Speakout 3e A2 TB

Welcome to the third edition of our best-selling eight-level general
English course for adults – Speakout. Developed in association with

BBC Studios, this new edition has been completely revised based on
feedback from Speakout users from all over the world.
A2
A2
Speakout 3rd Edition offers new content, all new video, and a
fresh new look and feel, all underpinned by flexible components for
in-class, online and hybrid use.
Teacher’s Book with Teacher’s Portal Access Code

• Easy-to-use teaching notes for all tasks, plus full answer keys and scripts
• Extra ideas for class, including digital activities, dyslexia adaptation, and
mixed ability classes
• Full guidance for setting up and assessing the all-new mediation lessons
• Full Global Scale of English mapping information for every lesson
Teacher’s Book with Teacher’s Portal Access Code Also available

• Student’s Book and eBook with Online
• Presentation Tool with a digital version of the Student’s Book and Workbook, Practice
lesson notes, audio, video and interactive exercises
• Student’s eBook with Online Practice
• Online Practice of the Workbook activities with instant feedback, where Access Code
teachers can assign activities
• Workbook
• Gradebook with student results from the activities in the Student’s eBook and
Online Practice • Split editions
• Test Generator with assignable test activities and editable tests • Teacher’s Portal Access Code
• Virtual classroom with live video, sharable interactive whiteboard, live

assignments with view of student performance, chat and hand-raising system
• Teacher’s Resources, including exam alignment tables, training and support
videos, and photocopiable activities
Speakout 3rd Edition is fully accessible on your computer, tablet and mobile phone
so that you can enjoy the full functionality of your course wherever you are.
pearsonenglish.com/speakout3e
Learning English
Speakout Pearson En ish
with Pearson?
Teacher’s Book
rd Edition SE Bench ar Internationa erti cate
Access English Damian Williams
Damian Williams
enchmark Test
language materials to support
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your learning journey.
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with Teacher’s Portal Access Code
Ready to prove 42-52 enchmark Test evel
your English skills?
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Get exclusive preparation
materials for enchmark Test evel
Pearson English exams. enchmark Test evel
pearsonenglish.com/exams-offer C C enchmark Test C evel C evel C
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A2
Teacher’s Book
F01 Speakout 3e TB A2 TITLE 99553.indd 1 28/11/2022 07:43

Contents
Introduction
Scope and Sequence pages 4–7
Welcome to Speakout 3rd Edition page 8
The Global Scale of English page 9
Student components page 10
Teacher components page 11
How the course works pages 12–17
Course methodology pages 18–22
Mediation page 23
Testing and assessment while using Speakout 3rd Edition page 24
Teaching notes
Lead-in pages 25–28
Unit 1 pages 29–47
Endmatter
Videoscripts pages 183–185
Mediation Bank pages 186–201
GSE Learning Objectives pages 202–217
F03 Speakout 3e TB A2 PLIM 99553.indd 3 07/12/2022 11:50

LESSON GRAMMAR/FUNCTION VOCABULARY PRONUNCIATION
LEAD-IN p6
a d you VLOGS | Who are you?

1A Hi! resent simple I, you, we, they Jobs and studies eak forms and linking do
p you
1B Sa e t di erent resent simple he, she, it Common verb phrases hird person s
p10
elf management
1C Let’s meet. o o djectives for feelings time ntonation to show interest
p12 make suggestions phrases
elf management
1D Family and friends Possessive ’s, s’ amily
p14
UNIT 1 REVIEW p16
y VLOGS | What food do you like and dislike?

2A Can’t live without it Countable and uncountable Food and drink he weak /ə/ sound a, an,
p1 nouns a, an, some, any some
elf management
2B Your lifestyle and dverbs and phrases of Everyday activities inking
you frequency
p20
2C Eating out o o estaurant words olite intonation
p22 order a meal in a restaurant
Communication
2D The Indian Relay like, hate, love + ing
p24
UNIT 2 REVIEW p26
o VLOGS | Do you ever have visitors staying in your home?

3A Come in. this, that, these, those here, Rooms and furniture / / and / /
p2 there
3B Too ch st have got Common adjectives (1) Sentence stress
p30
elf management
3C What can I bring? o o ocial phrases hythm in phrases
p32 make invitations and offers
3D Your neighbourhood there is, there are

p34
UNIT 3 REVIEW p36
or d VLOGS | Do you enjoy quizzes?

4A What a decade! ast simple of be was, were ime phrases (1) and dates eak and strong sounds
p3 was, were
4B Life in numbers how much, how many mounts numbers ntonation to check
p40 how + adjective understanding
4C Where can I get ... ? o o hops and shopping inking

p42 get help in shops
elf management
4D Sakura time should, shouldn’t imperatives eather and seasons
p44
UNIT 4 REVIEW p46

Introduction
READING LISTENING/VIDEO SPEAKING WRITING
nderstand people ntroduce and talk about rite a personal profile use
introducing other people yourself capital letters
ead an article about twin alk about a friend or a family
brothers who are very member
different
nderstand text messages ake suggestions

between friends
MEDIATION SKILLS
ake a free time plan together
Street Interviews alk about people in your life escribe five people in
about people and their families your life
nderstand people talking alk about food shopping and rite an online comment use
about food eating habits linking words and, but, or
ead and do a lifestyle qui iscuss what is important in

your life
ead an article about online rder a meal in a restaurant MEDIATION SKILLS

photos of food Help someone understand
a pi a menu
Programme alk about a special event Describe an event

Mountain: Life at the Extreme
nderstand someone talking rite a description of a home

about their apartment for a website use commas
ead about how to ‘say alk about and describe
goodbye’ to clutter objects in your home
Read and do a questionnaire ccept invitations MEDIATION SKILLS

about how to be a good guest Give advice to a friend about
your country
ocial responsibility
Street Interviews alk about your local area rite an email about your
about where people live local area
isten to a podcast about alk about a time in your life rite about a special time
events in the 2010s use time phrases
ead an article with fun facts sk and answer questions
about numbers about world number facts
Communication
nderstand text messages et help in a shoe shop
between friends
MEDIATION SKILLS
uy something for a friend
Programme alk about a good time rite an email about the best
Springwatch in Japan to visit time to visit

Introduction
LESSON GRAMMAR/FUNCTION VOCABULARY PRONUNCIATION
a VLOGS | When you were a child, what was your favourite thing/place/food/music? Why?
5A Then and now ast simple regular verbs ime phrases (2) ed ending of regular verbs
p4
5B What went wrong? ast simple irregular verbs Life events rregular verbs
p50 wh questions
5C Sorry I’m late. o o xcuses saying the time ntonation for apologising
p52 apologise and make excuses
5D My weekend was ... djectives and modifiers

p54
UNIT 5 REVIEW p56
ou a d a ou VLOGS | Where do you spend time when you are in town?

6A Meet me in town. Present continuous Clothes and appearance Weak form of are
p5
6B My way Comparative adjectives Common adjectives (2) Sentence stress
p60 transport collocations
6C Getting around o o laces Stress to correct information
p62 give directions
6D Cities: nature’s repositions and adverbs

new wild of movement
p64
UNIT 6 REVIEW p66
or VLOGS | What job would you most like to do?

7A Odd jobs rticles a, an, the, ero kills and qualities eak forms a, an, the
p6
elf management
7B An extra day resent simple and present hrasal verbs Connected speech, the /t/
p 0 continuous sound
7C I’m calling o o honing riendly intonation

to check … phone for information
p 2
7D Would you like to ... ? Verbs and to infinitive
p 4
UNIT 7 REVIEW p 6
ra r VLOGS | What place in the world would you most like to visit?
8A Trip advice uperlative adjectives escribing places t in superlatives
p
8B Surprise travel be going to ravel activities Weak form of to
p 0
8C At a hotel o o Hotel language hotel rooms he contraction ’ll
p 2 make requests and offers
in a hotel
8D Arctic Academy Adverbs of manner
p 4
UNIT 8 REVIEW p 6
WRITING BANK p GRAMMAR BANK p VOCABULARY BANK p COMMUNICATION BANK p146

Introduction
READING LISTENING/VIDEO SPEAKING WRITING
ead an article about big life iscuss your life ‘then

changes and now’
nderstand people talking escribe an important life rite a mini bio use linking
about events that went wrong event words after that, then, next
ead a short article about pologise and make excuses
excuses in the digital age
MEDIATION SKILLS
Help a friend to tell a story
Street Interviews alk about last weekend Write about a recent activity
about what people did at the
weekend
Understand someone escribe people and what rite a description of a group

describing a person they are doing in a picture photo
ead an article about unusual iscuss journeys by different
ways to get to work forms of transport
ead a leaflet about ublin ive and follow directions MEDIATION SKILLS
Help a group make a plan
Communication
Programme alk about an experience rite about an experience
Cities: Nature’s New Wild
ead an article about alk about jobs that fit people

interesting jobs in your class
isten to a podcast about iscuss and choose volunteer rite a blog post use
volunteer work jobs example language
Collaboration
Understand an automated hone to ask for or give MEDIATION SKILLS
message information ive someone the
information they need
Street Interviews Do a survey Write a summary of a survey
about people’s skills
Read a discussion forum alk about a good city to visit

about travel and the best things to do there
nderstand a podcast about nterview someone and rite a description of a trip
surprise travel suggest a trip for them use linking words so, because
ead an article about hotel ake requests and offers in
guests’ questions a hotel
MEDIATION SKILLS
iscuss a short story
Programme alk about a difficult trip rite about a trip

Arctic Academy
MEDIATION BANK p AUDIOSCRIPTS p VIDEOSCRIPTS p VERB TABLE p176

Welcome to Speakout 3rd Edition
Welcome to the new edition of our best-selling, eight-level general English course
for adults, designed for in-class, online and hybrid use. Developed in partnership
with BBC Studios, Speakout 3rd Edition is the go-to course for teachers looking for Welcome to the third edition of our best-selling eight-level general
comprehensive four-skills coverage, with a particular emphasis on developing learners’

confidence in speaking.
A2
A2
Student’s Book and eBook

• Built on the Global Scale of English, providing clear objectives for every
stage of a lesson
Speakout 3rd Edition is the result of extensive research with users of Speakout 2nd
• All-new BBC video, including clips from popular TV programmes, street
interviews, and vlogs for maximum exposure to authentic nglish as it is
spoken around the world
• Innovative speech recognition for out-of-class speaking practice
Edition from around the world. It builds on the tried-and-tested methodology of the
• Enhanced pronunciation strand with recording feature
• Integrated skills for employability, including mediation lessons and ‘future
skills’ training to help learners prepare for the changing world of work
series, but has been brought up to date with 100% new content, a revised syllabus based
• apped to external exams, including the enchmark Test and earson
nglish nternational Certificate
on the Global Scale of English and a fresh new look and feel. With a clearer layout and
Student’s Book and eBook with Online Practice Also available
• tudent’s e ook with nline ractice
• The eBook brings the Student’s Book to life with interactive Access Code
activities with instant marking, video and audio
• Workbook
• nline ractice provides orkbook activities with instant marking
• Split editions
lesson flow, and an enhanced digital environment offering even more flexibility, the new Speakout 3rd Edition is fully accessible on your computer, tablet and mobile phone
Frances Eales | Steve Oakes

edition Presentation Tool and Student’s eBook can be used on any device – computer,
Learning English
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Access English Frances Eales | Steve Oakes
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your learning journey. enchmark Test evel
tablet and mobile phone – and all activities from the eBook and the Online Practice
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report to the gradebook.

Speakout_3E_A2_SBK_CVR.indd All Pages 15/11/2022 10:54 am
We have kept the features that teachers say they love, including global topics,
authentic BBC video and audio, international accents and motivating discussion
questions, and we have added some exciting new features, such as Future Skills Welcome to the third edition of our best-selling eight-level general
focus boxes, standalone Mediation lessons, an enhanced pronunciation syllabus,

and interactive speaking practice activities which provide students with out-of-class,
A2
A2

• Easy-to-use teaching notes for all tasks, plus full answer keys and scripts
on-the-go speaking practice. • Extra ideas for class, including digital activities, dyslexia adaptation, and
mixed ability classes
• Full Global Scale of English mapping information for every lesson
Speakout 3rd Edition features all-new BBC programme clips, street interviews, and
• Presentation Tool with a digital version of the Student’s Book and Workbook,
Also available
Practice
vlogs filmed by people from around the world, all of which bring authenticity to
• Workbook
the course and encourage students to be more motivated and confident in learning
• Teacher’s Resources, including exam alignment tables, training and support
English. The Global Scale of English is embedded in the course, making it clear for
Learning English
learners and teachers why they are doing every task as well as providing a tangible
with Pearson?
Teacher’s Book
Damian Williams
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framework for assessment and measurement of progress. ‘How to …’ lessons

enchmark Test evel
and Future Skills boxes bring real-world strategies into the course, meaning that
employability and personal growth are embedded within the lesson content. There
are also independent Mediation lessons at the back of every Student’s Book from A2
to C C to further develop learners’ so and employability skills. The course is also Welcome to the third edition of our best-selling eight-level general
mapped to the Adult Benchmark Tests, which provide clear, at-a-glance reporting,
helping learners become more purposeful about their learning, and to Pearson
A2
A2
nglish nternational Certificate, which is for learners wishing to take a test that gives
Workbook
• Print version of the Online Practice activities

• Built on the Global Scale of English
• Regular language review sections and cumulative review pages to
them a proficiency certificate see page for details .

reinforce learning and help learners to track their progress
• Pronunciation and speaking activities
• Benchmark Test task types included
We are also delighted to introduce our interactive ‘Speak Anywhere’ speaking Workbook
• Audio available online
Also available
Practice
practice activities. These digital speaking roleplays are an extension of the ‘How to …’
Access Code
lessons and are designed to give learners freer practice using the target language of Speakout 3rd Edition is fully accessible on your computer, tablet and mobile phone
the lesson, and also to give them some general fluency practice on the lesson topic. Learning English
with Pearson?
Access English
Speakout
rd Edition SE Bench ar
Pearson En ish
Internationa erti cate
Damian Williams Workbook
Damian Williams
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Students can do these activities on their own, outside the classroom, on a computer,
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tablet or mobile phone, and receive feedback on their performance within the activity.
Speakout_3E_A2_WBK_CVR.indd All Pages 15/11/2022 10:54 am
Accessibility is of paramount importance for Speakout 3rd Edition, as Pearson English

is committed as a company to providing education which is available to all. e offer
extensive support for learners with many different accessibility needs, such as
• All our digital content has an accessibility layer powered by a built-in
screenreader. This allows learners to fully engage with the exercises and
complete them successfully. e also offer a keyboard navigation only’ mode.
• All informative images are equipped with Alternative text suitable for the
learners’ level.
• Media players are equipped with speed changing capability, as well as dynamic
transcripts for audios, and subtitles and transcripts for videos.
• Content can be resized up to 400% without any disruption to user experience
and a high contrast theme can be applied.
• Accessibility support for print components includes audio support for reading
texts for the visually impaired and guidance for teachers on how to help
students with Dyslexia.

Introduction
The Global Scale of English

The lobal cale of nglish is a
numerical scale which measures English
language proficiency. t is also a framework
of learning objectives which describe what
a learner can do at each level of proficiency
on the scale for each of the four skills
speaking, listening, reading and writing. The
Global Scale of English enables teachers and
students to answer the following questions
accurately
• How good is my English?
• What progress have I made towards my
learning goal?
• What do I need to do next to improve?
2
The Global Scale of English is fully aligned
lifestyle
to the Common European Framework of
eference for anguages C , but the
numerical scale enables proficiency to be
measured more accurately, more regularly
and within a CEFR level. This keeps learners
motivated as they see regular evidence of
progress. and drink
| Understand people talking about food: food
The GSE chart on the back of each Student’s Talk about shopping and eating habits: countable and
uncountable nouns; a, an, some, any
Book shows the range of objectives that are Pronunciation: the weak /ə/ sound: a, an, some
covered within that level. Knowing this range Write an online comment; use linking words: and, but, or
helps you select course materials with the | Read and do a lifestyle quiz: everyday activities
right level of challenge for your students to VLOGS

Discuss what is important in your life: adverbs and phrases
of frequency
help them make progress. Q: What food do you like Pronunciation: linking
and dislike?
Speakout 3rd Edition has been created | order a meal in a restaurant: restaurant words
1 Work in pairs and discuss the Pronunciation: polite intonation
using the GSE Learning Objectives for Adult question. Make a list.
| Understand a documentary about the
Learners. These ensure that the content and 2 Watch the video. How many Indian Relay Race in the USA
things on your list do you hear?
activities are at the correct level and inform Talk about a special event: like, hate, love + -ing
Describe an event
the lesson goals given at the start of each unit.
17
Meas rin pro ciency sin the SE M02 Speakout 3e CB A2 59526.indd 17 25/02/2022 14:40
The Global Scale of English underpins everything we create at Pearson English, earning bjectives
including coursebooks and assessments. on nit pener pages are
written in a shorter, more
By using our Benchmark Tests alongside Speakout 3rd Edition, you will be able accessible way to allow
to see the progress being made by learners during their course of study and learners to understand
receive rich score reports which identify strengths and weaknesses along with what they will be learning in
recommendations on how to address them using Speakout 3rd Edition. For this each lesson.
level of Speakout 3rd Edition, we recommend Benchmark Test Level A. Find out
more about this test at www.pearsonenglish.com exams offer.
our learners may also want to take a test that gives them a proficiency
certificate. or this level of Speakout 3rd Edition, we recommend Pearson English
nternational Certificate T eneral evel . ind out more about this test
at www.pearsonenglish.com exams offer.
GSE Teacher Resources

ou can find a full list of the earning b ectives covered in this tudent’s
ook in the table at the back of this Teacher’s ook see pages .
For more information about how the GSE can support your planning, teaching
and assessment, go to www.pearsonenglish.com/gse. Visit the GSE Teacher
Toolkit – freely available online at www.english.com/gse/teacher-toolkit/user/lo
to set learning goals, find grammar resources and check the level of a text.

