for public transport? What happens in this country driver, travel, rail, platform, station, etc. Ask: Which
ni
if you forget to buy a ticket? In pairs, students discuss of these words refer only to trains? (rail, platform,
the questions. station). Say that if students hear these words, they
ar
are clues that a conversation is probably about trains,
ANSWERS even if they don’t hear the word train itself.
1c 2e 3a 4b 5d • Tell them to read the answer options in the listening
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exam carefully and think of words that might appear
2 in the conversation as clues before they listen.
• Students read the questions and answer options, then
choose the situation. • In pairs, students read the Exam Task and think of one
• Get feedback. Ask: What’s the situation? (c) Why not a? or two words related to each answer option (e.g. 1 A
ic
(because the questions are about the future). Why not station, bay, ticket, B drive, park, C station, platform,
b? (because they are going to Budapest). How are they ticket; 2 A not on time, miss, B lots of people, no space,
going to get there? (by plane).
ANSWER h C late, etc.)
• Get feedback. Ask one or two students to share
ap
their ideas.
c
5 10.5
3 10.4
gr
• Play the recording. Students answer the questions, then Exam TASK
• Play the recording again if necessary. Get feedback. Multiple choice with five conversations
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ANSWERS • Play the recording. Students complete the Exam Task,

1b 2b 3b 4a 5a • Get feedback. Students give reasons for their answers.
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10.4
A: So, our plane leaves London at four and it gets into ANSWERS
Budapest at half past six in the evening. What do 1B 2B 3C 4A 5B
you think, should we get a taxi to our hotel? 10.5
na
B: No, I looked online, and there’s a bus from the

airport into the city centre. It’s much cheaper,
although it will probably be very busy. N: 1 You will hear a man leaving a phone message for
A: OK, let’s do that. And what do you want to see in a friend. What type of transport did the man take
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Budapest? There’s so much to do! yesterday?

B: I know! Well, I want to spend one day biking around Hi, Ellen. It’s me, Nick. Listen, I’m sorry I couldn’t make
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Pest. There’s a really good bike-sharing scheme. it to your party yesterday. You see, I left work early and
A: That’s a good idea. Maybe on Sunday we can travel thought I’d have plenty of time to get over to your place,
by bus? We’ll probably be really tired if we spend all but there was so much traffic on the motorway and it
N
day cycling the day before. took much longer than usual. And then a coach broke
B: Yes, or there’s a tram – Tram number 2 – it goes down in front of us and slowed everything down! I finally
along the river and you can see lots of really
©
got home at about 8 p.m. I couldn’t call you because I

beautiful buildings, like Buda Castle. left my phone at the office!
A: Oh yes, the tram’s a great idea. I definitely want to
visit the castle. Now listen again.
B: The castle’s on the other side of the river, but we N: 2 You will hear a woman talking about a trip. Why
can get off the tram and walk across the bridge. did the woman miss her flight?
Then we can visit the castle and go to some A: How was your trip? Did you have a good time?
museums before we take the bus back to the
airport.

121
B: It was great, but you won’t believe it! Coming back • Get feedback. Elicit or teach services (cafés and petrol
home was a nightmare. I got to the airport one stations near busy roads where people can take a break).
hour early and they said they had booked too many
passengers and there were no seats left! FAST FINISHERS: In their pairs, students practise
A: Oh no! Did you have to wait for the next flight? reading the conversations aloud.
B: Yes, but it wasn’t until 24 hours later, so I had to stay
in a hotel overnight. ANSWERS
Now listen again. 1b 2c 3c 4a 5b 6a
N: 3 You will hear two friends talking about going on a 2 10.6
holiday. Where is the woman going? • Students skim the conversation and say what it is about
A: Are you looking forward to your trip? How long are (buying a ticket at a bus station), then complete the gaps
g
you going to be away? with the phrases in the box.
• Play the recording. Students compare their answers in
n
B: Yes, I’m really looking forward to it. I’m going for
two weeks. It’ll be really great to get away from the pairs.
ni
pollution and noise of the big city.
A: I know what you mean. Are you taking lots of stuff ANSWERS
with you?
ar
1 when the next bus to Toronto is
B: Oh yes. I’m taking lots of warm clothes and my
2 where does it leave from
climbing boots as well. It’s a lot more than last time,
3 how long the journey is
when I went on that diving holiday in Thailand.
Le
4 how much is a ticket
Now listen again. 5 coming back next weekend
6 here you are
N: 4 You will hear a man talking about his journey
to work. Why did the man decide to take the train? 10.6
ic
A: So how’s your journey to work these days? Are you A: How can I help you?
still driving? B: Could you tell me when the next bus to
h
B: I was taking the car in every day, but the traffic is
really horrible, and it was just taking too long. So
Toronto is?
A: Yes, of course. The next bus is at a quarter
ap
I’m going by train now and it only takes half an hour. to four.
A: Is it cheaper than using the car? B: And where does it leave from?
B: No, it’s actually more expensive and I have to leave A: It leaves from Stop 15. It’s just over there, opposite
home earlier to avoid the crowds!
gr
the bookshop.
Now listen again. B: Oh yes, I can see it. Do you know how long the
journey is?
N: 5 You will hear a woman talking about a trip to
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A Let me see. It arrives at half past six, so it’s two and

New York. What does the woman recommend three quarter hours long.
doing there? B: Great, thank you. So, how much is a ticket, please?
A: How was your trip to New York? Did you do lots of A: Single or return?
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sightseeing? B: Return. I’m coming back next weekend.

B: It was amazing. We did a bus tour of the city, A: A return ticket to Toronto is $45.
but that wasn’t such a good idea because there B: OK, here you are.
was so much traffic! And after that we visited the A: Thank you very much. Enjoy your trip!
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Metropolitan Museum. You get a fantastic view of

Central Park from the top! If you ever go to New 3
York, you should go there!
MEDIATION SKILLS
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A: Oh right! That sounds good. And did you go to

Times Square? • Relaying specific information is mediation.
B: No, we didn’t go there in the end. But we went to a • In this activity, students ask and answer questions about
at
great restaurant for some Korean food. information their partner doesn’t have access to within
the framework of a model conversation.
Now listen again.
N
• Ask: What kind of conversations might you have at a

Speaking page 119
train station? Write students’ ideas on the board (e.g.
buy tickets, ask for help, for directions, etc.).
©
travel; talking about advantages and disadvantages; • Put students in A / B pairs. Student A turns to
advantages and disadvantages task page 171 and Student B to page 172 and they act out
the conversations.
1 • Get feedback. Choose one or two pairs to act out their
• In pairs, students briefly discuss what they can see in conversations to the class.
the photos. Elicit one or two ideas (a a road sign; b a
departures board in an airport; c a train station).
• Students match the conversations and photos, then
compare their answers with another pair.

122
4 2
• Go through the Exam Tip. • Students complete the sentences with the verbs in the
box, then compare their answers in pairs.
Exam TIP • Get feedback. Students give reasons for their answers.
Talking about advantages and disadvantages • Elicit or teach get back (return from a place), get off
(leave a bus / train / plane, stop sitting on a bike), get
• Elicit the meaning of advantage and disadvantage on (enter a bus / train / plane, sit on a bike) and pick up
(see Writing task in Unit 9) and say that in some (collect).
speaking exams the examiner gives students a
description of a situation and they need to talk about FAST FINISHERS: Students write two sentences using
the advantages and disadvantages of a situation. the phrasal verbs in the box.
• They should make sure they understand what the
g
situation is, and then think about two advantages ANSWERS
and two disadvantages they can talk about and give
n
examples to support their opinions. 1 cross 2 pick, up 3 return 4 get on 5 get off
6 arrive 7 get back 8 leave
ni
• Students read the Exam Task and think of two
advantages and two disadvantages for the situation.
3 10.7
• Students read the conversations and underline the key
ar
Give examples if necessary, e.g. disadvantages: trains
words in the questions and answers (1 coach, car;
or boats are slower; advantages: he can see more of a
2 travel to Athens, train, bus; 3 bus station, waiting, bus,
country by train or boat.
waiting, car; 4 correct bus, museum, 37, 42 ).
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• Play the recording. Students listen and choose the
5 correct answer option, then check their answers in pairs.
Exam TASK Students give reasons for their answers.
ic
Advantages and disadvantages task ANSWERS
• Go through the Useful Language box. 1b 2a 3b 4b
h
• In pairs, students complete the Exam Task, giving 10.7
ap
reasons for their opinions.
1
A: Excuse me! You can’t park your car here.
they discussed.
B: Oh, sorry. Why not?
gr
A: This is for coaches only. You need to go over there.

Just follow the signs.
Vocabulary page 120
2
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transport (verbs) A: Hello, can I help you?

1 B: Yes, can you tell me when the next bus to Athens
• Revise collocation (two words that often go together, leaves?
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e.g. the verb + noun collocation ride a bike). Remind A: I’m sorry … you’ve just missed the last bus. It left
students that collocations are common and important ten minutes ago. But you can still get a train. The
to remember. station’s about five minutes’ walk away.
• Students complete the conversations, then compare 3
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their answers in pairs. Get feedback. Elicit or teach A: Hi, it’s me! Can you pick me up from the bus station,
captain (the person in control of a ship), co-pilot (the please?
person who sits next to and helps a pilot on a plane), B: Sure. I’ll be about ten minutes. Can you walk down
io
and match (a competitive sports game). to the hotel and wait for me there?
A: OK. Thanks!
EXTENSION 1: In pairs, students write the names of all
at
the forms of transport they know, then they think of a 4

verb that could go before each word. Give examples if A: Excuse me, do you know where I get off for the
necessary, e.g. drive a car, ride a bus, ride a bike, fly a museum?
N
plane, sail a ship, etc. Get feedback. B: The museum? You’re on the wrong bus! This is the
number 37. You need to get off at the next stop and
EXTENSION 2: Draw a table on the board with seven then get on the 42.
©
columns and the following headers: drive, ride, fly, sail, A: Thank you.
catch, park, land. In pairs, students copy it and complete it
with forms of transport that collocate with each verb. 4
• Students skim the email and say what it is about
EASIER: Students complete the conversations in pairs. (someone visiting a friend and how they will get there).
• They complete the email with the words in the box, then
ANSWERS compare their answers in pairs.
1 drive 2 flying 3 rode 4 sail 5 take 6 catch • Get feedback. Choose students to read completed
7 miss 8 park sentences from the email aloud.

123
EXTENSION: Students use the email as a model to write 3
their own email to a friend who is visiting them, including • Choose a student to read the first question aloud and
verbs from Exercise 2. elicit the answer (b).
• Students match the questions and replies, then compare
ANSWERS their answers in pairs. Get feedback.
1 pick 2 get 3 leaves 4 arrives 5 catch 6 off EXTENSION: Students write the infinitive form of the
verb in each reply (a park; b pay; c send; d take;
e give; f find ).
your
In pairs, students describe their journeys to the ideas FAST FINISHERS: Students write their own past simple
places in the box. Encourage them to ask each passive answers to two of the questions in Exercise 3.
g
other extra questions to get more information.
Get feedback. Ask one or two pairs to share their ideas. ANSWERS
n
1b 2d 3e 4a 5f 6c
ni
Grammar page 121 4
• Go through the example answer for Question 1 and elicit
the passive: past simple
ar
more answer options, e.g. They were sent to me by my
friend.
GRAMMAR GUIDE: the passive: past simple • In pairs, students answer each question using the given
Le
Form verb in the past simple passive form.
• We form the past simple passive with was / were + their ideas.
the past participle of the main verb.
The house was built 100 years ago. EXTENSION: In pairs, students think of another
ic
• To make the past simple passive negative, we add question and a verb to use in the past simple passive to
not after was / were. answer it. Pairs swap and answer each other’s questions.
The house wasn’t built by my grandfather.
• To form a question, we swap was / were with h ANSWERS
ap
the subject.
Was the house built by your grandfather?
5
gr
• Elicit a brief description of the photo (Two cyclists are

1 riding on a mountain road. It looks dangerous.)
• Briefly revise the present simple passive. Write Tickets • Students skim the text and find the name of the road
are sold at the station. on the board: Ask: How do we
eo
(The Road of Death). Elicit or teach kill (to end a life) and
form the present simple passive? (We use the verb be wider (bigger from side to side / left to right).
and the past participle of the main verb. We can use • Students complete the text with the correct passive
by to show who did the action). When do we use the forms of the verbs, then compare their answers in pairs.
lG
passive? (when who does the action is not important or • Get feedback. Choose students to read the text aloud
not known). including their answers. Ask students if they would like to
• Students complete the rules, then compare their answers visit this place. They give reasons for their answers.
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ANSWERS
ANSWERS
1 are needed 4 were killed 7 were made
a be b past participle 2 is connected 5 was built 8 is used
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3 is, called 6 was opened

2
• Do the first sentence together with the class (was lost).
Remind students of irregular past participles. Writing
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pages 122–123
answers in pairs. conjunctions: before, after and while; adding extra
details; writing a story
N
• Get feedback. Choose students to read the correct

answers aloud. For each answer, ask whether the past
participle is regular or irregular (Sentences 2, 5, 6, 7 and Learning FOCUS
©
8 have regular past participles; sentences 1, 3 and 4

have irregular past participles.) Conjunctions: before, after and while
• Write before, after and while on the board. Elicit
EASIER: In pairs, students think of the past participle some ideas of what students did before the class,
forms for each answer, then complete the sentences. then ask what they will do after the class. Elicit or
teach when we use while (when two things are
ANSWERS happening at the same time).
1 was lost 5 Was, checked • Ask the class why they think these words might be
2 was booked 6 was parked important in writing (to show a clear order of events,
especially when telling a story).
3 was built 7 was, closed
4 were not told 8 were opened

124
MEDIATION SKILLS 4
• Processing text is mediation. To do this, students need
to understand the text, extract the relevant information
and rework it in a different format.
Exam TIP
• In this activity, students need to reconstruct the order in Adding extra details
which a series of events happened. • Tell students that in this exam task they write a story
about three pictures that show the key events of a
• Write the following sentences on the board:
story. Ask: What’s the first thing you need to do?
Amy called me.
(understand the story).
I had a sandwich.
• Remind students that in a story-writing exam
I lost my keys.
task, they should use the past simple to describe
g
I read a comic book.
main events and the past continuous to describe
• Then write the following clues:
n
background.
Amy called me while I was reading a comic book
• Ask what makes a story more interesting (details).
I lost my keys after Amy called me.
ni
Elicit types of details, e.g. descriptions of people,
I had a sandwich before I read a comic book.
places and things, how people were feeling and why
• In pairs, students use the clues to put the events in
they did what they did. Ask: What types of words
ar
chronological order. Get feedback.
do you use to describe people, places and things?
ANSWERS: (adjectives).
1 I had a sandwich. 3 Amy called me. • Remind students to use conjunctions to link their
Le
2 I read a comic book. 4 I lost my keys. ideas. Elicit conjunctions they know and what they’re
for, e.g. when, while, before, after to order events;
1 because for reasons; so for results; also and too for
• Do the first item with the class (while, because the adding; but, however and although for contrasting.
ic
reading started before her sister came into the room). • Students read the Exam Task and make notes about
• Students complete the sentences, then check their the pictures.
answers in pairs. • Get feedback. Ask a few students to share their notes.
h
• Get feedback. Choose students to read sentences with
ap
the answer in place aloud. EASIER: Elicit the events in the pictures with the class,
ANSWERS e.g. picture 1, the man got on the train, it was busy;
2 After 3 before 4 before 5 while 6 After picture 2, he put his umbrella by his chair; he, the woman
and the other man chatted; picture 3, it was raining, he
gr
2 forgot his umbrella, the woman gave it to him, etc.

