Speakout A2 Teachers Book 3rd Edition

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
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language materials to support
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your learning journey.
enchmark Test evel
with Teacher’s Portal Access Code
Ready to prove 42-52 enchmark Test evel
your English skills?
enchmark Test evel
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
Speakout_3E_A2_TBK_CVR.indd All Pages 15/11/2022 10:54 am

Your Teacher’s Book comes with a Presentation Tool, Online
Practice, a Gradebook, Test Generator and a virtual classroom,
which are available through the Pearson English Portal.
To access the Portal:

1 Go to pearsonenglish.com/login
2 Sign in or create your Portal account
3 Follow the on-screen instructions to add your product using the access code below.
Access code
This code can only be used once and the user subscription is valid for 24 months from the date of registration.
Need help?
Go to MyPearsonHelp.com/portal for help, training and technical support.
Speakout_3E_TBK_IFC.indd 1 13/05/2022 1:40 pm

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

Pearson Education Limited
KAO Two
KAO Park
Hockham Way
Harlow, Essex
C 1
England
and Associated Companies throughout the world.
© Pearson Education Limited 2022
All rights reserved; no part of this publication may be reproduced, stored in

a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise without the prior written
permission of the Publishers.
First published 2022
ISBN: 978-1-292-39955-3
Set in BBC Reith Sans
Printed and bound by CPI Antony Rowe, UK
Acknowledgements
Written by Damian Williams
F02 Speakout 3e TB A2 IMPRINT 99553.indd 2 07/12/2022 12:38

Pearson Education Limited
KAO Two
KAO Park
Hockham Way
Harlow, Essex
C 1
England
and Associated Companies throughout the world.
© Pearson Education Limited 2022
All rights reserved; no part of this publication may be reproduced, stored in

a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise without the prior written
permission of the Publishers.
First published 2022
ISBN: 978-1-292-39955-3
Set in BBC Reith Sans
Printed and bound by CPI Antony Rowe, UK
Acknowledgements
Written by Damian Williams
F02 Speakout 3e TB A2 IMPRINT 99553.indd 2 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
with Pearson?
Access English Frances Eales | Steve Oakes
enchmark Test
your learning journey. enchmark Test evel
tablet and mobile phone – and all activities from the eBook and the Online Practice
enchmark Test evel
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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
enchmark Test
enchmark Test evel
enchmark Test evel
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
enchmark Test
Students can do these activities on their own, outside the classroom, on a computer,
enchmark Test evel
enchmark Test evel
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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Speakout_3E_A2_WBK_CVR.indd All Pages 15/11/2022 10:54 am
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
Damian Williams
enchmark Test
enchmark Test evel
• Embedded audio and video for seamless teaching in class
enchmark Test evel
enchmark Test evel
• 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
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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
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
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
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
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
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
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
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.
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
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

2 lifestyle
LEARNIN OBJE TI ES
A an t i e itho t it Eatin o t
LISTENING | Understand people talking about food: HOW TO … | order a meal in a restaurant:
food and drink restaurant words
Talk about shopping and eating habits: countable and Pronunciation: polite intonation
uncountable nouns; a, an, some, any
Pronunciation: the weak /ə/ sound: a, an, some INFORMATION
Write an online comment; use linking words: and, but, or REA IN
30 Can understand short, simple texts about
INFORMATION everyday activities.
O ABULAR O ABULAR
30–42 Can use language related to food and drink. 30–42 Can use language related to food and drink.
LISTENIN HOW TO
35 Can understand short, basic descriptions of 31 Can use simple phrases to order a meal.
familiar topics and situations, if delivered slowly and 30 Can make requests related to immediate needs
clearly. using basic fixed expressions.
RAMMAR SPEA IN
35 Can use plural countable nouns without an article 35 Can make simple requests to have or do something
or quantifier. in relation to common everyday activities.
32 Can use uncountable (mass) nouns with no
quantifier or an appropriate quantifier.
The Indian Re ay
SPEA IN
BBC PROGRAMME | Understand a documentary
30 Can talk about familiar topics using a few basic
about the Indian Relay Race in the USA
words and phrases.
Talk about a special event: like, hate, love + -ing
WRITIN Describe an event
31 Can use very basic connectors like ‘and’, ‘but’, ‘so’
and ‘then’. INFORMATION
PRE IEW
B o r i esty e and yo 35 Can read a simple text and extract factual details.
READING | Read and do a lifestyle quiz: everyday IEW
activities 30 Can identify simple information in a short video,
Discuss what is important in your life: adverbs and provided that the visual supports this information
phrases of frequency and the delivery is slow and clear.
Pronunciation: linking RAMMAR
31 Can use ‘like/hate/love’ with the ‘-ing’ form of
INFORMATION verbs.
O ABULAR
SPEA IN
30–42 Can use language related to everyday
30 Can talk about familiar topics using a few basic
activities.
words and phrases.
REA IN
WRITIN
31 Can understand simple questions in questionnaires
34 Can write short descriptive texts (4–6 sentences)
on familiar topics.
on familiar personal topics (e.g. family, possessions),
RAMMAR given a model.
33 Can use a range of common adverbs of frequency.
SPEA IN
33 Can say how often they and others do common
everyday activities, using basic frequency expressions
(e.g. ‘every Monday’, ‘twice a month’).
48

Unit 2 | Lesson A
BBC VLOGS
2A Can’t live
without it
esson . t shouldn’t be exploited or taught at
length, ust played once or twice in class.
ou could demonstrate the activity first by telling GRAMMAR | countable and uncountable nouns; a, an,
the class some types of food you like and dislike. ut some, any
s in pairs to discuss the question and make a list. VOCABULARY | food and drink
Monitor and help with vocabulary where necessary,
PRONUNCIATION | the weak /ə/ sound: a, an, some
writing any new words and phrases on the board. t
this point you may also want to preteach olives and
celery. hen they are ready, play the video for s to
LESSON OVERVIEW
compare their likes and dislikes with the people in the In this lesson, Ss learn vocabulary related to food
video. and drink. They also learn about countable and
uncountable nouns and quantifiers. The context is a
ANSWERS: listening where people talk on a podcast about food
The foods mentioned in the video are cheese, they love. s also practise weak forms in articles
pasta, chocolate (speaker 1), butter, blue and quantifiers. s then do a speaking activity,
cheese, chillies (speaker 2), strawberries, cheese, where they practise talking about food in small
watermelon, olives, meat (speaker 3), chocolate, groups. The lesson ends with a writing activity,
tomatoes, rice, fish, mushrooms (speaker 4), where Ss write an online comment for a social
bananas, chocolate, ice cream, eggs, celery media website.
(speaker 5), avocados, toast, coffee (speaker 6).
Online Teaching
EXTRA I EA If Ss want to watch the video again f you’re teaching this lesson online, you might find
outside class, you could ask them to note the different the following tips useful:
types of food the people mention. Ex A: Display the photo on your device and share
your screen. sk s to type their answers in the
NOTE The vlogs have been provided by people from chat box.
around the world in response to the same question. The Ex : Use a collaborative document with the
video content was filmed by them on their own mobile table on it for s to add their ideas to.
phones, so the picture quality varies considerably and in Ex A: Display the words on your device and share
some cases is of a lower quality. However, this adds to your screen. ake sure the annotate function is on.
the authenticity of the content. sk different s to write C or U next to each one.
The locations labelled on the vlogs show where the ra ar Ban A Ex : Ask Ss to type their
speaker was when they filmed the video. t does not answers in the chat box or in a collaborative
reflect where the speaker comes from (necessarily). document in feedback.
As many of the speakers are non-native, the videos
of English. This could be used as a way to highlight
interesting or useful differences. For Teachers:
Additional Materials Photocopiable Activities 2A
For Teachers: Grammar Bank 2A
Presentation Tool Unit 2 Vocabulary Bank 2A
Online Digital Resources Writing Bank 2A
For St dents:
Online Practice 2A
Workbook 2A
49

Unit 2 | Lesson A
TO START D Put Ss in pairs to come up with more types of food

and drink. Monitor and help with vocabulary where
Tell s the last thing you had to eat and drink e.g. or
necessary, writing any new words and phrases on
breakfast this morning I had some toast and a cup of
coffee.’ . ut s in small groups to talk about the last the board. When they have finished, refer Ss to the
things they had to eat and drink. Vocabulary Bank on page 136 to check if any of
their ideas are there.
EXTRA SUPPORT: SLEXIA Dyslexic learners in
page 136 VOCABULARY BANK food and drink VB
they are learning in a lesson so that they understand Note that the Vocabulary Bank activities are an
what they are working towards. In this and every lesson, important part of the lesson. They should only be
explain clearly what the learning objectives of the omitted if you are confident that your s already know
lesson are near the start. this vocabulary. f you don’t use the exercises in class,
it would be a good idea to set them as homework.
O ABULAR Point out the photos and elicit or teach the names
of the food and drink that Ss aren’t familiar with.
ood and drin Ask Ss to complete the names of the food and drink
individually, then check in pairs. Check answers as
A Focus attention on the photo and elicit the types
a class and write them on the board for Ss to check
of food and drink Ss can see, and write them on the
spelling.
board. Check the pronunciation of the words as you
elicit and write them up.
EXTRA SUPPORT With weaker classes, you may want
to go through the individual pictures first, eliciting the
EXTRA SUPPORT: TEA HER Ss will probably know
name for each food and giving Ss the names of any
the following words if they have studied at A1: apple,
unknown food and drink. Point to each photo in turn
cheese, egg, rice, tomato, yoghurt. A strong class might
and drill the words chorally and individually before Ss
know more.
complete them in Ex 1.
B Focus attention on the table and read the example
ANSWERS:
with the class. Ss complete the table alone, then
check in pairs. Don’t give any answers yet. strawberries lamb
a melon prawns
C 2.01 | Play the recording for Ss to check their
a pear chicken
answers, then check answers with the class. You
potatoes fish
may also want to drill the words at this point.
lettuce sugar
EXTRA SUPPORT: TEA HER Ss may not know that a cucumber pasta
an avocado is actually a fruit; it is generally regarded a pepper noodles
as a vegetable. Many people will know that a tomato
an onion bread
is technically a fruit; again it is generally regarded as a
vegetable. mushrooms cereal
herbs butter
ANSWERS AN AU IOS RIPT: olives yoghurt
r it an apple, an avocado, grapes, chillies oil
a lemon lemonade
an aubergine
e eta es beans, broccoli, tomatoes sparkling water
a courgette
eat or sh salmon
peas
drin s orange juice
other cheese, eggs, rice, yoghurt
EXTRA I EA If you think your Ss need to work on

pronunciation, you could practise the more difficult
items or they could do a word-stress exercise, matching
words to stress patterns, e.g. ooOo – avocado, Ooo –
orange juice, etc.
50