Introduction
Student components
Student’s Book with eBook and Online Practice
The student’s digital components work together to provide a seamless experience between
accessing resources, completing activities and reviewing results.
Student’s eBook
• Syllabus built on the Global Scale of
nglish
• Interactive activities with instant
marking
• Student results report to the
Gradebook
• Embedded audio and BBC video clips
• See the walkthrough on pages 12–17
for unit details
g eight-level general
Student’s Book
ed in association with
etely revised based on
e world.
• Print version of the Student’s eBook

A2
A2
, all new video, and a
• Access code for the Student’s eBook and Online Practice

xible components for
lear objectives for every
r TV programmes, street
authentic nglish as it is
Online Practice
peaking practice
feature
diation lessons and ‘future
hanging world of work
hmark Test and earson
• Digital version of the activities in the Workbook with instant marking
o available
• Student results report to the Gradebook
tudent’s e ook with nline ractice
ccess Code
Workbook
Gradebook
plit editions
arsonenglish.com/speakout3e
• Student’s eBook and Online Practice activities report to the Gradebook

ish

erti cate
so students and teachers can review performance and progress
evel C
15/11/2022 10:54 am
Welcome to the third edition of our best-selling eight-level general

Workbook A2
A2
Workbook
• Print version of the Online Practice activities

• Built on the Global Scale of English
• Print version of the Online Practice activities • Regular language review sections and cumulative review pages to
reinforce learning and help learners to track their progress
• Pronunciation and speaking activities

• Benchmark Test task types included
• Includes Adult Benchmark Test task types

Workbook
Also available
Practice
Access Code
Learning English
with Pearson?
Workbook
Damian Williams
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10

Introduction
Teacher components
The Teacher’s Book includes access to the Teacher’s Portal, where
you can find everything you need to make your teaching more
effective in class and online.
Teacher’s Book Welcome to the third edition of our best-selling eight-level general
• lobal cale of nglish earning b ectives for every lesson feedback from Speakout users from all over the world.
• Full teaching notes and Answer Keys for every activity
A2
• Mediation lesson plans, plus output and evaluation guidance
A2

Digital activity ideas and cultural background notes • Easy-to-use teaching notes for all tasks, plus full answer keys and scripts
• Extra ideas for class, including digital activities, dyslexia adaptation, and
• Extra ideas and support for teaching mixed ability classes, and mixed ability classes
teaching students with dyslexia • Full Global Scale of English mapping information for every lesson
• Audioscripts and videoscripts

Teacher’s Book with Teacher’s Portal Access Code Also available
• Presentation Tool with a digital version of the Student’s Book and Workbook, Practice
Presentation Tool
• Workbook
• Student’s eBook and Workbook with interactive activities for


display in class and online • Teacher’s Resources, including exam alignment tables, training and support
• Page-faithful view of the Student’s Book for easy navigation

between the Student’s Book and the Presentation Tool

Learning English
with Pearson?
Teacher’s Book
• Show answers one by one or all at once Access English Damian Williams
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• Embedded audio and video for seamless teaching in class
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• Teaching notes for each lesson materials for enchmark Test evel
• Teacher toolkit, including whiteboard

Online Practice
• Assign Online Practice activities in Assignments
• View student performance in the Gradebook
Tests Package
• ll tests are offered in two versions ready to print s and editable ord
documents. They can also be administered online via the Test Generator
• All tests have A and B versions, and there are specially adapted versions
of the tests for students with dyslexia
See page 24 for more details.
Gradebook Virtual classroom

• iew individual student and class results for all student activities The virtual classroom enables
from the Student’s eBook, the Online Practice and the Test Generator you to teach fully interactive
lessons online using the
integrated video conferencing
Teacher’s Resources tools, with breakout rooms,
• Photocopiable activities with full teaching notes and Answer Key chat and more. You can assign
• Teaching with Speakout 3rd Edition videos tasks and have a real-time
• GSE Mapping Booklets showing how each level of the course aligns view of student performance.
with the GSE and the CEFR
• Exam alignment tables showing detailed correlation between the Adult All digital components are
enchmark Tests, earson nglish nternational Certificate, accessible on computer, tablet
Cambridge Exams and each level of Speakout 3rd Edition and mobile phone so you and
• Downloadable PDF of the Teacher’s Book your students can enjoy the
• Student’s Book, Workbook and Tests Package audio and audioscripts full functionality of the course
• All in-course BBC video and videoscripts anywhere.
• Student’s Book and Workbook Answer Keys All content is compliant with the
• Interactive phonetic chart WCAG 2.1 AA accessibility standard.
11

Introduction
How the course works

Unit walkthrough
Course summary
Speakout 3rd Edition has eight levels , , , , , , and C C .
Each level contains eight units, each with four lessons, plus a Unit Opener and a Review section.
ach unit contains two main input lessons essons and , a functional language, or ow to ’,
lesson esson C , and the C video lesson esson .
The Grammar Bank and Vocabulary Bank at the back of the book are integral parts of the lessons when
they occur. Language presented in these sections is considered to be taught, and is then recycled in
subsequent activities. It may also appear in the unit review and the tests content.
Writing activities in the main input lessons have a Writing Bank at the back of the book, which contains
the skills development work and the final output task.
The Mediation Bank contains eight standalone lessons. They can be taught at any point, but ideally they
should follow the completion of each Lesson C.
The Tests ackage contains tests to be used a er each unit including full unit tests and quick unit
quizzes , a er every two units, mid course, and at the end of the course.
Unit Opener
Student’s Book
Stunning visuals related to

the unit topic help to engage
students and stimulate
2
discussion.
The Unit Opener features lifestyle The Learning Objectives

for each unit are adapted
C vlogs filmed by real from the earning
people from around the LEARNING OBJECTIVES Objectives that the lesson
world together with a mini- 2A LISTENING | Understand people talking about food: food
and drink is built on. GSE Learning
task to engage learners with Talk about shopping and eating habits: countable and
uncountable nouns; a, an, some, any Objectives can be found on
Pronunciation: the weak /ə/ sound: a, an, some
the broad unit topic. The Write an online comment; use linking words: and, but, or
pages 202–217.
vlogs provide a good warmer 2B READING | Read and do a lifestyle quiz: everyday activities
Discuss what is important in your life: adverbs and phrases
VLOGS
for Lesson A. Q: What food do you like
of frequency
Pronunciation: linking
and dislike?
The vlogs are embedded in 1 Work in pairs and discuss the
2C HOW TO … | order a meal in a restaurant: restaurant words
Pronunciation: polite intonation
the eBook, and can also be 2

question. Make a list.
Watch the video. How many

2D BBC PROGRAMME | Understand a documentary about the
Indian Relay Race in the USA
found in the Teacher’s and things on your list do you hear? Talk about a special event: like, hate, love + -ing
Describe an event
Student’s Resources. 17
M02 Speakout 3e CB A2 59526.indd 17 22/11/2022 12:52
All videos have

subtitles that
can be turned
on and off.
The BBC vlogs
and other videos The buttons next to the
are embedded GSE Learning Objectives
in the Student’s are clickable and take you
eBook. directly to each lesson.
12

Introduction
Lesson A – main input lesson 1

All four skills are taught systematically in each unit. Lessons A and B are
the two main ‘input’ lessons. Lessons A and B consist of two pages, and
practise vocabulary, grammar, pronunciation and two of the four skills. Every lesson contains opportunities
Each activity is based on a Global Scale of English Learning Objective. for personalised speaking practice.
Unit 2 | Lesson A 2A
Each unit features Future
Each lesson starts 2A Can’t live
GRAMMAR
countable and uncountable nouns;
SPEAKING
Skills. Also known as
7
with a clear summary without it

Work in groups and discuss the questions.
a, an, some, any
so ’, st century’ or
1 What do you have for breakfast every morning?
2 Who does the food shopping in your home?
4 A Look at the food in Ex 1B. Which food can you count And who does the cooking?
(C) and which can’t you count (U)?
of lesson contents.
GRAMMAR | countable and uncountable nouns; a, an, some, any 3 Where do you like buying food: in big shops, small
an apple (C), broccoli (U) shops or in a market? Why?
VOCABULARY | food and drink
‘transferable’ skills,
PRONUNCIATION | the weak /ə/ sound: a, an, some 4 What food do you always have at home?
B Complete the sentences with a, an, some or any.
5 What food do you like but never have at home?
1 I eat avocado every day. Why not?
2 I have banana for breakfast every day.
these skills are becoming

3 I need potatoes for tonight.
4 We always have cheese at home. WRITING
5 They don’t have black grapes here.
VOCABULARY LISTENING write an online comment; use linking
C Choose the correct word to complete the rules.
The Vocabulary Bank is increasingly important.

words: and, but, or
food and drink 3A 2.02 | Listen to a podcast of three people talking 1 Use a or an with a singular / plural noun.
about food they love. What is their favourite food? 2 Use some with a singular / plural noun. 8 A Do you post photos, read or write about food on social
1 A Look at the photo below. How many things can 3 Use some with a singular / an uncountable noun. media sites?
you name? B 2.02 | Look at the photos and listen again. Which
Modern learners need to

4 Use any in a positive / negative sentence.
clearly signposted on the

food does the speaker NOT talk about? B Read the introduction to an online discussion about
B Complete the table with the words in the box. comfort food. What is your favourite comfort food?
1 Sasha D Read the Future Skills box and answer the question.
an apple an avocado beans broccoli cheese
eggs grapes a lemon orange juice rice FUTURE SKILLS
develop not just English

When you feel unhappy or
lesson page. It is integral
salmon tomatoes yoghurt
Self-management
2 Mark Good dictionaries show if a noun is countable or
stressed, what type of food
fruit an apple
vegetables
uncountable, either a er the word or in front of the do you eat?
to the lesson, and contains language skills, grammar and

meaning. Does your dictionary show this? Choose
meat or fish three types of food and write C or a er them.
Maybe noodles with chicken or your mother’s
drinks And when you write a noun, write (C) or (U) next to it. home-made pierogi (filled dumplings), it
3 Lynn depends where you are from. For many people
other
around the world it’s pizza and for a lot of us
either a continuation of vocabulary, but also skills

C 2.01 | Listen and check. E Learn and practise. Go to the Grammar Bank. it’s ice cream. What is your favourite comfort
food? Write and tell us.
page 102 GRAMMAR BANK
D Work in pairs. Add two more types of food to each group
C Work in pairs and answer the questions.
in the table. Check your ideas in the Vocabulary Bank.
1 Does your town or city have a food market?
which will help them become

PRONUNCIATION
the lexical set presented

page 136 VOCABULARY BANK food and drink 2 What’s good about it?
3 Do you have other types of markets? 5 A 2.03 | the weak /ə/ sound: a, an, some | Listen to
2 A Work in pairs. Student A: Say a group from the table the sentence. Which words are stressed? Notice the
in Ex 1B. Student B: Say three types of food. weak /ə/ sound in a, an and some.
in the lesson, or presents fully rounded citizens of the

A: vegetables I have a carrot, an onion and some potatoes.
B: beans, … /ə/ /ə/ /ə/
B Work in pairs and discuss the question. What types B 2.04 | Listen and write the sentences (1–5).
global community. Speakout

Then listen and repeat.
a new set related to the

of food and drink do you like and dislike?
A: What types of fruit do you like? 6 Work in pairs. Student A: Go to page 146. Student B: C Write an online comment about your favourite comfort
B: I really like apples. Go to page 150. food. Go to the Writing Bank.
A: Me too. And what types of fruit do you dislike? page 89 WRITING BANK
lesson. The language in 3rd Edition is aligned to

B: I don’t like bananas.
the Vocabulary Bank is the Pearson Personal and

used in subsequent tasks 18 19
ocial Capabilities C
in the lesson. Framework.
M02 Speakout 3e CB A2 59526.indd 18 25/02/2022 14:40 M02 Speakout 3e CB A2 59526.indd 19 25/02/2022 14:40
The core The lesson leads towards a final WRITING BANK WB

VOCABULARY BANK
2A food and drink

grammar and GSE-based skills task. Learners 2A
1A
rite an on ine co ent se in in ords: and, but, or
vocabulary is have the opportunity to practise

ead the online answers to the question
What is your favourite comfort food?
page 18
oes anyone write about your favourite
comfort food
1 Complete the words with vowels (a, e, i, o, u). Use the photos to help you.
B omplete the sentences with and, but
contextualised the grammar and vocabulary

or or.
1 It’s not very good for me, I love it!
2 Her pies bring back memories of my
childhood my time at her house.
3 You can buy them with meat
in the learnt in this lesson including any

you can get vegetarian samosas.
1 an orange 2 str_wb_rr_ _s 3 a m_l_n 4 a p_ _r 5 p_t_t_ _s 6 l_tt_c_ C ead the text in x A again. ind two
more examples of and, but and or.
D omplete the rules with and, but or or. What is your favourite comfort food?
Listening and sets presented in the Vocabulary

1 Use to add (+) two things.
Comments
2 Use to choose between two
things.
3 Use to show two things are y favourite comfort food is a big
7 a c_c_mb_r 8 a p_pp_r 9 an _n_ _n 10 m_shr_ _ms 11 h_rbs 12 _l_v_s different. late of s aghetti. S aghetti with
butter herbs and armigiano
Reading tasks. ank . The lesson page introduces

2A omplete the online comments with and, cheese all mi ed together. It’s not
but or or. very good for me but I love it! I eat
it when I feel sad or tired. It’s
y number one food is traditional fish Giulia delicious.
1
chi s es ecially outdoors in Bologna, Italy
the riting task the scaffolding

a er. It’s easy to buy this everywhere
13 ch_ll_ _s 14 an b rg n 15 a c rg tt 16 p s 17 l_mb 18 pr_wns in the 2
I thin the best I’m with you iulia. I love asta but
lace is at the seaside. I li e it with my unt li abeth’s meat ies are to
lemonade 3 tea. of my list of comfort food. She ma es
e England them with chic en or sometimes with
activities are in the Writing Bank

beef. er ies bring bac memories of
I thin rice udding ‘arro con leche’ my childhood and my time at her
house. I can smell her chic en ie Tom
is my favourite comfort food. It’s made
right now! ummy! Maine, USA
from rice mil 4 sugar. ost
19 ch_ck_n 20 f_sh 21 s_g_r 22 p_st_ 23 n_ _dl_s 24 br_ _d
eo le have it with cinnamon on to
at the back of the book.

5
I li e it with strawberries 6
sometimes with nothing. Samosas. e love samosas in India.
u r Peru ou can buy them everywhere in the
streets. The outside of the triangle is
cris y and inside are otatoes with
I’m S anish 7 I live in ermany. onions and eas. ou can buy them
or me it’s a tortilla ust with eggs with meat or you can get vegetarian
25 c_r_ _l 26 b_tt_r 27 y_gh_rt 28 _ _l 29 l_m_n_d_ 30 sp_rkl_ng and otatoes 8 maybe eggs Meera samosas. I li e them with meat but I
w_t_r otatoes and onions. I can ma e a Delhi, India sometimes have a vegetarian one.
good tortilla 9 my mother’s
tortilla is the best. She o en coo ed it
2 VB2.01 | Look at the photos again. Listen and repeat.
for me when I was young 10 she ine is my mother’s mochi a ind of
3 Work in pairs. Student A escribe a type of food or drink. Student uess the food. coo s it now when I visit her. a anese rice ca e with sweet red
tr Spain bean aste inside. She ma es the best
t isn’t a vegetable. t isn’t a fruit. have it for breakfast.
mochi in the world. I’m in anada
hat colour is it
B Write an online comment about comfort now for one month. The food is good
t’s brown. have it with butter.
food. se and, but and or. here but I miss my mother’s coo ing.
s it bread Tatsuki
They have mochi in a sho here in
es, it is. C Work in pairs. ompare your online anada but it’s not the same. Osaka, Japan
comments. Which food sounds the best
89
136
Z01 Speakout 3e CB A2 59526 Writing.indd 89 25/02/2022 14:58
Z03 Speakout 3e CB A2 59526 Vocab.indd 136 25/02/2022 15:26
In the Student’s eBook, content is optimised for digital, so Learners can practise the same lesson
activity types may vary slightly between digital and print Learning Objectives in the Online Practice or
editions. The activities are designed to practise the same GSE using the print Workbook.
Learning Objectives and language items.
If you are using the print Workbook with your
er learners have completed the tudent’s ook activities, class, you also have a page-faithful view of the
you can go through the answers with them using the check Workbook to refer to. This links to the Online
answers one-by-one or check answers all at once buttons in Practice activities for easy answer checking.
the Presentation Tool.
Page-faithful
view of print
Workbook
Online Practice
activity, Unit 2, Ex 1
Student’s eBook
activity, Unit 2 Ex 1
13

Introduction
Lesson B – main input lesson 2

Lesson B is the second of the two main input lessons. It consists of two pages, and practises all four skills, plus
vocabulary, grammar and pronunciation.
Grammar is taught in all Speakout 3rd Edition teaches grammar inductively. There is
four lessons, and there is an activity on the lesson page that requires the learner to
a page of Reference and Vocabulary sets are make a deduction and complete the rule. Learners can refer
Practice for each grammar contextualised in the to a full grammar explanation in the Grammar Bank, and also
point in the Grammar Reading tasks. complete practice activities.
Bank. The Grammar Bank
is designed primarily for Unit 2 | Lesson B 2B
2B Your lifestyle
The final based
self-study, but can also be
GRAMMAR SPEAKING
output task here is a

adverbs and phrases of frequency 6 A Put the words in the box in the correct place on the
and you 3 A Look at the quiz again. Put the adverbs in bold in the
line for you.
used in class. correct place in the diagram.
Speaking task, bringing

not important very important
How often
GRAMMAR | adverbs and phrases of frequency
never animals coffee family food friends
VOCABULARY | everyday activities
0 10 40 60 0 100 health online life shopping sleep
PRONUNCIATION | linking
sport time alone work
together the vocabulary

B Choose the correct word to complete the rules. Use
the quiz to help you.
B Work in pairs Compare things that are important to
Lifestyle quiz
1 Use adverbs of frequency before / a er most verbs. you. Find one thing that is the same and one thing that
2 Use adverbs of frequency before / a er the verb be. is different.
and grammar learnt in

GRAMMAR BANK GB C ook at the qui again and find four other phrases of
ork is very important to me. en oy it. o en work
at the weekend. Animals aren’t important to me. I
We all eat, sleep and work. But we all do these things frequency.
don’t have a pet.
ere t b ut u t u u every day
1B present simple: he, she, it VOCABULARY C Work in a different pair. Talk about your first partner.
the lesson.
t e t b ut u
D Learn and practise. Go to the Grammar Bank.
Sleep is very important to Yulia. She sleeps for ten
REFERENCE page 11
everyday activities e t e be t er r u b r page 103 GRAMMAR BANK hours every night, but I usually sleep about six or
1 go
seven hours.
Positive and negative 1 t u usually r t t e r
2 like 1 A Complete the word webs with the verbs a I go online and check my messages. I do this
He likes rock music. He doesn’t like rock music. in the box.
every day.
PRONUNCIATION
subject auxiliary verb infinitive object or 3 watch b Iu u get up early and go running, but not at the 4 A | linking | Put the sentences (a–f) in order: 1 = most
The Workbook also

check get up go go to
(does) (+ -s, -es) phrase weekend. o en and least o en.
meet someone spend time
knows my brother. 4 study I have breakfast and talk to my family. a We go to Spain every summer.
He
finishes at six. shopping running 2 e u ee ur r e b I play tennis twice a week.
She
like fish. c go to the cinema four or five times a year.
contains speaking
It doesn’t 5 get up
a We r e er meet, maybe once a month, but we talk
have a camera. 6 play online a lot. d We eat fish every Saturday.
go
for coffee for lunch b I cook lunch for friends every Sunday. I make e I check my messages three or four times an hour. 1
We use the contraction doesn’t (= does not) for negatives in
speaking and in informal writing. 8 have something healthy! f I call my mother once a day.
7 like messages emails I e meet friends for coffee or we go sho ing together.
practice activities which

The train doesn’t go to Central Station.
B 2.05 | Listen and check.
Marta’s room
3 e u e er e
Spelling
online with your family a I r e er exercise. Well, e er. C Work in pairs. Take turns to say the phrases in bold.
most verbs add -s plays lives b I go to the gym every day. Practise the linking between the words.
verbs ending -ch, -sh, -s, -x add -es teaches PRACTICE Once a week on Saturdays – I do some sport with friends.
students can do alone.

a party a meeting
D 2.06 | Listen and repeat the phrases and the whole
verbs ending consonant + -y change to ies studies
1 Look at the picture and write eight sentences about 4 u e t t e e sentences.
do and go add es does Marta. Use the verbs to help you. a I e spend 7–8 hours a day online for work, but not
early late
goes every day. 5 Work in pairs. Take turns to ask and answer the
have has 2 Complete the text with the correct form of the verbs in b I et e work online for about 3 or 4 hours, but I’m questions. Remember to use linking in the phrases
the box. B Work in pairs. Take turns to ask and
e er online at the weekend. of frequency.
answer the question Which do you do
Questions Yes, I’m online. I spend hours on social media.
cook drive enjoy fly not have more … ? Use the phrases in Ex 1A. How often do you
He likes rock music. Does he like rock music?
not like read relax teach work A: Which do you do more, check emails 5 u eet e e e check your messages call your best friend
or check messages? a I join online groups and I make new friends there. We
wh- auxiliary subject infinitive object do some exercise eat in a restaurant
B: I check my messages more. And you? chat online.
question verb (do)
word
or
phrase
The couple that does it all! b et e I meet people at the gym or when I go walking. shop online go to the cinema
A: Me too.
Ken and Susie Parker are famous in their home town My friends or family introduce us or I meet people at parties.
wh- What does ‘famous’ mean?
questions of Queenstown, New Zealand. Everybody knows
hy does ony like him?
Emma play tennis?
them because they do everything! In the mornings,
READING Key
Susie 1 as a shop assistant in a ski shop. In
yes/no
Does your live near the a ernoons she 2 storybooks to children in t The online world is important for you. You are
questions
sister here? the local school. In the evenings she 3 Maths happy to spend a lot of time on your computer or smartphone.
classes. Her students 4 her classes because
2 A Do the online quiz.
t b It’s important for you to exercise a lot, with friends
Short answers to yes/no questions she’s a good teacher and she’s very funny. B Work in pairs and compare your answers. or alone. Exercise and good food are important for you because
subject auxiliary verb (do) Ken 5 a taxi, the school bus and a tourist boat. you want to ee fit and healthy.
On Saturdays he’s a pilot and he 6 a small plane C Read the key. Do you agree with the
Yes, she does. t People are important for you. It’s important for you
for groups of tourists. answers? Why/Why not?
No, he doesn’t to spend time with your friends or your family. You don’t like
From Monday to Saturday Ken and Susie 7 being alone.
NOT Yes, she works. No, he doesn’t work. very much free time, so on Sundays they have a day
Do and does can be: off. en 8 lunch because Susie 9 cooking. 20 21
an auxiliary verb She just sits and 10 in the garden.
Do you play tennis? She doesn’t like spaghetti.
• a normal verb
3 Read the answers to questions about Ken and Susie.
He does his homework every day. Write the questions.
What do you do? ( hat’s your job ) 1 Where does Susie work n a ski shop.
There is a prominent pronunciation syllabus providing

2 ? She reads to children.
3 ? Maths classes.
4 ? Because she’s a good teacher.
5 ? A taxi, a bus, and a boat.
practice of individual sounds, stress, intonation and features

6 ? A small plane, for groups of tourists.
7 o, she doesn’t. he hates cooking.
8 ? She relaxes in the garden.
of connected speech. Learners can record themselves in the

99
Z02 Speakout 3e CB A2 59526 Gram.indd 99 25/02/2022 15:16
Student’s eBook activities and Online Practice activities.
Audio for all activities is embedded in the Presentation Tool

and Student’s eBook, and can also be downloaded from the
Resources. The audioscripts are at the back of the Student’s
Book and Workbook, and there are audioscripts in situ in the
Student’s eBook and Online Practice activities.
The teacher has access to a variety of resources directly from the Presentation
Tool, including Teaching Notes and Answer Keys.
In the Presentation Tool, all

lessons contain a link to a
complete set of lesson notes.
The Presentation Tool and

Student’s eBook contain the
audioscript for each exercise.
In the Presentation Tool, each

activity contains the notes
relevant to that particular activity.
14

Introduction
Lesson C – functional language, or ‘How to …’ lesson

In the ‘How to …’ section, students learn and put into practice real-world
language that will help them in everyday situations, e.g. ordering a meal
in a restaurant, getting help in shops and phoning for information.
Unit 2 | Lesson C 2C
How to …
2C Eating out
FUTURE SKILLS
This lesson HOW TO … | order a meal in a restaurant

order a meal in a restaurant
4A 2.07 | Listen to a conversation in the restaurant. Write Scott (S)

Communication
Your words and your intonation help you
sound polite. Is intonation important in
teaches practical, There is o en an out of class

or Teresa (T) next to the correct food and drink on the menu. your language?
VOCABULARY | restaurant words
PRONUNCIATION | polite intonation B Complete the sentences.
1 Good evening. you have a reservation?
real-world skills SPEAKING

task at the end of this lesson, e.g.
2 We have a table two for half past seven.
3 we have a table near the window?
4 you ready to order?
6 A Work in groups. Prepare a menu from your
5 So for a starter,
that also align to

I have the soup, please? town or country. Write three starters,
students take a photo of a meal

6 And then I’ like the salmon with a green salad, please. main courses, side dishes and desserts.
7 you like something to drink?
8 is your meal? B Work in groups. Roleplay a conversation
in a restaurant.
the GSE.
9 Would you like to look at the menu?
to discuss in a subsequent class.