• In pairs, students look at the photos and ask and answer
5
eo
the questions.
• Get feedback. Choose one or two pairs to share
their answers. Exam TASK
lG
Writing a story
EASIER: Elicit the questions from the prompts and write
them on the board (Where is the girl? What is she doing? • Go through the Useful Language box.
How is she feeling? ). • Students complete the Exam Task. Get feedback.
na
EXTENSION: In their pairs, students discuss what the EXTENSION: In pairs, students write three stories, one
people were doing before each photo was taken, and from the point of view of the man who got on the train
what they did after the photo was taken. and forgot his umbrella, one from the point of view of the
io
woman and one from the point of view of the man in the
red T-shirt. They should use the first person for each story
3 (e.g. I got on the train quite late, and it was busy. I sat next
at
• Students skim the text and say what it is about (what a

to a woman who was texting someone …; I was on the
girl called Ewa did on Saturday).
train. I was checking my emails on my phone, when a man
• Students complete the gaps with the correct sentences,
sat next to me …; I was reading a book on the train when
N

a man arrived and sat on the seat across the corridor …).
EASIER: Do the first gap with the class (sentence c) and Put two pairs together to compare their stories.
©
elicit why this is the answer (because after the gap Ewa
• Alternatively, divide the class in three groups and assign
walked to the station, and this is the only action she did a point of view to each group. Get feedback.
at home) and the others are wrong (a, because of the
use of the pronoun they, she was alone at this stage; b, 6
she got off the train, she wasn’t at the station yet; d, she • Students read the checklist and tick the things they did.
wasn’t waiting for a train as she wasn’t at the station yet). • In pairs, students discuss their checklist, then make any
ANSWERS
EXTENSION: Pairs read each other’s story and tick the
1c 2d 3a
checklist.

125
Video page 124
After you watch
The dinosaur hunter 3 5
Useful vocabulary • Students complete the summary, then compare their

answers in pairs.
bones (n): hard, white parts inside a human or animal • Play the video again. Students watch and check their
body that make our skeleton answers.
dig (v): to move earth with a tool to find something • Get feedback. Choose students to read the complete
dinosaur (n): a huge animal from millions of years ago sentences aloud.
but doesn’t exist now
EASIER: Do the first item with the class.
discovery (n): a new fact or new information that wasn’t
g
known before EXTENSION: In pairs, ask students to think of other jobs
excavation (n): when people dig to find things from where people make new discoveries.
n
the past
hunt (v): to try very hard to find something ANSWERS
ni
hunter (n): a person that tries hard to find something 1 palaeontologist 5 dig
knock down (v): to hit something from one place to 2 dinosaur 6 sun
another, often the ground
ar
3 team 7 exciting
passion (n): something you love 4 walk 8 discovery
prehistoric (adj): millions of years before history, so
Le
before things were recorded or written 5
rarely (adv): not often Aubrey Roberts: Climbing rivers … like a boss!
scientific (adj): something based on science Knocking rocks down … like a boss!
weird (adj): strange, unusual
Being a young girl loving dinosaurs is a little bit unusual
ic
• Show the photo and the caption. Students describe and everyone thought I was kinda weird, but you sort of
the photo. get over that and just, follow your passion, it’s sort of …
great, really!’
Before you watch h Narrator: Aubrey Jane Roberts is a palaeontologist – a
ap
professional dinosaur hunter! She’s in Norway, looking
1 for dinosaur bones. The team travelled to the Arctic
• Ask the class if they have ever found anything unusual.
Circle by boat and then they walked to their excavation
• Students match the words and definitions, then compare
gr
site.
• Ask students what they know about dinosaurs, and if To find the dinosaur bones, they have to dig into the
they have ever seen dinosaur bones in museums. Say earth and the rocks. They often work for twelve hours a
eo
that they’re going to watch a video about scientists who day because it is always light here in summer. It’s hard
look for dinosaur bones. work, and very tiring, but it can also be very exciting.
EASIER: Ask: Which of these words is an animal? AR: The feeling of finding something is amazing …
lG
(dinosaur) … a place? (excavation site) … a person?

N: Very few palaeontologists have been here before.
(palaeontologist). Students then match the words to
Aubrey and her team are hoping to find out some new
their definitions.
information about dinosaurs and how they lived.
na
ANSWERS AR: I love palaeontology because there’s always new

1b 2d 3a 4c scientific discoveries popping up all the time. New
dinosaurs. New prehistoric animals. There’s always
io
While you watch something new to discover and we know so little about
the history of life.
2 5
at
• Students read the sentences and check vocabulary. Ask: your

Where is the Arctic Circle? (at the top of the Earth). What • In pairs, students discuss the questions and ideas
give reasons for their answers. Get feedback.
N
do you know about it? Elicit one or two ideas, e.g. It’s
cold. There are polar bears., etc. • Ask students if they’d like to do any of the jobs
• Play the video. Tell students not to answer the questions, other people in the class have chosen as their dream
jobs and why / why not, or take a vote on the most
©
just watch to get the general idea of the topic.

• Play the video again. Students choose the correct options, popular dream job in the class.
EXTENSION: Before watching the video again, ask
students to discuss in pairs what they think the answers
might be.
ANSWERS
1 unusual 3 twelve 5 rarely
2 boat 4 hard 6 don’t know

126
Review page 158
ANSWERS: VOCABULARY
1
1 car 4 motorbike 7 lorry
2 plane 5 ship 8 tram
3 taxi 6 bus
g
1 drive 4 take 7 park
2 catch 5 ride 8 fly
n
3 sail 6 miss 9 leave
ni
ANSWERS: GRAMMAR
3
ar
1A 2P 3P 4A 5A 6P
Le
1 Train tickets are sold over there.
2 Breakfast isn’t served after nine o’clock.
3 Drivers are delayed by traffic every day.
4 My passport was stolen last year.
5 Where are these cars made?
ic
6 The tickets are checked by the driver.
7 What language is spoken in Austria?
8
5
The coaches aren’t driven every day.
h
ap
1 were delayed 5 was, found
2 wasn’t told 6 was, stopped
3 were checked 7 Were, given
gr
4 weren’t parked 8 Was, closed

eo
lG
na
io
at
N
©

127
11 Right as rain
Reading: comparing words in the texts and
page 125
Vocabulary: extreme weather; weather

options; multiple choice with six collocations; recognising common
texts phrasal verbs; multiple-choice cloze
Vocabulary: weather Grammar: superlatives; writing the correct
Grammar: comparatives grammar words; open cloze
Listening: listening for negative verbs; Writing: describing a trip; using different
g
multiple choice with picture options tenses; ordering events and adding
interest; writing an article
n
Speaking: talking about weather and seasons;
answering yes / no questions and Live well,
ni
giving more details; conversation study well: problem solving; learn from your
task mistakes
ar
Unit Opener Reading
Le
page 125 pages 126–127
comparing words in the texts and options; multiple
In the photo choice with six texts
Severe flooding is becoming a common event in Venice.
1
ic
The city’s position on the coast and its many canals 11.1
means high tides and storms bring water into the streets, • Write hot, cold, wet and dry on the board and elicit
damaging buildings and creating a serious challenge for their meaning with reference to the weather (high
residents and tourists alike.
h temperature, low temperature, very rainy, very little
rain – students can go to page 31 and find dry if they
ap
MEDIATION SKILLS can’t remember the meaning). Elicit countries that have
each type of weather. Elicit or teach desert (an area
• Relaying specific information and processing text in covered in rock or sand with few or no plants) and valley
speech or writing and translating are mediation skills.
gr
(an area of low land with mountains or hills around it).

• In this activity, the two students in each pair develop • Students match the descriptions with the places.
different skills through their tasks, but you can use this • Play the recording. Students check their answers in pairs.
technique with other photos and swap the roles so they
eo

each get practice of both skills.
ANSWERS
• Before students open their books, ask them what they 1b 2c 3d 4a
lG
know about the Italian city of Venice (It's built on more

than 100 small islands, so there are no main roads, just 11.1
canals for boats and gondolas). Ask what may happen in 1 Death Valley in Arizona, USA, is one of the hottest
Venice if it rains a lot and elicit or teach flood. places in the world.
na
• Put students into A / B pairs and ask them to sit back 2 Mawsynram in India is one of the wettest places in
to back. Student As look at the photo on page 125 the world.
and describe it to their partner. Tell them to be general 3 Dome Fuji in Antarctica is one of the coldest places
and avoid too much detail. Student Bs draw what their in the world.
io
partner describes. 4 The Atacama Desert in Chile is one of the driest

• In their pairs, students compare Student B’s drawing to places in the world.
at
the photo, discussing the similarities and differences.

Students discuss the questions in pairs. 2
• Alternatively, skip the description of the photo and ask • Students read the text and choose the best title, then
N
students to discuss the questions in pairs. compare their answers in pairs.

• Get feedback. Choose one or two pairs to share their • Get feedback. Students give reasons for their answer (It
ideas. Explain that to be right as rain means to feel talks about raining fish, not frogs. It’s about a storm in
©
healthy or well. Venezuela, not storms around the world).

• Elicit or teach storm (bad weather with black clouds and
EASIER: Students work in groups of four and describe lots of rain), thunder (sound in a storm) and lightning
the photo in pairs to the other pair in the group. (flashes of light in a storm).
EXTENSION: In small groups, students brainstorm ANSWERS

weather words, e.g. sunny, snow. Choose students to c Strange weather
write their ideas on the board.

128
3 11.2 5
word focus
• In pairs, students work out the meaning of the words in Exam TIP
bold, then read the Word Focus to check their answers. Comparing words in the texts and options
guessed correctly, and which words helped them do • Write the sentence If you make this journey often, you
this. Elicit or teach frog (a small animal that lives in water can save money with our weekly ticket. on the board,
and on land and jumps a lot), tiny (extremely small) and then: A You must have a weekly ticket if you travel
weaker (less strong). often. B Cheaper tickets are available if you travel often.
C The weekly ticket is the best option for all travellers.
• Play the recording. Students find the answers to the • Elicit which answer option matches the original
g
questions in the text, then compare their answers in information (B), and why (because you can save
pairs. Encourage them to underline the words and money, which means it’s cheaper).
n
phrases where they found the answers. Get feedback. • Underline weekly ticket in the answer options A and
C. Explain that even though these words appear in
ni
EASIER: Students work in pairs to find the answers to the original information, it doesn’t mean they are the
the questions. correct answers.
ar
• Ask: Why is option A wrong? (it says a person must
EXTENSION: Write the following questions on the
have a ticket, not that it’s an option).
board: Have you ever been in a big storm? Have you
• Ask: Why is option C wrong? (it says weekly tickets
ever experienced strange weather? In pairs or small
Le
are the best option for all travellers, not only for
groups, students discuss the questions.
frequent ones).
• Explain that exams often do this to make sure
11.2
students have understood the texts and the options,
As reading text on page 127. so they should read each answer option carefully.
ic
ANSWERS
• Students read the Exam Task, underline the key words
h
1 They like to visit because of the thunderstorms.
2 The warm, humid climate and the strong winds which
in the texts and the answer options and think about the
overall meaning of each sign. Get feedback.
ap
come from the Andes create the unusual weather.
3 The strange weather is fish raining down on people 6
during a storm.
4 The fish were pulled up into the sky by a tornado. Exam TASK
gr
4 Multiple choice with six texts

• Students match the signs and notices, then compare • Students complete the Exam Task, then compare their
eo
their answers in pairs. answers in pairs.

• Get feedback. Ask students to underline the information • Get feedback. Students give reasons for their answers.
that helped them find the answer (1 in the sports hall,
lG
indoors; 2 weather forecast, umbrella; 3 closed, cannot ANSWERS

visit; 4 check your gardens, ask for help; 5 do you want 1C 2A 3C 4B 5A 6B
to, invite; 6 is missing, needs to be replaced).
EASIER: Do the first item with the class (b). Ask which
Vocabulary
na
page 128
words helped students decide on the answer (Sports
Hall, students). weather
1
io
ANSWERS
• In pairs, students complete the table with the adjective
1b 3a 5d form of the words. Get feedback.
at
2e 4c 6f
ANSWERS
Noun Adjective
N
cloud cloudy
fog foggy
©
ice icy
sun sunny
wind windy

129
2 • Draw a table with two columns and seven rows (one for
• Students complete the sentences, then compare their each day), and the names of the weekdays in the first
answers in pairs. column and ask students to copy it.
• Get feedback. Choose students to read the complete • Put students into A / B pairs. Students look at the table
sentences aloud. on page 128, but As cover the Zurich column and Bs
cover the Athens column.
EASIER: Do the first item with the class (to rain, because • Show the example. Ask: What other question can you
after It’s going you need to + infinitive, not an adjective). ask? and elicit Was it cold? A should answer No, it was
Elicit how students could use rainy in a similar sentence, warm. (if 23˚C is considered warm where you are).
e.g. It’s going to be rainy later today. • Students ask and answer questions about the table,
using the language from Exercises 1–4, and fill in the
ANSWERS table with the information from their partner.
g
1 to rain 2 sunny 3 ice 4 wind 5 snow 6 foggy • Get feedback. Choose one or two pairs to ask and
answer questions about the table in front of the class.
n
7 storm 8 cloudy
EASIER: Students make notes about the weather and
ni
TEACHING TIP: You could ask students to record weather
events for the week, either in their town or anywhere temperatures in the table, then do the activity. In pairs,
in the world, using information from the internet, then they check their answers by comparing their table with
ar
write a weather report (including temperatures, general the table in the book.
conditions (sunny, cloudy, stormy), amount of rain /
snowfall, wind speeds, etc.) and present it to the class the POSSIBLE ANSWERS
Le
following week. Athens Zurich
3 Monday It was raining / It was warm and

• Show the picture. Elicit or teach thermometer and what rainy and warm. sunny.
ic
it is used for (to tell you the temperature). Tuesday It was hot and It was cloudy
• Students write the words in the correct place on the sunny. and cool.
thermometer, then compare their answers in pairs.
Get feedback. h Wednesday It was hot and
sunny.
It was cool and
cloudy.
ap
EASIER: Elicit which two words refer to cold weather Thursday It was stormy It was raining and
(cool, freezing) and hot weather (warm, boiling). Students and hot. cool / cooler.
work in pairs or small groups to do the task. Friday It was cloudy It was cold and
gr
FAST FINISHERS: Students write two sentences about and cooler / foggy.
their favourite and least favourite weather conditions, warm.
eo
giving reasons for their choices. Saturday It was windy and It was freezing
warm. and snowy.
ANSWERS
Sunday It was hot and It was cool and
1 boiling 2 hot 3 warm 4 cool 5 cold 6 freezing sunny. sunny.
lG
4
• Students match the question halves, then compare their 6
answers in pairs. Get feedback. • Students skim the postcard and say who the person is
na
writing to (their parents), where they are (Santiago) and

EXTENSION: In pairs, students ask and answer the where their parents are (Italy). Ask what the weather is
questions. Ask one or two students to share their like in the photo (sunny, with some clouds).
answers. • Students complete the gaps, then compare their answers
io
in pairs. Elicit or teach blew away (moved fast because of

ANSWERS the wind). Get feedback.
at
1c 2a 3d 4b
EXTENSION: Students use the text as a model to write
5 a postcard about a trip to Athens or Zurich in Exercise 5.
N
They choose a day of the week to write about, imagine

MEDIATION SKILLS
they are there now and what they could do in that
• Explaining data from diagrams and relaying specific weather. Give an example if necessary, e.g. I’m having
©
information is mediation. a great time in Zurich. Today, the weather is cool and
• In this activity, students take turns to translate visual sunny, so we’re going to walk around the city.
information into speech and communicate it to their
partner, taking notes and verifying with their partner
ANSWERS
that they understood them correctly.
• After students have exchanged information, they take 1 sunny 2 clouds 3 windy 4 hot 5 rain 6 like
turns to relay what they wrote down back to the original 7 snowing 8 icy
speaker. Their partner listens, checks their notes and
corrects any errors in the reporting.