Unit 2 | Lesson A
2 VB2.01 | Ask Ss to look at the photos again. Play

the recording for Ss to listen and repeat.
P = Presenter S = Sasha M = Mar L = Lynn
3 Read the example with the class and demonstrate P: We’re here at Borough Market, one of the best food
the activity with a stronger student. Put Ss in pairs markets in ondon and perhaps in the world. he
to practise describing and guessing the food and colours, the smells, … It’s great. Today’s podcast
drink. Encourage them to cover the words. is about food. What is the most important food
for you hat are five kinds of food you can’t live
2 A Remind Ss of the table from Ex 1B and read the without? First is Sasha. Hi, Sasha, do you come here
example with the class. Put Ss in pairs to practise every weekend?
saying the types of food and drink. Encourage S: Hello. Yes, I live very near here. I love this market.
them to also use the words from the Vocabulary
o, asha, what five kinds of food can’t you live
ank where possible. Monitor and offer help where
without?
necessary.
S: Five kinds of food I can’t live without … Well that’s
B Read the example with the class, then put Ss in difficult. et’s see cheese, yes, all types of cheese.
pairs to discuss their likes and dislikes. If you used We always have some cheese at home. Grapes, but
the video to introduce the lesson, then make sure Ss not the green ones, I like black grapes. They don’t
work with different partners this time. When they have any black grapes here. What else? Spaghetti,
have finished, ask a few Ss to share their ideas with or all types of pasta, but good, homemade pasta.
the class and find out if others agree. And one more … no, two more … Oh, I know.
My favourite food is yoghurt. My mother is from
EXTRA I EA: I ITAL This is an opportunity to Ukraine and she makes great yoghurt.
focus on food (not cooked dishes) and drink which P: And one more?
is particularly relevant to Ss’ country or region. In a S: One more … of course, chocolate. I can’t live
multicultural class, s can go online to find photos of without chocolate.
particular foods or drinks from their countries to show P: Thanks Sasha. Right … Now let’s talk to Mark. Mark,
the class. you’re from ondon, aren’t you
M: Yes, I am. And I’m here because I want to buy some
EXTRA HALLEN E You might want to give Ss the
food for dinner tonight, for some friends. I want
phrase Me neither. or Nor me. for a negative agreement.
some salmon.
These phrases are above the level, but communicatively
useful. o ark, what five kinds of food can’t you live
without aybe fish
es, you’re right. nd the fish in this market is
LISTENIN fantastic, really fresh. Fish is my favourite type of
food. And I also love broccoli and potatoes. I need
3A 2.02 | If you have access to the internet, you some potatoes and broccoli for tonight. I also like
could set the scene for the listening by showing chicken. o yeah, fish, broccoli, potatoes, chicken
some photos of Borough Market in London. Play the and one more, oh, I know, bananas. I have a banana
recording for Ss to listen and answer the question for breakfast every day. es, so that’s five.
for each person. Check the answers with the class. P: Borough Market is world famous and it has visitors
from many different countries. ynn, where are you
ANSWERS: from?
asha yoghurt, ark fish, ynn avocados ’m from ustralia.
ynn, I see your bag has a lot of very healthy food in
it. hat five kinds of food can’t you live without
eah. ell, my health is important to me, so eat
a lot of vegetables, and I always have some at
home because I eat salads all the time. So, lettuce,
tomatoes, for sure … but big, juicy tomatoes …
They don’t have any big tomatoes here. Erm … I
also like rice. And two more … Oh yes, avocados …
my favourite. In Australia we have amazing
avocados, the best in the world and I eat an avocado
every day. So one more, maybe another type of fruit.
OK, strawberries. Yes, I really love strawberries.
51

Unit 2 | Lesson A
B 2.02 | Focus attention on the photos, then ask

Ss to listen to the podcast again and identify the Self-management
food not talked about. Ask Ss to check in pairs, then D Read the Future Skills box with the class. Ask Ss
check answers with the whole class. to check whether their dictionary shows whether
a noun is countable or not. Then ask them to
ANSWERS: write their selected words in their notebooks.
Sasha: tomatoes Encourage them to do this whenever they record
Mark: carrots new nouns.
ynn mushrooms
EXTRA: FUTURE S ILLS Refer back to the Future

C Ss discuss the questions in pairs. When they have
kills box from esson 1C and remind s of the benefits
finished, ask a few Ss to share their answers with
of comparing English with their own language. Ask if
the class and have a brief class discussion.
the same foods are countable or uncountable in their
own language(s), then discuss other countable and
RAMMAR uncountable nouns in their own language and English.
co nta e and nco nta e no ns a, an, E The Grammar Bank on page 102 can be used in the
some, any lesson or for homework. Decide how and when
the exercises will benefit your class.
A Use the examples to demonstrate the idea of
countability (i.e. you can’t say two broccoli). Refer page 102 GRAMMAR BANK GB
Ss back to the food in Ex 1B and ask them to decide Check understanding of the notes with the class,
which you can and can’t count. Put Ss in pairs to especially of the use of the quantifiers.
compare answers, then check answers with the
class. This practises the form and use of countable and
uncountable nouns. Check Ss understand that only
EXTRA SUPPORT: TEA HER Yoghurt here is six of the sentences have a mistake. Ss correct them
presented as uncountable. However, it can be countable individually, then check in pairs. Check answers with
if bought or eaten in an individual pot. Ss might therefore the class.
hear ‘Would you like a yoghurt?’ and this is correct.
ANSWERS:
ANSWERS: Do you eat eat?
an apple (C), an avocado (C), beans (C), broccoli (U), correct
cheese (U), eggs (C), grapes (C), a lemon (C), orange
Pasta is good for you.
juice (U), rice (U), salmon (U), tomatoes (C), yoghurt (U)
My parents don’t eat tter.
B Ask Ss to complete the sentences individually. correct
Monitor and try to gauge their level of knowledge I like a lot of toast with honey for breakfast.
of this area of grammar. If lots of Ss are getting Can I have four potatoes, please?
wrong answers, you may need to explain in more Would you like an apple?
detail in Ex 4C.
ANSWERS: 2 This practises the use of quantifiers. ead the

example with the class, then ask Ss to write the
an some
names of the food with the correct quantifiers. When
a 5 any they have finished, ask different Ss to come to the
some board to write an answer up, then check as a class.
C Ss choose the correct answers then check in pairs. POSSIBLE ANSWERS:

Check answers with the class and be prepared to B a sandwich H some / a lot of eggs
provide further examples if necessary. a cucumber I an onion
some (orange) juice J a melon
ANSWERS:
E some yoghurt some pasta
singular 3 an uncountable
F some / a lot of milk L some bread
plural negative
a lot of bananas
52

Unit 2 | Lesson A
3 Ss complete the conversation individually then 1 Monitor and help where necessary. Check Ss are
check in pairs. Check answers with the class. If you forming their sentences correctly.
have time, Ss could practise the conversation in the
ANSWERS:
same pairs.
St dent A: St dent B:
ANSWERS: I have an orange. ha e an onion.
any 2 any 3 a lot of any 5 a I have some strawberries. have some milk.
6 an 7 any 8 some 9 some a I have some cheese. have a lemon.
I have some pasta. have some chicken.
I have a banana. have a pear.
PRONUN IATION
the ea /ə/ so nd: a, an, some 2 Read the examples on both pages with the class
and, if necessary, demonstrate with a stronger
5A 2.03 | Write the schwa symbol /ə/ on the board. student. When they have finished, ask each pair
Explain that it’s a sound we make without any shape who won.
in our mouth and that it’s the most common sound
in English. Focus attention on the sentence and
where the schwa occurs, then play the recording
SPEA IN
for Ss to listen and notice it, as well as identify the
stressed words. 7 Go through the questions with the class and check
understanding. You may want to share some of your
EXTRA SUPPORT: SLEXIA There are various own answers at this point. Put Ss in small groups
things to do at the same time in Ex 5A, which dyslexic to discuss the questions. Monitor and make notes
learners might find difficult, so you may want to split the on Ss’ use of language for later class feedback.
activity in two: Ss listen once to identify the stressed When they have finished, nominate a student from
words and a second time to notice the schwa sound. each group to share their ideas with the class. Go
over any common errors and/or examples of good
ANSWERS: language use with the class.
stressed words: carrot, onion, potatoes
WRITIN
B 2.04 lay the recording, pausing a er each
sentence for Ss to write them. Check answers with rite an on ine co ent se in in
the class and write them on the board, then play the ords: and, but, or
recording again for Ss to listen and repeat, paying
attention to the stress and weak sounds. 8A licit the different types of social media Ss use, then
discuss the question as a class.
ANSWERS AN AU IOS RIPT:
I need a pear and an orange. B Demonstrate by telling the class about your favourite
comfort food (e.g. chocolate, beef stew). Ask Ss to
We have some eggs.
read the post and think about their answer to the
She wants some lemonade. question. Elicit Ss’ ideas and write them on the board.
We need a chicken and some rice.
Can I have a melon, please? C Refer Ss to the Writing Bank on page 89 to write a
comment.
EXTRA I EA Ss could work in pairs and practise the page 89 WB

pronunciation in the following way: Student A: say a
sentence from Ex 5B. Student B: Does Student A stress A Explain that the texts are comments written in reply
the food and pronounce a, an and some correctly? to the post they previously read. Ask Ss to read the
comments to find out if any of them mention their
EXTRA I EA: I ITAL Ask Ss to record themselves own favourite comfort food, then ask the class in
saying the sentences on their phones, then listen back feedback.
to check their pronunciation of the weak sounds.
B Explain that the sentences are examples from the
6 Put Ss in A/B pairs and refer them to the relevant comments. Ss complete the sentences alone, then
pages where they write sentences to describe the check in pairs. Check answers with the class.
contents of a shopping basket.
ANSWERS:
but 2 and 3 or
53