10 Could we have the at the same time, please? Student A: You are the waiter.
Other students: You are the customers.
C 2.08 | Listen and check.
A: Good evening. Do you have a
D Learn and practise. Go to the Grammar Bank. reservation?
B: Yes, we have a table for …
7 Take a photo of the food you eat
A short reading Looks , tastes ? PRONUNCIATION tonight and bring it to the next lesson.
Lesson C contains a cross-

Prepare to describe it to the rest of
5 A 2.09 | polite intonation | Listen to the customers. Tick the your class.
ones that sound polite.
What’s more important to you: food that tastes websites about how to take a good photo of
1 ☐ 2 ☐ 3 ☐ 4 ☐ 5 ☐ 6 ☐ 7 ☐ 8 ☐ MEDIATION SKILLS
text introduces
good, or food that looks good? The internet food: the most important thing is that the food
has hundreds of websites with thousands of
hotos of different ty es of food: coo ing blogs
travel sites and social media sites with names
is bright and colourful and looks delicious.
Pasta or noodles always look good. Fruit
juice is colourful and pink food is great in a
B 2.10 | Listen to the polite intonation. What makes it sound more
polite? Listen again and repeat.
selecting relevant
information
Help someone understand a pizza menu.
reference to the Mediation
necessary
C Read the Future Skills box and answer the question.
Bank lesson at the back of

like FoodSpotting, SnapDish, InstaFood and of photo. And take your photo from above! Some
page 155 MEDIATION BANK
course Instagram. One website has ‘rainbow restaurants now have photo-friendly lighting
food’: red, orange, yellow, green and other and mirrors. They want to attract today’s
vocabulary in
coloured food, all on one plate. And there are photo foodies!
Ask your 1
daily specials!
about our
Menu COLD DRINKS
the book. This is a standalone
context and
READING VOCABULARY
lesson relating to the topic of

Orange juice
2
4 Lemonade
1 A Look at the photo and answer the questions. restaurant words Still water
Soup of the day (V) Green salad
stimulates
1 Do you ever take photos of your food, at home or Sparkling water
2 A Work in a different pair and discuss the questions.
the main lesson. Find out more

in restaurants? Why/Why not? Deep fried mushrooms Chips
2 Do you ever post them online? Why/Why not? 1 What is your favourite type of restaurant? with a garlic dip (V)
Seasonal
2 Do you know any good local restaurants?
Sushi platter vegetables HOT DRINKS
B Work in pairs and discuss the questions.
interest in the
offee mericano es resso ca uccino
about Mediation in Speakout

B Look at the words in the box. Which ones are parts Bruschetta with tomatoes
1 What types of websites do people post food Tea – green tea, mint tea, breakfast tea
photos on? of a meal? and basil (V)
2 What do you think ‘rainbow food’ is? bill desserts dinner for two main courses
5
Note: A 15% 6
topic.
3 What’s the best way to take a photo of food: will be added
3rd Edition on page 23.

service charge side dishes starters waiter 3
Lemon tart
from the side or from above? to the 7 .
4 Is the photo on the phone a good online photo? ee urger with chi s Homemade ice cream
Why/Why not? C Complete the restaurant menu with the words in the box. (3 scoops) er your meal lease write a
Thai green chicken curry
C Read the article and check your answers. 3 A Read the menu again and choose a dish for each course. with rice Fresh fruit salad review on our website
and send us your photos.
B Work in pairs. Tell each other your dishes. Salmon in a cream sauce Chocolate brownie
Every month we give a free
A: For starter, I’d like the soup of the day. Nut roast (V)
8
for the best photo.
22 Go to the interactive speaking practice 23 | MB
M02 Speakout 3e CB A2 59526.indd 22 25/02/2022 14:40 M02 Speakout 3e CB A2 59526.indd 23 25/02/2022 14:40 2C Pizza problem 3 Work in pairs. Look at the three pizzas in the Scenario
and answer Guy’s question.
WRITING OUTPUT a message to a friend
GOAL help someone understand a pizza menu
4 Read the Mediation Skill box. Which information does
Guy need? Which doesn’t he need?
MEDIATION SKILL selecting relevant information
A quick exercise The Student’s eBook links to an interactive 1

WARM-UP
Work in pairs and discuss the questions.
MEDIATION SKILL
selecting relevant information
hen you give people information, answer their
questions clearly, but don’t give too much information.
ensures that students speaking practice activity. This is designed to be

1 o you like pi a hy/ hy not Here is some information about pi as
2 How often do you and your family eat pi a the names of the pi as
3 ead the list of pi a ingredients in the box. hat a list of all the ingredients of each pi a
things do you like on a pi a Choose three toppings. the name of the pi as that aren’t good for a person
like salmon on a pizza. why the pi as are good for them
the prices of the pi as
almon don’t like salmon on a pizza.
understand the words done by individual students outside the classroom.

broccoli cheese chicken chillies egg
fresh tomatoes herbs mushrooms olives
onions pineapple prawns red pepper salmon MEDIATE
5 Write a reply to Guy’s message to help him order the
they need for the ‘How to It is not a graded activity; its purpose is to provide
correct pizzas.
PREPARE
6 Work in pairs. Compare your messages. Do you think
2 Read the Scenario. Are the statements True (T) or your partner needs to add or change anything?
False (F)?
1 uy doesn’t eat mushrooms.
2 His friend doesn’t like pi a.
…’ section of the lesson. a safe space for students to practise speaking and
3 uy understands all the information about the pi as.
GARDEN AND SEA
SCENARIO TOMATO, ONION, BROCCOLI, PRAWNS PRICE: £12
our friend uy sends you a message.
receive feedback. See below for more details.

Hi. I want to order some pizzas for me and my
friend from the pizza restaurant where you work,
but I don’t understand the menu. We need
pizzas with only vegetables, but I don’t like
mushrooms. Can you help? Here’s the menu:
PRIMAVERA
Which ones are best for us? RED PEPPER, OLIVES, MUSHROOMS PRICE: £11.50
We’d like to get two different ones.
Thanks! PS We’re very hungry!
HOT SPRING
OLIVES, GREEN PEPPER, HERBS, CHILLIES PRICE: £10
155
Z05 Speakout 3e CB A2 59526 Med.indd 155 25/02/2022 15:36
‘Speak Anywhere’ – interactive speaking activities

The Speaking Practice button in the Student’s eBook takes
learners to ‘Speak Anywhere’, an interactive speaking
activity based on the topic and Learning Objectives of
Lesson C. Students speak to a bot, and have a conversation
on an everyday topic, such as ordering a meal in a restaurant.
This activity is designed to be a fun activity for learners to do
alone. It gives them a star rating for how well the bot could
understand them, and a star rating for use of the target
language from the lesson. It is a standalone activity for the
learner and does not report to the Gradebook.
As with all the other activities in Speakout 3rd Edition, the
‘Speak Anywhere’ activities can be done on a computer,
tablet or mobile phone.
‘Speak Anywhere’ on mobile phone

‘Speak Anywhere’ on computer
15

Introduction
Lesson D – BBC video lessons

nit esson 3D
3D Street Interviews
Your
Lily
neighbourhood
Lesson D might be the most enjoyable lesson in the book – the GRAMMAR there is, there are
SPEAKING talk about your local area
WRITING write an email about your VIEW
Elliot
Stuart Gusy
BBC video lesson! Units alternate between a programme clip

local area
2A Watch the first part of the video. isten to the speakers
describing their homes. Who has got a garden?
PREVIEW B Complete the sentences with the words in the box.
from the C archive even units , and bespoke C street

apartment small back floor garden lounge parents
1 Work in groups and discuss the
questions. 1 t has a , a big kitchen, four bedrooms and three
1 o you live in an apartment or a bathrooms.
house here is it 2 e’ve got a kitchen on the ground … Isabelle Helen Mark
interviews odd units . ach lesson features a range of tasks to

2 hat can you see from your window 3 and one living and dining area, with a garden at the front and
What can you see from the the .
front door 4 we have three bedrooms one for my sister, one for me and SPEAKING WRITING
3 hat is one thing that you like about one for my …
the area where you live 5 t’s a one bedroom flat, with a bathroom, a kitchen and a talk about your local area write an email about your local area
living room.
exploit the video fully.

6 live in an in outh est ondon. 5 A Work in pairs and look at the topics. For each topic, 6 A Read the email. What does Jaylen NOT like about her
7 t has a nice living room, big kitchen and a spacious . say one thing that you like OR dislike about your neighbourhood?
neighbourhood.
C Watch again and check. • restaurants and caf s 4
0 Sent 3
3A Watch the second part of the video. Listen to the speakers • shops or big stores
Hi Chloe,
describing their neighbourhoods. Who talks about parks? • nightlife cinemas, clubs, theatres
• neighbours Well, I’m here in my new apartment in Istanbul and I
B Watch again and choose the words and phrases you hear. really like the area. I’m about two kilometres from the
• open spaces: parks or a forest
1 There are lots of / a lot of open spaces. • traffic city centre, and there are buses to the centre every
2 here’s a park close by / close to us. five minutes. The neighbourhood is nice. There’s a
3 here isn’t very much noise / tra c … B Read the Key phrases. Which phrases can you use to small food store close by and a big supermarket about
Preview tasks and a summary of the video help to engage

4 There are a lot of trees / parks areas that you can walk in talk about YOUR neighbourhood? ten minutes’ walk away. It’s a busy area. There’s a lot
of traffic. The only problem is that sometimes the
5 t is very quiet and there are lots of shops / cafés around my area.
KEY PHRASES traffic is loud and I can’t sleep, but it’s not too bad.
We’ve got a bank, a cinema, a post office – all the usual
t’s very quiet/busy/loud/interesting. things – and there’s a great market on Sundays. It sells
GRAMMAR here’s a
learners’ interest, activate schemata and set expectations.

fresh fruit and vegetables from the local farmers. My
here are lots of/a lot of neighbours are friendly and quiet and I’m really happy
there is, there are t’s got a/a lot of here.
y neighbours are I hope you’re well. Write back and tell me about your
4 A Complete the sentences with ’s, are, isn’t or aren’t. The only problem is that …
Q1: Tell us about your home. area.
1 There any restaurants. don’t like the
2 There a park close by. Lots of love,
Q2: What do you like about where
you live? 3 There very much traffic. Jaylen
4 There lots of shops. C Work in a different pair. Take turns to ask and answer
questions about your neighbourhoods. Use the Key
B Learn and practise. Go to the Grammar Bank. phrases to help you. B Write an email to Jaylen. Tell her about your local area.
2D
page GRAMMAR BANK What do you like about it? What’s not so good?
Unit 2 | Lesson D
34 35
2D Documentary
The Indian
In the View section, Relay
students watch the GRAMMAR like, hate, love + -ing
SPEAKING talk about a special event
SPEAKING
video twice. During the
WRITING describe an event
talk about a special event
first viewing, students

4 A Think of a special event, e.g. a festival or a national holiday.
Read the questions and make notes about your answers.
PREVIEW 1 What’s the special event?
complete a gist task;

2 When and where does it happen?
1 A Work in pairs. Look at the photos and discuss the 3 What do you like doing at this event? Describe three activities.
questions. 4 What’s your favourite thing about the event?
VIEW
the second viewing
1 Where do you think this is?
2 What season is it? B Work in pairs. Tell each other about the special event. Use your
2A
Each BBC
3 Can you ride a horse? Watch the BBC video clip. Who wins the race? notes from Ex 4A to help you.
is followed by tasks B Read the BBC programme information and answer B Watch again and choose the words and phrases 5 A Work in pairs. Look at the information about the Quebec Winter
you hear. Carnival. Which activity looks interesting to you?
video lesson
the questions.
1 Oliver Pakootas has a big race / day. It’s the
WRITING
1 Where does the Indian Relay Race happen? B 2.11 | Listen to someone talking about the Quebec Winter
to check learners’
Indian Relay. Carnival. Number the photos in the order you hear about them.
2 How many horses does each rider ride? describe an event
2 This race is a custom / tradition for American
ends with a
3 Who is Oliver Pakootas?
Indians.
Carnival 7 A Read the description of the Quebec
more detailed
3 He has a team / his family to help him.
Winter Carnival. Which things in the
4 The horses are also part of the team / family.
brochure in Ex 5A does the person
Writing task.
5 For Oliver and his family, the Indian Relay isn’t NOT write about?
only a race, it’s a lifestyle / way of life.
understanding. 6 For three minutes, all Oliver thinks of is the relay /

race and the horses. A B C D In Quebec we have a big festival
every winter, the Quebec Winter
C Work in pairs and discuss the question. What are er e r e e u ture b
Carnival. The city goes crazy! It’s
three good things about their lifestyle? t rt re
really good fun and we have lots
Videos are embedded

all week! onion soup!
of things to see and do. I love
looking at the ice sculptures. The
GRAMMAR C 2.11 | Listen again and tick the phrases you hear.
artists o en ma e ice animals
in the Student’s eBook Mountain: Life at the Extreme

like, hate, love + -ing
3A ead the sentences. What is the verb form a er
KEY PHRASES
et me tell you about
and buildings. I always watch
the canoe race. They race on the
icy river and it’s very exciting.
and the Presentation

It happens in [place] in [month]. My favourite thing is the evening
the verbs in bold?
Every year, the people of Okanogan County in t this time, we often parade. I like watching it with
Washington State, USA, have a fair to celebrate the Oliver and his team enjoy being together, and they
The [event] lasts [number] days. my family.
love working with their horses and their horses love
Tool, and can also be

end of summer. One of the big events is the Indian It’s one of the best things all year.
them. Oliver likes riding his horses in the mountains.
Relay Race, a tradition of American Indians. In the y favourite thing is
ndian elay, each rider rides three different horses B Work in pairs. Say four things you like or don’t like We really enjoy watching it together. B Write a description of your event from
around the track. In this programme, we watch
downloaded from the

doing and say why. Use I like, enjoy, love and don’t like. Ex 4A. Write 80–100 words.
Oliver Pakootas as he and his family prepare for this
important tradition. There can only be one winner. C Learn and practise. Go to the Grammar Bank. 6 Work in groups. One student: Talk about your special event. Use the C Read other students’ descriptions. Which
Will it be Oliver? Key phrases to help you. Other students: Listen and make notes. event would you like to go to?
Resources.
Then ask two questions about the event.
24 25
The BBC video lesson teaches a grammar point There is a substantial Speaking section, providing
that occurs in the video. This grammar point is opportunities for personalised pairwork and
an integral part of the grammar syllabus and is groupwork related to the topic of the video.
based on a GSE Learning Objective.
The Workbook and Online Practice activities provide further practice of the target language
from Lesson D. It isn’t necessary for students to watch the videos again to do these activities.
2C | 2D
Lesson 2D
AMMA like, hate, love + -ing
A a special event
GRAMMAR
like, hate, love + -ing
The 5,000 km race
1A hoose the correct word or phrase to complete the
sentences.
1 I hate for clothes.
a go shopping shop c shopping
2 What on holiday?
a do you like do do you like doing c you like doing
3 Getting up early is .
a all right enjoy c like
4 I don’t like for people.
a wait waiting c to waiting
5 Would you like football?
a to play play c playing
Some people enjoy running, but these people
6 I love English.
love it. This 5,000 km race happens every year
a studying study c do studying from June to August. 5,000 km is the same
distance as from the East to the West of the
B omplete the conversation with the ing form of the
USA, plus eleven marathons (a marathon is
words in the box.
42.2 km). But runners in this race run around a
do get up meet shop single city block (925 metres) in Queens, New
spend study swim walk York, over and over again!
The race lasts 52 days, and people run from
A: What do you like 1 at the weekend?
6 a.m. until midnight, every day. Most people in
B: Well, I don’t like 2 early! I usually do
some exercise. enjoy 3 and I usually the competition run about 100 km a day. They
go on unday, with my family. hat about you only have six hours to wash and sleep each day.
A: I love 4 time with my friends. e like They need to visit the doctor before they enter,
5
for coffee or for lunch on aturday. to check they are strong and healthy.
I hate 6 at the weekend, but I have People give the runners vegetarian food to eat
a big exam soon at university, so sometimes do
while they run. They need to eat all the time
that. I also like 7 for clothes at the
big centre in town. Do you like that? because they use a lot of energy when they do
B: No, I hate 8 around the town centre!
the race.
It’s very hot in New York at this time of year
and sometimes there is a lot of rain, too.
READING Runners often carry umbrellas while they run!
Not everyone finishes the race, but runners
2A ead the article and answer the questions. receive a T-shirt if they do. It’s not much, but
1 Where is the race? people don’t do it for the prize. They do it
2 hat do people who finish it get because it makes them feel good.
B ead the article again. Are the statements True T or
alse
1 he race happens in the summer.
2 he race is the same as 11 marathons.
3 The race is only in one part of the city.
4 eople in the competition run for six hours a day.
5 nybody can run in the competition.
Online Practice
6 The runners eat a lot of food.
7 t isn’t cold at that time of year.
8 ll runners who finish the race get a shirt.
15
M02 Speakout3E A2_WB.indd 15 30/05/2022 09:46
Workbook
16

Introduction
Review
There is a one-page Review at the end of each Student’s Book unit. The Review
provides practice of the language from the unit. It is designed to consolidate
learners’ understanding, and includes listening and pairwork speaking activities.
2 REVIEW
GRAMMAR VOCABULARY
1 A Which words are countable (C) and which 4 A Name a type of food or drink that starts with these letters.
are uncountable (U)? 1 ce 2 av 3 gr 4 la 5 mu 6 no 7 su 8 le 9 sa 10 st
onion bean broccoli butter
cucumber lemon lemonade B Work in pairs. Student A Say the first letter of a type of food or
drink. Student B: Guess or ask for one more letter.
oil pear prawn yoghurt
A: r
B hoose five things from x A and write B: One more letter, please.
a list. A: r-i
C Work in pairs. Ask what’s on your B: Rice?
partner’s list. A: Yes!
A: Do you have an onion on your list?
5 A Match (1–6) with (a–f) to make questions.
B: Yes, I do. Do you have any beans?
Do you:
2A R2.01 | Listen and write the 1 go to bed a friends for coffee
sentences. 2 check b late at the weekend?
3 meet c your messages on a phone, tablet or laptop?
B Change the sentences so they are true
4 go to d shopping with friends or alone?
for you.
5 spend e time online in the evening?
I usually watch TV on Sundays.
6 go f parties at the weekend?
C Work in pairs. Find two things that
B Work in pairs. Take turns to ask and answer the questions in Ex 5A.
are the same and two things that are
Ask extra questions.
different for you and your partner.
Where? What time? Why/Why not?
3 Work in a different pair. Ask about the Who with? What do you … ?
activities in Ex 2A. Use Do you like … ?
or Do you enjoy … ? Do you go to bed late at the weekend? What time?
A: Do you enjoy watching TV? 6 A Complete the words in the text.