130
Grammar page 129 TEACHING TIP
comparatives • A syllable is a unit of speech containing at least one
vowel sound. A syllable can be a single word (dog) or
a part of a longer word, e.g. bottom (two syllables),
GRAMMAR GUIDE: comparatives
understand (three syllables).
Use • Identifying syllables in English words can be difficult
because they are based on pronunciation and sounds,
We use comparative adjectives to make comparisons
not on spelling. Written vowels may combine into one
between two items.
sound, e.g. cook, or be silent, e.g. league /liː ɡ/, love
Today is warm. Today is warmer than Sunday.
/lʌv/, or loved /lʌvd/, which are all one syllable. Note
Form that some consonants also form syllables on their
g
one- and some two syllable adjectives own, e.g. /m/ in rhythm (two syllables), /l/ in simple
• We form most comparatives by adding -er to (two syllables).
n
the adjective. • In most dictionaries, syllables are separated by a full
Today is cool. Today is cooler than yesterday. stop and / or primary and secondary stress marks in
ni
This path is narrow. This path is narrower than the pronunciation notation, e.g. discombobulation
/dɪs.kəmˌbɒb.jəˈleɪ.ʃən/.
that one.
ar
• There are some additional spelling rules:
1
ending spelling example • Students read the example sentences and complete the
Le
-e + -r safe safer rules with the words in the box.
• Get feedback. Elicit or teach humid (when the air is warm
-y remove y, + -ier sunny sunnier and wet in hot weather).
1 vowel + 1 double the hot hotter
consonant consonant + -er wet wetter EASIER: Students complete the exercise in pairs.
ic
other two-syllable and more than two-syllable ANSWERS
adjectives
• For longer adjectives we use more before h 2
a -er b -i c consonant d -r e more g irregular
ap
the adjective.
I’m always helpful. I’m more helpful than you. • Students complete the sentences, then compare their
This message is important. This message is answers in pairs.
more important than you think! • Get feedback. Elicit the spellings of the adjectives and
gr
• With adjectives ending in -ed we always use more. write them on the board. Elicit or teach snowman (a
He’s tired. He looks more tired than you. figure of a person made of hard snow, etc.).
• With a few two-syllable adjectives, both comparative
eo
EASIER: In pairs, students match each adjective in

forms are acceptable:
brackets to a rule in the box (sunny, b; hot, c; nice, d;
clever cleverer / more clever
bad, g; beautiful, e) then complete the sentences.
gentle gentler / more gentle
lG
friendly friendlier / more friendly FAST FINISHERS: Students draw a table in their
simple simpler / more simple notebooks to help them remember comparative
irregular comparatives adjective forms. As they learn new adjectives, they can
add them to their table, e.g.
na
good better bad worse

ill / sick worse little (quantity) less + -er -y -ier consonant more + irregular
much more many more x2 + -er adjective
far (distance) farther / further warmer happier wetter more better
io
Note that further can also mean additional, extra, more dangerous
or higher level. We don’t use farther in that way.
at
I’ll email you further details tomorrow.

ANSWERS
than 1 sunnier 2 hotter 3 nicer 4 worse 5 more beautiful
N
When we mention the second item of a comparison,

we always introduce it with than. GRAMMAR GUIDE: (not) as … as
April was wetter than March.
Use
©
Amy is more intelligent than me.

We use as + adjective + as to say two things are
similar (or not similar) in respect to that quality.
The weather here is as cloudy as (it is) in London.
(The weather here is similar to London. It’s cloudy.)
Your bag isn’t as heavy as mine.
(My bag is heavier than yours.)
Form
We use a simple adjective in a sentence with as … as,
not a comparative adjective.

131
3 your
• Elicit or teach bright (full of light, shining). • Elicit what the weather is like today and how ideas
• Students read the sentences and complete the rules, students feel.
then compare their answers in pairs. Get feedback. • In pairs, students discuss the questions.
ANSWERS Encourage them to give reasons for their answers.
a as b adjective • Get feedback. Ask: Do you believe the weather can
change your mood? Why / Why not? Ask one or two
4 students to share their ideas.
• In pairs, students make comparisons using the adjectives
in brackets.
• Get feedback. Ask one or two pairs to share their ideas. Listening page 130
g
ANSWERS listening for negative verbs; multiple choice with
n
Students’ own answers picture options
ni
GRAMMAR GUIDE: comparative adverbs
• In pairs, students discuss the sentences.
Use • Get feedback. Students give reasons for their answers.
ar
We use comparative adverbs to compare how an action
(or a state) is performed by two people / things or by EASIER: Do the first item with the class (different) and
the same person / thing at different times. elicit why (sentence a says today is colder than yesterday
Le
I run fast. I run faster than you. and sentence b says today is hotter than yesterday).
Today I ran faster than yesterday. EXTENSION: In pairs, students write two sentences
Form about the weather using comparative adjectives and
adverbs and give them to another pair to decide if the
ic
• To form the comparative of one-syllable adverbs, we
meaning is different or the same.
add -er to the end of the adverb.
Lucy works harder than you.
• With all other adverbs, we use more.
The band played more loudly than ever.
h ANSWERS
1D 2S 3D 4D
ap
• Some adverbs have irregular comparatives.
well better badly worse 2 11.3
• Show the sentences and elicit the topic of the
little less much more
gr
conversation (the weather).

far farther / further
• Students read the sentences again and underline the
He always plays badly, but today he’s playing
key words (1 doesn’t like, at the moment; 2 hates,
worse than usual.
eo
rain; 3 done his history project; 4 won’t be cold in the

• We can also make comparisons with (not +) verb +
afternoon; 5 isn’t happy, weather forecast).
as + adverb + as:
• Play the recording. Students decide if the sentences are
You performed as well as everyone else.
true or false, then compare their answers in pairs.
lG

5 ANSWERS
• Write She ate quickly. on the board. Elicit what type of
word quickly is (an adverb) and what adverbs do (they 1T 2F 3F 4T 5F
na
describe how an action is done). 11.3

• In pairs, students read the sentences, then complete the
Girl: Oh, it’s raining again today! I really hate this
rules in the box. Get feedback.
weather!
io
ANSWERS Boy: Do you? I don’t mind the rain. At least it’s good
a end b don’t end c better d as for the trees and the flowers.
Girl: I suppose you’re right. Are you going to take the
at
6 dog for a walk today?

• Students complete the sentences using comparative Boy: Yes, but not until this afternoon. I haven’t finished
N
adverbs, then compare their answers in pairs. this history project yet. And actually, I think it’s
• Get feedback. Choose students to read the sentences going to get a bit warmer later on today.
with the correct answers aloud. Girl: Really?
©
Boy: Yes, I listened to the weather forecast and it’s

EASIER: Do the first item with the class (more slowly).
going to be bright and sunny.
EXTENSION: Students write three sentences about Girl: That’s good news. I’m tired of looking out of the
things in the classroom using comparative adjective or window and seeing rain.
adverb structures. Alternatively, students could write
three sentences about their homes. 3 11.3
• In pairs, students discuss what is happening in each
ANSWERS photo. Elicit one or two ideas (in photo a, a boy is walking
a dog in a park; in photo b, a boy is doing his homework).
1 more slowly 2 better 3 faster 4 bad
• Play the recording again. Students listen and decide
5 more dangerously
what the boy is going to do.

132
• Get feedback. Students give reasons for their answer. F: Hmmm, the weather forecast says rain on Saturday.
What about the art gallery?
ANSWERS
M: That’s possible. We nearly went there last time, but
a decided to visit the history museum instead.
F: OK, let’s go there this time then.
4
• Go through the Exam Tip. N: 3 When is the woman planning to go on holiday?
F: When’s the best time to visit Greece? Does it get
Exam TIP very cold there in the winter?
M: December can be quite cold, but I think spring
Listening for negative verbs
would be better. Don’t go in August, there are too
• Elicit or teach almost and nearly (not completely). many tourists!
g
• Write I almost won. Ask: Did I win? (no, I lost, but not F: Oh, that’s right. I think I’ll book some dates in April.
by much). Write I almost didn’t win. Ask: Did I win? M: Yes, we went there last March and it was beautiful.
n
(yes, but not by much).
• Write the following sentences on the board: Carla N: 4 How much are the sunglasses?
ni
can’t make the cake. Emma won’t make the cake until M: How much are these sunglasses?
tomorrow. Ask: Is one of these people going to make F: They’re normally ten pounds, but today they’re all
a cake? (Yes) Which one? (Emma). half price.
ar
• Explain that not until means after, so not until M: OK, I’ll take this pair of sunglasses and also this sun
tomorrow means after today. hat.
• Summarise by writing the following on the board: F: The hat’s fifteen pounds, so that’ll be twenty pounds
Le
almost, nearly + negative verb = affirmative sentence altogether.
almost, nearly, until + affirmative verb = negative N: 5 When are they going to have lunch?
sentence F: Hey Nick. Let’s meet up for lunch sometime soon.
ic
• In pairs, students discuss the topic of the Exam Task How about next week on Thursday?
questions (e.g. 1 the weather; 2 places; 3 months; M: OK! Just a minute … Oh. That’s the 25th of
September? I’m away at a conference and won’t be
5
4 prices; 5 dates).
11.4
h back until the 28th, I’m afraid. How about the 30th?
F: Erm, I’ve got a business lunch with a customer then.
ap
How about the day before?
Exam TASK M: Perfect.
gr
Multiple choice with picture options

• Elicit or teach river cruise (a tourist boat trip on a Speaking page 131
river) and art gallery (a place where you can see talking about weather and seasons;
eo
art exhibitions).
answering yes / no questions and giving more details;
• Play the recording. Students choose the correct
conversation task
answer for each question, then compare their answers
in pairs. 1
lG
• Get feedback. Ask students if they heard any negative • Show the photos and elicit adjectives to describe them
verbs and/or almost / nearly / until (1 we almost didn’t (a sunny, warm; b snowy, cold, freezing, foggy; c rainy,
go, we didn’t even need; 2 We nearly went there last cold; d stormy, cloudy).
time; 3 don’t go there in August; 5 won’t be back until
na
• Say: It’s bad weather. You need to stay in your house.

the 28th). It can be dangerous. and ask students to guess which
photo you’re describing (d).
ANSWERS • In pairs, students discuss the questions.
io
1A 2C 3B 4C 5B • Get feedback. Ask one or two pairs to share what

they discussed.
11.4
at
For each question, choose the correct answer. Look at EXTENSION: Students rank the weather in the photos
Question 1. from favourite (1) to least favourite (4), then walk around
the classroom and try to find someone with a similar list
N
N: 1 What was the weather like last weekend?

to them. They explain the reasons for their preferences.
F: Hi, Mina. How was your hiking trip last weekend?
M: It was fun, but we almost didn’t go because the
2
©
forecast said it was going to rain.

F: Oh no! Did you have raincoats? • In pairs or small groups, students discuss the questions.
M: No, it was actually quite sunny. We didn’t even need • Get feedback. Choose one or two pairs or groups to
our jackets, it was so warm. share their ideas.
F: That’s unusual for March. It’s usually quite cold and
windy at this time of year.
N: 2 Where are they going for their day out?
M: Let’s go out for the day on Saturday. How about a
river cruise?

133
3
• Put students in A / B pairs and tell them to turn to the
Vocabulary page 132
appropriate page in the back of the book. They take Extreme weather
turns to ask and answer questions, using the example
question to help them.
1
• Elicit or teach extreme weather (very bad or unusual
• Get feedback. Choose one or two pairs to ask and
weather). If possible, show some photos of hurricanes,
answer a question in front of the class.
droughts, etc.
4 • Students match the words with the definitions, then
• Go through the Exam Tip. compare their answers in pairs. Get feedback.
ANSWERS
Exam TIP
g
1d 2c 3a 4b
Answering yes / no questions and giving more details
2
n
• Tell students that in a speaking exam, it is important
to give full answers to questions. They should respond • Elicit or teach close (near), fall down (to fall to the
ni
to yes / no questions with a short answer, and then ground), hit (when one object touches another with a
add details and examples to explain their opinions. lot of energy) and destroy (if something is destroyed, it
doesn’t exist anymore).
ar
• If they answer No, they should still explain their
answer, e.g. start with No, I don’t, because … or No, I • Students complete the sentences, then compare their
don’t, but … answers in pairs. Get feedback.
Le
• Show the example in the Exam Tip and ask what
FAST FINISHERS: In pairs, students write their own
students could say if they don’t like winter sports, e.g.
No, I don’t, because I prefer water sports. No, I don’t, sentences using the words from Exercise 1.
but I like other sports, like …
• Elicit examples of what to say at the end of the exam, ANSWERS
ic
e.g. Thank you, goodbye, bye, etc. 1 thunder 2 drought 3 hurricane 4 Wildfire
h
• Elicit or teach season (a period of time in the year with
similar temperatures and weather) and elicit the four
Weather collocations
3
ap
seasons (winter, spring, summer, autumn).
• In pairs or small groups, students brainstorm their ideas • Students complete the sentences, then compare their
on the topic. Get feedback. answers in pairs. Get feedback.
gr
EASIER: Elicit ideas for weekend and seasonal activities ANSWERS

with the whole class, giving relevant examples if 1 deep 2 heavy 3 dark 4 strong 5 strong 6 low
necessary, depending on where you are, e.g. winter:
4
eo
staying inside, going skiing, etc.

5 Exam TIP
lG
Exam TASK Recognising common phrasal verbs

• Explain that a phrasal verb has at least two parts
Conversation task (a verb and a particle) and that the meaning of the
na
• Go through the Useful Language box. Elicit or teach phrasal verb is not the same as the literal meaning of
hiking (going for long walks, usually in the mountains). the verb plus the meaning of the particle.
• Put students into A / B pairs. Explain that in Task 1, A • For this reason, students must learn each phrasal verb
will ask the questions and B will answer, and in Task 2 and its meaning. Write look, look for and look after
io
they’ll change roles. on the board and elicit or teach the meanings (look,
• Remind students to give detailed information in their use your eyes to see something; look for, try to find
at
answers, but to still try and stay on the topic of the something; look after, take care of something).
question and not speak for too long. • Encourage students to write down the phrasal verbs
• Get feedback. Ask one or two students to share some they learn with the meaning and an example sentence
N
of their answers. in a special section of their notebook.
• Students skim the Exam Task and say what weather it

EXTENSION: Students record their interviews on their
©
mentions (rain, floods, hurricanes and drought).

phones. Write the prompts pronunciation, vocabulary,
grammar, confidence, other on the board. For 5
homework, students watch or listen to their interview
again and think of two things they did well and two Exam TASK
things they could improve about their speaking, using
the prompts to help them. Multiple-choice cloze
answers in pairs.
ANSWERS

134 1C 2C 3A 4B 5A 6B
Grammar page 133
ANSWERS
a the b -est c double d -st e most
superlatives; writing the correct grammar
words; open cloze 2
• Students complete the questions, then compare their
GRAMMAR GUIDE: superlatives answers in pairs. Get feedback.
Use EASIER: Do the first question with the class (the deepest).
We use superlative adjectives to compare an item to FAST FINISHERS: In pairs, students discuss question 6,
more than one other item in a group. giving their opinions and reasons.
Mount Everest is the highest mountain in the world.
TEACHING TIP: Practise using the superlative by
g
Form
asking students to look up weather records on the
one- and some two-syllable adjectives
n
internet. They could search for the hottest or coldest
• We form most superlatives by adding -est to the temperatures in their town, country, continent or the
adjective. We use the before a superlative.
ni
whole world; the wettest / windiest / rainiest place in the
Tom is 1.90m tall. He is the tallest person in the class. world, etc. Ask them to report their findings to the class.
This path is narrow. It’s the narrowest part of
ar
our walk. ANSWERS
• There are some additional spelling rules:
1 the deepest 4 the longest
Le
Ending Spelling Example 2 the heaviest 5 the shortest
-e + -st safe safest 3 the sunniest 6 the most beautiful
-y remove y, + -iest sunny GRAMMAR GUIDE: superlative adverbs

sunniest
We use superlative adverbs to compare how an action
ic
1 vowel + 1 double the hot hottest (or a state) is performed by one person / thing in
consonant consonant + -est wet wettest comparison with others in the same group.
other two-syllable and more than two syllable h Lena ran the fastest in the class.
ap
adjectives Form
• With these we use most before the adjective. • To form the superlative of one-syllable adverbs, we
She’s always helpful. add -est to the end of the adverb.
Lucy works the hardest in the team.
gr
She’s the most helpful person I know.