Unit 2 | Lesson A
2B Your
WB C efer Ss back to the online comments to find
the examples. When they have finished, check
ANSWERS: lifestyle and

you
(Ss are only asked for two more examples of each
word.)
Spaghetti with butter, herbs and parmigiano cheese, …
The outside of the triangle is crispy and inside are
potatoes with onions and peas. GRAMMAR | adverbs and phrases of frequency
I love pasta, t my Aunt Elizabeth’s meat pies … VOCABULARY | everyday activities
I like them with meat, t I sometimes have a PRONUNCIATION | linking
vegetarian one.
The food is good here, t I miss my mother’s cooking. LESSON OVERVIEW
They have mochi in a shop here in Canada, t it’s In this lesson, Ss learn adverbs and phrases to
not the same. describe frequency. They also learn common verb
I eat it when I feel sad or tired. phrases used to talk about everyday activities. The
She makes them with chicken or sometimes with beef. context is a reading where they do a quiz about
their lifestyles. This leads into the grammar, where
s also practise linking in connected speech. The
D Ss complete the rules alone, then check in pairs.
lesson ends with a speaking activity in pairs, where
Check answers with the class. Alternatively, if you’re
they talk about things that are important to them.
short of time you could just do this exercise as a class.
ANSWERS: Online Teaching

and 2 or 3 but f you’re teaching this lesson online, you might find
2 A Ss complete the comments alone, then check in Ex : Display the quiz on your device and share
pairs. Check answers with the class. your screen. ake sure the annotate function is
on. n feedback, ask s to highlight the phrases
ANSWERS: they found.
and 2 but 3 or and 5 but Ex A: Ask Ss to type their answers in the chat
6 or 7 but 8 or 9 but and box before they listen and check in x .
Ex A: Ask Ss to make a list in a collaborative
B You could give Ss a suggested length of about document with most important at the top and
least at the bottom. They can then share this list
50–80 words for their own comments. Monitor and
with their partner in x .
offer help where necessary.
EXTRA I EA: I ITAL If you’re short of time, you Additional Materials

could ask Ss to write their comments for homework in
For Teachers:
a collaborative document so they can read each other’s
comments when they have finished. Presentation Tool Lesson 2B
C When they have finished, ask Ss to swap their comments Grammar Bank 2B
in pairs and read to see which food sounds best.
For St dents:
EXTRA I EA: I ITAL If Ss are willing, you could ask
Online Practice 2B
them to post their comments on their own social media
Workbook 2B
and ask other people about their favourite comfort food.
In the next class, ask a few Ss what replies they received.
TO START
TO FINISH rite a list of all the things you’ve done so far today
er all the discussion about food in this lesson, s on the board and share it with the class. Then ask s
and you are likely to be feeling hungry Tell the class to make a similar list of everything they’ve done so far
what you want to eat this evening and find out what today. onitor and help with vocabulary, writing any
they want to have. new words and phrases on the board. hen they have
finished, put s in pairs to compare their lists and find
out what they have in common.
54

Unit 2 | Lesson B
EXTRA SUPPORT: SLEXIA Dyslexic learners

benefit from understanding exactly what they are
RAMMAR
learning in a lesson so that they understand what they
are working towards. In this and every lesson, explain
ad er s and phrases o re ency
clearly what the learning objectives of the lesson are
near the start.
3 A Refer Ss back to the quiz in Ex 2 and point out the
adverbs in bold. Explain how the adverbs describe
how o en someone does the activity. Ask Ss to
O ABULAR complete the diagram with the adverbs, then check
in pairs. While they are doing this, copy the diagram
e eryday acti ities onto the board. When they have finished, elicit the
answers and write them in the correct places on the
A Look at the example with the class, then ask Ss to diagram on the board.
complete the rest of the word webs alone. When
they are ready, ask Ss to check their answers in ANSWERS:
pairs, then check answers as a class. Except for never and always, the exact position may
vary. The correct order is:
ANSWERS: never (at 0 ), hardly ever, sometimes, often, usually,
eet so eone for coffee / for lunch always (at 100%)
chec messages/emails
spend ti e online / with your family B Ask Ss to look at how the adverbs are used in the
o to a party / a meeting quiz to help them. Check answers with the class.
et p early/late ANSWERS:
before
B Read the example with the class. Put Ss in pairs to
ask and answer questions. When they have finished, after
ask a few Ss to share anything interesting they
found out about their partner with the class. C Look at the example with the class, then ask Ss to
find four more phrases. heck answers with the
EXTRA SUPPORT: TEA HER In the answers to the class and write them on the board.
questions in Ex 1B we naturally put my in e.g. I check my
emails/messages, I spend time with my family, etc. Also ANSWERS:
we might naturally use the plural in: I go to meetings/ once a month, a lot, every Sunday, once a week
parties, rather than I go to a meeting/party.
D The Grammar Bank on page 103 can be used in the
lesson or for homework. Decide how and when
REA IN the exercises will benefit your class.
EXTRA SUPPORT: SLEXIA There is a recording of page 103 GRAMMAR BANK GB

This focuses on the form and use of adverbs and
phrases of frequency. Check understanding of the
2 A Focus attention on the quiz and read the notes, especially of the different types of word order
introduction with the class. Ask Ss to read the quiz
possible. oint out that, except for never and always, the
and answer the questions alone. Monitor and offer
exact percentage frequency can vary but these are the
help with vocabulary where necessary.
percentages used in x .
B Put Ss in pairs to compare their answers. When they
Read the example with the class, then ask Ss to
have finished, ask a few pairs to share what they
complete the rest of the sentences. You could refer
have in common.
them back to the diagram in the notes to help.
C Ss read the key then discuss whether they agree When they have finished, nominate different Ss to
with what it says about them in pairs. When they give the answers.
have finished, elicit answers from a few Ss.
55

Unit 2 | Lesson B
GB ANSWERS: B 2.05 | Play the recording for Ss to check their

answers to Ex 4A, then check answers with the
Ia ays have breakfast with my family.
whole class.
My father s a y reads a newspaper on Sundays.
/ Us a y my father reads a newspaper on Sundays. ANSWERS:
We’re o en tired in the morning. The correct order is e, f, b, d, c, a.
I hard y e er go to bed before 11 p.m.
I ne er drink coffee. C Demonstrate the activity by saying some of the
Nicola’s so eti es late. / So eti es Nicola’s phrases and pointing out the linking. Put Ss in pairs
late. / Nicola’s late so eti es. to practise saying the phrases with the linking.
My sister o en phones me in the evening.
EXTRA SUPPORT: TEA HER This consonant sound-
The hotel receptionist is a ays friendly.
vowel sound linking is focused on again in esson 4C,
he coffee here is ne er hot! and there the rule is also highlighted. Here, the
intention is that Ss simply practise and notice.
2 Ss order the conversations alone, then check in pairs.
Check answers with the class and point out that in D 2.06 | Ss listen and repeat the phrases and
these conversations, the adverbs are usually stressed. sentences. If necessary, you could also drill the
Ask Ss to practise the conversations in pairs. phrases and sentences chorally and individually
around the class.
EXTRA SUPPORT: SLEXIA Ss with dyslexia can
find reordering exercises like this difficult, n this case,
5 Demonstrate by giving a few examples, e.g. ‘I check
my messages once an hour. ow o en do you call
you could provide the questions with one or two words
missing for them to complete. your best friend?’ Put Ss in pairs to practise asking
and answering the questions. When they have
ANSWERS: finished, ask a few Ss to share anything interesting
they found out about their partner with the class.
A: My students are never late.
B: Do they always do their homework?
A: Yes!
SPEA IN
How often do you go to the cinema
B: Sometimes we go twice a month.
6 A Demonstrate the activity by drawing your own
line on the board and adding one or two of the
A: We hardly ever go to the cinema. things from the box to the line, depending on how
o you usually watch films on important they are for you. Ask Ss to do the same
o, we usually watch films online. and monitor and offer help where necessary.
How often does the boat go B Read the example with the class, then put Ss in pairs
B: It goes three times a day. to share their answers. Ask them to find one thing
that is the same and one thing that is different.
3 Ss rewrite the sentences alone, then check in pairs.
Check answers with the class. C Read the example with the class, then put them in
new pairs to share their information. When they
ANSWERS: have finished, elicit answers from a few pairs round
I wash my hair once a week. the class.
Angie is sometimes ill.
EXTRA SUPPORT: SLEXIA Exs 6B and 6C have
hardly ever drink coffee. multiple instructions, which can be difficult for s with
We go out for a meal twice a year(, on my birthday dyslexia. In this case you could break them down into
and my husband’s birthday). stages and write them as a list on the board, i.e.: 1 Share
arfa doesn’t often eat fish. your answers. 2 Find one thing that is the same as your
partner. 3 ind one thing that is different. 4 ork with a
Bianca never studies in the evenings.
new partner. 5 ell them what is the same and different.
My brother goes out every Saturday night.
TO FINISH
PRONUN IATION Ask Ss to think of one more thing which is important
and not important to them (not included in the list in
in in x , then share them in pairs.
A Read the sentences with the class and look at the

example. Ss order the sentences alone, then check
in pairs. Don’t give any answers yet.
56

Unit 2 | Lesson C
2C Eating out REA IN
A Focus attention on the photo and elicit what Ss can

HOW TO … | order a meal in a restaurant see. Ss discuss the questions in pairs. When they
VOCABULARY | restaurant words have finished, ask a few Ss to share their answers
with the class and find out if others agree.
PRONUNCIATION | polite intonation
B The aim of this exercise is to provide Ss with an
LESSON OVERVIEW opportunity to predict the information in the article
In this lesson, Ss learn restaurant words and before they read it. Put Ss in pairs to discuss the
functional language for ordering a meal at a questions. When they have finished, elicit answers
restaurant. The context is a reading where they read from a few pairs.
an article about taking photos of food. This leads
C Ss read the article and find the answers to the
into the functional language, where Ss also listen
questions, then check in pairs. Check answers with
to and practise using polite intonation. The lesson
ends with a speaking activity where Ss roleplay the class.
ordering in a restaurant.
ANSWERS:
cooking blogs, travel sites and social media
Online Teaching sites with names like FoodSpotting, SnapDish,
f you’re teaching this lesson online, you might find InstaFood and of course Instagram
different colours of food on one plate red, orange,
Ex A: Ask Ss to hold up or show any photos of yellow, green and other colours
their food they have on their phones.
from above
Ex A: Use an online noticeboard for pairs to
Yes. It’s bright and colourful and looks delicious,
add their answers a er they’ve discussed the
and the photo is taken from above.
questions, then give the whole class a chance to
read them.
Ex B: Put each group in its own breakout room O ABULAR
to roleplay the conversation. isit each room
monitoring carefully while they practise. resta rant ords
2 A Arrange Ss in new pairs. You could demonstrate by
sharing your own answers to the questions first.
For Teachers: When they have finished, ask a few pairs to share their
Presentation Tool Lesson 2C answers with the class and find out if others agree.
Photocopiable Activity 2C
B Ss answer the question alone then check in pairs.
Grammar Bank 2C Check answers with the class and check understanding
Mediation Bank 2C of the words and phrases in the box with focused
questions, e.g. ‘What’s an example of a dessert?’,
For St dents:
‘What do you call the person who brings your food?’.
Online Practice 2C
Workbook 2C ANSWERS:
desserts, main courses, side dishes, starters
TO START
C Ss complete the menu alone, then check in pairs. In
Write on the board: What’s your favourite restaurant?
feedback, check answers with the class and check
Demonstrate by telling the class about your favourite
understanding of the menu items.
restaurant: where it is, what kind of food they sell,
what you like ordering there, etc. Then put s in pairs
ANSWERS:
to discuss the question.
waiter 2 starters 3 main courses
EXTRA SUPPORT: SLEXIA Dyslexic learners in side dishes 5 desserts 6 service charge
particular benefit from understanding exactly what 7 bill 8 dinner for two
what they are working towards. In this and every lesson,
EXTRA I EA: I ITAL sk s to go online to find
photos of the dishes on the menu to help clarify and
visualise them, using the names of the dishes as search
items.
57