B: Sometimes. It depends on the
programme. I hate watching … B R2.02 | Listen and check.
Robot Waiters
‘Hello and welcome,’ says the waiter. ‘Are you ready to
1
or ?’
I say ‘hello’, and ‘yes, I’m ready to order’. But does the waiter
understand me? I don’t know. You see, the waiter
is a robot. I give my order – a steak for my 2 ma
course, potatoes for a 3 si dish and an avocado
salad. The robot says, ‘Would you like 4 so to
drink?’ so I ask for some water. And I hope this
works, because I’m very thirsty.
Robot waiters are not a new thing, and people
have different feelings about them. Restaurant
owners love them: ‘I 5 ha more customers now.
People enjoy se
6
the robots with the trays of food. It’s
good for business.’ The human waiters aren’t sure: ‘I hope it
7
do take my job.’ And customers? Some love them: ‘It’s
so cute! I want a selfie with it!’ Some hate them: ‘They’re not
very friendly. They 8 ne smile!’
And me? I’m not sure. I’m very hungry, and my lunch … Ah,
here it comes now!
26
M02 Speakout 3e CB A2 59526.indd 26 25/02/2022 14:40
The Student’s eBook provides access to the Online Practice

reviews. In the Online Practice and the Workbook, there is a
two page eview a er every two units, a Cumulative eview
a er nits and another a er nits , as well as a
Cumulative Review for Units 1–8.
1–2 REVIEW REVIEW 1–2 1–4 CUMULATIVE REVIEW CUMULATIVE REVIEW 1–4
GRAMMAR 4 ut the words in brackets in the correct place in the VOCABULARY 9A omplete the conversation with one word in each gap. GRAMMAR have got VOCABULARY restaurant words
sentences. aiter Here is the menu. present simple: I, you, we, they 6 Complete the conversation with the correct form of jobs and studies 12 Choose the correct words to complete the restaurant
1A ut the words in the correct order to make sentences 1 I get up late at the weekend. (always) 6A omplete the obs with the missing letters. am hank you very much have got. review.
and questions. 2 Susan works at the weekend. (never) 1 wr Bea: OK. Let's see what food they have ...
1 Complete the conversation with one word in each gap.
Kim: 1 you a car, Anna?
9 Complete the sentences with the words in the box.
1 you / Where / live / do ? 3 meet my mum for lunch unday. (every) 2 nu A: 1

you like your English classes? Il Fiore is a new Italian restaurant in the centre
am mm, this looks good. o you want a Anna: No, I 2 , but I 3 a bike. assistant designer driver
2 ames and / gatha / re / friends 4 Mark is late for school. (hardly ever) 3 sc 1
? B: Yes, I 2 ! officer player student of town. It’s perfect for a special 1dinner for two
Kim: 4
your sister a car?
3 understand / don’t / / erman . 5 play tennis with my friend uesdays. (on) 4 do ea es please, ’d like the deep fried mushrooms. A: Great! Why do you 3 them? / service charge. They have good 2starters /
Anna: Yes, she 5 . I sometimes use it.
4 your / Do / city / you / like ? 6 How do you listen to the news (often) 5 ac am ounds good. e, too. B: The students in the class 4 nice and the 1 I think that police wants to talk to us. waiters, including their famous bruschetta (bread
Kim: Great. Can you drive me into town? I need to
5 speak / Do / parents / English / your ? 7 My parents go on holiday twice year. (a) 6 en Bea: What do you want for a 2 course? lessons 5 fun. We speak to each other in 2 I hope one day I can be a professional with tomatoes). For the 3dessert / main course, I
see the doctor and I 6 a car. tennis .
6 from / hey / Canada / don’t / come . 8 ’m very tired in the evening. (always) English and 6 to podcasts. Do you like your
7 po of am burger, with a green salad as a 3
recommend the chicken pasta. It’s delicious! The
French classes? 3 My friend is a digital . He works online.
7 live / Who / with / do / you ? 8 la dish. And you? past simple of be: was, were 4
starters / side dishes are OK – green salad or
8 children / your / hat time / up / get / do
5A omplete the sentences with the ing forms of the
Bea: The chicken. Do you want a 4 ? Maybe A: No, I 7 . They 8 really difficult. 4 Can you ask the bus to stop here?
verbs in the box. B Match to a g to make sentences. an ice cream 7 Choose the correct words to complete the text. 5 The shop in the supermarket was very nice. vegetables – but they aren’t very interesting. My
B hoose the correct words to complete the sentences. possessive ’s, s’ 6 I’m a university . I study in Seoul. favourite 5dessert / main course is the chocolate
1 y uncle is a taxi am ’m not sure. Can we decide after the main Ten years ago, I 1am / was in Madrid for a year to
do get play run take write and lemon cake. The 6bills / waiters are very
study Spanish at university. The classes 2wasn’t /
1 I work / works from home. 2 I want to be a hotel course? 2 Complete the text with six apostrophes, four for
weren’t in English. They 3was / were all in Spanish. common verb phrases friendly, but remember that there is a 20% 7service
2 o / oes your parents live near you? 1 I love a break from work. 3 My sister is a university Bea: OK, good idea. Let’s order then. Now, where’s possession and two for contractions.
3 Nikki doesn’t like / likes fish. 2 My sister loves in the park. She goes 4 y son wants to be a famous football the 5 ? I have two sisters. My sisters names are Kate and
But it 4wasn’t / weren’t difficult for me. he teachers
5
was / were good and the other students 6was / were
10 Choose the correct words to complete the blog post. charge / waiter here, so the 8side dishes / bill can
4 When do you / you do your homework every day. 5 any people in my village are farm Vicky. Kates house is near mine, but Vicky lives in be expensive!
(One hour later ...) very friendly, too.
5 Jack and Lisa don t / doesn t have a lot of money. 3 Do you like tennis? 6 ur team’s new football Spain with her husband and two sons. The boys names
6 What do / does ‘politician’ mean 4 I enjoy short stories on my blog. am hat a nice meal. are Mateo and Diego. Vickys an English teacher and common adjectives (1)
7 We play / plays tennis on Saturdays. 5 What do you like at the weekend?
7 y mother teaches
ea es, lovely. xcuse me, can we have the her husbands a doctor. Kate works in her friends café. How to … Hi everyone, I’m really happy to start this course
8 Where are / do you from 6 I don’t like up early in the morning

a student and studies law. 6
, please?
with you all. Here’s some information about me. 13 Choose the correct word (a–c) to complete the
b manager is from pain. adverbs and phrases of frequency 8 Complete the conversations with one word in each I’m Luca and I 1live / have with my brother Bruno sentences.
B ind and correct six mistakes with verb -ing in the c driver. He works at night. Waiter: Yes, of course. gap. The first letter is given.
2 Add the missing apostrophes to the words in bold.
email.
3 Put the words in the correct order to make sentences. in London. I 2live / work from home, so I don’t 1 This exercise is . Can you help me?
d player when he finishes school. am hat’s that … make suggestions 3
go / get up early! Bruno 4teaches / goes at a school a easy difficult c loud
1 ndrea is my mothers sister. 1 ever / lunch / We / for / hardly / meet .
e workers in the summer. Waiter: It’s a chocolate 7 . Happy birthday, sir! A: I’m bored. 1W you like to see a film in the city centre, and we 5go / get out a lot together 2 I can’t work. There are lots of people and
2 My cousins (Jack and Annie) house is near here. Inbox 2 twice / I / running / go / week / a .
f manager in a nice, hot country in the evenings. I also 6work / study Japanese on it’s .
3 Simons a nice man. Bea: Surprise! Happy Birthday! 3 is / work / James / sometimes / for / late . B: I’d 2l to. How 3a this afternoon
g Italian at a university. Wednesdays. I 7teach / go to a class at university. a loud large c long
4 That’s the childrens bedroom. Hi Dae-Jung, am h, wow, thanks 4 shopping / Saturdays / We / on / go . A: Sorry, I’m 4b then. 5C we meet at
half past seven this evening? At the weekend, Bruno and I usually 8have / play 3 I love this coat. It’s so and comfortable.
5 hat’s my parents car. We need to plan the company activity day on 23 7 omplete the text with the verbs in the box. B omplete the sentences with the words in the box.
5 at / I / work / usually / the / don’t / weekend .
tennis together. a soft small c easy
6 eorgias at home at the moment. March. What does everyone like do? I know that Yana 6 is / Our / friendly / always / teacher . B: Sure, that’s 6f . See you then.
What about you? 4 Oh no, we’ve got the birthday present for
7 The films end was very exciting. hates go to parties and Marcus doesn’t like do sport. check get up go (x2) have play spend work chicken fish lemonade melon oil potatoes 7 gets / My / never / early / brother / up . … order a meal in a restaurant Karl!
8 The teacher checked all the students homework. I enjoy play games outside, but the weather isn’t 8 emails / an / hour / I / my / three / check / times . A: Are you ready to order? a different long c same
’m a nurse and 1 in a hospital at night. I 1 I like , but I don’t like other types of
always good at that time of year. B: Yes. Can I 7h some vegetable soup, please? food and drink 5 I can’t eat any more. That was a meal!
3A The sentences below have a mistake. hoose the 2
late in the afternoon, then go to work. meat. this, that, these, those; here, there
a hard large c short
best option to correct the mistake. Maybe we could do something inside? James loves First, I 3 my emails, then start work. fter 2 want something to drink. Have we got
4 Choose the correct words to complete the sentences.
A: Yes, and what 8w you like for the main 11 Complete the messages with one word in each gap.
work I 4 shopping. I like shopping at night any ? course? Some letters are given. 6 This sofa is very . It’s not comfortable to
1 I usually have a pasta for lunch. cook, so how about a cooking lesson for the team? I
1 Try this / these cheese – it’s very nice. B: I’d 9l the chicken with rice and vegetables. sit on.
a pastas some pasta c an pasta think cook is all right, and Aisha likes it, too. Can you because it’s very quiet. hen get home, ’m tired. 3 I don’t like or prawns. I don’t like
I 5
to bed very late. At the weekend, I anything from the sea. 2 Can you give me these / those dirty cups over there? a long difficult c hard
2 We don’t have some apples. ask the rest of the team? I want us to do something a e in itations and o ers
6
time with my family or 7 in a band. I 4 My favourite fruit is . 3 Let’s meet at the café in Rosalind Road – I can be
a any apples some apple c an apples that everyone can enjoy. here / there soon. A: Would you like to come for dinner on Friday? Jess: It’s Tara’s birthday party tomorrow. What shops and shopping
don’t 8 a lot of money, but love my job. 5 et’s make chips with these .
3 Can have any coffee, please? B: I’m 10s , I can’t. I’m busy on that day. food do we need for the picnic? I can make
Thanks, 6 This is made from olives. 4 What’s that / those on your T-shirt? 14 Choose the correct words to complete the
a some coffee any coffees c an coffee A: 11H about Saturday then? some 1ch e e and 2t ma o sandwiches.
4 Do you like pear?
Holly 8 hoose the correct word to complete the 5 Are these / those your keys here on the table? conversations.
sentences. C omplete the list with the words in the box. 6 Come here / there – I want to show you something. B: I’d love to, thank you. 1 A: Where can I buy magazines near here?
René: I’ve got a salad with 3l tt e,
a a pear some pear c pears
1 ’m . Do you want to have dinner? … get help in shops 4
c c be and 5p p rs B: There’s a newsagent’s / baker’s at the end of
butter lamb lemonade melon mushrooms there is, there are
B omplete the text with one word in each gap. a hungry tired c angry A: Good morning, Do you 12s batteries? this road.
pasta peppers prawns sparkling water Jess: Great! What about drinks?
2 ’m . I feel OK today. strawberries
5 Complete the text with is, isn’t, are or aren’t.
B: Yes, we have two types. 2 A: I need to go to the greengrocer’s / pharmacy
here’s a lot of food and drink in my fridge at the
a bored ill c all right I live in a big city, but there 1 a park near A: How 13m are those? Chelsea: I’ve got 7le on d and for some medicine.
moment. ’ve got 1 lot of eggs – twenty,
3 ’m sorry about yesterday. re you fruit: , my house, so there 2 much noise. There 7
or g j c . Is that OK? B: There’s one near here, but it’s closed today.
I think! I also like fruit, so I’ve got 2 apple, hree pounds fifty.
with me 3
a lot of traffic in the morning because there There’s another one in the supermarket / café.
3
melon and 4 strawberries. 4
a school in our street, but it’s quiet at night. A: OK, I’ll 14t them. Can I 15p by card? Jess: Perfect! And I’ve got the birthday cake!
a thirsty angry c relaxed vegetables: , 3 A: Where did you get that T-shirt?
I’ve also got 5 lemonade. haven’t got There 5 some nice cafés and restaurants in
4 e haven’t got any water and ’m B: From the new hairdresser’s / sports shop in
6
meat because don’t eat it, but we’ve got the city, but there 6 many good shops. That’s
a thirsty relaxed c hungry town. Do you know it?
7
cheese. live with my friend and he loves it. meat or fish , OK because there 7 a station near my house
5 ’m . o you want to go to the cinema and there 8 lots of buses. 4 A: Do you want to come to the bookshop / dry
We don’t like yoghurt, so we haven’t got 8 of
a hungry bored c ill cleaner’s with me? I need to get my dress.
that. drinks: ,
6 ’m and I need to sleep now. Goodnight. B: OK, but only if you buy me lunch at the café /
a tired all right c hungry sports shop!
other: ,
16 17 60 61
M02 Speakout3E A2_WB.indd 16 30/05/2022 09:46 M02 Speakout3E A2_WB.indd 17 30/05/2022 09:46 Z01 Speakout3E A2_WB Review.indd 60 30/05/2022 09:50 Z01 Speakout3E A2_WB Review.indd 61 30/05/2022 09:50

Introduction
Course methodology
A note from the authors Topics and content
In Speakout 3rd Edition, we focus on topics that are
relevant to students’ lives. Authenticity is important to
learners, so we have chosen audio and video material
Speakout 3rd Edition is designed to inspire both
sourced directly from the BBC, as well as drawing
learners and teachers through engaging topics and
on other real-world sources for reading texts and
authentic BBC material that brings those topics to life.
listening activities. At lower levels, we have sometimes
t the same time, it offers a robust and comprehensive
adapted materials by adjusting the language to make
focus on grammar, vocabulary, functions and
it more manageable for students whilst keeping the
pronunciation. As the name of the course suggests,
tone as authentic as possible.
speaking activities are prominent, but that is not at the
expense of the other core skills, which are developed Every unit contains a variety of rich, authentic input
systematically throughout. With this balanced material, including the vlogs, street interviews, and
approach to topics, language development and skills BBC programmes featuring some of the best the BBC
work, our aim has been to create a course full of has to offer.
lessons that genuinely engage learners and really
‘work’ in practice. Grammar
Each unit begins with vlogs involving speakers from Knowing how to recognise and use grammatical
around the world answering a question related to the structures is central to our ability to communicate
unit topic. These clips are informal, authentic and with one another. We believe that a guided discovery
unscripted. They provide short, manageable models of approach, where students are challenged to notice
language for students to work from, as well as acting new forms, works best. At the same time, learning is
as highly motivating ‘tasters’ for the unit. The four scaffolded so that students are supported at all times
lessons that follow the vlogs are all related to the unit in a systematic way. Clear grammar presentations
topic and contain a rich variety of skills and language are followed by written and oral practice. There is
work – everything you would expect of a modern also the chance to notice and practise features of
language course and more. pronunciation that are connected to the grammar area
We recognise that motivation is key to language being taught.
learning, and in order to help learners stay engaged In Speakout 3rd Edition, you will find
in the learning process and to track their progress, • Grammar in context – The target grammar is almost
every section of every lesson has clear, identifiable always taken from the listening or reading texts, so
learning goals. These goals are based on the Learning that learners can see the grammar in context, and
b ectives from the lobal cale of nglish and understand how and when it is used.
focus on grammar, vocabulary, functional language
• Noticing – We involve students in the discovery
and skills, all carefully pitched at the target level.
of language patterns by asking them to identify
The language builds incrementally throughout each
aspects of meaning and form, and to complete rules
lesson so that by the end, learners can engage in an
or tables.
extended speaking and or writing task which offers
them opportunities to use all the new language they
• Clear language reference – The Grammar Bank
provides a clear summary of rules and usage. This
have learnt in that lesson. There is also a substantial
serves as a reference that students can return to
pronunciation syllabus.
again and again, as well as providing related practice
Each unit ends with a BBC video lesson which activities.
features either a clip from a C programme drama, • Focus on use – We ensure that there is plenty of
documentary, news, entertainment or travel or C practice, both form- and meaning-based, in the
street interviews where people are filmed on the street rammar ank to give students confidence in
answering carefully chosen questions relating to the manipulating the new language. On the main input
topic. These videos are a springboard to extended page, we o en include personalised practice, which
speaking and writing tasks. is designed to be genuinely communicative and to
offer students the opportunity to say something
about themselves or the topic. There is also regular
recycling of new language in the Review pages, and
again the focus here is on moving learners towards
communicative use of the language.

Introduction
Vocabulary The third lesson in every unit of Speakout 3rd Edition

looks at one such situation and focuses on the
Developing a wide range of vocabulary is key to
functional language needed. Learners hear or see the
increasing communicative effectiveness developing
language used in context and then practise it in mini-
a knowledge of high frequency collocations and fixed
situations, in both written and spoken formats.
and semi fixed phrases is key to increasing spoken
fluency. n extensive understanding of words and omething that students o en find frustrating when
phrases helps learners become more confident when learning a language is the lack of opportunity to speak
reading and listening, and developing a range of English outside class. At the end of the third lesson,
vocabulary is also important for effective writing. students can do the ‘Speak Anywhere’ interactive
Equally vital is learner-training, equipping students speaking practice activity. These digital speaking
with the skills to record, memorise and recall ‘roleplays’ use speech recognition technology to give
vocabulary for use at the right moment. students the opportunity to build their confidence by
having a realistic conversation with a bot on the topic
In Speakout 3rd Edition, this is reflected in
of the lesson, and then receive feedback.
• A prominent focus on vocabulary – We include
vocabulary in almost all lessons whether in a lexical Also linked to the third lesson are the Mediation
set linked to a particular topic, as preparation for a lessons. These standalone lessons appear at the back
speaking activity, or to aid comprehension of a video of the book and are based on GSE Mediation Learning
clip or reading text. Where we want students to use Objectives.
the vocabulary actively, we encourage them to talk
about their own lives or opinions. The Vocabulary Speaking
Bank extends the vocabulary taught in the lessons, The dynamism of many lessons depends on the
o en using photographs and pictures to support success of the speaking tasks, whether the task is
students’ understanding, and providing audio a short oral practice of new language, a discussion
support, too. comparing information or opinions, a personal
• Focus on ‘chunks’ – As well as lexical sets, we also response to a reading text, or a presentation where
regularly focus on how words fit together with other a student might speak uninterrupted for several
words. We get students to notice how words are used minutes. tudents develop fluency when they are
in a text and to focus on high-frequency ‘chunks’ motivated to speak. For this to happen, engaging
such as verb-noun collocations or whole phrases. topics and tasks are essential, as is the sequencing
• Focus on vocabulary systems – We give regular of stages and task design. For longer tasks, students
attention to word-building skills, a valuable tool o en need to prepare their ideas and language in a
in expanding vocabulary. At higher levels, the structured way. This all-important rehearsal time leads
Vocabulary sections deal with systems such as to more motivation and confidence as well as greater
affixation, multi word verbs and compound words in accuracy, fluency and complexity in language use.
greater depth. Also, where appropriate, students should hear a model
• Recycling – Practice exercises ensure that before they speak, in order to have a realistic goal.
vocabulary is encountered on a number of occasions
There are several strands to speaking in Speakout 3rd
within the lessons, in the Vocabulary Bank at the
Edition
back of the book, in subsequent lessons and on the
Review page. • Communicative practice er introducing new
language vocabulary, grammar or functional
language , there are many opportunities in Speakout
Functional Language (How to ...) 3rd Edition for students to use that language in
One thing that both teachers and learners appreciate activities which focus on communication as well as
is the need to manage communication in a wide variety accuracy. These include personalised exchanges,
of encounters, and to know what’s appropriate to conversations and roleplays.
say in given situations. These can be transactional
• Foc s on ency – In every unit of Speakout 3rd
exchanges, where the main focus is on getting
Edition, we include opportunities for students to
something done e.g. buying something in a shop
respond spontaneously. They might be asked to
or calling to make an enquiry , or interactional
respond to a series of questions, to a short video
exchanges, where the main focus is on socialising with
or to a text, or to take part in conversations,
others e.g. talking about the weekend or responding
discussions and roleplays. These activities involve a
appropriately to good news . s one learner
variety of interactional formations, i.e. in pairs or as
commented, ‘Grammar rules aren’t enough – I need to
groups.
know what to say.’ In Speakout 3rd Edition, the focus
• Speaking strategies and sub-skills – Throughout
on functional language comes in the ‘C’ Lesson in each
Speakout 3rd Edition, students are encouraged
unit, under the new heading of ‘How to ...’.
to develop speaking strategies and sub-skills
highlighted in the GSE. Some examples include
using fixed expressions to keep a conversation
going, asking for clarification, managing a phone
conversation and giving reasons for a viewpoint.