This song is beautiful. • With all other adverbs, we use the most.
It’s the most beautiful song I’ve ever heard. Our band played the most loudly at the festival.
• Some adverbs have irregular superlatives.
eo
• With adjectives ending in -ed we always use

the most. well the best badly the worst
I’m so tired. I think I’m the most tired I’ve ever little the least much the most
been in my life. far the farthest / furthest
lG
• With a few two-syllable adjectives, both superlative I sing well, but my mother sings the best in our
forms are acceptable: family.
clever cleverest / the most clever
gentle gentlest / the most gentle 3
na
friendly friendliest / the most friendly • Elicit what an adverb usually describes (a verb) and one
simple simplest / the most simple or two example sentences with comparative adverbs,
irregular superlatives e.g. I run more quickly than Jacob. She dances better
io
than her sister, etc.

good the best bad the worst
• Students read the sentences and complete the rule.
ill the worst little (quantity) the least
Get feedback.
at
far (distance) the farthest / furthest

ANSWERS
the, most
N
1
• Students read the sentences and complete the rules, 4
then compare their answers in pairs. Get feedback. • Students complete the sentences, then compare their
©
• Elicit one or two comparative sentences about the answers in pairs. Get feedback.
weather, e.g. Today is colder than yesterday. The
ANSWERS
weather in summer is more beautiful than in autumn.
• Elicit the difference between the use of comparatives (to 1 the latest 3 the worst
compare two items) and superlatives (to compare one 2 the most heavily 4 the most dangerously
item to a group of similar items).
• Elicit the difference between the form of comparatives
(+ -er or more + adjective) and the form of superlatives
(+ -est or the most + adjective).

135
5 1
• Go through the Exam Tip. • Students complete the sentences, then compare their
answers in pairs.
Exam TIP • Get feedback. Students give reasons for their answers.
Writing the correct grammar words EASIER: Do the first sentence with the class (visit:
• Remind students that in an open-cloze task it’s present simple, because the sentence uses the time
important to read the text first to get the general idea, phrase every day and talks about something in general).
then identify what type of word is missing in each gap.
• Students have already practised identifying missing ANSWERS
grammar words like determiners, pronouns,
1 visit 2 went 3 will take / are going to take / are taking
prepositions and conjunctions in exam tasks; this
g
4 travelled 5 are meeting
practises grammar words related to comparatives and
superlatives, e.g. as, than, more, the and most. 2
n
• Write the sentences It’s ___ coldest day of the year. • Show the text and elicit where students might read it
ni
She’s more intelligent ___ me. on the board and (online, on a blog, in a magazine, etc.). Underline the
elicit the missing words (the, than). Ask how students first tense with the class (I visited, past simple). Why did
worked out the missing words (coldest is a superlative; Aleksei use it? (because it happened last month).
ar
in a comparative, for the second term we use than). • Students underline the tenses, then compare their
• Students skim the Exam Task, say where Max is (in the
Le
south of France) and find three weather words in the EASIER: In pairs or small groups, students discuss and
email (hotter, sunny, rain). Elicit or teach in fact (actually). underline the tenses.
6 ANSWERS
ic
Past simple, present simple, future ( be going to ).
Exam TASK
3
Open cloze h • Students skim the text and say where the person went
ap
• Students complete the Exam Task, then compare their (New Delhi) and what they thought of it (It was big
answers in pairs. Get feedback. and interesting.).
• Explain they’ll need to complete the text with more than
one word in each gap. Do the first item with the class
gr
EXTENSION: Students write about a holiday (real

(went shopping).
or imaginary) using the Exam Task as a model, using • Students complete the article using the notes in the
comparative and superlative structures in their email. correct tense, then compare their answers with a partner.
eo
Get feedback.
ANSWERS
ANSWERS
1 than 2 the 3 as 4 more 5 from 6 most
1 went shopping
lG
2 went to Lodhi Garden

Writing pages 134–135 3 went to the Gandhi Museum
4 did / went on a walking tour of Delhi
describing a trip; using different tenses; ordering
na
events and adding interest; writing an article 4

Learning FOCUS
Exam TIP
io
Using different tenses

Ordering events and adding interest
• Stress the importance of using the correct tense in
at
writing tasks. Elicit some phrases that refer to different • Remind students of the importance of planning and
time periods, e.g. past: yesterday, last week, last organising their text. When they write articles about
month, etc.; present: at the moment, always, never, things they did, they should first make notes about
N
now, etc. future: next month, tomorrow, next year, etc. what happened, the order it happened in, then next
• Elicit tenses students can use to talk about the past to each event write some adjectives and adverbs to
(past simple and continuous), the present (present describe their feelings about it.
©
simple and continuous) and the future (present • They should link the events with conjunctions to show
continuous, be going to, will ). sequence, reasons, results and contrasts, using their
• Write the sentence I’m in London. on the board and notes to write full sentences and paragraphs.
elicit the tense (present simple). • The conclusion can be their opinion or something
• In pairs, students change the sentence to a past about future plans.
and a future tense, e.g. Yesterday, I was in London.
• Students read the Exam Task and elicit what they’re
Tomorrow, I’m going to London.
writing the article for (their school website), then make
notes for each paragraph in their article.

136
EASIER: Students use the notes and text from Exercise 2
3 as a model for their answer. Ask them to underline the • In pairs, students read steps 1–5 in the text again and
adjectives, sequencing words or phrases and interesting discuss if they think they are useful steps. Encourage
facts that might make the reader want to visit the place, them to give reasons for their answers.
then use similar ones in their writing. • Get feedback. Ask one or two pairs to share their ideas.
EXTENSION: Students think of other steps they might

5 include when trying to solve a problem.
Exam TASK 3
Writing an article • In pairs, students discuss the questions. Make sure
students understand that they can describe someone
g
• Students write their article. Remind them to follow the else’s problem in question 3, avoiding giving the
n
instructions, including the note about the word count. person’s name, etc. Get feedback.
ni
EXTENSION: In pairs, students write steps to solve the
6 problem they discussed in question 3.
ar
• In pairs, students discuss their checklist, then make any 4
necessary changes to their task. • Go through the Mind your Mind box. In pairs, students
discuss which quote they like best.
Le
EXTENSION: Pairs read each other’s article and tick the • Get feedback. Students give reasons for their answers.
things their partner has included using the Reflection You could take a class vote on the best quote.
checklist.
5
ic
• Ask: How can making mistakes sometimes be a good
thing? Elicit one or two ideas.
• In pairs or small groups, students brainstorm more ideas.
problem solving; learn from your mistakes
Useful vocabulary h • Get feedback. Give examples if necessary, e.g. you
learn from them, you can give other people advice if
ap
they make the same mistake, you know what to do if the
advert (n): something to make people look at or notice situation happens again, etc.
your
something
gr
t
projec
destroy (v): to make something end in a bad way • In pairs or small groups, students choose
dirty (adj): not clean a project. Project 1 involves creating a
environmental (adj): something affecting the air, land, diagram to illustrate how to solve a specific
eo
or water on Earth problem and Project 2 involves giving a

identify (v): to find exactly what something is presentation about how a film character learned from
issue (n): a problem their mistakes.
kill (v): to end a living thing’s life
lG

litter / rubbish (n): things people throw away a group and allocate the project tasks. Ensure that
because they don’t want them everybody has a task and students swap texts for
microplastics (n): very small parts of plastic you can’t see peer correction.
na
pollution (n): things that make air or water dirty • Set dates for the presentations.
remove (v): to take something away Project 1:
sample (n): a small part of something we can study to • Students identify a problem they would like to solve
find information about the whole thing and discuss how to solve it, test their solution and
io
solution (n): the way to fix a problem share their results using the prompts.
solve (v): to find a way to fix a problem • They should think about some recommendations
waste (n): things that are left behind when someone has for the problem and questions they might be asked
at
used something about each step in the diagram.

• They plan their diagram and create it using the Useful
N
Language box to help them.

1 • They present their diagram to the class. You could
• Show the diagram and elicit what the text might be take a vote on the best one and invite questions after
©
about (the ocean, plastic, pollution, etc.) each presentation.

• In pairs, students read the information and discuss the Project 2:
question. Get feedback. • Students brainstorm possible film characters, then
choose one and make notes about the mistakes they
ANSWERS made in the film, what they learned from them and
He found a solution to remove microplastics from the what changed.
ocean. • They decide how they want to present the
information, e.g. in a short video, a poster, etc., using
the Useful Language box to help them.
• Students give their presentation. Allow times for
others to ask follow-up questions.

137
Review page 159
ANSWERS: VOCABULARY
1
1h 4a 7b
2d 5g 8f
3e 6c
g
1 icy 3 sun 5 sunny
2 cloud 4 ice 6 cloudy
n
3
ni
1 wildfires 3 lightning 5 high
2 drought 4 heavy 6 strong
ar
ANSWERS: GRAMMAR
4
Le
1 hotter 3 more 5 as
2 than 4 as 6 as
5
1 carefully 3 slowly 5 better
ic
2 harder 4 faster 6 quickly
6
1 the best 5 h
(the) most heavily
ap
2 the wettest 6 (the) most frequently
3 the most dangerous 7 (the) most happily
4 the earliest 8 the furthest
gr
eo
lG
na
io
at
N
©

138
12 What a wonderful world!
Reading: answers summarising parts of a Speaking: talking about food and the
page 137
text; multiple choice with one text environment; giving reasons;

Vocabulary: places in the countryside and opinion task
points of the compass Vocabulary: animals; the environment
Grammar: ordering adjectives Grammar: adjectives ending -ing and -ed
Listening: listening to how speakers Writing: helping the environment;
g
respond; multiple choice with one structuring an essay; organising
n
conversation your ideas; writing a short essay
Video: The Grand Canyon
ni
ar
Unit opener page 137 2
• In pairs, students think of two other things they do to
relax. Give an example if necessary, e.g. read a book.
Le
In the photo
Guanacos are native to the mountainous areas of • Put two pairs together to share their ideas.
South America and are closely related to llamas and • Get feedback. Ask one or two groups to share
camels. They can survive difficult weather conditions, their ideas.
including strong winds, freezing temperatures and heavy ANSWERS
ic
snow. Guanacos can run as fast as 35 miles per hour – Students’ own answers
something they need to do when escaping their only
natural predator, the puma.
h
• Students look at the photo for 30 seconds and write
3
• Students look at the photo, skim the text and answer the
ap
down feelings, things or weather to describe it, e.g. question. Get feedback.
snowy, cold, mountains, lonely, etc. Get feedback. ANSWERS
• In pairs, students discuss the questions. Get feedback. Walk in the woods or a forest.
gr
EXTENSION: In pairs, students play ‘hangman’ and 4 12.1

take turns to write a word they associate with the photo,
eo
replacing the letters with dashes, e.g. happy: _ _ _ _ _, word focus

and guessing it. They should write down letters they’ve • In pairs, students work out the meaning of the words in
guessed incorrectly so they don’t repeat them. bold, then read the Word Focus to check their answers.
lG

Reading pages 138–139 • Play the recording. Students read the article again and
answers summarising parts of a text; multiple choice complete the summary, then compare their ideas in pairs.
na
with one text • Get feedback. Elicit or teach bathing (sitting in one place
to enjoy something, e.g. the sun / the forest) and deeply
1 (very in this context).
• Elicit or teach stressed (unhappy and tired because you
io
have too much to do or too many problems to solve). EASIER: In pairs, students read the summary and discuss
Elicit some ideas of what makes people feel stressed or what type of information they need to complete each
at
worried, e.g. a lot of work, exams, not enough time to do gap (1, a country / place; 2 a place; 3 an adverb; 4 an
something, etc. and write students’ ideas on the board. adverb; 5 a thing), then complete the summary together.
• In pairs, students discuss the question and the
N
advantages / disadvantages of each option. Fast finishers: In pairs, students discuss whether or not
• Get feedback. Ask one or two pairs to share their ideas. they would like to try forest bathing and why.
©
12.1
EXTENSION: Students rank the activities in order of
preference, from 1 (most relaxing) to 6 (least relaxing). In As reading text on page 139.
pairs, students discuss their lists. ANSWERS
ANSWERS 1 Japan 2 cities 3 quickly / fast 4 deeply 5 guides

139
5 2
• Go through the Exam Tip. • Model the activity. Say: I can swim, go fishing, and walk
around this place. Where am I? (a lake).
Exam TIP • In pairs, students take turns to say their activities and
guess the place their partner is describing.
Answers summarising parts of a text
• Get feedback. Choose one or two students to describe
• Elicit or teach summary (a short version of the their activities and see if the class can guess the place.
important information in a text). Explain that in a
multiple-choice exam task, some questions will be EXTENSION: Students continue until they have
about details in the text and some will be about its described activities for each place.
general meaning, or a summary of information.
• Show the list of details in the example in the Exam ANSWERS
g
Tip. Say that Jo has a regular daily routine. is a
sentence that summarises the details, so depending
n
on the question, it could be the correct answer. 3 12.2
ni
• Elicit definitions or words to describe places a–f.
• Students read the Exam Task and underline the key • Play the recording. Students match the descriptions (1–6)
words in each question (1 why, less contact with nature; to the places (a–f), then compare their answers in pairs.
ar
2 park or garden; 3 forest bathing, you shouldn’t; • Play the recording again if necessary. Get feedback. Ask
4 forest bathing, you should; 5 guides help you). students if they heard any of their definitions or words.
Le
EXTENSION: Students read the main text summary in ANSWERS
Exercise 4 again. Elicit the overall points of the summary a3 b5 c6 d1 e4 f2
and write them on the board (forest bathing became
popular in Japan in the 1980s, it helps people relax, it is 12.2
slow and calm). 1 This is like a small mountain.
ic
2 Farmers grow food in this.
6 3 You often find this where the sea meets the land.
Exam TASK h 4 This is a piece of land with sea all around it.
5 This has got lots of trees, but it’s smaller than a
ap
forest.
Multiple choice with one text 6 People walk on this in the countryside.
• Students complete the task, then compare their
4
gr
answers in pairs.
• Get feedback. Ask students which words and phrases • Students cross out the incorrect words, then compare
in the texts and answer options helped them find their answers in pairs.
eo
their answers.
ANSWERS EASIER: Do the first item with the class (hill ) and elicit
why it is incorrect (because it’s not water and you can’t
1A 2C 3A 4B 5A
lG
swim in it).
your
• Write nature on the board and ask students ideas ANSWERS
what they associate with the word, e.g. 1 hill 2 desert 3 lake 4 river
na
colours, sounds, smells, etc. Ask: Do you like

spending time in nature? Why? / Why not? Elicit one 5
or two ideas. • Show the picture and elicit or teach compass (an object
• In pairs, students think of other ways people can that shows you where north is so you can find your way
io
connect with nature. when you can’t use your mobile phone).
• Get feedback. The class could vote on the best • Students label the compass, then compare their answers
at
ideas. in pairs.
• Get feedback. You could draw the compass on the
board and ask students to write their answers on the
N
Vocabulary page 140 correct point.

places in the countryside and points of the compass EXTENSION: Students work out which compass point
©
each wall faces in the classroom and stick the directions

1 on the walls.
• Students match the words to the photos, then compare
ANSWERS
EXTENSION: In pairs, students discuss which photo or North
type of place they like best and why.
ANSWERS West East