Unit 2 | Lesson C
3 A Ss choose their menu items alone. You may want to T: Could I ask you … What is ‘Bruschetta’? Is that
share your own favourite items for each course with how you pronounce it?
the class, too. W: Bruschetta. That’s a traditional Italian starter. It’s
toasted bread with garlic, and it has tomatoes and
B Read the example with the class, then put Ss in basil on it.
pairs to share their choices. n feedback, find out the
T: OK, great. Then I’d like that – the bruschetta. And
most popular dishes via a show of hands.
then I’d like the salmon with a green salad, please.
W: That’s one soup, one bruschetta, one chicken
How to … curry and one salmon with salad. Would you like
something to drink?
order a ea in a resta rant
S: Can I have some water?
A 2.07 | Tell the class that they’re going to hear T: Me too. So a big bottle of water would be fine.
two people ordering in a restaurant. Ss listen and W: Still or sparkling?
annotate the menu, then check in pairs. Check
S/T: Still/Sparkling, Sparkling/Still.
S: Still water for me.
ANSWERS: T: And sparkling for me. So two small bottles, please.
oup of the day ( ) …
ruschetta with tomatoes and basil ( ) T W: How is your meal?
Thai green chicken curry with rice S he salmon is delicious ook, do you like my
Salmon in a cream sauce T photos?
Green salad T S: Teresa!
Fresh fruit salad T hat’s the problem ook at the menu. Here. t
says the best photo every month gets a free dinner
Still water S
for two.
Sparkling water T
W: I think your photos are great!
Coffee mericano
T: Oh, thanks.
Tea – mint tea T
…
W: Would you like to look at the dessert menu?
ot for me. ut could have a coffee mericano
W = Waiter S = Scott T = Teresa with milk.
W: Good evening. Do you have a reservation? W: Hot or cold milk?
S: Yes, the name’s Millar, Scott Millar. We have a S: Hot, please.
table for two for half past seven. T: And the fresh fruit salad for me, please. And do
W: Ah yes. Come this way. you have mint tea?
T: It’s very dark here. Could we have a table near the W: Yes, we do. So that’s a fresh fruit salad, an
window? Americano with hot milk and a mint tea.
W: Um … Is that one all right? T: And could we have the bill at the same time, please?
T: Yes, that’s good, thank you. W: Yes of course.
… et’s leave a tip. he waiter was very good.
This is good for taking photos. Great! T: The restaurant has a 15 percent service charge, so
S: You and your photos! we don’t need to leave a tip.
W: Here’s the menu.
B Ss complete the sentences individually from what
… they can remember, then check in pairs. Don’t give
W: Are you ready to order? any answers yet.
S: Yes. What’s the soup of the day?
C 2.08 | When they are ready, play the recording for
W: It’s tomato soup. Homemade of course. Chef’s
Ss to check their answers. Play the recording again if
speciality.
necessary, then check answers with the class.
S: OK. So for a starter, can I have the soup, please?
W: And for the main course? ANSWERS:
S: The Thai green chicken curry. o 2 for 3 Could re
W: Would you like any side dishes? 5 can 6 d 7 ould 8 How
S: No thank you. 9 dessert bill
W: And for you?
58

Unit 2 | Lesson C
D The Grammar Bank on page 104 can be used in the 3 Ss write conversations using the prompts alone,
lesson or for homework. Decide how and when the then check in pairs. Check answers with the class. If
exercises will benefit your class. you have time, Ss can practise the conversations in
their pairs.
GB page GRAMMAR BANK
ANSWERS:
This focuses on the form and use of functional language
for ordering a meal in a restaurant. Check understanding A: Are you ready to order?
of the phrases, especially of the use of some and the. B: Yes. For starter, can/could I have the/some
vegetable soup?
Ss choose the correct options alone, then check in A: What would you like for the/your main course?
B: Could I have the Malaysian noodles?
ANSWERS: A: Would you like any side dishes?
some B: No, thank you. / No, thanks.
I’d like A: What would you like to drink?
Could I B: I’d like a/some sparkling mineral water, please.
no A: How is your meal?
the bill B: It’s / It is very good, thanks.
any A: Would you like to look at the dessert menu?
a bottle B: Yes, please. Could I have the/some yoghurt?
I’m afraid A: Do you want anything to drink?
B: A green tea, please. Could/Can I have the bill?
2 Focus attention on the example and explain that A: Yes, of course.
Ss also need to identify where the word is missing.
Make sure Ss understand that there is one extra
word they don’t need. Ss complete the conversation PRONUN IATION
alone, then check in pairs. Check answers with the
class, then ask Ss to practise the conversation in po ite intonation
their pairs.
5A 2.09 | Elicit or give the meaning of polite. Ss
EXTRA SUPPORT: SLEXIA Ss with dyslexia can listen and tick the polite-sounding customers, then
find this type of exercise, with lots of options, difficult. n check in pairs. Check answers with the class.
this case, provide two options for each line (the correct
one and a distractor). ANSWERS:
Customers 1, 3, 6 and 8 sound polite.
ANSWERS:
Waiter: o you want any bread rolls with that?
Customer: Yes, please. And for the main course I’d
Could we have a table near the window?
like the steak.
2 Could we have a table near the window?
Waiter: What vegetables would you i e?
3 Can I have the soup, please?
Customer: o d I have some potatoes and green
peas? Can I have the soup, please?
Waiter: Would you like any side dishes? Could I have the green salad?
Customer: No, than yo . 6 Could I have the green salad?
Waiter: And would you like so ethin to drink? 7 Could we have the bill at the same time, please?
Customer: Some mineral ater, please. 8 Could we have the bill at the same time, please?
Waiter: Certainly. Do you ant a big bottle of
mineral water? B 2.10 | Play the recording, then discuss the
question as a class and elicit the answer. Then play
Customer: Yes, p ease.
the recording again, pausing a er each question for
Ss to repeat, copying the polite intonation.
ANSWER:
There’s a wider pitch range. The voice goes up and
down more.
59

Unit 2 | Lesson C
Communication 2D Documentary
C Read the Future Skills box with the class
and discuss the question.
da
EXTRA SUPPORT: TEA HER The discussion can
focus on the narrower pitch range of some languages.
his discussion will help s better notice the difference
Relay
between their language and English, which has a pitch
range as much as twice the breadth of many other GRAMMAR | like, hate, love + -ing
languages. SPEAKING | talk about a special event
WRITING | describe an event
SPEA IN
LESSON OVERVIEW
6 A Put Ss in small groups to prepare their menus. In a In this lesson, Ss learn like, hate, love + -ing to describe
multicultural class, you could ask Ss to pick things activities they en oy and don’t en oy doing. The context
from their different towns or countries to include on is a video about the Indian Relay, which is a traditional
the menu. While they’re working, go round and help horse race in ashington tate, . s then do a
with vocabulary where necessary, writing any new speaking activity, where they practise talking about a
words and phrases on the board. special event. The lesson ends with a writing activity,
where s write a description of an event.
B Read the example with the class, then ask Ss
to work in the same groups to roleplay the
Online Teaching
conversation. Monitor and encourage them to
use the phrases from the lesson as well as polite
intonation. When they have finished, ask Ss to
change roles in each group and practise the Ex A: Sometimes videos can be a little slow
conversation again. or jumpy when streamed in an online class
EXTRA I EA: I ITAL Ask Ss to record their give Ss time to watch the video on their own
conversation, then listen back to it together and think device before moving on.
about how to improve it. Ss can then practise the ra ar Ban Ex : Ask Ss to type their
conversation again. answers in the chat box so they can compare
answers while they work.
EXTRA I EA: HOW TO Ask groups to swap the
menus they created in Ex 6A with another group. Ss then
practise the conversation again, but using the new menus.
For Teachers:
7 Ask Ss to take a photo of their meal tonight to Presentation Tool Lesson 2D
bring to class for the next lesson. Encourage them
to look up any words they’ll need to describe it and
use them in their descriptions. You could also do Grammar Bank 2D
the same and use your photo to demonstrate the Videoscript 2D: BBC Documentary
activity in the next class.
For St dents:
Online Practice 2D
TO FINISH
Workbook 2D
Ask Ss to discuss in small groups what they want to
have the next time they go to a restaurant. They could
discuss what they would like to have for different TO START
courses. hen they have finished, elicit answers from a
Elicit or give the meaning of a race, then write the
few s and share your own.
following questions on the board: Do you ever do races?
What type? Do you ever win? Do you like doing races?
EXTRA I EA: SPEA AN WHERE Encourage Ss to Why/Why not? s discuss the questions in pairs.
practise using the Speak Anywhere interactive roleplay.
page 155 particular benefit from understanding exactly what
what they are working towards. In this and every lesson,
page 188
60