Introduction
• Extended speaking tasks n the final lesson of each Reading

unit, as well as in other speaking tasks throughout
Reading is a priority for many students, whether it’s for
the course, students are encouraged to attempt
study, work or pleasure, and can be practised alone,
more adventurous and extended use of language in
anywhere and at any time. Learners who read regularly
tasks such as problem solving, developing a project
tend to have a richer, more varied vocabulary, and
or telling a story. These tasks go beyond discussion;
are o en better writers, which in turn supports their
they include a model, rehearsal time, useful
oral skills. Within the classroom, reading texts can
language and a concrete outcome.
introduce stimulating topics and act as springboards
for class discussion.
Listening There are several strands to reading in Speakout 3rd
or most users of nglish or any language , listening Edition
is the most frequently utilised skill. A learner who
can speak well but who has problems understanding • Focus on authentic texts – As with Speakout 3rd
language to at least the same level is unlikely to be Edition listening materials, there is an emphasis on
a competent communicator or user of the language. authenticity. Many of the reading texts draw on real-
e feel that listening can be developed effectively world sources, including newspapers, magazines,
through well-structured materials. As with speaking, media websites and books. We have chosen up-
the choice of interesting topics and texts works hand to-date, relevant texts to stimulate interest and
in hand with carefully considered sequencing and task motivate learners to read, and the texts represent
design. At the same time, listening activities can act as a variety of genres that correspond to the text
a springboard to stimulate discussion in class. types that learners will probably encounter in their
everyday lives.
There are several strands to listening in Speakout 3rd
• Focus on sub-skills and strategies – In Speakout 3rd
Edition
Edition, we strive to maintain authenticity in the way
• Focus on authentic recordings – We believe that readers interact with a text. We always give students
it is motivating for all levels of learner to listen to a reason to read and provide tasks which bring
authentic material. As such, each unit starts with about or simulate authentic reading, including real-
vlogs and also includes either a clip from a BBC life tasks such as summarising, extracting specific
programme, or a street interview filmed in locations information, reacting to an opinion or following an
around central London. At the higher levels, there anecdote. We also focus on strategies for decoding
are also authentic, unscripted BBC radio and podcast texts, such as guessing the meaning of unknown
extracts. All are invaluable in the way they expose vocabulary, understanding pronoun referencing and
learners to real language in use as well as different paying attention to discourse markers. As with the
varieties of English. Where audio recordings, listening and speaking sub-skills, the reading sub-
particularly at lower levels, are scripted, they skills syllabus is based on the GSE.
nevertheless aim to reflect the patterns of natural • Noticing new language – Noticing language in use
speech. is a key step towards the development of a rich
• Focus on sub-skills and strategies – Tasks across the vocabulary and greater all round proficiency, and
recordings in each unit are designed with a number this can be most easily achieved through reading. In
of sub-skills and strategies in mind. The latter Speakout 3rd Edition, reading texts o en serve as
are taken from the GSE and include, for example, contexts for introducing grammar and vocabulary as
listening and predicting what will come next, well as discourse features.
extracting key details, identifying chronological • As a model for writing – In the writing sections, the
sequences, and understanding technical texts serve as models for students in terms of overall
instructions. organisation as well as style and language content.
• As a context for new language – We see listening
as a key mode of input, and Speakout 3rd Edition
includes many listening texts which contain target Writing
grammar, vocabulary or functional language in their Many students need to develop their formal writing
natural contexts. Learners are encouraged to notice for professional and exam-taking purposes, while
this new language and how and where it occurs, others prefer to focus on less formal genres. For this
sometimes by using the audioscripts as a resource. reason, Speakout 3rd Edition covers both formal text
• As a model for speaking – In the third and fourth types such as essays, formal emails and reports, and
lessons of each unit, the recordings serve as models informal genres such as discussion forums, personal
for speaking tasks. These models reveal the ways in emails and social media posts.
which speakers use specific language to structure
their discourse, for example with regard to turn-
taking, hesitating and checking for understanding.
These recordings also serve as a goal for the
learners’ own speaking.
20

Introduction
There are several strands to writing in Speakout 3rd Future Skills

Edition
We recognise that in addition to language skills,
• Focus on genres – In every unit, there is a section students need to be equipped with a range of other
that focuses on a genre of writing, for example skills to improve their levels of employability and help
emails. We provide a model to show the conventions them to thrive in the future. For this reason, we include
of the genre and, where appropriate, we highlight a Future Skills feature in roughly half the lessons. The
fixed phrases associated with it. e then ask key skills taught are collaboration, communication,
students to produce their own piece of writing. While creative and critical thinking, leadership, self-
there is always a written product, we also focus management, and social responsibility. These sections
on the writing process, including stages such as comprise short notes highlighting the relevant skills as
brainstorming, planning and checking. they occur naturally in the flow of the lesson, followed
• Focus on sub-skills and strategies – While dealing by mini-tasks that encourage students to develop
with the genres, we include a section which focuses those skills.
on a sub-skill or strategy that is generally applicable
to all writing. Sub-skills include paragraphing, a ar r
organising content and using linking words and
Teaching any particular level of language learner
pronouns. Strategies include activities like writing
presents the teacher with a unique set of challenges
a first dra quickly, keeping your reader in mind
and rewards. Some are particular to that level only,
and self-editing. We present the sub-skill by asking
while others are applicable to a number of levels. Here
students to notice the feature. We then provide an
we will try to offer a few thoughts and guidelines for
opportunity for students to practise it.
teaching A2 learners.
• Lesson D writing task t the end of the final lesson
in each unit, following the final speaking task, we The first thing to bear in mind is that labels for levels
include a writing task. The idea is for students to can be very broad and any A2 class may consist
develop fluency in their writing. hile we always of individuals with a range of different learning
provide a model, the emphasis here is on using experiences, styles and preferences. Some learners
writing to generate ideas and personal responses. may have studied a considerable amount of English
• Writing as a classroom activity – We believe already, perhaps many years ago, while others may
that writing can be very usefully employed as an have come straight from an A1 class. Some may
aid to speaking and as a reflective technique for be highly communicative and be able to get across
responding to texts – akin to the practice of writing a great deal with few words and a little grammar,
notes in the margins of books. It also provides a while others may be ‘above level’ in their ability to
change of pace and focus in lessons. Activities such do written grammar exercises or read a text but lack
as short dictations, note-taking, brainstorming on confidence when asked to speak because they feel
paper and group story writing are all included in their knowledge isn’t enough to convey accurately
Speakout 3rd Edition. what they want to say.
Many A2 students will be fairly new to language
Pronunciation learning and may be relatively unfamiliar with the
For many learners the ability to pronounce English practices and characteristics of a communicative
in a comprehensible way is very important. It is also language classroom, for example, pairwork, mingling
vital in helping them to understand spoken English. and less-controlled activities. These students will
In Speakout 3rd Edition, we have taken a practical, therefore need more orientation and explanation
integrated approach to developing students’ than higher level students. They may also find it
pronunciation, highlighting features that o en cause difficult to understand classroom instructions and
problems in conjunction with a given area of grammar, won’t understand the metalanguage that teachers
particular vocabulary items, or functional language. sometimes use to talk about grammar.
Where relevant to the level, a grammar, vocabulary However, a class of A2 learners can be very rewarding
or functional language focus is followed by a focus on to teach. rogress is o en fast and measurable and
a feature of pronunciation, for example, word stress, most A2 students thoroughly enjoy the interactivity
sentence stress, intonation or the weak forms of of a modern language classroom as well as the
auxiliary verbs. Students are given the opportunity to camaraderie of the group. As regards level, we can
listen to models of the pronunciation, notice the key generalise that the ‘average’ A2 student can already
feature and then practise it. In the Vocabulary Bank, do a certain number of basic things in English,
we give the pronunciation of each item. At A1 level, and could probably survive in an English-speaking
there is a comprehensive focus on common sounds environment using a number of words and phrases,
and their spelling, as well as on potentially confusing albeit quite inaccurately and with many gaps in their
sound–spelling relationships. knowledge.
21

Introduction
tudents coming into an class will benefit greatly • If you have a monolingual group and speak the
from an initial review of key areas that they should learners’ first language, consider doing so very
have covered – and may well not have retained – at selectively. It’s useful for learners to hear English
A1. The Lead-in material at the start of the A2 course as much as possible, and careful planning of
is there for this reason, and we strongly encourage instructions can make these valuable listening
teachers to devote time to exploring this material practice. nd the more you rely on their first
while also taking the initial steps towards building up language to communicate, the more they will –
group cohesion via get-to-know-you activities and and the greater difficulty they’ll have becoming
light-hearted games. Beyond this, we have a number of functional in English.
pointers that we think are worth bearing in mind when • Be consistent about giving and checking homework.
planning and teaching from Speakout 3rd Edition A2. A large proportion of learning – particularly
ere are our Top Tips to help at this level retention – happens during self-study rather than
• When planning your lessons, think through in during formal lessons.
detail how you will set up activities. When giving • Finally, keep in mind that a language lesson may be
instructions, use gestures and always demonstrate an emotionally stressful experience for A2 students.
an activity rather than explaining it; do it with a For this reason, things that make each individual feel
student yourself or ask two students to do it in front recognised and ‘human’ – encouragement, praise,
of the class. Whenever doing an activity type for the the use of students’ names, even a well-placed
first time, it’s worth taking time to make sure that smile or moment of eye contact where culturally
students know what to do, not only so that the task appropriate can go a long way towards students
goes as planned on that occasion, but also as an leaving a lesson feeling positive and motivated and
investment towards future lessons. looking forward to the next one.
• Reviewing vocabulary is particularly important at A2 Antonia Clare, Frances Eales, Steve Oakes and JJ Wilson
level, in part because the sound system of English
will be new to students, who will likely find
retention of vocabulary particularly difficult. Try to
include vocabulary review games and activities in
your warmers and fillers.
• Grade your language so that it is easy to understand.
As obvious as it may seem, it’s important to remind
yourself of this before and during a lesson. Grading
language is a teaching skill that comes naturally for
some teachers and which other teachers need to
work on. Developing your own ability in this area will
benefit your students enormously.
• Use gestures, visuals, real objects and concept
questions when introducing language.
• Provide plenty of pairwork, not only for speaking
activities, but also for checking answers a er
listening or reading activities so that students can
build their confidence.
• Try to provide a good balance of communicative
activities and more controlled accuracy-focused
ones. A2 students need both.
• Don’t expect freer activities to sustain themselves
for very long. It’s common for lower-level learners to
shut down, get confused or feel unsure about a task.
• Whenever students do written tasks in their
notebooks or on their devices, including copying
from the whiteboard, closely monitor what they
write. students o en have significant difficulties
with English spelling, and it’s important that the
record they take home is accurate.
22

Introduction
Mediation
An example of a GSE Mediation sub-skill and LO at two
levels
[Page 23] Speakout Examples of GSE LO
3rd Edition Mediation
What is Mediation? levels sub-skills
Mediation is a common feature of everyday language featured
facilitating communication between people, or groups A2 Can identify and briefly
of people, who require the help of an interpreter or GSE 30–38 describe, in basic, formulaic
interlocutor to understand a text or a concept, to language, the key themes
achieve consensus or to resolve a dispute. Mediation and characters in short,
can be interlingual between two languages or simple narratives involving
intralingual a single language . n an interlingual familiar situations that
Analysis and contain only high frequency
situation between two languages , the interpreter criticism of everyday language.
translates from one language to another. Depending creative texts
on the complexity of the topic, and the knowledge C1–C2 including Can outline his/her
level of the person or people receiving the information, GSE 73–85 literature interpretation of a
character in a work their
the interpreter may also have to moderate and
psychological/emotional
simplify their explanation, even when explaining in the state, the motives for
recipient’s own language. n an intralingual situation a their actions and the
single language , the interlocutor may have to absorb consequences of these
and understand the concept themselves, particularly actions.
if it is not their first language, and then interpret it
in a different, perhaps simpler, way for the recipient. The full set of Mediation Learning Objectives can be
Mediation can be spoken or written. found in the Teacher Toolkit www.english.com gse
teacher toolkit user lo , and the ediation earning
Mediation and the CEFR and GSE Objectives used in this level of Speakout 3rd Edition can
be found in the GSE Learning Objectives table at the
Mediation has become increasingly important in
back of this Teacher’s ook see pages .
English language learning in recent years due to
the addition of new Can Do statements in the CEFR Why is Mediation important?
Companion olume with ew escriptors . The
Pearson GSE includes Mediation as a Communicative Teaching Mediation helps students to become versatile
Skill, which is broken down into sub-skills and then and successful communicators in a rapidly changing
further broken down into earning b ectives s. and increasingly intercultural environment. More and
more communication is carried out online, where the
The ediation sub skills or competencies are most common language is English. Global companies
• cting as intermediary in informal situations with require their employees to be able to use a common
friends and colleagues language when communicating with each other. That
common language is generally English. However,
• nalysis and criticism of creative texts including
communicating is not just about words, it’s about how
literature
we use language to cooperate with others. Students
• Collaborating in a group
who wish to take up opportunities in international
• xplaining data in speech e.g. in graphs, diagrams, careers and education not only have to be able to
charts, etc. speak nglish well, they also have to have the so
• xplaining data in writing e.g. in graphs, diagrams, skills that employers and universities demand, for
charts, etc. example communication, collaboration and teamwork,
• Expressing a personal response to creative texts leadership, critical thinking, and self-management.
including literature
• Facilitating communication in delicate situations and Mediation in Speakout 3rd Edition
disagreements In Speakout 3rd Edition, we have included eight
• Facilitating pluricultural space standalone Mediation lessons per level – one for every
• Leading groupwork unit. These lessons appear at the back of the book in the
• ote taking e.g. lectures, seminars, meetings, etc. Mediation Bank and are linked from each Lesson C – the
• Processing text in speech functional language lesson, which teaches practical,
real-world skills. They are linked to the theme of the unit
• Processing text in writing
and are based on GSE Mediation Learning Objectives.
• elaying specific information in speech
ach lesson focuses on peaking or riting as the final
• elaying specific information in writing output task. Teaching notes and the GSE LOs for the
• Strategies to explain a new concept eight Mediation lessons at this level can be found in this
• Strategies to simplify a text Teacher’s Book and in the Presentation Tool.
• Translating a written text in speech
Please note that all Mediation activities in Speakout
• Translating a written text in writing 3rd Edition are intralingual activities, designed to be
carried out in English.
23

Introduction
Testing and assessment while

using Speakout 3rd Edition
In-course testing Adult Benchmark and Pearson English
Speakout 3rd Edition offers a comprehensive package Internationa erti cate
of tests. All tests are supplied in A and B formats Speakout 3rd Edition is mapped to Adult Benchmark
different tests which can be used for retakes and and earson nglish nternational Certificate.
there is also a version suitable for use with students
with dyslexia. Tests are available as both ready- Adult Benchmark
to-print PDFs and editable Word documents in the
Benchmark takes the time, complexity and subjectivity
Teacher’s Resources area on Pearson English Connect
out of the assessment process. This straightforward
at www.pearsonenglish.com/speakout3e, or as tests
yet powerful tool makes it easy to measure real
assignable online via the Test Generator. The Tests
progress, fast. And with just a few basic requirements,
Package audio, audioscripts, Answer Keys and marking
the test can even be taken from home. Use the
guidelines for Writing and Speaking are also available
Benchmark Tests alongside any English course to
in the Teacher’s Resources area.
smooth and accelerate the ourney to fluency.
Pearson En ish Internationa erti cate
Types of test
Quick Day 1 Entry Test – a quick multiple-choice
diagnostic test to allow teachers to identify any gaps
in students’ grammar knowledge from the previous PTE GENERAL
level before beginning the current level earson nglish nternational Certificate T
Full Unit Tests – a three-part test for every unit, eneral gives learners official certification of their
testing Grammar, Vocabulary and Functional English language skills at any level. Awarded by
anguage art istening, eading and riting dexcel, nternational Certificate is recognised by
art and peaking art C universities and employers in many countries around
the world. The exam tests authentic communication
Quick Unit Quizzes twenty five multiple choice skills in real-world contexts and is available in both
questions testing Grammar, Vocabulary and paper-based and computer-based formats.
Functional Language from the unit
Progress Tests four tests for each level, for use a er
Units 2, 4, 6 and 8, with cumulative testing of the
preceding two units; consists of Grammar, Vocabulary
and unctional anguage art istening and
eading art and peaking and riting art C
Mid-course Test – a multiple-choice cumulative test
for use a er nit of each level, testing rammar,
Vocabulary and Functional Language from the
preceding four units
Full End of Course Test – a three-part cumulative test
for use a er nit of each level, testing rammar,
ocabulary and unctional anguage art
istening, eading and riting art and peaking
art C
Quick End of Course Test – Part A of the Full End of
Course Test is multiple-choice, and may be used as a
standalone test
24

Lead-in
Lead-in
LESSON OVERVIEW VOCABULARY
The activities on the Lead-in page are designed
to provide revision and communicative practice 1A licit the first answer as an example, then ask Ss to
in lexical sets, grammar and functional language categorise the rest of the words alone, then check
that Ss at this level should be familiar with. Use the in pairs. heck answers as a class and write them on
Lead-in page, according to your needs and those the board.
of your class, to assess your Ss’ existing knowledge
(as an informal diagnostic test, as you listen to and ANSWERS:
assess their current language skills) and/or to revise 1 notebook 4 1
or teach the target language in each activity.
2 purple 5 hursday
3 the 6
Online Teaching
f you’re using these exercises online, you might find B ut Ss in pairs to come up with more words for
the following tips useful:
each category. Monitor and help with ideas where
Ex 1B: Use an online collaborative document for necessary. When they have finished, elicit words
Ss to add their words, checking spelling while they from each pair and write them on the board or
work. You could create a table for them to add invite Ss to come up and do so .
words to.
Vocabulary Bank, the alphabet, Exs 2 and 3: C efer Ss to ocabulary ank ead in on
Keep Ss in the same breakout rooms for these pages to check if any of their ideas are
exercises. Give instructions for both activities there.
before you put them in their rooms. For Ex 3, ask
Ss to type their answers in the chat box privately pages 130–132 VOCABULARY BANK everyday VB
to check. objects, colours, nationalities and countries, the
alphabet, days of the week, numbers 1–100
Grammar Bank, subject pronouns and be, Ex 2:
n feedback, ask different s to type each The Vocabulary Bank pages are an integral part of the
sentence into the chat box to check answers. lessons and Ss will be referred to them frequently. You
might want to explain this to your Ss at this point and
show them where the Vocabulary Bank appears in the
Additional Materials book. The activities should only be omitted from the
For Teachers: lessons if you are confident that your s already know
Presentation Tool Lead-in the vocabulary. If you don’t work through the practice
exercises in class, it would be a good idea to set them
Online Digital Resources
as homework.
Grammar Bank Lead-in
Vocabulary Bank Lead-in everyday objects
For Students: 1 A Ss match the words with the photos individually,

then check in pairs. heck answers with the class.
Online Practice Lead-in
EXTRA IDEA f possible, bring in to class as many of
the objects in x 1 as you can. rrange s in a circle.
efore they do the exercise, show each object and elicit
or say what it is, then pass it to a student and ask them
to say the word and pass it to the next student, who
repeats. eed in objects, repeating the process, until all
objects have gone round the circle.
ANSWERS:
1 2 3 C
7 8 9 10 11 H 12
B VB.L.01 Ask Ss to look at the photos. lay the

recording for Ss to listen and repeat the words.
25
M00 Speakout 3e TB A2 Lead-in 99553.indd 25 28/11/2022 07:45