1 sea 3 mountain 5 lake
2 desert 4 forest 6 river
South

140
6 1
• Ask: What is an adjective? (a word that describes a
MEDIATION SKILLS noun) and elicit some examples from the unit, e.g. calm,
• Relaying information to a person who can’t access interested, stressed. Elicit or teach net (something to
it and processing text in speech and writing are catch fish with).
mediation skills. • Students underline the adjectives in the sentences, then
• In this activity, one student relays information to the compare their answers in pairs. Get feedback.
other by describing an image, which entails verbalising ANSWERS
visual data and conceptual thinking. The other student
processes the information by extracting the relevant 1 old, plastic 2 strange, square, metal 3 big, green
elements and asking for clarification on missing or 4 beautiful, Chinese
g
unclear details.
2
• Show the examples and explain that an adjective
n
• Put students into A / B pairs. Student B covers the
describing age always comes before one describing
picture and Student A covers the text. Explain that A will
a material.
ni
describe the picture to B and B will use the information
• Students complete the rule, then compare their answers
to fill in the gaps in the text.
• Student A looks at the vocabulary in Exercises 1 and 3
ar
and finds words to describe the picture. EXTENSION: In pairs, students think of more example
• Student B reads the text and predicts what information is adjectives for each category.
missing from the gaps.
Le
• Students do the task. Student B asks questions if they ANSWERS
need more information or to verify a description, e.g.
Where is the village? What’s in the north east of the 1 beautiful 2 big 3 old 4 square 5 green
island? Did you say there’s a hill in the south?, etc. 6 Chinese 7 metal
ic
• Students now uncover the picture and the text and check
their answers together. Get feedback.
3 12.3
• Show the example and do the second item with the class
h
EASIER: Write island, hill, lake, beach, sea, path, wood (A rectangular, plastic box.).
• Students write the adjectives in the correct order,
ap
and mountain on the board. Students complete the
including any articles at the beginning of the
activity in pairs.
descriptions, then compare their answers in pairs.
• Play the audio. Students listen and check their answers.
ANSWERS
gr
Get feedback.
1 island 2 mountains 3 lake 4 beach 5 sea
6 wood 7 path 8 hill ANSWERS
2 A rectangular plastic box.
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your
3 A delicious French meal.
• In small groups, students discuss their ideas. ideas
• Get feedback. Choose one or two groups to 4 A medium-sized cotton bag.
share what they discussed. You could conduct a 5 An unfriendly black cat.
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class vote on popular places to do each activity. 6 A big, old, square building.
12.3
N: 1
Grammar
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page 141 A: What did your aunt give you for your birthday?
ordering adjectives B A lovely, small, grey T-shirt.
N: 2
GRAMMAR GUIDE: ordering adjectives A: Do you know where my earrings are?
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B: Yes, they’re in that rectangular plastic box on

Form the table.
at
When we use more than one adjective before a noun, N: 3

the adjectives usually appear in a specific order: A: What did you do last night?
Opinion: horrible, nice, bad B: I went to Sophie’s house and she made a delicious
N
Size: big, small, little French meal for us.

Age: old, young, new, modern N: 4
Shape: round, square, triangular A: Can I help you, sir?
©
Colour: blue, black, yellow B: Yes, please. I’d like to look at that medium-sized
Origin: British, Japanese, Spanish cotton bag over there.
Material: wooden, silk, plastic N: 5
It is unusual to use more than two or three adjectives A: Has your neighbour got a dog?
before a noun: B: No, but she’s got a very unfriendly black cat. It’s
I bought a lovely Italian dress for the party. always in our garden.
I bought a yellow silk dress for the party. N: 6
I bought a lovely, long, yellow, Italian, silk dress for the A: Where’s your school?
party. B: It’s the big, old, square building next to the library.

141
4 • Show the word box again and say: Which of these things
• Write the sentence I bought a new, beautiful jacket. on can be dangerous? (bears, sharks). Which of these can
the board. Elicit whether the sentence is correct (no) and people be frightened of? (bears, heights, sharks).
why not (because the adjectives new and beautiful are in • In pairs, students use the words in the box to describe
the wrong order). Elicit the correct sentence (I bought a the photo. Ask them to talk about whether they would
beautiful new jacket). go camping in one of these places, why or why not.
• In pairs, students do the task. • Get feedback. Ask one or two pairs to share their ideas.
• Get feedback. Students read the correct sentences ANSWERS
aloud.
EXTENSION: In pairs, students write one correct and
one incorrect sentence which include more than one
2 12.4
g
• Ask: Have you ever been camping? and elicit a few
adjective. They swap sentences with another pair, decide answers from the class. Elicit or teach tent (the thing you
n
which sentence is correct, and correct the wrong one. sleep in when you go camping).
• Play the recording. Students tick the words, then
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ANSWERS compare their answers with a partner.
1 Incorrect: sweet, little house; lovely, big garden • Play the recording again if necessary. Get feedback.
2 Correct 3 Incorrect: favourite, silver earrings;
ar
ANSWERS
interesting, wooden box
4 Incorrect: a round, black table 5 Correct beautiful, frightened, sharks, sand, heights
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5 12.4
• Ask what students can see in photo a (e.g. a beach, Girl: So, have you decided where you’re going on your
people, buildings, etc.). camping trip?
• Students write sentences with adjectives, then compare Boy: Well, I don’t know yet. Marco wanted to go to
ic
their ideas with a partner. the forest up in the north again, but, even though
• Get feedback. Ask one or two students to read their it’s really beautiful there, I really want to go
sentences aloud. somewhere warm this year, so I’m thinking about
h
EASIER: Students match each adjective in the box to
going to the beach.
ap
Girl: The beach! You know, I don’t really like camping
one of the photos, then write their sentences in pairs. on the beach.
Boy : Why not?
ANSWERS Girl: Well, I know it sounds a bit strange, but I’m really
gr
Students’ own answers frightened of sharks. So I never swim in the sea.

Boy : That’s a shame. The sea is actually really safe to
6 swim in and I’ve never seen any sharks. My only
eo
• Model the activity. Say: It’s a tall, [wooden] thing you problem is the sand. I hate getting sand in the tent.
open to go in and out of. Students guess what you are Girl: I went camping in the mountains last year, and I
describing (the door). loved it.
• In pairs, students take turns to describe and name
lG
Boy : Oh, now that is definitely too cold! Isn’t there lots
objects using the adjectives in Exercises 1–5. of snow in the mountains?
• Get feedback. Choose one or two students to describe Girl: Not in the summer.
an object to the class. Boy : Well, anyway, I don’t like heights, so I don’t think
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I’ll go camping in the mountains. No, it’s going to

EXTENSION: Students write a short description of their
be the beach this year.
favourite object at home using adjectives in the correct
order. 3 12.4
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• Play the recording again. Students match the opinions

ANSWERS with the speakers, then compare their ideas in pairs.
Students’ own answers Get feedback.
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EXTENSION: In pairs, students discuss if they agree with

Listening
N
page 142 opinions 1–4 or not, giving reasons for their answers.
listening to how speakers respond; multiple choice
ANSWERS
with one conversation
©
1 boy 2 girl 3 boy 4 girl

1
• Show the photo. Elicit the places in the photo (beach, 4 12.5
forest, mountains), draw a table with three columns and • Students underline the key words in each question
write the words at the top. Elicit or teach heights (high (1 activity, prefer; 2 must bring, camping trip; 3 do,
places) and sand (beaches are made of sand). Wednesday; 4 feel about camping).
• Ask students to group the nouns in the box under each • Play the recording. Students choose the correct answers,
heading, saying that some words can go under more then compare their ideas in pairs.
than one category (e.g. beach: sand, sharks; mountains: • Play the recording again if necessary. Get feedback.
heights, trees, bears; forest: trees, bears). ANSWERS
1b 2a 3a 4a

142
12.5 H: How was your holiday? Did you go on a trip with
1 your family somewhere?
F: I like swimming in the sea, but it isn’t as exciting as J: It was great, but it was actually a school trip. There
climbing in the mountains. were five of us from my school, and our PE teacher.
2 The others weren’t from my class though. We went
M: Don’t forget to pack a blanket, that’s really on a trip to Costa Rica.
important. But you don’t have to bring a tent – you H: Wow! That sounds amazing! Did you go to the
can share ours. rainforest? I bet that was really fascinating!
3 J: Yes, it was! I thought it would be really humid, but I
F: Joe wants to spend the day in the forest on didn’t realise it would also be quite cool. And I was
Wednesday, but we’ve already booked a boat trip surprised that it rained almost every day. I thought
we could just wear T-shirts and shorts, but you really
g
to the island.
4 need long-sleeved shirts and long trousers because
n
M: At first I didn’t want to go camping because I don’t of the insects.
like sleeping outdoors, but now I’m really excited H: Really? That’s interesting! Did you do a lot
ni
about it. of hiking?
J: Yeah, we were hiking some of the time. Of course,
5 we had an experienced guide with us because it’s
ar
• Go through the Exam Tip. really easy to get lost. You need to wear hiking
boots, so you don’t get bitten by snakes.
Exam TIP H: Snakes? Wow! Did you see any snakes?
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J: No, we didn’t! We saw a lot of birds, though. There
Listening to how speakers respond
are literally thousands of different types of birds. But
• Explain that in this part of the exam, students will the main reason we went was to go ziplining high
hear a conversation in which two people ask each up in the trees. We went on a five-hour ziplining trip
ic
other questions. Elicit examples of questions you can and it was totally amazing!
answer with yes or no (e.g. Are you hungry? ). H: Was it scary?
• Ask: Can you answer a yes / no question without
saying yes or no in your language? To give an
h
example, ask: Are you hungry? (or another appropriate
J: Not really. Not if you follow all the instructions and
do what the guide says. You get fantastic views.
ap
And the sounds of all the birds and animals around
question) in L1 and elicit example replies without yes
you – incredible! I think that’s why so many people
or no (e.g. I’m starving, actually. instead of yes or I’m
go there to try it.
OK – I’ve just had a sandwich. instead of no).
H: Did you see lots of animals?
gr
• Show the examples in the Exam Tip. Explain that

J: Yes, quite a lot of monkeys, but I was a bit
students have to try to follow the conversation and
disappointed that we didn’t see any wild cats.
decide when a speaker is giving a positive or negative
N: Now listen again.
eo
answer without saying yes or no.
• Students read the Exam Task and say where Jack went
on holiday (Costa Rica). Speaking page 143
lG
• Students read the answer options carefully. Elicit talking about food and the environment;
wildlife (animals and plants that grow and live in natural giving reasons; opinion task
conditions and without people) and teach zipline
(a strong metal string or rope, stretched between 1
na
two points high off the ground, with a wheel that runs • Show the photos and elicit brief descriptions of them
on top of it. You hold onto the wheel to slide down (a lorry transporting fruit on a motorway, food in a
from the higher point to the lower one). supermarket in plastic packaging, etc.)
io
• In pairs, students match the photos to the statements,

6 12.6 then discuss whether they agree with them or not.
at
Exam TASK ANSWERS

Multiple choice with one conversation 1 a, c 2 b, d
N
• Play the recording. Students choose the correct

answers then compare their answers in pairs. 2
• Get feedback. Students give reasons for their answers. • In pairs, students discuss the questions.
©

they discussed.
ANSWERS
1C 2B 3A 4C 5B EXTENSION: Students research alternative packaging
or ways of covering food that do not use plastic, then
12.6
give a mini-presentation on what they found out. You
N: For each question, choose the correct answer. Look could have a class vote on the best alternative.
at Questions 1–5 now. You have 20 seconds. You
will hear Jack talking to his friend, Haley, about a
trip to Costa Rica.

143
3 FAST FINISHERS: In pairs, students think of an adjective
• Write food and the environment on the board and to describe each animal a–h, e.g. a friendly; c scary, etc.
brainstorm ways the two phrases are linked, e.g. food
may travel a long way to get to supermarkets, people ANSWERS
don’t recycle, etc.
a dolphin b bear c shark d snake e bee f duck
• In pairs, students discuss the points. Give examples of
g butterfly h mouse
changes they could make if necessary, e.g. buy food that
is grown locally, grow vegetables, etc. Get feedback. 2
• Elicit or teach mammals by giving examples, e.g. cat,
4 dog.
• Students write the animals in the correct category, then
g
Exam TIP
n
Giving reasons FAST FINISHERS: Students think of more animals to
• Tell students that in this part of the exam, they should add to each category.
ni
first say why they agree or disagree with the idea
presented, then give at least three reasons why they ANSWERS
ar
think this. mammals: bear, dolphin, mouse
• Elicit some of the phrases to express personal opinions insects: bee, butterfly
in the Learning Focus of Unit 7, page 86 (I (strongly) reptiles: snake
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believe, in my opinion, I’m convinced that, etc.). birds: duck
• Elicit conjunctions to express reasons, results, addition fish: shark
and contrast (because, so, also, too, but, however,
although) and remind students to use them to 3
connect their ideas. • Model the activity. Say: This animal lives in the water,
ic
some people are scared of it, and it has big teeth.
• Students read the Exam Task. Elicit or teach ban (to stop Students guess the animal (a shark).
something permanently).
• Students make notes about the advantages and h • Students write the correct animals, then compare their
answers in pairs.
ap
disadvantages of the idea and think of two reasons to • Get feedback. Choose students to read the sentences
support their opinion. and their answers aloud.
• Get feedback. Write a few ideas on the board.
FAST FINISHERS: Students write a description of an
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5 animal, then read it aloud for a partner to guess.
Exam TASK ANSWERS

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1 snake 2 mouse 3 butterfly 4 duck

Opinion task
• Go through the Useful Language box. The environment
lG
• In pairs, students take turns to present their opinions

on the statement. 4
• Get feedback. Ask one or two students to share some • Teach or elicit pest (an insect or small animal that harms
of their answers. plants) and pesticide (chemical substance used to kill
na
insects and small animals to protect plants). Ask: What’s

worse for the environment, a pest or a pesticide? What
EXTENSION: Teach or elicit for (in favour) and against
do you do if you have pests in your plants?
(opposed to). Students who are in favour of the idea
• Show the poster title and elicit the answer (look after).
io
form a group For, and those who oppose it form a group Elicit or teach wildflower (a flower that grows in fields
Against. In their groups, students discuss reasons to without human help), bird feeder (something birds can
support their opinion, then take turns to present them. eat from) and window box (a box you can grow plants in
at
You could have a discussion, and / or award points for that you place in front of a window).
each presentation depending on how many people • Students complete the sentences, then compare their
in the group speak, phrases they use from the Useful
N

Language box and how well they present their reasons.
FAST FINISHERS: Students write two of their own
©
sentences about nature using words from the text.

Vocabulary page 144 EASIER: Ask students to read sentences from the poster
Animals aloud and decide on the correct answers as a class.
1 ANSWERS
• Ask: What’s your favourite animal? Why? Elicit some
ideas and write them on the board. 1 look after 2 Plant 3 Make 4 fill 5 Save
• Students match the words in the box to the photos, then 6 use 7 grow
compare their ideas in pairs.