Unit 2 | Lesson D
PRE IEW RAMMAR

A Focus attention on the photos and elicit what Ss can like, hate, love ing
see. Put Ss in pairs to discuss the questions. When
they have finished, elicit their ideas but don t give 3 A Ask Ss to read the sentences and answer the
question individually, then check in pairs. If you’re
any answers yet.
short of time, do this exercise as a class. Check
ANSWERS: answers with the class.
Okanogan County (in Washington State, USA)
EXTRA SUPPORT: TEA HER The -ing form (or, more
(the end of) summer technically, the gerund) is a common way of using a verb
as a noun. hen we use verbs after like, hate, love, etc.,
B Go through the questions with the class so they in terms of meaning we’re describing nouns (the names
know what information to look for. Ss read the BBC of activities) and so use the -ing form.
programme information and answer the questions,
then check in pairs. Check answers to Exs 1A and ANSWER:
1B with the class and ask Ss if they guessed any the -ing form
information in Ex 1A correctly.
B Demonstrate the activity by sharing some of your
ANSWERS:
own answers e.g. ‘I don’t like swimming because
in Okanogan County (in Washington State, USA) I hate getting water in my eyes!’ Put Ss in pairs to
three share their likes and dislikes. Monitor and check Ss
a rider/competitor are using the -ing form correctly, and correct where
necessary. When they have finished, ask a few Ss
to share anything interesting they found out about
IEW their partner with the class.
C The Grammar Bank on page 105 can be used in the

2A Read the question with the class so they know
what to watch for. Ss watch the video and answer
the question. Check the answer with the class.
EXTRA SUPPORT Turn on the subtitles if you feel it
would benefit learners. Check understanding of the notes with the class,
especially of the spelling rules.
ANSWER:
This exercise focuses on the spelling of the -ing
Oliver
form. licit the first one as an example and write
it on the board. Ss write the rest of the forms
B Give Ss a minute to read the sentences so they
individually, using the notes to help them where
know what to watch for. Ss watch the video again
necessary. Check answers with the class and write
and choose the options they hear, then check in
them on the board or invite different Ss to come up
pairs. Play the video again if necessary, then check
and do so) for Ss to check the spelling.
answers as a class.
ANSWERS:
EXTRA: ALTERNATI E I EA With stronger classes,
coming, emailing, giving, going, meeting, sitting,
ask Ss to do Ex 2B before they watch the video again.
stopping, watching
s then watch the video to check their answers.
ANSWERS: 2 This exercise focuses on the form and use of

different verbs ing. Ss complete the text
race family
individually, then check answers in pairs. Check
tradition 5 way of life answers with the class and ask Ss if they agree with
a team 6 race the advice in the text.
C Put Ss in pairs to discuss the question. When ANSWERS:

they have finished, elicit Ss ideas and find out if doing playing 3 dancing
others agree. being 5 reading 6 sitting
listening 8 walking 9 eating
relaxing taking working
61

Unit 2 | Lesson D
GB 3 This exercise focuses on the form and use of

different verbs ing. Ss correct the sentences
individually, then check answers in pairs. Check ’m from uebec in Canada. et me tell you about
answers with the class. our Winter Carnival. It happens in Quebec in January.
Thousands of people come from all over the world. We
ANSWERS: have ice sculptures everywhere. They’re really beautiful
and love looking at them. ou can see a lot of different
Toni and I enjoy atchin old black and white films.
winter sports, too. I enjoy watching the canoe race on
Everyone hates sayin goodbye to people at the river. It’s really exciting.
airports.
t this time, we often eat special food. like soup,
Do you like s eepin in hotels? French onion soup. Hot soup on a cold day is great.
Guz loves s i in in the sea. The carnival lasts ten days. My favourite thing is the
We love ha in picnics. evening parade. I go with my family. We really enjoy
I really like p ttin things in boxes. watching it together.
George hates choosin shoes.
C 2.11 | Give Ss a minute to read the phrases, then
Jo enjoys ixin with people from other
play the recording for Ss to tick the ones they hear.
countries.
Check answers with the class and drill the phrases
Sam doesn’t enjoy standin at football matches. chorally and individually.
EXTRA SUPPORT: SLEXIA Before Ss listen, read

SPEA IN out the phrases to the class to help learners with
dyslexia know what they’re listening for.
ta a o t a specia e ent
ANSWERS:
A ou may want to demonstrate first by telling Ss
All the phrases except: It’s one of the best things all year.
about a special event you know well. For example,
‘The Glastonbury Festival is a big concert that
happens in June in the southwest of England. I 6 Put Ss in small groups for them to take turns talking
like dancing, camping and eating interesting food about their events. Encourage them to use the
there. My favourite thing about it is seeing all the phrases from Ex 5C and ask follow-up questions.
bands I like.’ Give Ss plenty of time to think about In feedback, ask a few Ss to share something
their event and make notes. If Ss don’t have a interesting they found out with the class.
festival or national holiday that they can use for the
task, you might suggest they use something more WRITIN
common such as a birthday. Monitor and help with
vocabulary where necessary, writing any new words descri e an e ent
and phrases on the board.
7 A Remind Ss of the activities in the photos in Ex 5B. Ss
EXTRA I EA: I ITAL Ss record themselves speaking read the text and answer the question then check in
about their event then listen back to it, as a way of pairs. Check the answer with the class.
rehearsing for Ex 4B.
ANSWER:
B Put Ss in pairs to tell their partner about their
The person doesn’t write about the onion soup.
special event. Encourage them to give as much
information as possible. Monitor and make notes
B Ss write their descriptions alone. Monitor and offer
on Ss’ language use for later class feedback. When
help where necessary.
they have finished, give Ss feedback on their
language use, correcting any errors as a class and C Ss swap descriptions with other Ss. You could either
highlighting any examples of good language use. put them in groups or display their writing around
the classroom and ask Ss to walk around and read
5 A Focus attention on the photos and ask the class if them. When they have finished, ask a few Ss which
anyone has heard of this event. Put Ss in pairs to
event they chose and why.
discuss the activities they think look interesting.
When they have finished, ask a few Ss to share their
EXTRA I EA: I ITAL Create an online noticeboard
answers with the class and find out if others agree.
where Ss can share their texts with the rest of the class.
B 2.11 | Ss listen and order the photos, then check
in pairs. Check answers with the class. TO FINISH
Put Ss in pairs and ask them to discuss what activities
ANSWERS: they would include in a special event to celebrate your
The correct order is C, A, D, B. school’s birthday.
62

Unit 2 | REVIEW
2 REVIEW
B Ss choose five of the things and write a list.
Encourage Ss to use the correct articles or
quantifiers i.e. a, an or some) as they write their
lists.
LESSON OVERVIEW
This lesson is a review of the language – both C Put Ss in pairs and make sure they don’t show their
grammar and vocabulary – presented in this lists to their partner; you could ask them to sit
unit. The notes below assume that the tasks are facing each other. Read the example with the class,
completed in class. owever, the self study type then ask Ss to ask and answer questions to find out
exercises i.e. xs , , , and could be what’s on their partner’s list. Monitor and check
done out of class and then checked in the following they re using the correct quantifiers.
lesson when the communicative tasks are then
completed. 2A R2.01 lay the recording, pausing a er each
sentence for Ss to write them down. Ask Ss to
compare their answers, then play the recording
Online Teaching
again if necessary. Check answers with the class.
the following tips useful: EXTRA SUPPORT: SLEXIA This kind of activity,
Ex A: Display the words on your device and share involving simultaneous listening and writing, can be
your screen. ake sure the annotate function is on. challenging for Ss with dyslexia. In this case, give Ss
sk different s to write C or U next to each one. the sentences with gaps for them to complete with the
Ex : s can use the chat box to share their adverbs of frequency as they listen.
sentences.
watch on ridays.
Additional Materials I buy clothes every Saturday.
For Teachers:
I usually read a newspaper at breakfast.
Unit Test in Tests Package
I hardly ever sleep well.
I go out a lot at the weekend.
TO START I eat pizza once a week.
Ask Ss to work in pairs and try to remember what I study English every evening.
language they studied in Unit 2 (Grammar: countable I often get up late on Sundays.
and uncountable nouns, a, an, some, any, adverbs and
phrases of frequency, like, hate, love + -ing; Vocabulary:
B Read the example with the class and point out
food and drink, everyday activities, restaurant words;
the use of the adverb of frequency. Then ask Ss to
ow to order a meal in a restaurant . sk them to
look at the unit lesson ob ectives to check their ideas. change the sentences they wrote in Ex 2A so they’re
true for them. Encourage them to use a variety of
adverbs of frequency. Monitor and check Ss are
RAMMAR forming the sentences correctly.
C ut Ss in pairs to share their sentences and find

A Ss decide if the words are countable or uncountable
similarities and differences. Teach or remind Ss of
the phrases: So do I. and Me too. for agreement and
class.
I don’t. for disagreement. Encourage Ss to use these
ANSWERS: phrases in their conversations. In feedback, ask a
few pairs to share their answers with the class.
Countable: onion, bean, cucumber, lemon, pear,
prawn 3 Rearrange Ss in new pairs, then read the example
Uncountable: broccoli, butter, lemonade, oil, yoghurt with the class. Ss ask and answer questions.
Encourage them to give more information where
possible.
63

Unit 2 | REVIEW
O ABULAR 6 A Focus attention on the picture and elicit what they

can see. Ss complete the text individually, then
check in pairs. Don’t give any answers yet.
A Ss write the words individually, then check in pairs.
Encourage them to look back over the unit and EXTRA SUPPORT: SLEXIA This activity can be
Vocabulary Bank 2A to help if necessary. Monitor challenging for dyslexic learners, especially given the
and check spelling, then check answers with the range of language they need to draw on to both identify
class. and spell the words. In this case, you could provide a
complete gap for each word, with two possible options
POSSIBLE ANSWERS: for each gap.
cereal 6 noodles
B R2.02 | Play the recording for Ss to listen and
2 avocado 7 sugar
check their answers, then check answers with the
3 grapes 8 lemon
class.
lamb 9 salmon
5 mushroom strawberry ANSWERS:
order 5 have
B Read the example with the class, then put Ss in 2 main 6 seeing
pairs to guess each other’s foods. 3 side 7 doesn’t
5 A Ss match the question halves alone, then check in something 8 never
pairs. Check answers with the class and drill the
questions.
TO FINISH
ANSWERS: Ask Ss to think of the three most useful things they
learnt in nit . ive them a minute or two to look
b 2 c 3 a f 5 e 6 d
back over the unit and decide, then put them in pairs
to compare answers.
B Read the example with the class, then put Ss in pairs
to ask and answer the questions in Ex 5A. Monitor
and encourage them to ask follow-up questions,
using the prompts. When they have finished, ask a
few Ss to share anything interesting they found out
about their partner with the class.
64