Lead-in
VB 2 licit the first answer as an example, then put Ss 2 ead the example with the class, then ask Ss to
in pairs to answer the questions. When they have cover the table when they re the one being tested,
finished, check answers with the class. only looking if they need to. Ss test each other in
pairs.
ANSWERS:
1 tissues, stamps, scissors, glasses 3 Ss discuss the questions in pairs. When they have
finished, elicit answers from a few Ss and have a
2 toothbrushes, laptops, purses, wallets, files,
brief class discussion.
mobiles, driving licences, tickets
ANSWERS:
3 emonstrate the activity by naming one ob ect for
1 ustralia, merica, outh frica, cotland
each question, e.g. n the classroom scissors. n
2–3 tudents’ own answers
my bag mobile. n my home driving licence. ut
Ss in new pairs to discuss the questions.
the alphabet
colours
1A ead the examples with the class, demonstrating
1A licit the first answer as an example and write it on the same sounds. xplain that each group has the
the board. Ss reorder the letters to make the rest of same vowel sound. Ask Ss to write the rest of the
the words alone, then check in pairs. heck answers letters for each sound group, then check in pairs.
as a class.
B VB.L.04 lay the recording for Ss to listen and
EXTRA SUPPORT: DYSLEXIA s with dyslexia may check then check answers with the class.
find reordering activities difficult. n this case, give s
the words with one or two letters taken out and ask ANSWERS:
them to complete them. A H
B C ( ‘ ’)
ANSWERS: F ( ‘ ’)
1 red 6 black I Y
2 yellow 7 brown O
3 blue 8 orange Q
4 green 9 purple R
5 white 10 pink
2 ead the example with the class, then ask Ss to
B VB.L.02 Ask Ss to look at the colours. lay the choose words from the ocabulary ank to spell
recording for them to listen and repeat the words. to each other in pairs. emind them what a capital
letter is.
2 ead the example with the class and demonstrate
the activity with a stronger student. ut Ss in pairs 3 emonstrate first by spelling your name, then ask
to practise saying ob ects and colours. Monitor and Ss to stay in the same pairs and practise spelling
offer help where needed. their name to each other. When they have finished,
ask Ss to read what their partner wrote and check
nationalities and countries it s correct.
1A ead the example with the class, then ask Ss to days of the week
complete the table with the rest of the countries,
then check in pairs. heck answers with the class 1A efore starting this exercise, you may want to elicit
and write them on the board to check spelling. the days of the week orally with the class to find out
eview the other countries and nationalities in the how much they know. Ss complete the words alone,
table with the class. then check in pairs. heck answers with the class
and write them on the board.
ANSWERS:
2 ustralia 6 ussia ANSWERS:
3 Colombia 7 rgentina onday, uesday, ednesday, hursday, riday,
4 the / merica 8 outh frica aturday, unday
5 exico 9 taly
repeat the words.
repeat the words.
26

Lead-in
2 Ss discuss the questions in pairs. When they have

GRAMMAR
finished, elicit the answer for each question from a
different pair.
subject pronouns and be; object pronouns
ANSWERS: and possessive adjectives
1 aturday
2A ocus attention on the photos and ask Ss if they
2 tudents’ own answers, depending on the know who the people are d Sheeran, reta
country they come from Thunberg, Michelle and arak bama . licit the first
3, 4 tudents’ own answers, depending on the day answer as an example, then ask Ss to complete the
rest of the sentences. on t give any answers yet.
numbers 1–100 B L.01 lay the recording for Ss to check their
answers. heck answers as a class.
write the rest of the numbers alone, then check in ANSWERS:
pairs. heck answers with the class and write them
A He’s B Her C him D hey’re E t’s
on the board or invite Ss to come up and do so .
ANSWERS: C The relevant parts of rammar ank ead in

1, 12, , 20, 100, 15, 44, 11, 2, 0, 30 on pages can be used in the lesson or for
homework. ecide how and when the exercises will
benefit your class.
2 VB.L.06 licit the answer for twenty as an
example, then put Ss in pairs to mark the rest of the GB
pages 96–97 GRAMMAR BANK
stressed syllables. When they are ready, play the
recording for Ss to check. heck answers with Focus Ss on the notes covering the form and use of
the class. subject pronouns and be and object pronouns and
possessive adjectives. Go through the notes with Ss
ANSWERS: or let them read them alone. Check understanding
one, twelve, eight, twenty, a hundred, fifteen, where necessary, especially of when we use possessive
forty four, eleven, seventy two, ninety, thirty adjectives.
3 ut Ss in different pairs, then demonstrate the subject pronouns and be

activity with a stronger student by asking them to
tell you five numbers for you to write them on the
1 This focuses on the form of be. ead the example
with the class, then ask Ss to complete the rest
board. Ss then do the activity in pairs.
of the conversations, then check in pairs. emind
Ss to use contractions where possible, pointing
FUTURE SKILLS | Self management out that an apostrophe is used to represent a
missing letter or missing letters , e.g. it’s = it is.
4 ead the uture Skills box with the class, then heck answers with the class. Ask Ss to practise the
ask Ss to try the activity every day. Ask them to conversations in pairs.
report back a week later to discuss how useful
they thought it was. ANSWERS:
’m not 3 ’m 4 re 5 am
’s 7 s 8 isn’t 9 ’s
10 re 11 aren’t 12 ’re

Lead-in
GB 2 This focuses on the form of sub ect pronouns pages 96–97 GRAMMAR BANK GB
and be. ead the example with the class, and
demonstrate how the verbs need to be put into Go through the table for question words with Ss or
let them read it alone. Check understanding where
their correct form. Ask Ss to write the rest of the
necessary, especially of word order in questions.
sentences alone, then check in pairs. heck answers
with the class and write the sentences on the board.
question words
ANSWERS:
1 This exercise focuses on the use of question words.
1 y teacher’s aria. Her classes are very good. ur ead the example with the class, then ask Ss to
classroom’s number thirty two.
write the rest of the questions alone, then check
2 e’re from eru. e’re in okyo on holiday. in pairs. ncourage Ss to use contractions as in the
’m Cecilia and my brother’s name’s iguel. ’m example. heck answers with the class and write
nineteen and he’s twenty. them on the board or invite different Ss to come up
and do so .
object pronouns and possessive adjectives
ANSWERS:
1 This focuses on the form and use of ob ect 2 here’s Christina
pronouns. ead the example with the class, then 3 How are your mother and father
ask Ss to replace the rest of the words in bold alone,
4 hen’s lunch
then check in pairs. heck answers with the class.
5 ho’s your doctor
ANSWERS: 6 hy are ustavo and ulia here
2 us 3 it 4 them her 6 them
7 them 8 us 9 him 10 it classroom language
2 This focuses on the use of ob ect pronouns and 4A ead the example with the class, then ask Ss to
possessive ad ectives. Ss choose the correct options complete the rest of the conversations individually.
alone, then check in pairs. heck answers with the Ask Ss to check in pairs then check answers with the
class. class. ou may want to elicit or explain the use of
Sorry to get someone s attention in conversation .
ANSWERS:
ANSWERS:
1 our, her 2 us 3 my, me
2 How
4 hey’re, them 5 he’s, her 6 t, my, his
3 understand
4 again
question words
5 page
3A licit the first answer as an example, then ask Ss to
complete the rest of the questions, then check in B L.02 With weaker classes, play the recording
pairs. heck answers as a class. and pause a er conversation to elicit the correct
answer before continuing. therwise, play the
ANSWERS: recording for Ss to listen and underline the main
1 hat’s 2 here 3 How stressed word, then check in pairs. lay the
4 ho’s 5 hen’s 6 hy recording again if necessary, then check answers
with the class.
B emonstrate by having Ss ask you the questions
ANSWERS:
for you to share your answers to them with the
class. Then put Ss in pairs to ask and answer the 1 hat does ‘singular’ mean
questions. When they have finished, ask a few Ss to 2 How do you spell it
share any interesting information they found out 3 ‘ ork together ’ don’t understand.
about their partner with the class. 4 orry, could you say that again, please
C The relevant part of rammar ank ead in on 5 orry, which page is it
pages can be used in the lesson or for
homework. ecide how and when the exercise will C L.02 lay the recording again and ask Ss to
benefit your class. listen and say Speaker A s sentences at the same
time. Monitor and check they re stressing the
right words, and drill chorally and individually if
necessary.

1 me and you
LEARNING OBJECTIVES
A Hi Let s eet
LISTENING | Understand people introducing HOW TO … | make suggestions: adjectives for
themselves and other people: jobs and studies feelings time phrases
Introduce and talk about yourself: present simple: Pronunciation: intonation to show interest
I, you, we, they
Pronunciation: weak forms and linking: do you INFORMATION
rite a personal profile use capital letters VOCABULARY
30 42 Can use language related to expressing
INFORMATION emotions.
LISTENING READING
30 Can recognise phrases and content words related 31 Can understand short, simple messages on
to basic personal and family information. postcards, emails and social networks.
GRAMMAR HOW TO
26 Can make affirmative statements using the 34 Can respond to suggestions to do something using
present simple without time reference. basic fixed expressions.
VOCABULARY SPEAKING
30 42 Can use language related to places of work. 31 Can make simple invitations using basic fixed
SPEAKING expressions.
30 Can initiate and respond to simple statements on
very familiar topics.
32 Can use brief, everyday expressions to ask for and
Fa i y and riends
give personal details. BBC STREET INTERVIEWS | Understand street
interviews about people and their families: family
WRITING
34 Can write basic personal details for a website Talk about people in your life: possessive ’s, s’
profile, business card, etc. escribe five people in your life
24 Can use capital letters appropriately.
INFORMATION
PREVIEW
B Sa e t di erent 30 42 Can use language related to family members
READING | Read an article about twin brothers who and relationships.
are very different common verb phrases VIEW
Talk about a friend or a family member: present 30 Can identify simple information in a short video,
simple: he, she, it provided that the visual supports this information
Pronunciation: third person -s and the delivery is slow and clear.
GRAMMAR
INFORMATION 30 Can use ‘s’’ to express possession with plural
VOCABULARY nouns.
30 42 Can use language related to everyday 2 Can use ‘’s’ to express possession with singular
activities. nouns.
READING SPEAKING
30 Can understand short, simple texts about 33 Can talk about their life (e.g. family, home, job),
everyday activities. using simple language.
GRAMMAR WRITING
26 Can use the present simple to refer to daily 2 Can write simple sentences about their family and
routines. where they live.
SPEAKING 34 Can write short descriptive texts (4 6 sentences)
30 Can describe a person’s hobbies and activities on familiar personal topics (e.g. family, possessions),
using simple language. given a model.
For co era e o SE Learnin O ecti es o to pa e

29
M01 Speakout 3e TB A2 U1 99553.indd 29 28/11/2022 07:45

Unit 1 | Lesson A
BBC VLOGS
This is a short activity that can be used as an
1A Hi!
introduction to the unit topic and a warm-up to
esson . t shouldn’t be exploited or taught at GRAMMAR | present simple: I, you, we, they
length, ust played once or twice in class. VOCABULARY jobs and studies
Read the questions in part 1 with the class to check PRONUNCIATION | weak forms and linking: do you
they know what to listen for, then play the video for Ss
to answer the questions. ut s in pairs to check their LESSON OVERVIEW
answers. ead the question in part , then play the In this lesson, Ss learn the present simple with
video again for s to answer it. ut s in pairs to check I, you, we and they to talk about things which are
their answers. f necessary, play the video once more, always true. The context is a listening where they
then check answers with the class. hear people introducing themselves to each other.
This leads into the grammar, where Ss also practise
ANSWERS: weak forms and linking with do you. s also learn
1 wo ritish ( o) and ortuguese ( o o) vocabulary related to obs and studies. s then do
It can be inferred that Chad is American and a mingling speaking activity, where they practise
that Sarah is British. The other speakers do not introducing themselves to each other. The lesson
mention their nationality. ends with a writing activity, where Ss revise the use
hree artha, arah and o o of capital letters and write a personal profile.
EXTRA IDEA f s want to watch the video again

Online Teaching
outside class, you could ask them to note the different f you’re teaching this lesson online, you might find
jobs that are mentioned. the following tips useful:
Exs A and B: Use a collaborative document for
NOTE he vlogs have been provided by people from s to add their predictions. er they listen to the
around the world in response to the same question. he conversations in x , return to the document to
video content was filmed by them on their own mobile see how many s guessed correctly.
phones, so the picture quality varies considerably and in Ex 4A: Display the questions on your device and
some cases is of a lower quality. However, this adds to share your screen. n feedback, elicit the main
the authenticity of the content. stressed word and highlight it on your screen.
he locations labelled on the vlogs show where the Ex 5B: Ask Ss to type their answers in the chat
speaker was when they filmed the video. t does not box so that s can compare.
reflect where the speaker comes from (necessarily). Writin Ban A Ex B: Ask Ss to share their
profiles via a collaborative document to read each
s many of the speakers are non native, the videos
other’s writing.
expose s to a range of different accents and varieties
of nglish. his could be used as a way to highlight
interesting or useful differences.
Additional Materials
Additional Materials For Teachers:
Presentation Tool Lesson 1A
For Teachers:
Photocopiable Activities 1A
Presentation Tool Unit 1
Grammar Bank 1A
Online Digital Resources
Vocabulary Bank 1A
Videoscript Unit 1 Opener: BBC Vlogs
Writing Bank 1A
For St dents:
Online Practice 1A
Workbook 1A
30

Unit 1 | Lesson A
TO START ietro i o, in the ome office es, we work

together.
Write three sentences about yourself in the present
simple on the board two true, one false, e.g. don’t know ietro well. ice guy. imi, do you have a
like cheese. ’m years old. y favourite day of the minute Can we talk about the meeting
week is unday.’ ncourage s to ask you questions f course. Can it be a bit later
about each sentence to try and work out which is false. ure, after lunch
es, that’s good for me.
EXTRA SUPPORT: DYSLEXIA yslexic learners in
oodbye for now, abriele. njoy your time here.
particular benefit from understanding exactly what
they are learning in a lesson so that they understand hank you.
what they are working towards. n this and every lesson, on ersation
explain clearly what the learning objectives of the H Hi al
lesson are near the start.
Hi Hannah. How are things
H ood, thanks. How are you
LISTENING V: Not too bad.
H his is Charlie. Charlie, this is al.
1 Focus attention on the words and phrases in the Hi, nice to meet you.
bubble. Read the examples with the class and elicit
C ice to meet you, too.
one or two more possible questions they can ask.
Put Ss in pairs to ask and answer the questions. How do you know each other
Monitor while they are speaking so you can get H e work together.
an idea of how much they already know. When h, really
they have finished, ask a few Ss to share anything C nd you How do you know each other
interesting they found out about their partner with
ur children go to the same school. hey’re friends.
the class.
C h, how old are your children, al
A ocus attention on the photos, then put Ss in pairs ive and three.
to discuss the questions. When they have finished, C h, so the same age
elicit Ss’ ideas but don’t give any answers yet.
C 1.01 | Read the phrases with the class so
POSSIBLE ANSWERS:
they know what to listen for. Ss listen again and
1 hoto outside / at a party hoto at work / in write their answers, then check in pairs. lay the
an office
recording again if necessary, then check answers
hoto yes hoto no (they are at work) with the class and write the phrases on the board.
B 1.01 | Play the recording for Ss to match the EXTRA SUPPORT: TEA HER s may hear native
conversations with the photos, then compare speakers reply ‘ ’m good’ in response to ‘How are you ’.
answers in pairs. Check answers as a class. lthough it is becoming increasingly common, the
‘correct’ grammar here is ‘ ’m well/fine’ and ‘ ’m good’
ANSWERS: may be marked as incorrect in a test.
1
ANSWERS:
1 ery well thanks. ot too bad.
nd you. ice to meet you, too.
T = Ti i = iane = a rie e H = Hannah
3 e work together. ur children go to the same
= a = har ie school.
on ersation
ood morning, iane. Put Ss in pairs and read the example with the class.
h, hello, imi. How are you At this point you could ask a stronger student to
demonstrate the activity with you. Monitor while
ery well thanks. nd you
Ss are practising the greetings and check they’re
D: Fine thanks.
pronouncing them correctly.
o you know abriele He works in our ome office.
o, don’t. Hi abriele. EXTRA HALLEN E ell s to practise these ‘mini
Hello. ice to meet you. conversations’ in groups of three, as the dynamic will
give them options to try out more of the language and
nd you. o you work with ietro, abriele
possibly expand the conversations.
31

Unit 1 | Lesson A
GRAMMAR ANSWERS:
o r and rs rown live in ew ork
present si p e: I, you, we, they
3 o onia and you know each other / o you and
3A licit the first answer as an example, then ask Ss to onia know each other
complete the rest of the sentences. When they have 4 o your children go to the same school
finished, check answers with the class and write 5 o your children watch a lot of
them on the board or invite different Ss to come up 6 re en and aney married / re aney and en
and do so). married
7 o you come from near here
EXTRA SUPPORT ith weaker classes, play the
recording from x 2 for s to listen and complete the 8 o you speak nglish at home
sentences.
This activity practises the form of short answers.
ANSWERS: ead the example with the class, then ask Ss to
1 o don’t o work 3 know go correct the rest of the answers, then check in pairs.
Make sure they’re aware that one of the responses
B Read the sentence with the class and elicit the is correct. Check answers with the class. As a
correct answer. Explain that we use the present follow up, you could put Ss in pairs to practise the
simple to describe things which are always true. You questions and responses.
could also explain that with I, you, we and they, the
ANSWERS:
present simple form is the same as the infinitive.
o, they don’t live.
ANSWER: 3 es, we do.
always true 4 o, they go to different schools.
5 es, they do.
C The Grammar Bank on page 98 can be used in the 6 o, they aren t.
lesson or for homework. Decide how and when the
7 correct
exercises will benefit your class.
8 o, we don t. e speak apanese.
GB page 98 GRAMMAR BANK
3 This activity practises the form and use of wh-
Go through the notes with Ss or let them read questions. Read the example question and point out
them alone. Check understanding where necessary, that this asks about the first piece of information
especially of how questions are formed and the form
on the business card. Ss write the questions, then
of short answers.
check in pairs. Check answers with the class and
write them on the board. Alternatively, ask different
1 This activity practises the form of present simple
questions. ead the example with the class, then Ss to come up and write the questions on the board.
ask Ss to order the rest of the questions alone. Ss
ANSWERS:
check in pairs, then check answers with the whole
class. How do you spell your surname / last name
3 here do you live
EXTRA SUPPORT: DYSLEXIA s with dyslexia can 4 hat do you do
find reordering exercises like this difficult. n this case, 5 here do you work ( ho do you work for )
give them the questions with one or two words missing
6 here do you come from
for them to complete.
7 hen do you study
8 ho’s / ho is your teacher
32

Unit 1 | Lesson A
PRONUNCIATION VOCABULARY
ea or s and in in : do you o s and st dies
4A 1.02 ocus attention on the questions, then 5 A Read the example with the class. Ss complete
play the recording for Ss to underline the main the word webs alone, then check in pairs. heck
stressed word in each one. Check answers with the answers with the class.
class, then ask them to listen again, paying attention
to the pronunciation of do you (/də ə/). Drill the ANSWERS:
questions with the class chorally and individually. bus / train / taxi dri er
university / law / art st dent
EXTRA SUPPORT: TEA HER n questions such as
football / tennis / basketball p ayer
2, there are other ways to place the stress, e.g. o you
have a minute (to reinforce the length of time). ou hotel / office / farm or er
could point out the link between the main stresses and
how other words, particularly auxiliaries and subject B 1.04 | Explain that Ss will hear some of the
pronouns are weakened. obs from x A. lay the recording for Ss to listen
and find the obs they hear in the word webs in
ote that the weakened sounds are taught
x A, then elicit the answers from the class. Then
progressively, because an 2 student using the weakest
weak or contracted form (/ ə/) can sound unnatural, play the recording again, pausing a er each mini
given their lack of fluency and low speed of production. conversation for Ss to repeat the answers.
ANSWERS:
ANSWERS:
1 hotel manager 4 basketball player
1 How do you know each other
taxi driver 5 office worker
o you have a minute
3 art student
B 1.03 Ss listen and write the questions, then
check in pairs. Check answers with the class and
write them on the board. Play the recording again
1 hat’s your job
for Ss to listen and underline the main stressed
word in each question (as in Ex 4A). Check answers B: I’m a hotel manager.
with the class and drill the questions. hat do you do
’m a taxi driver.
EXTRA SUPPORT: DYSLEXIA s with dyslexia may 3 hat do you do
find this exercise challenging for two reasons it requires
’m an art student.
listening and reading at the same time, and the rubric
contains multiple instructions. ou could give them the 4 hat’s your job
questions and ask them to just listen and underline the B: I’m a basketball player.
main stress. 5 hat do you do
’m an office worker.
ANSWERS AND AUDIOSCRIPT:
1 o you speak English C Put Ss in pairs and read the example with the class.
o you know her children Ss discuss which obs they d like to do. n feedback,
ask a few pairs if they have any answers in common,
3 here do you live
and if so which ones.
4 hat do you do
5 here do you work Put Ss in pairs to come up with more jobs. Monitor
and help with vocabulary where necessary, writing
6 hat do you study
any new words and phrases on the board. When
C Remind Ss of the pronunciation of the weak form they have finished, refer Ss to the ocabulary ank
of do you in the questions, then put them in pairs on page 133 to check if any of their ideas are there.
to practise asking and answering the questions.
EXTRA HALLEN E ut s in small ‘teams’ and set
When they have finished, ask a few Ss to report
back to the class on what they found out about their a time limit of three minutes for s to come up with as
many jobs as they can. hen they have finished, award
partner.
a point for each correct answer. The team with the most
points at the end wins.
33