144
5 2
• Students complete the questions, then compare their • Do the first item with the class (amazing, amazed ).
answers with a partner. Get feedback. • Students complete the table, then compare their
• In pairs, students discuss the questions. answers in pairs.
• Get feedback. Ask one or two students to share • Get feedback. You could draw the table on the board
their answers. and ask students to write the answers.
EASIER: Elicit the verbs from Exercise 4 and write them EXTENSION: Ask students to spell the words aloud as
on the board (look after, fill, plant, save, make, use, grow). you write them on the board in feedback.
ANSWERS ANSWERS
g
1 save 2 look after 3 make 4 grown Verb -ing adjectives -ed adjectives
1 amaze amazing amazed
n
your
2 bore boring bored
• Elicit one or two ideas that students ideas
ni
discussed in Exercise 4. 3 excite exciting excited
• In pairs, students brainstorm ideas, then 4 frighten frightening frightened
ar
compare what they discussed with another pair. Get
feedback. Groups give reasons for their answers. 5 interest interesting interested
6 tire tiring tired
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Grammar page 145 3
• Do the first item with the class (frightened ) and elicit why
adjectives ending -ing and -ed it’s correct (because it’s how the gorillas feel).
ic
GRAMMAR GUIDE: adjectives ending -ing or -ed answers in pairs. Get feedback.
• We use -ed adjectives to describe how people feel.
She’s bored. I’m really tired today.
h
• We use -ing adjectives to describe something that
FAST FINISHERS: Students write two sentences, one
with an -ing adjective and the other with an -ed one.
ap
causes an emotion, a feeling or a situation.
The journey was very tiring. (= It made me tired) ANSWERS
This lesson is confusing. (= It confused me) 1 frightened 5 interested 9 excited
gr
Form 2 frightening 6 interesting 10 exciting

3 tired 7 amazing
• All -ing and -ed adjectives take more in the 4 tiring 8 amazed
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comparative form and the most in the superlative

form. 4
She is more interesting than me. • Show the picture. Elicit what the story might be about
This film is more frightening than I remembered. (a tired woman falling asleep in the underground and
lG
It’s the most annoying excuse I’ve ever heard. dreaming of a bear) and some adjectives that might be
He was the most frightened I had ever seen him. in it (e.g. tired, frightening).
• Do the first item with the class (tired ).
• Students complete the story, then compare their answers
na
1 in pairs.
• Students answer the questions, then compare their • Get feedback. Choose students to read the text aloud
answers in pairs. with the answers.
io
• Get feedback. Elicit or teach documentary (a programme

EASIER: Students do the activity in pairs or small groups.
about real events and people, often with interviews).
ANSWERS ANSWERS
at
a interesting b interested 1 tired 4 frightened 7 frightening

c The documentary about dolphins is interesting. 2 tiring 5 interesting 8 interested
N
3 amazing 6 amazed
! REMEMBER

5
©
• Elicit a brief summary of the story and write ideas on

• Remind students that adjectives ending in -ing
the board (A woman fell asleep on the train and had a
and -ed are too long to form the comparative by
strange dream about a big bear. The bear turned into a
adding -er.
cat. She told her friend the story and he said he could
• Elicit more examples, e.g. English is more
tell her what the dream was about).
interesting than Maths. I’m more bored when
• In pairs, students discuss the meaning of the dream,
I watch football than when I play tennis.
then compare their ideas with another pair.
• You could add that they also form the superlatives
• Get feedback. Ask several groups to share their ideas.
with the most, not by adding -est. For example,
This is the most boring film I have ever seen. ANSWERS

145
your
3
• Students circle the adjectives in each sentence ideas • Show the essay and elicit the topic (How students at the
(frightened, interesting, bored, amazing). author’s school can help the environment).
• In pairs, students tell their stories, giving • Students underline the ways to help the environment
reasons for their emotions in each situation and using in the essay, then compare their answers in pairs. Get
-ed and -ing adjectives. They could walk around the feedback.
class and discuss each statement with a different ANSWERS
classmate. Get feedback.
Three: by eating less meat; by using less plastic; think
about how much we eat.
Writing pages 146–147 4
g
• Students match the summary sentences to the
helping the environment; structuring an essay;
paragraphs, then compare their answers in pairs.
n
organising your ideas; writing a short essay
ni
ANSWERS
Learning FOCUS
1c 2a 3b
Structuring an essay
ar
• Write summarise, introduce and describe on the 5
board. Elicit the best order to do these things • Students underline the phrases in Exercise 3. Elicit or
teach be caused by (be the result of an event or action
Le
to present an argument in an essay (introduce,
describe, summarise) and what to include in each by a person or thing).
paragraph (introduce: present the topic; describe: • Students complete the sentences, then compare their
present your ideas and give reasons to support answers in pairs. Get feedback.
them; summarise: summarise your ideas, conclude
ic
and state your opinions). EASIER: Ask: Which word or phrase is used to contrast
• Write the following on the board (I’m, I am) and ask ideas? (however ). Which is used to give an example? (for
example) Which is used to give a reason? (this is because).
h
students which form is better to use in an essay and
why (I am, because we don’t use contractions in EXTENSION: In pairs, students write four sentences that
ap
formal writing). each contain one phrase or word from the box.
1 ANSWERS
gr
• Elicit or teach questionnaire (a list of questions you ask 1 is caused by 3 This is because
people to find out specific information). 2 For example 4 However
• Students read the questionnaire and make a note of
6
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their answers to each question.

• Divide the class into small groups, then match the • Show the notes and elicit the essay question (How can
groups so that each student interviews one other and people in your family help to save water?)
nobody is interviewed twice. In pairs, students ask and • Do the first item with the class. Students read the
lG
answer the questions. Do not get feedback at this stage. notes and text and choose the phrase that fits the gap
(important to save water, because it’s in the introduction
2 and can follow it’s; we can’t use it’s + forget).
• Tell students that they need to use the correct forms of
na
MEDIATION SKILLS the words in the notes.

• Collaborating to analyse data, construct meaning and • Students complete the essay, then compare their
relay information to others are all mediation. answers in pairs.
io
• Students need to process and interpret the results of • Get feedback. Students give reasons for their answers.
a survey, deciding how to present them so that they
will be intelligible to people who haven’t seen the raw FAST FINISHERS: In pairs, students discuss other ways
at
data. they could encourage their family to save water at home.

EASIER: Students work in pairs to complete the essay.
• Put students back into their original groups. Tell them
N
they’re going to present their findings to the class, so

they need to share and discuss their results and decide ANSWERS
how to present their information. 1 important to save water
©
• Groups discuss their answers, then present their 2 forget to save water at home
findings to the class, explaining why they chose to share 3 turning off taps
their data in the way they did, and summarising their 4 have showers
classmates’ attitudes to the environment. You could have 5 save shower water
a class vote on the best presentation. 6 is not difficult to make small changes and save water
7 showers
TEACHING TIP: Ask students to keep a ‘green’ diary 8 shower water
for a week, listing all the things they do to help the
environment. Students can present their diaries to the
rest of the class the following week.

146
7 Before you watch
1
Exam TIP • Show the photos and elicit some adjectives to describe
them. Ask what students know about the Grand Canyon,
Organising your ideas e.g. It’s in the USA., It’s big., etc. Elicit mule by pointing
• Remind students that the first thing to do in an exam at it.
is make sure they understand the question and what • Students discuss the questions.
the key words are. • Get feedback. Ask one or two pairs to share their answers.
• Remind them that short notes help them organise
their ideas and opinions because they can focus on While you watch
the points clearly. They can add details later. Remind
g
them to order their ideas in order of importance. 2 6
• In pairs, students read the sentences and try to predict
n
• Students read the Exam Task. Elicit or teach tax (extra the correct numbers to answer the questions.
money added to the cost of a product that goes to • Play the video. Tell students not to answer the questions,
ni
the government). just watch to get the general idea of the topic.
• Students decide on their opinion of the Exam Task • Play the video again. Students check their predictions,
ar
question and make notes on their reasons. then compare their answers in pairs. Get feedback.
their ideas. EXTENSION: Give pairs a copy of the audioscript to
Le
check their answers.
EASIER: Students work together to make notes before
writing their essay. ANSWERS
1 446, 29 3 37 55
8 2 million 4 250 6 208
ic
Exam TASK After you watch
Writing a short essay h 3 6
ap
• Students write their essay. Remind them to use the • Write tourists, snakes and trek on the board. Elicit some
phrases in Exercise 5, full forms and formal language ideas of how these words might be related to the Grand
in their writing. Get feedback. Canyon, e.g. lots of tourists visit the Grand Canyon
every year, there might be snakes at the bottom of the
gr
9 canyon, etc. Elicit or teach fit (healthy and able to do

physical exercise).
• Students complete the summary, then compare their
eo

necessary changes to their task. answers in pairs.
• Play the video again. Students watch and check their
EXTENSION: Pairs read each other’s essay and tick the answers. Get feedback.
lG
things their partner has included using the Reflection ANSWERS

checklist.
1 bottom 5 fit
2 billion 6 snakes
na
3 tourists 7 people
Video page 148 4 trek 8 roads
The Grand Canyon
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Useful vocabulary
chasm (n): where the earth has separated into two parts
at
crack (n): a break in the earth

fit (adj): healthy and able to do physical exercise
N
hike (v): to go for a long walk, often in the mountains or

countryside
inhabited (adj): to describe a place where people live
©
journey (n): travelling from one place to another

letters (n): written messages sent to a person
mule (n): comes from a donkey and a horse
population (n): the number of people that live
somewhere
post (n): letters received at an address
rafting (n): the sport of travelling down a river
trek (v): go for a long journey on foot
wide (adj): a large distance across

147
6
This is the Grand Canyon. It’s a National Park in Arizona,
Review page 160
in the USA.
students, please see page 32.
The Grand Canyon is an amazing place. It’s 446 kilometres
long and twenty-nine kilometres wide. It’s also about ANSWERS: VOCABULARY
1,800 metres deep. The rocks at the bottom of the
Grand Canyon are around two billion years old and the
1
1 river 3 field 5 lake
rocks at the top are around 230 million years old. The
2 forest 4 hills 6 wood
Colorado River has run through the Grand Canyon for
millions of years, making this very deep crack or chasm 2
in the rocks. Today, many visitors to the Grand Canyon 1 Sharks 4 Mice 7 Bears
g
enjoy white water rafting in the river. Some tourists trek 2 Ducks 5 Dolphins 8 Snakes
by mule to the bottom of the Grand Canyon and back 3 Bees 6 Butterflies
n
again. You can also hike, but it’s a thirty-seven-kilometre
journey, so you need to be very fit! You can see lots 3
ni
of different birds and animals at the Grand Canyon, 1 look after 3 make 5 plant
including mountain lions, spiders, lots of different snakes 2 use 4 grow 6 save
and more than 250 different kinds of birds. Although
ar
ANSWERS: GRAMMAR
more than five million visitors come to the Grand Canyon
every year, very few people actually live here. There is 4
Le
one village, called Supai, with a population of 208. There 1 cute, little, French 4 pretty, round, wooden
aren’t any roads to the village, so they get their letters by 2 scary, long, brown 5 big, square, metal
mule! But what a wonderful place to live! 3 miserable, cloudy, grey 6 old, red, Italian
ic
your 1 frightening 4 disappointing
• In pairs, students discuss the questions. ideas 2 excited 5 annoying
• Get feedback. Ask different pairs to share
h
what they discussed. You could take a class vote
for how many students would prefer to go to each
3 tired
6
ap
type of place. 1 interested interesting 3 bored boring
2 excited exciting 4 interesting interested
gr
eo
lG
na
io
at
N
©

148
Workbook answer key
Unit 1 At weekends we meet in the park or we play computer
games at my house. On Saturdays we sometimes go to
READING the cinema. I enjoy our time together a lot!
Exercise 2
Exercise 1
1 Do you study
I / You can underline them.
2 Does Chen play
Exercise 2 3 do not like / don’t like
g
1A 2B 3B 4C 5B 4 has not got / hasn’t got
5 never talks
n
VOCABULARY 1 6 are always
ni
7 hardly ever travel
Exercise 1 8 is often
1 English 6 French 9 does not walk / doesn’t walk
ar
2 Japan 7 Greek 10 never go
3 Vietnam 8 Brazilian
4 Italy 9 American Exercise 3
Le
5 Spanish 10 Portugal 1 What 4 When
2 Where 5 Why
Exercise 2 3 Who 6 What time
1 Australia 5 Kazakhstan
2 Egypt 6 Malaysia LISTENING
ic
3 Poland 7 Ghana Exercise 1
4 Bolivia 8 Greenland We find out who is speaking and where the speaker is.
Exercise 3 h Exercise 2
ap
1 four 6 fifty-seven 1 One / 1 4 11
2 eighteen 7 sixty 2 Six / 6 55
3 twenty-two 8 seventy-three 3 August
4 thirty-nine 9 eighty-five
gr
5 forty-one 10 ninety-six VOCABULARY 2
Exercise 4 Exercise 1
eo
Emi: the third of August; Henry: the nineteenth of 1 sister 7 grandmother

February; Mario: the twenty-fourth of January; José: the 2 brother 8 grandfather
second of May; Michele: the thirty-first of July; Eleni: the 3 parents 9 uncle
4 father 10 cousin
lG
fifth of March; Francisca: the twelfth of September

5 mother 11 aunt
Exercise 5 6 grandparents
1 7th April 5 2nd May
2 3rd August 6 31st July Exercise 2
na
3 19th February 7 5th March 1 dad, daddy 3 grandma, granny

4 24th January 8 12th September 2 mum, mummy 4 grandad, grandpa
io
1 June 3 November Men / Boys Women / Girls Both

2 October 4 December brother aunt cousin
at
Exercise 7 father daughter

Student’s’ own answers grandad granny
N
1 My name’s Rashi. husband mother

2 I’m from the UAE. nephew niece
3 I’m 14 years old. son sister
©
4 My birthday is on 3rd August. uncle wife

5 My favourite day of the year is my birthday!
Exercise 4
GRAMMAR 1 1 son 3 husband 5 nephew
Exercise 1 2 daughter 4 wife 6 niece
My name is Li Chen. I live in China. I’m 12 years old and Exercise 5
I go to school in Beijing. 1 brother, son, nephew, cousin
I’ve got two close friends, Chyou and Meilin, and we 2 sister, daughter, niece, cousin
have lunch together at school. Meilin’s got a really 3 mother / mum / mummy, aunt, sister
cool bike. She rides it to school every day. Chyou and I 4 father / dad / daddy, brother, uncle
haven’t got bikes, so we walk to school or take the bus.

149
5 wife, grandmother / granny / grandma VOCABULARY 1
6 cousin, son, nephew
Exercise 1
7 sister, aunt
8 husband, grandfather / grandpa / grandad 1 jacket 5 suit 9 trainers
2 shorts 6 trousers 10 dress
GRAMMAR 2 3 sandals 7 necklace
Exercise 1 4 handbag 8 hat
1 ’s playing 5 ’m looking Exercise 2
2 ’re learning 6 are … waiting 1 stripy 3 pink, black
3 ’s riding 7 ’re doing 2 white, silver 4 red
4 ’s running, ’s leaving 8 isn’t practising
Exercise 3
g
Exercise 2 1 handbag 4 belt 7 a jumper
1 is buying
n
2 trainers 5 sandals
2 am writing / ’m writing 3 skirt 6 dress
ni
3 are not chatting / aren’t chatting; are playing /
‘re playing Exercise 4
4 Is Dad making Students’ own answers
ar
5 are your parents sitting GRAMMAR 1
6 is Yuri waiting
7 is spending / ’s spending Exercise 1
Le
8 is not doing / isn’t doing, is watching / ’s watching 1 wore 2 thought 3 went 4 ate
5 didn’t drink / did not drink 6 didn’t buy / did not buy
Exercise 3
7 showed 8 studied
1 am not watching / ’m not watching
Exercise 2
ic
2 is studying / ’s studying
3 are getting / ’re getting 1 Did you wear your red dress to the party?
4 Are you listening 2 Did they bring enough food for the festival?
5
6
are having / ‘re having
is not answering / isn’t answering h 3
4
Did they buy socks at the shopping centre?
Was he at the parade all day?
ap
5 Did you finish your homework on time?
Exercise 4
1 having 2 What 3 is 4 to 5 are 6 my Exercise 3
gr
1 used to wear
WRITING
2 used to take
Exercise 1 3 didn’t use to have
eo
1 Title 3 Date of birth 5 Email address 4 did you use to play

2 Name 4 Home address 6 Interests 5 used to like
6 did you and your family used to go
Exercise 2
lG
1T 2F 3F 4F LISTENING
Students correct the following: Five / 5
na
tick ‘Mr’; first name: Sam; Surname: Hendricks; 7th May Exercise 2
2000 / 7 May 2000; Cardiff, CF10 1AC, UK; like visiting; 1A 2B 3B 4C 5B
Where is the;
VOCABULARY 2
io
Exercise 4
Suggested answer for explanation and questions: Exercise 1
I love animals and I really like spending time with them. 1 j 2 f 3 c 4 d 5 a 6 h 7 g 8 i 9 e 10 b
at
I also like helping people, so I think this is a great way Exercise 2

to do both of those things. I’m also really good with
1 clever 3 funny 5 useful
N
pets. I have pets, so I know how to walk them and

2 quiet 4 brave 6 careful
play with them.
Where do the pet owners live? Exercise 3
©
When do volunteers meet with pet owners? 1 bored 3 boring 5 interested