3 home
Unit 3 | Lesson A
LEARNING OBJECTIVES
A o e in What can I rin
LISTENING | Understand someone talking about T make invitations and offers social
their apartment: rooms and furniture phrases
Describe an apartment and where things are: this, Pronunciation: rhythm in phrases
that, these, those; here, there
Pronunciation: / / and / / INFORMATION
Write a description of a home for a website; use SPEAKING
commas 33 Can talk about their life (e.g. family, home, job),
using simple language.
INFORMATION HOW TO …
VOCABULARY 31 Can make simple invitations using basic fixed
30–42 Can use language related to rooms and parts expressions.
of a building.
VOCABULARY
LISTENING 30–42 Can use language related to greeting,
33 Can identify key information (e.g. places, times) meeting, introducing, and leave-taking.
from short audio recordings, if spoken slowly and
33 Can recognise simple, fixed expressions used in
clearly.
small talk.
GRAMMAR
SPEAKING
30 Can use ‘that’ and ‘this’, ‘these’ and ‘those’ as
32 Can make offers using basic fixed expressions.
determiners relating to people or objects.
SPEAKING
31 Can talk about furniture and rooms using simple o r nei h o rhood
language. BBC STREET INTERVIEWS | Understand street
WRITING interviews about where people live
31 Can write a simple description of a room, house or Talk about your local area: there is, there are
apartment. Write an email about your local area
INFORMATION
B Too ch st
PREVIEW
READING | Read about how to ‘say goodbye’ to too
30–42 Can use language related to describing
much stuff common ad ectives
something’s quality.
Talk about and describe ob ects in your home
30–42 Can use language related to areas, districts
have got
and neighbourhoods.
Pronunciation: sentence stress
VIEW
INFORMATION 31 Can recognise phrases and content words related
to familiar topics (e.g. shopping, local geography).
READING
34 Can understand the general meaning of short, GRAMMAR
simple informational material and descriptions if 2 Can use ‘there’ + ‘be’ to express presence/
there is visual support. absence.
GRAMMAR SPEAKING
28 Can use common forms of ‘have got’ (BrE) in the 33 Can describe their home town or city using simple
present tense. language.
VOCABULARY WRITING
30 42 Can use language related to differences and 34 Can write short texts about their likes and dislikes
similarities. using basic fixed expressions.
SPEAKING
31 Can describe common everyday objects using
simple language.
65

Unit 3 | Lesson A
BBC VLOGS
3A Come in.
esson . or this reason it shouldn’t be exploited or GRAMMAR | this, that, these, those; here, there
taught at length, ust played once or twice in class. VOCABULARY | rooms and furniture
Put Ss in pairs to discuss the question in the PRONUNCIATION | / / and / /
programme information box. hen they have finished,
ask a few s for their answers and have a brief class LESSON OVERVIEW
discussion before they watch the video. t this point
you may also want to preteach guest room and sofa. n this lesson, s learn vocabulary related to rooms
hen they are ready, play the video for s to answer and furniture. They also learn how to describe things
the question in part . using the determiners this, that, these and those,
and here and there to describe location. The context
ANSWER: is a listening where Ss listen to the owner of an
apartment describing it. s also practise the short
Three speakers (Speakers 2, 3 and 4) say they love
and long sounds / / and / /. They then do a speaking
having visitors.
activity, where they practise describing an apartment
in pairs. The lesson ends with a writing activity,
EXTRA IDEA f you want to extend the discussion, where s write a description of a home for a website.
you could also discuss these questions as a class: Who
are the visitors? Family? Friends? When you travel, do you Online Teaching
usually stay in hotels or apartments, or at friends’ homes?
NOTE The vlogs have been provided by people from
Ex 1B: isplay the exercise on your device and
around the world in response to the same question. The
share your screen. ake sure the annotate
video content was filmed by them on their own mobile
function is switched on. n feedback, ask different
phones, so the picture quality varies considerably and in
Ss to draw lines to connect the questions and
some cases is of a lower quality. However, this adds to
answers.
the authenticity of the content.
Ex 1C: sk s to type their ideas into the chat box
The locations labelled on the vlogs show where the so they can compare answers.
speaker was when they filmed the video. t does not
Ex 5B: Put Ss in pairs in breakout rooms to
reflect where the speaker comes from (necessarily).
practise saying the sentences. onitor carefully in
As many of the speakers are non-native, the videos each room and check their pronunciation.
interesting or useful differences. Additional Materials
For Teachers:
Additional Materials Presentation Tool Lesson 3A
For Teachers: hotocopiable ctivities
Presentation Tool Unit 3 Grammar Bank 3A
Online Digital Resources Vocabulary Bank 3A
Videoscript Unit 3 Opener: BBC Vlogs Writing Bank 3A
For St dents:
Online Practice 3A
Workbook 3A
66

Unit 3 | Lesson A
TO START ANSWERS:
ut s in small groups or teams’. et a strict time limit A hall
of one minute for each group to brainstorm as many
B living room
types of furniture as they can. hen they have finished,
award a point for each correct type of furniture they C kitchen
have. The team with the most points wins. D home office/study
E dining room
EXTRA SUPPORT: DYSLEXIA yslexic learners in F bathroom
G bedroom
what they are working towards. In this and every lesson, H garage
lesson are near the start. B VB3.01 Ask Ss to look at the photos again. lay
the recording for Ss to listen and repeat the words.
VOCABULARY Elicit or teach understanding of upstairs and

downstairs. Ss discuss the questions in pairs. In a
roo s and rnit re multicultural class, ask Ss to describe the typical
situation in their country and discover if it differs
1 A Focus attention on the photos. Put Ss in pairs to between countries.
discuss the questions. When they have finished,
elicit Ss’ ideas and have a brief class discussion. ANSWERS:
In the UK:
B Keep Ss in the same pairs to match the places and
downstairs: dining room, garage, hall, kitchen, living
ob ects. When they have finished, check answers
room
with the class.
upstairs: bathroom, bedroom
EXTRA SUPPORT x 1 revises prepositions of either home office/study
location covered at A1 level, and these are also needed
for a later exercise. f you think s don’t know or 3 Ss match the words with the items in the photos
remember them, it would be useful to check: on, in front individually, then check in pairs. heck answers with
of, behind, under, above, near, next to, between, to the the class.
ri ht o , to the left o . You can do this by using a small
ball or object and placing it in different positions in EXTRA SUPPORT Draw Ss’ attention to the plural
order to elicit each preposition. shelves and explain that this is an irregular plural form.
ANSWERS: ANSWERS:
b d 4 a 5 h 6 e 7 f 8 g 9 l d c 3 i 4 g 5 l 6 f 7 a 8 q
j 11 i k 9 j m 11 r k 13 n 14 h 15 e 16 b
17 p 18 o
C Ss work in the same pairs to add rooms and
furniture. Monitor and offer help where necessary. 4 VB3.02 raw the three stress patterns on the
When they have finished, refer Ss to the ocabulary board across the top, then read the example with
ank on page to check if any of their ideas are the class and write it on the board under the correct
there. pattern. ncourage Ss to say each word silently to
themselves to help categorise them. When they have
EXTRA: ALTERNATIVE IDEA You could do this as a finished, play the recording for Ss to listen and check
competition. he first pair to come up with five, ten or their answers then check answers with the class.
twenty words (depending on the class level) wins.
ANSWERS:
VB page VOCABULARY BANK rooms and furniture O desk, fridge, lamp, plant, rug, shelf/shelves,
ote that the ocabulary ank activities are an sink, stairs
important part of the lesson. They should only be Oo armchair, carpet, counter, cupboard, mirror,
omitted if you are confident that your s already know oven, shower, sofa, wardrobe
this vocabulary. f you don’t use the exercises in class, Ooo washbasin
5 emonstrate the activity with a stronger student,
1 A Focus Ss’ attention on photos A–H. Ss match the then put Ss in pairs to take turns and practise.
rooms with the photos individually, then check in
pairs. heck answers with the class. EXTRA CHALLENGE Challenge s to do x 5 without
looking at the book (or only looking if they get stuck).
67

Unit 3 | Lesson A
VB 6 Ss work in pairs to take turns guessing the rooms. o this is the kitchen. Here’s the fridge. Coffee and tea
They can do this as many times as you have time for are here, in the cupboard. I always leave some milk for
in order to practise the words. coffee and tea on your first morning. or food shopping,
we usually go to the local supermarket. t’s only five
EXTRA IDEA Ask Ss to create mind maps of each room minutes away. nd over there next to the radio are the
important phone numbers police, local hospital and
and add the vocabulary items to each one. They can
my number. Also a map … Wait, where is that map?
then add to these as they meet new words to describe
Hmm …
furniture, appliances and other things in the house.
you go through here to the bedroom, but first here’s
A ive an example to demonstrate first, e.g. My the bathroom, between the kitchen and the bedroom.
glasses are in the kitchen, on the table. Ss should Oh, and you don’t need to bring any soap or shampoo
work alone to do this and keep the locations a because I always leave some there, on that shelf.
secret. Remind them to use prepositions to describe nd finally, the bedroom a big double bed. nd do
exactly where the items are and make notes of their you see those towels, over there? They’re for you. And
ideas. that desk over there is where I work, but feel free to
use it. This is your home in Edinburgh! Oh, and there’s
B When they are ready, read the example with the class, the map, on my desk. It’s useful. You’re in the centre of
then put Ss in pairs to guess where the items are. Edinburgh, so it’s easy to walk everywhere. Oh, just one
more thing, when you go out, please remember to turn
EXTRA CHALLENGE ith fast finishers, you could off all the lights. lectricity is expensive. o enjoy
ask pairs to discuss what type of things they usually lose
or misplace, and where they have found them. C Ss discuss what they can remember about the
answers to the questions in pairs. licit their ideas
LISTENING but don t give any answers yet.
3.01 Ss listen again and answer the questions,

3 A Ask Ss if they ve ever rented an apartment short then check in pairs. heck answers with the whole
term e.g. for a holiday , and or tell them about a class.
time you have (if you have). Put Ss in pairs to discuss
which three things are most important. When they EXTRA SUPPORT If necessary, pause the audio
have finished, ask a few pairs what they chose and after the answer to each question is given and elicit the
find out if others agree. At this point you could also answer from the class.
ask them for any other important things they can
think of, e.g. a list of places to eat, the location of ANSWERS:
local banks or cashpoints, instructions on how to 1 ou open the key box.
use things in the apartment, etc. Yes, it’s on the table in the living room.
B 3.01 emind Ss of the photos in x , then play 3 Yes
the recording for Ss to listen and put them in the 4 ive minutes away
correct order. heck answers with the class. 5 Yes, they’re in the kitchen.
6 No
ANSWERS:
7 Yes
The correct order is A, B, C.
EXTRA IDEA: DIGITAL You could ask Ss to go online

and search for useful questions to ask when renting a
Hi, I’m Joanne, and welcome to my apartment, or your holiday apartment in English, using the search term:
apartment really, for the time you’re in Edinburgh. This questions for renting a holiday apartment. Monitor and
video has all the information you need for your stay. So help with vocabulary and direction as to where to find
let’s go , this is the key box. t’s over here, near the the questions on the websites. Ss can then work in small
front door. You enter the code here … and this little groups to share the questions they found and choose
door opens. These are the keys. These two keys here are the best three to share with the class.
for the front door and it’s easy to open. It’s usually easy
to open, there … it’s open.
Now let me show you around. This is the living room.
And on the table here is some tourist information about
the local area and places to visit. The TV is over there
and the TV remote is under it. So you turn on the TV
like this. he wifi password is here, on the shelf under
the TV. OK, let’s go into the kitchen.
68