Unit 1 | Lesson A
VB page 133 jobs

SPEAKING
Note that the Vocabulary Bank activities are an
important part of the lesson. They should only be 6 ead the examples with the class, then put Ss in
omitted if you are confident that your s already know groups. Ask them to stand up and imagine they’re
this vocabulary. f you don’t use the exercises in class, at a party. Encourage Ss to use the phrases to
it would be a good idea to set them as homework. introduce themselves to each other. Alternatively,
do this as a class activity. Put Ss in pairs and remind
them of the phrases ‘This is …’ and ‘Nice to meet
match the obs with the photos alone, then check in
you, too . Ask Ss to walk around in their pairs and
pairs. Check answers with the class.
introduce each other to other Ss in the class.
ANSWERS: 7 A As a class, elicit as many famous people as you can
3 4 5 H 6 7 and write them on the board. Make sure everyone
9 C 11 13 14 15 knows who all of the people on the board are.
B ead the example with the class and if necessary,

A Remind Ss of when we use a (before a consonant
demonstrate with a stronger student first. f you
sound) and an (before a vowel sound). Ss add the
think they need it, elicit more possible questions
correct article to each ob alone, then check in pairs.
Ss can ask first and write them on the board for Ss
Don’t give any answers yet.
to use, e.g. Are you old young o you travel a
B VB1.01 | Play the recording for Ss to check their lot etc. ut Ss in groups to ask and answer their
answers to Ex 2A. Check answers with the class. questions. Set a limit of 10 questions before they
should guess, then move on to the next person.
ANSWERS: When they have finished, ask a few Ss how many
ee answers to x 3. they guessed correctly.
EXTRA IDEA: DIGITAL Ask Ss to go online to

3 VB1.01 | Ss listen again and underline the
research information about their chosen person so they
stressed syllables. Check answers with the class
can answer all their classmates’ questions.
and drill the words chorally and individually.
ANSWERS: WRITING
1 a doctor a pilot
a nurse a politician rite a persona pro e se capita etters
3 an actor 11 a scientist
8 A Focus attention on the website form and the
4 a police officer a writer information required to complete it. Ss read the
5 a shop assistant 13 a digital designer form and answer the questions, then check in pairs.
6 a singer 14 retired Check answers with the class.
7 an engineer 15 unemployed
ANSWERS:
8 a lawyer
1 b a 3 b
4 Ss discuss the question in pairs. Point out that they

B Refer Ss to the Writing Bank on page 88.
can choose more than one job. When they have
finished, elicit answers from a few Ss and find out if
page 88 WB
others agree.
1 A Focus attention on the texts and elicit what they are

a personal profile and a business card . Ss read the
texts and answer the question alone, then check in
pairs. Check the answer with the whole class and
elicit where each piece of information can be found.
ANSWERS:
age, interests, languages, nationality
34

Unit 1 | Lesson B
1B Same but
B Ss tick the correct rules and find examples in
the texts, then compare answers in pairs. heck
answers with the whole class. You could ask Ss if
they have the same or different rules for capital
letters in their language(s). d r
ANSWERS:
GRAMMAR | present simple: he, she, it
he following use capital letters
VOCABULARY common verb phrases
a sentence Hi, ’m lexis r any other sentence.
PRONUNCIATION | third person -s
cities – Tarragona
countries pain LESSON OVERVIEW
businesses esign
In this lesson, Ss learn common verb phrases used
languages panish, rench, nglish to talk about daily activities. They extend their
nationalities – American knowledge of the present simple by studying forms
people’s names lexis with he, she and it. The context is a reading about
twins with different lives. s also practise the
street names Carrer n e
pronunciation of third person -s. The lesson ends
with a speaking activity in pairs, where they talk
C Ss complete the profile using capital letters where about someone they know.
necessary, then check in pairs. heck answers with
the class.
Online Teaching
ANSWERS: f you’re teaching this lesson online, you might find
Hello, my name is Robert the following tips useful:
I’m a hotel anager at the Central Hotel in the Ex B: Use an online poll for Ss to predict their
centre of Tokyo. I’m married, and my wife and live answers before reading to check.
in an apartment near the hotel. This is our first year Ex 4C: Drill the verbs individually round the class
here, and we would like to meet local people. e in the main room, as it’s difficult to hear s during
speak English and Portuguese (my wife is Bra ilian). choral drilling online.
We’re interested in meeting people to practise Ex 5C: Use an online noticeboard for Ss to add
speaking Japanese. Contact me if you’re interested sentences about themselves and their partner,
then read other s’ sentences.
A Ss should aim to write their own profiles in
words, though as this is the first unit a lower
Additional Materials
limit could be more realistic for some. Monitor and
offer help with vocabulary where necessary, writing For Teachers:
any new words and phrases on the board. Presentation Tool Lesson 1B
Photocopiable Activities 1B
B When they have finished, encourage Ss to read each
Grammar Bank 1B
other s profiles. n feedback, ask a few Ss to share
any new information they found out with the class.
For St dents:
EXTRA IDEA: DIGITAL sk s to choose a famous Online Practice 1B
person they like and go online to research them and Workbook 1B
make notes. hey then write their profile based on that
information and inventing things like contact details.
TO START
TO FINISH Write the following questions on the board: Do you have
any brothers or sisters? Or close friends? What is the same
Write the following questions on the board: Where
or di erent about you? Put Ss in pairs or small groups to
do you post a personal pro le li e this? o you have a
discuss the questions. hen they have finished, ask a few
personal pro le online? Where and what for? Ss discuss
s to share their answers with the class.
the questions in pairs. hen they have finished, elicit
their ideas and have a brief class discussion.
they are learning in a lesson so that they understand
what they are working towards. n this and every lesson,
explain clearly what the learning objectives of the
lesson are near the start.
35

Unit 1 | Lesson B
B Draw Ss’ attention to the photos and elicit what

VOCABULARY they can see, and what they think the people are
like. Go through the phrases and elicit who Ss think
co on er phrases
each one refers to. You could write their ideas on
the board.
1 A With weaker classes, you may want to go through
the words and phrases in first and check C Set a time limit of three minutes for Ss to read the
understanding. ead the example with the class, article quickly and check their ideas. Tell Ss not
then ask Ss to complete the rest of the phrases to worry if they don t understand every word, as
alone, then check in pairs. heck answers with they’ll have a chance to read the article again more
the class and ask Ss to copy the groups in their carefully a erwards. heck answers with the class.
notebooks. f you wrote their predictions on the board in x ,
refer back to this during feedback and tick any
ANSWERS:
which are correct.
get up 6 go
3 live 7 teach ANSWERS:
4 have 8 play 1 3 4 5 6 7 8
5 study 9
B Demonstrate the activity with a stronger student by Ss read the article again more carefully and decide
saying a verb and asking them to say words which if the sentences are true or false, then check in
go with it. Put Ss in pairs to practise saying the pairs. Check answers with the class.
words. Monitor and offer help where necessary.
ANSWERS:
C Read the example with the class and elicit ideas for F
other questions Ss can ask. Put Ss in pairs to ask
and answer questions. When they have finished, ask
a few Ss to share anything interesting they found EXTRA IDEA rite on the board Do you know any
out about their partner with the class. twins n what wa s are the si ilar or di erent iscuss
the questions as a class.
Self-management
GRAMMAR
ead the uture Skills box with the class, then ask
Ss to add one more word to each group in Ex 1A present si p e: he, she, it
in their notebooks. Monitor and offer help where
necessary. 3 A With weaker classes, elicit the first answer as an
example and write it on the board. Ss complete the
sentences alone, referring back to the article in x
EXTRA: FUTURE SKILLS alk to s about how they if necessary, then check in pairs. heck answers
usually record vocabulary, and share any techniques with the class and write the verbs on the board.
they have with the class. ncourage s to experiment
with different ways of recording vocabulary over ANSWERS:
the next few lessons, e.g. by topic, by collocations 1 lives teaches 3 doesn’t
and common phrases, with example sentences, with
translations, etc., in order to find a system that works B Ss use the sentences in Ex 3A to help them
best for them. complete the rule. Go through the answers with the
class and explain that the rule isn’t for the verb be,
READING but for all other verbs.
ANSWERS:
EXTRA SUPPORT: DYSLEXIA There is a recording of es, doesn’t
the reading text available to help dyslexic learners.
C Ss find more examples in the article alone, then
A ead the questions and example with the class,
check in pairs. Check answers with the class. If Ss
checking they understand the phrase in common,
notice the change from study to studies, you could
then put Ss in pairs to discuss. With weaker classes,
ask them why. Ss learn about spelling rules in the
you could write some prompts on the board to help
Grammar Bank.
e.g. age where live interests ob etc. When
they have finished, ask a few Ss to report back to
ANSWERS:
the class with what they found out.
thinks, gets up, studies, loves, cooks, visits, likes, plays
36

Unit 1 | Lesson B
The Grammar Bank on page 99 can be used 3 ead the example with the class, then ask Ss to
in the lesson or for homework. Decide how and write the rest of the questions. Check answers with
when the exercises will benefit your class. the class and write the questions on the board.
GB page 99 GRAMMAR BANK ANSWERS:

Read the notes with the class, or give them a few hat does she/ usie do in the afternoons
minutes to read alone then ask any questions they have. 3 hat does she/ usie teach in the evenings
Draw their attention especially to the spelling rules for 4 hy do her/ usie’s students enjoy her classes
different verb endings. The exercises practise the form
5 hat does en drive
and use of the present simple with he, she and it.
6 hat does he/ en fly
1 Focus attention on the picture and elicit what Ss can 7 oes usie like cooking
see. Write up on the board any useful vocabulary 8 hat does she/ usie do on undays
related to the things in the picture. Ss write their
sentences alone then compare answers in pairs.
Check answers with the class and write their PRONUNCIATION
sentences on the board (or invite Ss to come up and
do so). third person -s
ANSWERS: 4A 1.05 | Write on the board: picks, lives, matches.
1 arta goes to inston niversity. Drill the words with the class and ask: ‘What’s the
She doesn’t like dogs. difference licit how the pronunciation of the
third person -s changes for each word. Play the
3 She watches TV.
recording for Ss to listen and write the words in the
4 he studies rench. correct place in the table, then check in pairs. opy
5 he gets up at 6.00 a.m. the table onto the board and elicit where each verb
6 he plays (the) guitar. goes and write it in the correct place on the board.
7 She likes chocolate. Drill the verbs chorally and individually and check
Ss are pronouncing them correctly.
8 She has a cat.
EXTRA SUPPORT f the pronunciation is not coming
Ss complete the text alone, then check in pairs.
naturally to s, you could give them these rules
Check answers with the class and write the verbs on
the board in the correct form for Ss to check spelling. unvoiced/voiceless sound + /s/, e.g. like–likes
voiced sound + /z/, e.g. stand–stands
ANSWERS:
the sounds / /, e.g. watch–watches / /, e.g. change–
1 works 6 flies
changes /s/, e.g. miss–misses /z/, e.g. rise–rises / /,
reads 7 don’t have e.g. wash–washes / / e.g. massage–massages) + / /.
3 teaches 8 cooks
4 enjoy 9 doesn’t like ANSWERS:
5 drives relaxes /s/ cooks
/z/ lives, has
EXTRA SUPPORT: DYSLEXIA his type of exercise, /ɪ / teaches
with lots of options, can be difficult for s with dyslexia.
n this case, provide two options for each gap (the
correct one and a distractor).
lives
cooks
teaches
has
37

Unit 1 | Lesson B
1C Let’s meet.
B f necessary, elicit the first answer as an example,
then ask Ss to complete the table with the rest of
the verbs. Don’t give any answers yet.
C 1.06 | Ss listen and check their answers. Check HOW TO … make suggestions
with the class and write them on the board. Then
VOCABULARY adjectives for feelings and time phrases
play the recording again for Ss to listen and repeat.
PRONUNCIATION | intonation to show interest
ANSWERS:
/s/ sits, stops, works LESSON OVERVIEW
/z/ does, goes, stays, studies In this lesson, Ss learn functional language for
/ɪ / finishes, watches making suggestions. They also learn ad ectives
to describe feelings, as well as time phrases.
The context is a reading where they read some
EXTRA IDEA: DIGITAL sk s to record themselves messages between two people arranging to meet.
saying the verbs on their phones, then listen back and This leads into the functional language, where Ss
check their pronunciation. also listen to and practise using intonation to show
interest. The lesson ends with a speaking activity
where s practise making suggestions.
SPEAKING
Online Teaching
5A 1.07 lay the recording, pausing a er each
f you’re teaching this lesson online, you might find
question for Ss to write it down. Put Ss in pairs to
the following tips useful:
compare answers, then play the recording again if
necessary. Check answers with the class and write Ex 1B: Display the emojis and the adjectives on
the questions on the board or invite different Ss to your device and share your screen. ake sure the
come up and do so). annotate function is on. n feedback, ask different
s to draw lines connecting them.
ANSWERS AND AUDIOSCRIPT: Ex A: Ask Ss to share their screens in breakout
1 oes she work or study rooms and use the pointer function to point at the
emo is.
here does he live
Ex 3B: Use a collaborative document for Ss to
3 s she married
write and share their answers.
4 oes he have children
5 hat music does she like
6 hat languages does he speak Additional Materials
For Teachers:
B Go through the instructions and example with the Presentation Tool Lesson 1C
class, then put Ss in A pairs to ask and answer Photocopiable Activity 1C
questions. Monitor and check Ss are using the third
Grammar Bank 1C
person -s correctly. Note any common errors
and or examples of good language use for later Vocabulary Bank 1C
class feedback. ediation ank C
C ead the example with the class, then ask Ss to For St dents:
discuss what they have in common with the person
Online Practice 1C
they chose in x in the same pairs. When they
have finished, ask a few pairs to report back to the Workbook 1C
class. Go over any common errors and examples of
good language use with the class. TO START
Write the following questions on the board: Where
TO FINISH do you usually meet friends in your free time? What do
sk the class hat makes a good friend ’ Discuss the you do? Put Ss in pairs or small groups to discuss the
question as a class. questions. hen they have finished, ask a few s to
share their answers with the class.
38

Unit 1 | Lesson C

they are learning in a lesson so that they understand 1 I’m all right.
what they are working towards. n this and every lesson, I’m angry.
explain clearly what the learning objectives of the 3 I’m bored.
lesson are near the start. 4 ’m hungry.
5 I feel ill.
VOCABULARY 6 feel relaxed.
7 I’m thirsty.
ad ecti es or ee in s 8 I feel tired.
1 A Focus attention on the emojis and ask: ‘Do you use
these when you send messages ut Ss in pairs to EXTRA HALLEN E s well as the work on syllables,
discuss the questions. When they have finished, you could also check the syllable stress on all right o ,
elicit Ss’ ideas and have a brief class discussion but angry o, hungry o, relaxed oO and thirsty Oo.
don’t give away the answers to Ex 1B.
A Read the example with the class and point out that
B ook at the example with the class, then ask Ss to Student A must be pointing at emoji A. If they were
match the rest of the emojis with the adjectives. Ask pointing at a different emo i, the answer would be
Ss to check answers in pairs, then check answers o, m not. f necessary demonstrate the activity
with the whole class. with a stronger student. ut Ss in A pairs to test
each other. Monitor and help where necessary.
ANSWERS:
B all right C angry D ill E bored EXTRA IDEA: DIGITAL f you have time, ask s to go
F hungry G relaxed H thirsty online to research the most popular emojis this year.
ou could also ask them to discuss which of these they
use the most in pairs.
C Write all right on the board and demonstrate that
each word has one syllable by modelling them and
explain that this vocabulary item has two syllables
Self management
in total. The other adjectives are single words so
this issue doesn’t arise again. Put Ss in pairs to B Read the Future Skills box as a class and
decide if the rest of the adjectives have one or two encourage Ss to make a note of differences they
syllables. You could encourage them to practise find between nglish and their language s .
saying the adjectives out loud to help. Don’t give
any answers yet.
EXTRA: FUTURE SKILLS Contrastive analysis
| Play the recording for Ss to check their comparing features of one language against another is
answers, then check answers with the class. rill a useful technique to use when learning a language as
the adjectives chorally and individually. it helps s notice similarities and differences between
their own language and nglish. hen similarities are
EXTRA SUPPORT: TEA HER t’s fine to say that found, it makes learning new forms much easier as they
be and feel are interchangeable in this context, even already know the equivalents in their own language.
though there are differences in use with adjectives of t also helps s personalise their language learning
feeling, as it would be too complex to explain at this experience. t’s a good idea therefore to encourage
level. s to do this regularly when they meet new language
structures. or example, you could remind s of the
lso, note that the diphthong in tired makes it almost
present simple forms from essons 1 and 1 and ask
sound like two syllables, but it does just have one.
them to think about how the form is similar or different
to their own language.
ANSWERS:
one syllable bored, ill, tired
two syllables all right, angry, hungry, relaxed, thirsty
39

Unit 1 | Lesson C
. et’s meet at the cinema at half past six and

READING have something to eat first, in the cinema caf .
o that’s half past six at the cinema
3 A Focus attention on the messages and read through es, that’s right.
the questions with the class so they know what
erfect. ee you there.
to read for. Ss read the messages and answer the
questions, then check in pairs. heck answers with
B Ask Ss to choose the correct options from what
the class.
they can remember in the phone conversation.
ANSWERS: Don’t give any answers yet.
1 friends b C 1.10 When they are ready, play the recording
for Ss to check their answers. Check answers with
B Focus attention on the calendar entry and elicit the the class.
type of information missing from each gap, e.g. an
activity, a time, etc. Ss read the messages again ANSWERS:
and complete the entry, then check in pairs. heck 1 Can would 3 about 4 et’s
answers as a class and write them on the board.
Ss find more suggestions in the messages alone,
ANSWERS:
then check in pairs. Check answers with the class
1 meet for a coffee and drill the phrases.
10 a.m.
3 va POSSIBLE ANSWERS:
Coffee Club o you want to do something today
hat about tomorrow morning
Can we meet for a coffee
How to … et’s try that new caf near me
a es estions How about ten
4A 1.09 | Read the question with the class and make E The Grammar Bank on page 100 can be used in the
sure Ss know what to listen for. Ss listen and answer lesson or for homework. Decide how and when the
the question, then check in pairs. heck answers exercises will benefit your class.
with the class.
page 100 GRAMMAR BANK GB
ANSWERS:
to meet today in the evening (date/time) This focuses on the form and use of functional
language for making suggestions. ead the notes
to see a film and have something to eat before the
with the class, or give them a few minutes to read
film (event)
alone then ask any questions they have. Check
to meet at the cinema (location) understanding of the phrases, especially the difference
between o you li e and Would you li e.
1 Ss choose the correct options alone, then check in

L = Lisa E=E a pairs. Check answers with the class. You could also
Hello put Ss in pairs to practise the conversations.
Hi isa.
ANSWERS:
h hi, va. s everything
1 am, et’s
es, feel all right now. ou
Can we, hat about
eah, fine. elaxed. re we still for tomorrow
3 ould you like to, How about
morning
4 ould you like, can’t
ell, finish work early today, so can we do
something this evening
Ss complete the conversations alone, then check
ure, that’s great. hat would you like to do
in pairs. heck answers with the class. Again, you
ell, what about a film aybe that new vengers could put Ss in pairs to practise the conversations.
film
eah, ’d like to see that. . hat time does it ANSWERS:
start 1 to ’d 3 we 4 ’s
t half past seven. 5 ’s 6 nother 7 about 8 ood
40