2 interesting 4 tired 6 tiring
Unit 2 Exercise 4
1 friendly 3 careful 5 lovely
READING 2 beautiful 4 noisy
Look for words with a similar meaning. 1 busy 4 friendly 7 happy
Exercise 2 2 noisy 5 brave 8 clever
3 funny 6 beautiful
1B 2A 3B 4B 5C 6A 7C

150
Students’ own answers. Possible answers. 1 chat 3 send 5 text
1 scared brave 2 change 4 download 6 check
2 bored busy
Exercise 3
3 funny boring
4 sad happy, cheerful 1 download 3 social 5 printer
5 noisy quiet 2 emails 4 digital camera
6 boring interesting, exciting, funny Exercise 4
GRAMMAR 2 1B 2C 3B 4C 5A 6A
Exercise 1 GRAMMAR 1
g
1 was sending, called Exercise 1
2 were singing, was shining 1✓
n
3 went, was swimming 2 She isn’t writing her blog on Wednesday.
4 was talking, weren’t listening / were not listening Correction: is
ni
5 was running, fell 3✓
6 were talking, wasn’t working / was not walking 4✓
ar
Exercise 2 5 Fatma is going swimming on Tuesday.
1B 2C 3A 4C 5B 6C 7A 8B 9A Correction: isn’t
10 C 11 B 6 Fatima and Zehra’s aren’t having dinner together
Le
on Friday.
Exercise 3 Correction: are
Exercise 2
WRITING 1 Is Katerina meeting Andrea?
ic
Exercise 1 2 When are you studying for the maths test?
3 How many people are going to Carolina’s party?
1 For example 3 because 5 that’s why
2 so 4 but h
6 and
4 What are you doing after school today?
ap
LISTENING
Exercise 2
The number of points Exercise 1
words you might hear, what’s the same / different
Exercise 3
gr
1 an email 2 three / 3 Exercise 2

1A 2B 3C 4C 5C
Exercise 4
eo
1 so 2 that’s why 3 and 4 but 5 because VOCABULARY 2
Yes, he has Possible answers:
lG
1 terrible, bad
Exercise 6 2 modern, new, young
Sample answer: 3 difficult, hard
Hi Amira 4 interesting, exciting, funny
na
My English teacher is very kind and friendly. I really like 5 the same, similar
her a lot! I talked about my summer holidays with the 6 normal, average, boring
other students. How was your first day at school?
Exercise 2
io
Love
(Student’s name) 1 old 3 interesting 5 the same
2 easy 4 terrible 6 normal
at
Unit 3 Exercise 3
1 computers 5 mobile phone 9 video
N
READING 2 old 6 normal 10 blog

3 modern 7 laptop 11 downloads
Exercise 1 4 difficult 8 Internet 12 careful
©
b
Exercise 4
Exercise 2 1B 2B 3B 4C 5A 6C
1C 2B 3B 4A 5B 6B
Exercise 5
VOCABULARY 1 Students’ own answers
Exercise 1 GRAMMAR 2
1 screen 5 a tablet 9 online
Exercise 1
2 mobile phone 6 laptops 10 downloaded
1 at 3 towards 5 on
3 printer 7 files
2 onto 4 into 6 in
4 password 8 call

151
1 in 4 in 7 at no preparation prepared from ingredients
2 in 5 on 8 in eggs meat butter
3 at 6 at
grapes milk cheese
Exercise 3 tomatoes rice pasta
1 the left 4 the top
2 the middle 5 the bottom Exercise 5
3 the right 1 onions 3 fruit 5 milk
2 chillies 4 fish 6 eggs, butter
Exercise 4
Students’ own answers GRAMMAR 1
g
1 am going to do / ’m going to do
n
1 at 3 on 5 on
2 at 4 in 6 from 2 is going to make / ’s going to make
ni
3 are not going to eat / aren’t going to eat
WRITING 4 Are you going to clean
5 is not going to help / isn’t going to help
Exercise 1
ar
6 Is he going to try
1 phone number 4 time
2 event 5 date Exercise 2
Le
3 address 6 email address 1c 2b 3c 4b 5a 6c
1 email 2 poster 3 by emailing the museum 1 will / ’ll 4 will / ’ll
2 am going to / ’m going to 5 am going to / ’m going to
ic
Exercise 3
3 will / ’ll
for names of places
LISTENING
Exercise 4
Corrections with capital letters: Road, Shelby h Exercise 1
ap
Corrections with time: 12 p.m. Key words
Sample answer: 1A 2C 3A 4B 5B
gr
Hi Carmen
VOCABULARY 2
It’s the comic book fair tomorrow. Do you know the
computer shop at the end of Green Lane near the Exercise 1
eo
library? Why don’t we meet there at 10 a.m.? I really 1 pre-heat 2 make 3 bake 4 add 5 mix 6 roll out
want to meet some of the writers. Let me know what you
think. (Student’s name) Exercise 2
lG
1e 2d 3g 4a 5f 6b 7c
Exercise 3
Unit 4 1 add 3 an oven 5 centimetres
2 degrees 4 flour 6 grams
na
READING
Read the text that is before and after it. 1T 2L 3W 4L 5W 6L
io
1C 2C 3B 4B 5A 1 make 5 spoon 9 centimetres
at
2 grams 6 add 10 bake

VOCABULARY 1 3 pre-heat 7 roll
Exercise 1 4 Mix 8 cut
N
1 butter 3 Oranges 5 chillies GRAMMAR 2

2 cheese 4 Pasta 6 meat
Exercise 1
©
Exercise 2 1U 5C 9C 13 C 17 U
1 fish 3 potatoes 5 rice 2C 6U 10U 14 U 18 U
2 milk 4 onions 6 eggs 3C 7U 11 C 15 U 19 U
4U 8U 12 U 16 C 20 C
Exercise 3
1 egg 3 garlic 5 mushroom Exercise 2
2 lemon 4 pepper 6 tomato 1 subjects 3 homework 5 child
2 food 4 apple 6 bike

152
1b 2c 3a 4b 5b 6c 7c 8b 9a 10 c 1 never 3 have 5 yet
2 since 4 already 6 haven’t
Exercise 4
1 information 4 food 7 children LISTENING
2 a book 5 furniture 8 subjects Exercise 1
3 snacks 6 homework
Two / 2
Exercise 5
Exercise 2
1 some 2 any 3 few 4 lot 5 much 6 little
1F 2D 3A 4G 5E
7 many
VOCABULARY 2
WRITING
g
Exercise 1
Exercise 1
n
1 mirror 4 shower 7 towel
2 armchair 5 bath 8 curtains
ni
Exercise 2 3 carpet 6 toilet
Because they’re informal. Exercise 2
ar
Exercise 3 1 sofa 3 lamp 5 paintings
1b 2b 3a 2 bookcase 4 shelf 6 desk
Le
I am, I’m; It is, It’s; brother is, brother’s; We are, We’re Students’ own answers
Sample answer: 1A 2C 3C 4A 5C 6B
ic
Hi Haris GRAMMAR 2
How are you? I’m really excited about the party on
make some sandwiches and a cake. Talk soon! h

Saturday. Can you help me with the food? I’m going to Exercise 1
1 neighbour’s 3 children’s 5 cat’s
ap
(Student’s name) 2 Juan’s 4 girls’ 6 James’
Exercise 2
Unit 5
gr
Subject Possessive Possessive

READING Pronouns adjectives pronouns
I my mine
Exercise 1
eo
you your yours

We can turn it into a yes / no question.
he his his
Exercise 2 she her hers
lG
1C 2A 3B 4A 5B 6A 7C it its its
VOCABULARY 1 we our ours
you your yours
Exercise 1 they their theirs
na
1 living room 3 garage 5 garden

2 kitchen 4 window 6 dining room Exercise 3
1 his 2 Mine 3 ours 4 her 5 yours 6 my
Exercise 2
io
1 bedroom 4 roof 7 door Exercise 4

2 stairs 5 bathroom 8 wall 1C 2C 3B 4C 5B 6A
3 ceiling 6 hall
at
WRITING
N
1 bedroom 3 bathroom 5 ceilings 1 so 3 because 5 because

2 kitchen 4 wall 6 stairs 2 because 4 so 6 so
©
Students’ own answers Last yesterday, Yesterday; so, because; Luckily,

GRAMMAR 1 Unfortunately; because, so; so because; After that; so,
because; At the end, In the end
Exercise 1
1 have just visited / ’ve just visited Exercise 3
2 has cleaned / ’s cleaned Linking words
3 has not had / hasn’t had Exercise 4
4 Have you ever bought
Sample answer:
5 have never visited / ’ve never visited
Last weekend, the Newsam family moved into a new
Exercise 2 house. Unfortunately, their daughter Amy was sad

1 since 2 for 3 since 4 for 153
because her new bedroom wasn’t nice. The walls were Exercise 2
empty, so Amy and her mum put up some curtains and 1 cinema 4 theatre
posters. Amy put a lamp in there, too. She also put some 2 airport 5 hotel
nice flowers. In the end, she really loved it! 3 museum
Exercise 3
Unit 6 1 airport 4 hotel, guest house
2 restaurant 5 castle
READING 3 cinema
Who wrote this text? Why did they write it? Who is it for? 1 past 4 over 7 along
g
Exercise 2 2 through 5 into
3 across 6 under
n
1A 2B 3C 4C 5C 6B
Exercise 5
VOCABULARY 1
ni
1B 2C 3A 4C 5C
Exercise 1
GRAMMAR 2
1 post office 4 hospital
ar
2 bank 5 sports centre Exercise 1
3 bookshop 1 The Nile, Egypt
Le
Exercise 2 2 the sun
3 The Himalayas, Asia
1 pharmacy 4 supermarket
4 London, the United Kingdom
2 department store 5 library
5 Spaghetti, Italy
3 college
6 The Amazon, Brazil
ic
Exercise 3 7 Lake Washington, the USA
1 sports centre 6 supermarket 8 Mali, Africa
2
3
post office
department store
7 library
8 bookshop h 9 the moon
10 dinner, the evening
ap
4 bank 9 hospital Exercise 2
5 department store 10 college
1 a the 4 the – 7 a an
Exercise 4 2 an a 5 the – 8 – the
gr
1 post office 3 college 5 sports centre 3 a an 6 A The

2 bank 4 library 6 hospital Exercise 3
eo
Exercise 5 1 a 6– 11 a
1 supermarket 5 library 2 – 7– 12 the
2 post office 6 hospital 3 the 8 the 13 –
lG
3 pharmacy 7 college 4 a 9a 14 –
4 sports centre 8 department store 5 The 10 the
GRAMMAR 1 WRITING
na
1a 2c 3a 4c 5b 6c 1 also 2 too 3 Although 4 but 5 However
io
1✓ 3 one, ones 5✓ 1 Although I enjoy going the cinema, it is quite

2 ones, one 4 ones, one 6 one, ones expensive.
2 My city’s park is lovely, but it isn’t close to my house.
at
Exercise 3 3 My favourite place is a swimming pool. However, I

1 one 4 this 7 those don’t often go there.
N
2 that 5 one 8 These 4 The skating rink is very popular, although it is quite
3 ones 6 ones 9 ones small.
LISTENING Exercise 3
©
Exercise 1 1b 2c 3a
As ‘zero’ or as ‘oh’ Exercise 4
Exercise 2 Sample answer:
1 9 2 726 3 35 4 6th 5 044 672 8731 Question 1: My favourite restaurant in town is
Giuseppe’s. I go there maybe once a month.
VOCABULARY 2 Question 2: I like it because it’s a very old restaurant. It
Exercise 1 was the first place in our town to serve pizzas and there
are lots of things on the walls to look at. The food is
1 café 3 castle 5 restaurant
delicious, and you can have a small, medium or large
2 bus station 4 guest house

154
pizza and ice cream. The staff are really nice too. GRAMMAR 2
Question 3: My family and I went there last weekend. Exercise 1
I had a large pizza. Although it was very big, I ate all of it,
1 drawing 3 making 5 to start
and the ice cream too. We had a great time, and I love
2 to go 4 to work 6 listening
going back there when I can.
Exercise 2
1 too tired 3 too busy 5 quiet enough
Unit 7 2 old enough 4 too scared 6 too wet
READING Exercise 3
Exercise 1 1 to finish 4 to go 7 to enter
2 joining 5 to win 8 making
g
phrases that mean the same as the key words in the
3 to play 6 drawing
questions
n
Exercise 4
Exercise 2
1 I’m going to the park to meet my friends
ni
1C 2B 3C 4A 5B 6A 7B
2 I promised to look after my baby sister.
VOCABULARY 1 3 Really? I can’t imagine doing that.
ar
4 It’s too hot to do sport.
Exercise 1
5 No, he isn’t old enough to join.
1b 2e 3d 4c 5a
Exercise 5
Le
Exercise 2
1 going 2 to 3 to 4 taking 5 learn 6 send
1 photography 2 music 3 dance 4 chess
WRITING
GRAMMAR 1
ic
1 If it rains at weekends, we often play board games. 1 believe 2 opinion 3 strongly 4 convinced 5 that
2 When Jenny goes camping, she usually takes her
MP3 player. h Exercise 2
a robotics club and piano lessons
ap
3 If Jeff goes to a museum, he always visits all the
exhibitions. Exercise 3
4 Karl always loses when he plays chess with Dan. 1 good, fun, busy, beautiful, interesting, difficult
5 Kyle doesn’t go cycling when the weather is bad. 2 I don’t think that, I’m sure that, I’m not sure that
gr
6 I always feel sad if I listen to that song. 3 However; On the one hand, On the other hand
4 What do you think?
Exercise 2
eo
1 buy, will help / ’ll help Exercise 4

2 visits, will play / ’ll play Sample answer:
3 will buy / ’ll buy, gives Hi
4 do not get / don’t get, will leave / ’ll leave
lG
How are you? I want to tell you about some activities

5 will save / ’ll save, ask that I want to do. There is an orchestra that I’d like to
6 do not clean / don’t clean, will not swim / won’t swim join. The good thing about it is I can play with other
7 will make / ’ll make, are / ’re musicians. However, I think that I will need to practise a
8 will be worried / ’ll be worried, doesn’t call
na
lot. There is also a skateboarding club. On the one hand,

LISTENING this sounds fun. On the other hand, I don’t think I can do
both. What is your advice?
Exercise 1 (Student’s name)
io
No
Exercise 2
Unit 8
at
1C 2D 3E 4F 5B
VOCABULARY 2 READING
N
1 guitar 2 keyboard 3 violin 4 drum c
©
1 opera 2 radio 3 pop 4 classical 5 hop 6 MP3 1B 2A 3B 4B 5B 6C
7 piano
VOCABULARY 1
1 in 2 of 3 about 4 in 5 into 6 on
1 ball, club 3 bat, racket 5 club
Exercise 4 2 bike, ball 4 snowboard, bat 6 bike, racket
1B 2C 3B 4A 5B 6A

155
go: cycling, sailing, skiing, snowboarding, surfing, 1 Can / Could I watch the match on Sunday?
swimming 2 May I borrow your badminton racket?
play: basketball, baseball, football, golf, rugby, volleyball 3 They should practise volleyball every day.
4 Should I join the chess club?
Exercise 3
5 You can’t / may not go in the pool today.
1 water 5 court 9 match 6 Can / Could you carry my baseball bat for me?
2 singles 6 relay 10 track
3 doubles 7 course Exercise 3
4 field 8 pitch 1 Can / Could I borrow your bike helmet?
2 May / Can / Could I leave ten minutes early?
Exercise 4
3 Should I buy new trainers?
g
1 coach 3 players 5 member 4 Can / Could you help me with my maths homework?
2 fans 4 team 6 winner
n
Exercise 4
Exercise 5
1 should take / join 5 should phone / call
ni
1 running 4 coach 7 fans 2 shouldn’t run 6 Should I buy it?,
2 track 5 won 3 should go shouldn’t
3 equipment 6 members
ar
4 shouldn’t look
GRAMMAR 1 WRITING
Exercise 1
Le
Exercise 1
1 don’t have to 4 needn’t 7 mustn’t 1 decided
2 don’t have to 5 have to 8 must 2 was looking
3 must 6 mustn’t 3 arrived, sat
ic
Exercise 2 4 were waiting, were practising, were taking
1 must 4 mustn’t 7 have 5 was, began, stopped, watched
6 was doing, fell, hurt
2 needn’t
3 has
5 don’t have
6 must h 7 lost, enjoyed
ap
LISTENING Exercise 2
1 excited 4 brilliantly 7 difficult
Exercise 1 2 excellent 5 suddenly 8 happy
gr
1st, 2nd, 3rd 3 careful 6 quickly

1 16th; 2 12; 3 13; 4 35; 5 06539 448732 To see the main points and not worry about the details.
eo
VOCABULARY 2 Exercise 4
Exercise 1 A4 B1 C5 D3 E2
lG
1 eyes 4 hands 7 feet Exercise 5

2 neck 5 fingers Last weekend I visited the new shopping centre in my
3 arms 6 legs city. It’s in the city centre and you can go by bus. There
Exercise 2 are some very expensive shops, but there are also shops
na
1 have 2 break 3 hurt 4 go to 5 feel that are not expensive.