Unit 3 | Lesson A
Focus attention on the picture and elicit the

GRAMMAR different things Ss can see. ead the example with
the class, then ask Ss to find and correct the further
this, that, these, those; here, there
eight mistakes. heck answers with the class.
4 A Ss complete the sentences as best they can from ANSWERS:
memory and using here and there as clues. Don’t
give any answers yet. 1 Alan: This isn’t coffee, it’s tea.
Kim: These strawberries are delicious.
B 3.02 Ss listen and check their answers. heck
Alan: Yes, those are from my garden.
answers with the class and demonstrate how here
and there indicate which word to use. 3 Kim: And this cake is wonderful.
4 Jill: Can I have some of that pasta please?
ANSWERS: Kim: Which pasta? This one?
1 this 5 Jill: Beef and salad. These sandwiches are very nice.
These 6 Jill: Are these tomatoes from your garden, Alan?
3 those
4 that EXTRA IDEA If you think Ss need further controlled
practice of determiners, you could make use of the
C The pictures will help clarify the meanings of classroom context. ell s to work in pairs and take
the words. nce completed, they should also turns to ask each other questions about the things in
provide a useful reference tool for Ss to use when the room and the things they have with them using
practising the grammar. this, that, these and those; e.g. A: ‘What’s that called
in English?’ B: ‘A whiteboard. What are those called in
ANSWERS: English?’ A: ‘Posters.’
A these
B those PRONUNCIATION
C that
D this /ɪ/ and / /
E there
5 A Introduce the sounds by demonstrating the short
F here and long sounds in isolation. oint out that the two
dots ( a er the second symbol indicate that it s a
The rammar ank on page can be used in the longer sound. ead the examples in the table and
lesson or for homework. ecide how and when the ask Ss to repeat. Ss then read the sentences in pairs
exercises will benefit your class. and write the words in the correct place. on t give
any answers yet.
B 3.03 lay the recording for Ss to check their
This focuses on the use of this, that, these and those, as answers. heck the answers with the class, then ask
well as here and there to help reinforce understanding. Ss to practise saying the sentences in their pairs.
Go through the notes with Ss or let them read
them alone. Check understanding where necessary, ANSWERS AND AUDIOSCRIPT:
especially of the use of the determiners without
/ɪ/ It’s, This, is, living, bring
a noun.
/ / easy, These, keys, need, We, leave
1 Ss complete the conversations alone, then check
in pairs. heck answers with the class. Ss could EXTRA SUPPORT If Ss need more practice with
then practise the conversations. When they have these two sounds you could write some or all of these
finished, ask them to swap roles and repeat. sentences on the board for Ss to practise saying: These
are thin s. s this o r ke ho are those si eo le
ANSWERS: lease eat it. e’s at his desk.
1 This, these
those, these EXTRA IDEA or further practice, s can work in
3 This, there pairs. Student A says one of the words from each pair
4 here, That below and Student B writes the words they hear. They
then check with tudent . hen they have finished, s
can swap roles and repeat the activity.
sit, seat it, eat this, these his, he’s
69

Unit 3 | Lesson A
C ither do this activity as a class or ask Ss to do it in

SPEAKING pairs. heck the answer with the class.
6 ut Ss in A pairs and direct them to the relevant ANSWERS:

pages. Sentence 2 uses a comma in the list.
1 ive Ss time to prepare their information questions Sentence 2 is correct.
individually. Monitor and help with ideas and
vocabulary where necessary, writing any new words Ss complete the rules alone, then check in pairs.
and phrases on the board. heck answers with the class.
2 ring pairs back together to roleplay the situation. ANSWERS:

Monitor and check Ss are using the grammar and 1 don’t use
vocabulary from the lesson correctly. ote down
use, don’t use
any common errors or examples of good language
use for later class feedback.
E Ss add commas alone, then check in pairs. opy
3 Ss now swap roles and prepare questions the sentences on the board and elicit or add the
information for their new roles. Monitor and offer commas in class feedback.
help as appropriate.
ANSWERS:
4 Ss repeat the roleplay with their new roles. Monitor 1 The bedroom has a bed, a desk, an armchair and
and make notes on their language use again. When a reading lamp.
they have finished, give feedback on Ss language
correct
use as a class.
3 The apartment is good for couples, business
travellers and small families.
WRITING
A ive Ss a minute or two to choose what they re
rite a description o a ho e or a e site going to write about and who for.
se co as
EXTRA IDEA: DIGITAL Ask Ss to go online and visit
7 A Ss read the extract then decide here it co es a website where people advertise holiday apartments
ro in pairs hec the ans er ith the c ass to rent and note down any useful words and phrases
they use. Give them areas and topics to look out for, e.g.
ANSWER: location, size, cost, facilities, things to do, etc.
c
B Ss write their descriptions. A range of words
B efer Ss to the Writing ank on page to write a should be appropriate for this task. Monitor and
description. offer help where necessary.
C Ss read their descriptions, checking for use of

WB page
commas in particular. Monitor and answer any
questions Ss have.
1 A Focus attention on the photos of the people and
elicit Ss ideas about what they think they re like.
EXTRA: ALTERNATIVE IDEA Once Ss have
Ss read the information on the people and the text,
completed their descriptions, ask them to swap with a
then discuss in pairs who they think would like the
partner and check each other’s use of commas. When
apartment the most. licit the answer from the class.
they have finished, s work in pairs and talk each other
through any comments they have.
ANSWER:
C Ask Ss to swap their descriptions with other Ss
to read and match with the people in the photos
B Ss read the text again and order the topics alone, A . When they have finished, ask a few Ss which
then check in pairs. Make sure they know one of the apartment they d like to stay in most and why.
topics isn t included. heck the answer with the class.
TO FINISH
ANSWER:
Put Ss in pairs to discuss their ideal apartment to stay
The correct order is f, g, c, e, a, b.
in on holiday and find out what they have in common.
70

Unit 3 | Lesson B
3B oo u READING
u EXTRA SUPPORT: DYSLEXIA There is a recording of

1 A Ss discuss the questions in pairs. When they

GRAMMAR | have got have finished, elicit their answers and check
VOCABULARY | common adjectives (1) understanding of clutter.
PRONUNCIATION | sentence stress
ANSWER:
LESSON OVERVIEW Clutter is a lot of things scattered in a place in an
untidy way.
In this lesson, Ss learn have got to describe
possession. The context is a reading where they
B ead the example with the class, then ask Ss to read
read an article about clutter. This leads into the
the article, thinking about what the pictures mean.
grammar, where s also practise sentence stress.
s then learn common ad ectives, which they use to When they have finished, put Ss in pairs to discuss
describe ob ects. The lesson ends with a speaking the pictures, then elicit their ideas as a class.
activity in pairs, in which they talk about ob ects
that are important to them.
POSSIBLE ANSWERS:
The picture of the jumper means you have something
that you don't really like.
Online Teaching
he picture of the kitchen appliance in its box means
you have something that you never use.
Ex 1A: Ask Ss to type their answers to the second
A ut Ss in pairs to discuss the questions without
question in the chat box. er they read the text
looking at the text. ou could ask them to cover it
in x , refer back to their answers to see how
many people guessed correctly. with their notebooks, or write the questions on the
board and ask them to close their books.
Ex 5A: sk s to message each other privately
using the chat box as they mingle’ round the B Ss read the text again and check their answers, then
class. check in pairs. heck answers with the whole class.
ANSWERS:
1 1 you have two of something; 2 you never wear
For Teachers:
something 3 it’s a gift, but you never use it
Presentation Tool Lesson 3B
a time when you’ve got a lot of energy
hotocopiable ctivities
3 Is this useful? Do I love this?
Grammar Bank 3B
4 Chocolate is a present to yourself when you finish.
For St dents:
C ut Ss in pairs to discuss the question, and
Online Practice 3B encourage them to give reasons for their answers.
Workbook 3B
EXTRA IDEA o extend the discussion, tell s
something you have for each category (e.g. two of
TO START something – an old phone; never wear it – a jacket; in
f you can, bring in an ob ect from home that you really the kitchen cupboard – a sandwich toaster). Then ask
like. how it to the class and describe when and how you them to think of something they have for each category
got it, and why it’s important to you. ive s a minute of clutter and share the information with their partner.
or two to think of an ob ect that’s important to them Why don’t they give it away or throw it away?
and why, then put them in small groups to describe it to
each other. Ss find the words individually, then check in pairs.
heck answers with the class.
particular benefit from understanding exactly what EXTRA SUPPORT: DYSLEXIA There’s a lot of detail
they are learning in a lesson so that they understand to read and process in this task which makes it difficult
what they are working towards. In this and every lesson, for dyslexic learners. ou could provide the bold words
explain clearly what the learning objectives of the from the text as a list, on the board or as a handout, or
lesson are near the start. give two options for each definition (i.e. a correct one
and an incorrect one).
71