Unit 1 | Lesson C
3 Look at the example with the class to explain that EXTRA IDEA: DIGITAL sk s to record themselves
they need to identify mistakes and then correct showing interest and then listen back to themselves to
them, and then ask Ss to correct the rest of the check their intonation.
conversation using the words in the box to make
their corrections. Check answers with the class. C Refer Ss to the Vocabulary Bank on page 134.
EXTRA SUPPORT: DYSLEXIA his is quite a

page 134 time phrases VB
challenging task for dyslexic learners as there are Note that the Vocabulary Bank activities are an
many options to choose from. n this case, provide two important part of the lesson. They should only be
options for each part of the conversation. omitted if you are confident that your s already know
this vocabulary. f you don’t use the exercises in class it
ANSWERS: would be a good idea to set them as homework.
( nly the sentences where a word is added are given)
ould you i e to talk about it 1 A Go through the phrases in the table and check
understanding. Ss put the phrases in the box in the
es. an we meet now
correct group alone, then check in pairs. heck
I’m sorry I can t. How a o t this afternoon answers with the class.
Let s meet in the park.
Can e meet at five EXTRA SUPPORT: TEA HER e use both this weekend
and next weekend to show the following weekend. e often
That’s per ect ee you there.
use next on aturday, unday, onday (when we see the
weekend to be far off ) and this when we are closer to the
weekend, e.g. from ednesday onwards. ut this varies by
PRONUNCIATION individual, so it’s impossible to identify a fixed rule.
intonation to sho interest
ANSWERS:
5A 1.11 | Ss listen and decide if the people are at half past nine, the weekend
interested or not, then check in pairs. heck on aturday evening, ednesday
answers with the class and ask ow do you know
this morning, week, afternoon, weekend
(because of the intonation they use).
next week, ednesday
ANSWERS: tonight, tomorrow morning
1 + 3 4 + 5 6 +
B VB1.02 | Play the recording for Ss to listen and
repeat.
11
1 et’s have a break.
ure, fine. at three o’clock
et’s have a break. at noon
ure, fine. at half past nine
3 How about a coffee after class at the weekend
erfect. on Monday
on uesday afternoon
4 How about a coffee after class
on aturday evening
erfect
on ednesday
5 ould you like to meet this evening
this evening
’d love to. this ednesday
6 ould you like to meet this evening this morning
’d love to this week
this afternoon
B Focus attention on the prompts and explain that this weekend
the prompts in the blue circles are for suggestions next hursday
and those in the orange circle are for responses. next weekend
ead the example with the class, then put Ss in
next week
pairs to practise their conversations. When they
next ednesday
have finished, ask Ss to swap roles and practise
tomorrow
again. Make sure Ss understand the focus here
is on the intonation in the responses. When they today
have finished, ask a few pairs to perform their tonight
conversations for the class. tomorrow morning
41

Unit 1 | Lesson C
VB Make sure Ss understand that they’re looking at the

phrases from the perspective of 9 a.m. on Thursday r r
ovember. Ss write the time phrases alone, then
check in pairs. Check answers with the class.
ANSWERS:
Family and
this afternoon
3 this weekend
6 on aturday evening
7 on uesday / next uesday r d
4 (today) at noon 8 next week
5 next ednesday GRAMMAR possessive ’s, s’
SPEAKING talk about people in your life
3 ead the example with the class, then put Ss in WRITING describe five people in your life
groups to find a time each student in their group is
free. n feedback, ask a few Ss when they are free. LESSON OVERVIEW
In this lesson, Ss learn the form and use of
SPEAKING possessive ’s, s’. They also learn vocabulary related
to family. The context is a video of interviews with
6 A Go through the prompts with the class. With weaker people in the street introducing themselves. s then
classes, you could elicit what Ss might say in each do a speaking activity, where they practise talking
turn. Put Ss in pairs to practise the conversation. about people in their life. The lesson ends with a
Monitor and check Ss are using the phrases from writing activity, where s write a description of five
the lesson correctly, as well as using intonation to people in their life.
sound interested.
Online Teaching
EXTRA: ALTERNATIVE IDEA epending on your f you’re teaching this lesson online, you might find
s, they could agree on and write out a script for the the following tips useful:
conversation in their pairs and then hold the conversation
Ex A: Use a collaborative document or online
trying not to look at their scripts or the prompts.
noticeboard for s to add words.
Exs A and A: Sometimes videos can be a little
EXTRA PRACTICE Ask Ss to swap roles and change
slow or jumpy when streamed in an online class
some of the details (i.e. the adjectives, activity, times,
environment. f you know this is an issue for you,
etc.) and practise the conversation in x 6 again.
give Ss time to watch the video on their own
B Ask Ss to close their books, then walk around the
device before moving on.
class and make arrangements to meet two other Ex 6A: Use the annotate function to show your
Ss. When they have finished, ask a few Ss what circles when demonstrating the activity.
arrangements they have made and with whom. Ex 6C: Use a collaborative document for Ss to add
the questions they think of.
7 Ask Ss to think of someone they can send a
message to in nglish. f appropriate, they could
send a message to another student. Ask them to Additional Materials
think of an activity, time and place to suggest, For Teachers:
then use the phrases from the lesson to make a
Presentation Tool Lesson 1D
suggestion. At the start of the next lesson, find out
how Ss got on and what arrangements they made. Online Digital Resources
Grammar Bank 1D
TO FINISH Vocabulary Bank 1D
Tell the class how you feel, using adjectives from the Videoscript 1D: BBC Street Interviews
lesson e.g. ’m all right, ’m hungry, etc. . sk a few s
how they feel and have a brief class discussion. For St dents:
Online Practice 1D
EXTRA I EA: SPEA AN WHERE ncourage s to Workbook 1D
practise using the peak nywhere interactive roleplay.
page 154
page 186
42

Unit 1 | Lesson D
TO START 1 ocus attention on the family tree, and elicit the first
Write the following questions on the board: In what answer as an example. Ss write the names individually,
situations do you usually introduce yourself? What do then check in pairs. Check answers with the class.
you say? ut s in pairs to discuss. hen they have
finished, elicit their answers and have a brief class ANSWERS:
discussion. ohn
my
EXTRA SUPPORT: DYSLEXIA yslexic learners in 3 ohn and my
Henrik
they are learning in a lesson so that they understand
what they are working towards. n this and every lesson, 5 itoria
explain clearly what the learning objectives of the 6 oel and enny
lesson are near the start. arbara
8 enny
PREVIEW 9 reddie
ikael, arah, oel, enny and arbara
1 A Start by telling the class what information you 11 itoria
usually give, e.g. give my name, nationality and Henrik
where live, but don t usually talk about my
13 oel and enny
family.’ Put Ss in pairs to discuss the information
they usually give. When they have finished, ask a 14 arah
few Ss to share their ideas with the class. 15 oel and arbara
16 ikael and arah
B licit the first answer as an example, then ask Ss
to match the rest of the sentences with the topics,
then check in pairs. Check answers with the class. EXTRA IDEA ou may also want to teach these more
informal versions of some of the family words mum
ANSWERS: (mother), dad (father), granddad/grandpa (grandfather),
grandma (grandmother).
1 job
family A VB1.03 lay the recording, pausing a er each
3 name word to read the examples with the class. Then
4 interests/hobbies continue playing the recording, pausing a er each
5 nationality where you live word for Ss to write them in the correct place. Ss
check in pairs, then check answers with the whole
class. Drill the words chorally and individually for
C Put Ss in new pairs to practise introducing
further practice.
themselves. Monitor and offer help where
necessary. When they have finished, ask one or two ANSWERS:
Ss to introduce themselves to the class.
O son, aunt, niece
A Elicit one or two words as an example and write Oo father, sister, brother, daughter, husband,
them on the board (e.g. mother, son). Put Ss in pairs parents, uncle, nephew, cousin
and give them three minutes to think of and write as Ooo grandmother, grandparents, grandchildren
many words as they can. When they have finished,
elicit their ideas and write them on the board (or
invite Ss to come up and do so).
wife parents
B efer Ss to the ocabulary ank on page to
check their ideas. mother grandmother
grandfather grandparents
VB page 135 family father grandchildren
Note that the Vocabulary Bank activities are an sister aunt
important part of the lesson. They should only be brother uncle
omitted if you are confident that your s already know daughter nephew
this vocabulary. f you don’t use the exercises in class it
son cousin
would be a good idea to set them as homework.
husband niece
43

Unit 1 | Lesson D
VB B ead the example with the class, then put Ss in

pairs to discuss. When they have finished, check GRAMMAR
answers with the class.
possessi e ’s, s’
ANSWERS:
female mother, aunt, niece, sister, daughter, grandmother
5A ighlight the fact that, in the rules, the difference
between the options is the position of the
male son, father, brother, husband, uncle, nephew, apostrophe. Ask Ss to read the sentences and
grandfather choose the correct options alone, then check in
both parents, cousin, grandparents, grandchildren pairs. f you re short of time, do this exercise as a
class. Check answers with the class.
ANSWERS:
VIEW
’s for the possessive for one person
3A Read the two questions in the BBC programme s’ for the possessive for two people or more
information box with the class and explain that
they re going to watch different people answering B The Grammar Bank on page 101 can be used in the
these questions. Ss watch the first part of the video, lesson or for homework. Decide how and when the
in which people answer the first question, and listen exercises will benefit your class.
for the countries mentioned. Check answers with
the class. page 101 GRAMMAR BANK GB
Check understanding of the notes with the class,
EXTRA SUPPORT urn on the subtitles if you feel it especially when we don’t use possessive s.
would benefit learners.
1 Ss choose the correct options to complete the
ANSWERS: sentences individually, then check answers in pairs.
our Canada, ustralia, rance, the nited tates Check answers with the class.
B Put Ss in pairs to try and remember the information. ANSWERS:

When they have finished, elicit their answers but 1 ete’s laptop 4 ohn’s
don t confirm any answers yet. ennifer’s 5 men’s
3 boys’ 6 end of the film
C Ss watch the video again and check or complete
the sentences, then check in pairs. lay the video
again if necessary, then check answers as a class. ead the example with the class, then ask Ss to
write the rest of the sentences individually, then
ANSWERS: check in pairs. Monitor and check Ss are putting the
1 company journalist 3 ondon apostrophe in the correct place, prompting them
where necessary. Check answers with the class and
4 university 5 student
write them on the board.
4A The speakers answer the second question, ANSWERS:

about their families, in this part. ou may want to
akiko’s favourite colour is purple.
preteach check kids. Read the question with the
3 y brothers’ names are ayn, alek and mir.
class, then play the second part of the video for Ss
to answer the question. Check answers with the 4 Eddie is the children’s father.
class. Note that Rob doesn’t mention whether or 5 This wallet is Nikolay’s.
not he has brothers or sisters. 6 y sister’s husband’s job is interesting.
7 uan has all the students’ tickets.
ANSWERS:
8 I’m in a women’s football team.
hree on er, ose, ackson
B Focus attention on the photos at the top of

the page, then ask Ss to match the sentences
with them. When they have finished, play the
second part of the video again for Ss to check their
answers. Check answers with the class.
ANSWERS:
1 aty on er 3 erge 4 ob
5 ose 6 arcello
44

Unit 1 | Lesson D
3 Ss complete the text individually, then check

WRITING
answers in pairs. Check answers with the class.
ANSWERS: descri e e peop e in yo r i e

Jaco s (contraction) an old friend of mine from
university. His i e s (possession) name is ngela
7A ocus attention on the email, then ask Ss to read
it and count the number of people she mentions.
and they are both doctors at the local hospital. They
Check answers with the class and elicit who they
have three children. heir da hters (possession)
are.
names are icky and ue and their son s (possession)
na e s (contraction) eff. ic y s (contraction) at ANSWERS:
university and lives with them and S e s (possession)
flat is near the city centre. Je s (contraction) ix atsy and ince (her parents) arcella and
married and lives in his i e s (possession) parents reta (her sisters) arcel ( arcella’s husband) ofia
(possession) house. ( arcel and arcella’s daughter).
B o through the topics with the class, then ask

rewrite the rest of the sentences containing a word them to read the email again and tick the topics
in bold individually, then check in pairs. Monitor and mentioned. Check answers with the class.
check Ss are putting the apostrophe in the correct
ANSWERS:
place, prompting them where necessary. heck
answers with the class and write them on the board. ages, children, jobs, married or single, names, where
they live
ANSWERS:
It’s Chris’s. C ut Ss in pairs to find the examples. When they have
finished, check answers with the class.
3 o, it’s my parents’.
4 o, it’s am’s. ANSWERS:
1 y sisters’ names, our parents’ house
SPEAKING Her husband’s name is arcel, their daughter’s
name is ofia
ta a o t peop e in yo r i e 3 reta’s a lawyer, arcella’s a teacher, he’s
married, it’s funny, but it’s true, she’s eight years
6A emonstrate the activity first by drawing your own old, t’s great
circles on the board. Ss draw their own circles in
their notebooks, leaving space to add extra details. 8 Ss write their descriptions alone, including at least
four of the topics from x . Monitor and offer
B Demonstrate again by adding words next to the
help where necessary, and check they are using
people in your circles, using the ey phrases to help
possessive ’s, s’ correctly. When they have finished,
with ideas, then ask Ss to do the same. Monitor and
put Ss in pairs to swap descriptions and read. You
help with ideas where necessary.
could encourage Ss to ask follow up questions at
C Put Ss in pairs to read the Key phrases again and this point to find out more information.
add two more questions. Go round and help with
EXTRA IDEA: DIGITAL Ask Ss to share their
vocabulary where necessary, writing any new words
and phrases on the board. When they have finished, descriptions online, either by emailing each other
or in a collaborative document.
elicit Ss’ ideas and write them on the board (or
invite them to come up and do so). Feed in ideas
from the possible answers if necessary. TO FINISH
ut s in different pairs to x and ask them to discuss
POSSIBLE ANSWERS: one of their favourite people in their lives.
hat does he/she do
How old is he/she
here does he/she live
s he/she married
ead the example with the class, then arrange Ss

in new pairs to ask and answer questions about
their people. When they have finished, ask a few Ss
to share anything interesting they found out from
their partner with the class.
45

Unit 1 | REVIEW
1 REVIEW
B ead the example with the class, then ask Ss to
ask and answer the questions in pairs. With weaker
classes, you may want to elicit the questions first
and write them on the board.
LESSON OVERVIEW
This lesson is a review of the language – both C earrange Ss to work in different pairs and ask and
grammar and vocabulary – presented in this answer the same questions about their previous
unit. The notes below assume that the tasks are partner. Make sure Ss change the verb forms for the
completed in class. owever, the self study type third person. When they have finished, ask a few
exercises i.e. xs , , and could be done Ss to share any interesting information they found
out of class and then checked in the following out about their partner’s previous partner with the
lesson when the communicative tasks are then class.
completed.
A ook at the example with the class, then ask Ss to
correct the rest of the sentences alone, then check
Online Teaching
in pairs. Check answers with the class.
f you’re teaching this lesson online, you might find
the following tips useful: ANSWERS:
Ex 1A: Ask Ss to use a collaborative document in orry, ’m busy. How a o t onday
pairs to write their sentences and then check.
es, she does. he studies aw at the university.
Ex 1C: Rearrange Ss into new breakout rooms to
es. et s get a coffee.
discuss their previous partners.
I don’t no the answer. Ask the teacher.
He’s at the niversity o ondon.
Additional Materials I’d o e to, but can’t.
For Teachers: ould you like to have dinner
Unit Test in Tests Package He doesn t have a job at the moment.
his is the students room. They work here.
TO START
Ask Ss to work in pairs and try to remember what EXTRA SUPPORT: DYSLEXIA ou could provide two
language they studied in Unit 1 (Grammar: present possible options from the box for each sentence for s
simple, possessive ’s, s’ ocabulary obs and studies, with dyslexia.
common verb phrases, adjectives for feelings, time
phrases, family words ow to make suggestions . B R1.01 | Read the example with the class and
Ask them to look at the unit lesson objectives to check explain that one word in each sentence is different.
their ideas. Ss listen and correct the sentences, then check in
pairs. Check answers with the class.
GRAMMAR ANSWERS:
Monday tomorrow
1A ut Ss in pairs, but explain that they ll do this first law English
activity individually. Read the example with the
coffee sandwich
class, and ask them to complete the sentences,
including the first, so that they say what they think teacher police officer
is true about their partner. Monitor and check Ss are ondon aris
forming the present simple correctly. love like
dinner breakfast
POSSIBLE ANSWERS:
job car
1 works / doesn’t work
work relax
teaches / doesn’t teach
3 gets / doesn’t get
4 plays / doesn’t play
5 lives / doesn’t live
6 studies / doesn’t study
7 has / doesn’t have
8 goes / doesn’t go
46

Unit 1 | REVIEW
VOCABULARY B R1.02 | Play the recording for Ss to check their

answers, then check answers with the class and
3 A Ss do the pu le individually, then check in pairs. write the words on the board.
Monitor and offer help where necessary. When they
have finished, check answers with the class and ANSWERS:
write them on the board. 1 grandmother right 3 relaxed
4 family 5 weekend 6 guitar
ANSWERS:
angry 8 hungry
uncle 3 cousin 4 unemployed
5 manager 6 tired 7 retired
8 thirsty 9 aunt TO FINISH
job scientist Put Ss in pairs to describe a family member or a friend
to each other.
B ead the example with the class, then put Ss in

pairs to think of more words and note them down.
When they have finished, elicit Ss ideas and write
them on the board.
4 A Focus attention on the photos and ask Ss if they

have ever had a mood ring. Ss complete the text
alone by completing the words with missing letters,
then check in pairs. Don’t give any answers yet.
EXTRA SUPPORT: DYSLEXIA yslexic learners will

probably find this activity a challenge because of the
partial presentation of the words as well as the range
of answers. ou could provide a gapped version of the
text, with two possible options for each gap.
47

Speakout 3e A2 TB

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Welcome to the third edition of our best-selling eight-level general

English course for adults – Speakout. Developed in association with

Teacher’s Book with Teacher’s Portal Access Code

Teacher’s Book with Teacher’s Portal Access Code Also available

• Virtual classroom with live video, sharable interactive whiteboard, live

Speakout_3E_A2_TBK_CVR.indd All Pages 15/11/2022 10:54 am

F01 Speakout 3e TB A2 TITLE 99553.indd 1 28/11/2022 07:43

Welcome to Speakout 3rd Edition page 8

The Global Scale of English page 9

Student components page 10

Teacher components page 11

How the course works pages 12–17

Course methodology pages 18–22

Testing and assessment while using Speakout 3rd Edition page 24

Unit 1 pages 29–47

Unit 2 pages 48–64

Unit 3 pages 65–82

Unit 4 pages 83–103

Unit 5 pages 104–122

Unit 6 pages 123–142

Unit 7 pages 143–162

Unit 8 pages 163–182

Mediation Bank pages 186–201

GSE Learning Objectives pages 202–217

F03 Speakout 3e TB A2 PLIM 99553.indd 3 07/12/2022 11:50

a d you VLOGS | Who are you?

UNIT 1 REVIEW p16

y VLOGS | What food do you like and dislike?

UNIT 2 REVIEW p26

o VLOGS | Do you ever have visitors staying in your home?

3D Your neighbourhood there is, there are

UNIT 3 REVIEW p36

or d VLOGS | Do you enjoy quizzes?

4C Where can I get ... ? o o hops and shopping inking

UNIT 4 REVIEW p46

F03 Speakout 3e TB A2 PLIM 99553.indd 4 07/12/2022 11:50

READING LISTENING/VIDEO SPEAKING WRITING

nderstand text messages ake suggestions

ead and do a lifestyle qui iscuss what is important in

ead an article about online rder a meal in a restaurant MEDIATION SKILLS

Programme alk about a special event Describe an event

nderstand someone talking rite a description of a home

Read and do a questionnaire ccept invitations MEDIATION SKILLS

F03 Speakout 3e TB A2 PLIM 99553.indd 5 07/12/2022 11:50

LESSON GRAMMAR/FUNCTION VOCABULARY PRONUNCIATION

5D My weekend was ... djectives and modifiers

UNIT 5 REVIEW p56

ou a d a ou VLOGS | Where do you spend time when you are in town?

6D Cities: nature’s repositions and adverbs

or VLOGS | What job would you most like to do?

7C I’m calling o o honing riendly intonation

WRITING BANK p GRAMMAR BANK p VOCABULARY BANK p COMMUNICATION BANK p146

F03 Speakout 3e TB A2 PLIM 99553.indd 6 07/12/2022 11:50

READING LISTENING/VIDEO SPEAKING WRITING

ead an article about big life iscuss your life ‘then

Understand someone escribe people and what rite a description of a group

ead an article about alk about jobs that fit people

Read a discussion forum alk about a good city to visit

Programme alk about a difficult trip rite about a trip

MEDIATION BANK p AUDIOSCRIPTS p VIDEOSCRIPTS p VERB TABLE p176

F03 Speakout 3e TB A2 PLIM 99553.indd 7 07/12/2022 11:50

comprehensive four-skills coverage, with a particular emphasis on developing learners’