I visited the sport shop, which is very good. I didn’t
Exercise 3 really like the clothes shop, but the bookshop has a
io
1 feel 2 broke 3 cut 4 hit 5 have 6 hurt whole floor for comic books, and it’s really great!
The centre has a lot of space and places to sit with your
Exercise 4
friends, but I think it needs an ice cream shop.
at
1c 2b 3a 4a 5b 6c
Exercise 5
Unit 9
N
1 leg 4 hospital 7 tired

2 hurt 5 doctor 8 go to READING
3 ambulance 6 medicine
©
Exercise 1
GRAMMAR 2
Guess the meaning of each word from the sentence or
Exercise 1 the general meaning of the text.
1 running, run
Exercise 2
2 I may, May I
1B 2A 3C 4B 5C 6B 7A
3 We could, Could we
4 borrowing, borrow VOCABULARY 1
5 coming, come
6 Manuela and Maria-José can, Can Manuela and
Exercise 1
Maria-José 1 painter 3 doctor 5 farmer
2 waiter 4 pilot 6 photographer

156
1 engineer 3 journalist 5 shop assistant a3 b1 c2 d4
2 police officer 4 receptionist 6 nurse
Exercise 3
Exercise 3 Suggested answers:
1 earn 2 give 3 in 4 wear 5 for 6 as 1 The main advantage of getting a weekend job is that
it is a way to earn money.
Exercise 4
2 It’s also important to get some work experience.
1B 2A 3C 4A 5C 6A 3 Another positive point about weekend jobs is that
GRAMMAR 1 you can meet interesting people.
4 One disadvantage of working at the weekend is that
Exercise 1
you won’t have much free time.
g
1 I know a farmer who / that lives in my village. 5 Another negative point is you will have no time to study.
2 My mum works in a factory which / that makes cars.
n
3 That’s the man who / that helped me when I lost my Exercise 4
keys. To use it well. / Because I will only have thirty minutes.
ni
4 Priya saw a famous journalist who / that works for
Exercise 5
The Times.
Sample answer:
ar
5 Layla made the cake which / that is on the table.
6 She scored the goal which / that won the match. Some students volunteer in their community. There are
advantages and disadvantages of this idea.
Exercise 2
Le
The main advantage is that students can get work
1 who / that 3 which / that 5 which / that experience. They will learn how to work in a team, and it
2 who / that 4 – / which / that 6 which / that /– will be useful when they start a job later in life. Another
positive point is that they can meet other people who
LISTENING
are not their schoolfriends. And of course they’ll do
ic
Exercise 1 something useful that will also make them feel good.
but, sorry, actually However, there are some disadvantages. One
Exercise 2 h disadvantage is that students may not have enough
time to study and do their homework. Another negative
ap
1A 2C 3B 4C 5B point about volunteering is that students may be tired at
VOCABULARY 2 school the next day.
Although there are some disadvantages, I think that there
Exercise 1
gr
are more advantages. You can volunteer with your friends

1 history 3 maths 5 drama and have a great time. You may even decide that you
2 Geography 4 art 6 biology want to find a job similar to what you did as a volunteer.
eo
Exercise 2
1 physics 2 music 3 IT 4 chemistry
Unit 10
Exercise 3
lG
1 exam 4 university 7 information READING

2 instructions 5 mark 8 project Exercise 1
3 question 6 subject No
na
1 go 4 pass 7 answered 1C 2B 3A 4A 5B
2 study 5 fail 8 did
3 remember 6 followed 9 got VOCABULARY 1
io
GRAMMAR 2 Exercise 1
1 taxi 2 train 3 motorbike 4 plane 5 coach 6 bike
at
Exercise 1
1 angrily 3 politely 5 badly Exercise 2
2 early 4 carefully 6 beautifully 1b 2a 3c 4c 5c 6b 7c 8a
N
1B 2A 3B 4C 5A 6A 7C 8B 1 passport 3 wheels 5 petrol
©
2 tickets 4 driving licence 6 map

Exercise 3
Students’ own answers Exercise 4
Students own answers
Exercise 4
1a 2 your 3 the 4 this 5 have 6 to GRAMMAR 1
WRITING Exercise 1
Exercise 1 1 is driven 5 is not served / isn’t served
2 are checked 6 is usually delayed
Suggested answers:
3 are often bought 7 are not used / aren’t used
1 advantage 2 positive 3 negative 4 disadvantage 4 is always cleaned 8 is, cooked

157
Exercise 2 WRITING
1 The car park at the station is closed at night. Exercise 1
2 The Great Wall of China is visited by thousands of
1 Ben bought a ticket before he got on the train. /
people every year.
Before he got on the train, Ben bought a ticket.
3 Train tickets are sent by email.
2 Soojin sat next to the window after she got on the
4 Books and magazines are sold at the airport shop.
boar. / After she got on the boat, Soojin sat next to
5 Bus timetables are usually shown in the information
the window.
centre
3 Ali was talking on his phone while the taxi was going
6 Mobile phones are turned off during flights.
up the hill. / While the taxi was going up the hill, Ali
LISTENING was talking on his phone.
4 Dev got off the bus after he picked up his things. /
g
Exercise 1
After he picked up his things, Dev got off the bus.
No 5 Leyla closed all the windows before she left the
n
Exercise 2 house. Before she left the house, Leyla closed all the
windows.
ni
1B 2A 3A 4B 5C
VOCABULARY 2 Exercise 2
It helps you understand how they feel and why.
ar
Exercise 1
1 a car 6 a motorbike Exercise 3
2 a bike 7 a ship Sample answer:
Le
3 a helicopter 8 airport Carmen needed to go to Queen’s Road, but she didn’t
4 a lorry 9 helicopter know which bus stop she needed, so before she bought
5 public transport 10 the wheel her ticket, she asked the bus driver. A young man was
waiting to get on the bus and he heard her. Then she sat
ic
Exercise 2 down next to a window. Lots of people were travelling
1 get off 5 sail 9 stop on the bus, too. The young man sat next to her. While
2 catch 6 drive 10 return
3 ride 7 miss h they were travelling, she fell asleep. She almost missed
her stop! Luckily, the young man woke her up when the
ap
4 fly 8 park bus arrived at her stop in Queen’s Road.
Exercise 3
1 train, railway station, platform
Unit 11
gr
2 coach, bus station, bay

3 flight, airport, gate READING
4 taxi, rank, top of the queue
eo
5 ship, harbour, dock Exercise 1

No
Exercise 4
1c 2g 3a 4h 5b 6e 7f 8d Exercise 2
lG
1B 2C 3C 4A 5C 6B
Exercise 5
1 got back 4 left 7 crossed VOCABULARY 1
2 delayed 5 arrive 8 took Exercise 1
na
3 missed 6 catch / take 1 rainy 2 snow 3 sunny 4 foggy 5 cloudy 6 wind

GRAMMAR 2 Exercise 2
Exercise 1 1 hot 4 storm 7 like
io
1 were taken 6 were stolen 2 cloudy 5 rain 8 wet

2 was built 7 was completed 3 cool 6 sunny
at
3 were paid for 8 was found Exercise 3

4 was, filmed 9 Was, delayed
1 boiling 4 cloudy 7 foggy
5 weren’t sent 10 wasn’t told
N
2 cold / cool 5 wet

Exercise 2 3 windy 6 warm / hot
1B 2C 3B 4C 5A 6B 7C GRAMMAR 1
©
1 Where was this photo taken? 1 harder than 5 further, than
2 When was this castle built? 2 stronger than 6 more dangerous than
3 Why were these flowers chosen? 3 better than 7 worse than
4 What was this strange thing used for? 4 as fast 8 cold as
5 When were the tests checked?
6 Where was your handbag made? Exercise 2
7 Why was the bike parked on the path? 1 warm 4 sunnier
8 Were you given the painting of Lake Titicaca for your 2 colder 5 quickly
birthday last year? 3 foggier 6 heavily

158
Exercise 3 day we went to Retiro Park. There was a band giving a
Students’ own answers concert, so we listened to their music while we walked
around.
LISTENING I loved my trip to Madrid. For my next trip, I’m going
Exercise 1 to visit Barcelona as I really want to visit the Sagrada
Yes, they did it. Familia.
Exercise 2
1A 2A 3B 4A 5B Unit 12
VOCABULARY 2 READING
Exercise 1
g
Exercise 1
1 hurricane 2 thunder 3 wildfire 4 drought b
n
ni
1 strong 2 heavy 3 weak 4 deep 5 high 1B 2C 3C 4A 5B
Exercise 3 VOCABULARY 1
ar
1 low 2 dark 3 light 4 strong 5 light 6 white
Exercise 1
Exercise 4 1 west 2 north 3 south 4 west 5 north 6 east
1C 2B 3C 4A 5B 6A
Le
Exercise 2
GRAMMAR 2 1 sea 2 forest 3 desert 4 river 5 mountain 6 lake
1 the coldest 4 the brightest
ic
1c 2b 3c 4c 5a 6a
2 the most frightening 5 the most beautiful
3 the wettest 6 the sunniest GRAMMAR 1
Exercise 2 h Exercise 1
1 opinion 4 shape 7 material
ap
1 the fastest 4 the latest
2 the most brightly 5 the most slowly 2 size 5 colour
3 the most heavily 6 the most strongly 3 age 6 nationality
gr
Students’ own answers 1 rectangular 4 small 7 Italian
2 old 5 comfortable 8 silk
eo
Exercise 4 3 red 6 metal

1 in 2 the 3 than 4 go 5 most 6 back
Exercise 3
WRITING 1 pretty small Japanese 4 lovely new green
lG
Exercise 1 2 ugly square wooden 5 beautiful old Greek

3 delicious little English 6 round white plastic
1 Tokyo is the capital of Japan.
2 I went to the Egyptian Museum in Cairo yesterday. LISTENING
3 Next summer, we are visiting / ’re visiting / are going
na
to visit / ‘re going to visit Lisbon.

Exercise 1
4 Last night, we watched a great film on TV. No
5 Later today we are / ’re going to / going to go to the Exercise 2
io
beach. 1A 2B 3C 4C 5B
Exercise 2 VOCABULARY 2
at
1 visited 5 walked 9 ‘re / are

2 took 6 heard staying / ‘re / Exercise 1
3 learned 7 travelled are going to 1 bee 4 mouse 7 dolphin
N
4 ‘s / has got 8 is stay 2 bear 5 butterfly 8 snake

3 duck 6 shark
Exercise 3
©
To make it interesting for the reader Exercise 2

1 mammal 4 mammal 7 fish
Exercise 4 2 insect 5 bird 8 reptile
Sample answer: 3 insect 6 mammal
My trip to Madrid
Last summer, my family and I spent three days in the Exercise 3
beautiful city of Madrid. There are so many things to do. Students’ own answers
On our first day, we walked round Plaza Major, the city’s Exercise 4
main square. The next day we visited the Prado Museum
1B 2A 3B 4B 5A 6C 7B 8C 9A
and saw some paintings by Spanish artists. On the last

159
GRAMMAR 2
Exercise 1
1 tiring, tired 4 interested, interesting
2 bored, boring 5 frightening, frightened
3 amazing, amazed 6 exciting, excited
Exercise 2
1 excited 4 fascinating 7 amused
2 amusing 5 amazing 8 confused
3 frightened 6 surprising
Exercise 3
g
1 frightening 3 tiring 5 exciting
n
2 interested 4 amazing 6 bored
Exercise 4
ni
WRITING
ar
Exercise 1
A2 B2 C3 D1 E2
Le
Exercise 2
1b 2b 3a 4c 5b
Exercise 3
ic
1 Use public transport more often
2 Ride a bike
3 Drive a car that uses less petrol
Exercise 4
h
ap
Check that the ideas answer the question
Exercise 5
gr
Sample answer:
Young people can do many things to teach adults to
look after the planet.
eo
One thing young people can do is to talk to their parents

about making changes in their daily lives. They can ask
their parents to use the car less and use bikes or public
transport more. They can encourage them to choose
lG
products that don’t use plastic packaging and to recycle

more. They can also suggest they go on holiday to a
place they don’t need to fly to.
na
Another way to teach adults is by doing things, for

example, organising clean-ups of beaches, parks and
other public spaces.
Another thing young people can do is to form groups
io
and ask that the streets of their town are made safer for
cyclists, and that their town works together with other
towns and cities to make bigger changes.
at
I think young people can do a lot, and they must do

it before it’s too late, because adults are not doing
N
enough.
©

160

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TEACHER’S BOOK

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

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National Geographic Learning, © 2022 Cengage Learning, Inc.

Senior Development Editor: Sarah Ratcliff

Charlotte Ellis (Europe, Middle East and Africa) permissionrequest@cengage.com

Visit National Geographic Learning online at ELTNGL.com

Printed in China by RR Donnelley

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Student’s Book Contents p4

Workbook answer key p 149

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Live well, study well: making friends; be yourself

2 Aupll dressed information; multiple colours answer; multiple choice

6 City life multiple choice with six

matching multiple-choice with picture options

the texts and options; verbs; multiple choice

Review units 1–12 pp149–160 Communication activities pp171–172

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Irregular verbs p182 Speaking reference pp189–190

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New Close-up overview

provide the opportunity to put the advice into practice.

completing communicative tasks.

• Extensive reference material at the back of the Student’s Book includes:

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Online Practice NEW TO THIS EDITION

Mediation skills notes

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ExamView® NEW TO THIS EDITION

• teacher support for delivering online lessons

• videos with author Katherine Stannett on study strategies and wellbeing

FOR STUDENTS FOR TEACHERS

Workbook ExamView® Assessment Suite

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A girl in traditional costume at a festival in Chile

Work in pairs. Look at the photo. The person

in this photo is celebrating a festival. Discuss

017-028_CU3e_A2_SB_33973_U02.indd 17 29/07/20 5:15 AM

Warm-up questions engage

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3 Which festival is A B C Saturday. This is always the day of

some traditional best costumes and the best bands.

7 Who talks about a A B C

young people are twenty years old,

traditional (adj): part of old customs and stories

celebrate (v): do something special to show something is important

017-028_CU3e_A2_SB_33973_U02.indd 18-19 26/08/20 3:59 PM

The ‘Word Focus’

provided with an students the opportunity words that are important

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6 Complete the text with these words.

1 2.2 Listen and match the descriptions (1–2)

home and chilling? Comment below!

the table. go out and I think we all look amazing! My

a long pink skirt and a stripy green and pink

like wearing formal clothes!

Feet Whole body Accessories

Do you think clothes are important?

This person is wearing a brown …

017-028_CU3e_A2_SB_33973_U02.indd 20 29/07/20 5:15 AM

The ‘Your Ideas’ feature

2 Aupll dressed information; multiple colours answer; multiple choice

6 City life multiple choice with six