Unit 3 | Lesson B
ANSWERS: Ss order the words to make sentences individually,

then compare answers in pairs. heck answers with
1 keep pick up 3 put away 4 miss 5 turn off
the class.
EXTRA CHALLENGE If you want to give Ss a chance ANSWERS:

to personalise the language in x 2 , you could ask 1 Has Meg got a car?
them to think of something or an experience they’ve
Rino, have you got any brothers?
had for each verb, e.g. ‘I missed my bus this morning. I
keep my favourite necklace in a special box.’ hey can 3 Why has Alan got ten bags?
then share their ideas in pairs. 4 Julie, have we got any bananas?
5 What apps have you got on your phone?
GRAMMAR 6 Have we got any homework tonight?
have got 3 ead the example with the class and check Ss
3 A Ss complete the sentences alone, then use the text understand they need to add two words to each
to check. heck answers with the class and write description. Ss correct the descriptions individually,
them on the board. then compare answers in pairs. heck answers with
the class.
EXTRA SUPPORT: DYSLEXIA he complexity of
the task and needing to check the text for the answers ANSWERS:
could present difficulties for learners with dyslexia. ‘I’ve ot one at home. It s twenty years old. I listen
Write the answers on the board in random order for Ss to it a lot, mostly music programmes.’
to complete the sentences. 3 ‘She’s very friendly. We e got three of them, but
I like her best. She’s black and white and she s got
ANSWERS: big black eyes. She likes playing with me in the
1 Have got 3 haven’t 4 you’ve garden.’
4 ‘My best friend’s ot three of these in her house.
B ut Ss in pairs to answer the questions, using the The one in her bedroom is terrible! It’s small and it
sentences in x A to help. heck answers with the hasn t got very good internet.’
class. 5 ‘I e got two of them, Juan and Mario. They’re
usually great, but sometimes we ha e problems.
ANSWERS: We live in an apartment in the city with our
1 yes parents.’
has
3 Negative: you haven’t got (add n’t to have)
4 n this exercise, Ss identify whether ’s in the
sentences in x mean has or is. ead the example
Question: Have you got (change the order of you with the class, then ask Ss to do the same for the
and have)
rest of the sentences. heck answers with the class.
C The rammar ank on page can be used in the ANSWERS:

lesson or for homework. ecide how and when the It’s twenty = It is twenty
3 She’s very friendly. = She is very friendly.
GB page GRAMMAR BANK She’s black and white = She is black and white
she’s got big black eyes = she has got big black
This focuses on the form and use of have got. o eyes
through the notes with s or let them read them alone.
4 My best friend’s got = My best friend has got
Check understanding where necessary, especially of
the form in questions and short answers. It’s small = It is small
1 ead the example with the class, then ask Ss to 5 ive Ss a few minutes to guess what the sentences
complete the rest of the conversations, then check in x are describing, then put them in pairs to
in pairs. heck answers with the class compare their ideas. heck answers with the class.
ANSWERS: ANSWERS:
1 a e, haven’t, got 1 a car a radio 3 a dog or a cat
Has, hasn’t 4 a computer 5 brothers
3 ’ve/have got (or have)
4 haven’t got (or don’t have), got
72

Unit 3 | Lesson B
PRONUNCIATION VOCABULARY
sentence stress co on ad ecti es
4A 3.04 lay the recording, pausing a er each 6A licit the first answer as an example, then ask Ss to
sentence for Ss to write. When they have finished, find the rest of the ad ectives on their own. Ask Ss
put Ss in pairs to compare their sentences. heck to compare answers in pairs, then check answers
answers with the class and write the sentences on with the class. oint out that the ad ective same is
the board (or invite Ss to come up and do so). usually used with the, i.e. the same thing.
EXTRA SUPPORT: DYSLEXIA The simultaneous ANSWERS:

listening and writing involved here can be difficult for 1 soft
dyslexic learners. ou could simplify the activity by
large
giving them the sentences with one word missing. Ss
listen and complete the sentences. 3 difficult
4 loud
ANSWERS: 5 short
ee x 4 . 6 (the) same
B 3.04 | Play the recording again for Ss to B ead the example with the class, then ask Ss to
underline the stressed words. heck answers with complete the rest of the table, and then check in
the class and underline the stressed words on the pairs. heck answers with the class.
board. efore you play the recording again, make
sure Ss understand that you want them to try and EXTRA SUPPORT Ss may already be familiar with
say each sentence at the same time as each speaker. opposites for some of the words that are different to
This is to encourage them to produce the weak those in the exercise another opposite of quiet is noisy
forms and stressed words naturally. (usually loud music/noise/voice; noisy people/places) and
another opposite of small is big (mostly the same, but
EXTRA SUPPORT If it is relevant to your class, point when describing clothes we use large for size). Also, hard
out how e’s, She’s and a e are all weakened, to /h z/, can be the opposite of both soft and easy (with the same
/ z/ and /həv/ and how got a is linked (/ g tə/). This meaning as di c lt).
should happen relatively naturally if Ss try and say the
sentences at the same speed as the audio. ANSWERS:
different the same
ANSWERS AND AUDIOSCRIPT: easy difficult
1 He’s got a lot of books. long – short
She’s got three phones! quiet – loud
3 Have you got any chocolate? small – large
4 I haven’t got much time.
5A ead the example question with the class and

| Self management
explain that they need to keep asking the questions
to different Ss until someone answers yes . Also C ead the uture Skills box with the class, then put
encourage them to give more information if Ss in pairs to practise remembering the opposites.
possible. Ask Ss to stand up and mingle to ask their
questions. Monitor and check Ss are forming their
questions correctly. EXTRA: FUTURE SKILLS Encourage Ss to learn and
record opposites wherever possible (most commonly
EXTRA: ALTERNATIVE IDEA ou could do x 5 with adjectives). ou could explain it’s a good way to
as a competition. et a time limit of five minutes, the double the amount of vocabulary they learn. Elicit some
student who finds the most people within that time other opposites from the class (e.g. li ht dark, ha
wins. sad, fun – boring) and record them on the board.
B ead the example with the class, then nominate

Ss or ask them to nominate each other to tell the
class what someone has got for the rest of the class
to guess who it is.
73

Unit 3 | Lesson B
ut Ss in A pairs and direct them to the relevant B ead the example with the class, then put Ss in
pages. Focus attention on the circles and read pairs to reduce their number of items to five, saying
the examples see answers below with the class. why they want to keep each one.
Ss write their questions individually. Monitor and
check they re forming them correctly and offer help EXTRA SUPPORT Work with Ss on the phrases
where necessary. in bold in the example, which they can use for the
conversation. Note the use of the as Ss are referring to
ANSWERS: their list so the item is ‘shared knowledge’, i.e. known by
Student A both. However, there is no need to go into that at this
point, just teach the phrases as fixed phrases.
Is this room large or small?
Is my voice loud or quiet?
EXTRA: ALTERNATIVE IDEA In their pairs, Ss take
s speaking nglish with me difficult or easy turns to choose an item to keep and say why. In the end
Is a 2-hour English lesson short or long? they decide who has the better (and/or more useful/
s the floor soft or hard interesting) set of things.
re a film and a movie the same or different
C Ask each pair to share their answers with another
Student B pair or pairs and find out if they have any ob ects in
Are a st d and a ho e o ce the sa e or di erent common. Encourage them to use the phrases from
s your chair soft or hard x , but change the pronoun to we, e.g. We’d like
s today’s grammar difficult or easy to keep ….
s this town/city large or small

Are cats loud or quiet?
TO FINISH
Write on the board: o you thin you’ll say goodbye to
Is the journey home from here short or long?
any clutter’ at home a er this lesson? What? Put Ss in
pairs to discuss the question.
E ead the example with the class, then put Ss in pairs
When they have finished, ask a few pairs to share
any answers they agreed on with the class and find
out if others agree.
SPEAKING
7A ut Ss in pairs to make their lists. oint out that

while they can use the photos to help, they can
also use any other ideas they have. Give Ss plenty
of time to prepare during this exercise. t can lead
to some genuine communication as well as self
directed learning via dictionary use. Encourage
Ss to use whatever kind of dictionary online, app,
etc. they normally use to get the words they need.
f they can t think of ten, the photos show a guitar,
a coffee machine, scissors, a camera, a radio, a
hairdryer, an alarm clock and a tennis racquet.
Other suggestions are an iron, a wok, a kettle, good

headphones, a small speaker, sunglasses. Monitor
and help with vocabulary where necessary, writing
any new words and phrases on the board.
74

Unit 3 | Lesson C
3C a a SPEAKING
r ? 1A ocus attention on the photo and elicit what Ss can

see. Ss discuss the questions in pairs. When they
have finished, ask a few Ss to share their answers
with the class and find out if others agree.
HOW TO … make invitations and offers
VOCABULARY | social phrases B ead the example with the class. ou may want to
check understanding of It depends.) Then put Ss in
PRONUNCIATION | rhythm in phrases
pairs to discuss the questions in the text. ou could
either give them a few minutes to read the whole
LESSON OVERVIEW
text then discuss, or have them go through each
In this lesson, Ss learn functional language for question one by one, discussing them as they go.
making invitations and offers. The context is a
reading where they do a quiz about being a good EXTRA SUPPORT: TEACHER The female form,
guest. This leads into vocabulary social phrases , hostess is also used, but is similar to actor/actress
where s also learn rhythm in phrases. The lesson in that host/actor is used generally and is now more
ends with a speaking activity where s roleplay common.
accepting an invitation and visiting someone’s house.
Online Teaching | Social responsibility

f you’re teaching this lesson online, you might find C ead the uture Skills box with the class, then
the following tips useful: put Ss in pairs to discuss the questions. In a
Ex 3B: se a collaborative document to check multicultural class, try to mix up the nationalities
answers. ominate a different student to type in the pairs so they can compare customs. When
each answer in and check spelling. they have finished, elicit ideas from a few pairs
Ex 3D: se a collaborative document with the and have a brief class discussion.
table on and ask Ss to type the phrases in the
correct place.
Exs A and B: Ask Ss to use their actual email
account for this stage. How to …
a e in itations and o ers
Additional Materials Ss read the email and answer the questions, then
compare answers in pairs. heck answers with the
For Teachers:
class.
Presentation Tool Lesson 3C
hotocopiable ctivity C ANSWERS:
Grammar Bank 3C 1 a meal
ediation ank C phone the writer (i.e. Alysha or Dion) with his
answer
For St dents:
Online Practice 3C 3A 3.05 ead the sentences with the class so they
Workbook 3C know what to listen for. Ss listen and decide which
two are true, then check in pairs. heck the answer
with the class.
TO START
Write on the board: How o en do you invite friends ANSWER:
to your house? What do you do when they come over? 1 and 4 are true.
s discuss the questions in pairs. hen they have
finished, elicit answers from a few s and have a brief
EXTRA CHALLENGE Elicit the correct information for
class discussion.
sentences 2 and 3 once Ss have listened, i.e.: 2 He’s late.
3 He asks for sparkling water.
what they are working towards. n this and every
lesson, explain clearly what the learning ob ectives of
the lesson are near the start.
75

Unit 3 | Lesson C
B Ss complete the sentences in pairs from what they

can remember of the conversations. Don’t give any
ason A Alysha ion
answers yet.
onversation
J: Hi Alysha, it’s Jason. C 3.06 | Play the recording for Ss to listen and
check their answers. heck answers with the class
A: Hi Jason, how are you?
and write the correct sentences on the board.
J: I’m good, thanks.
o, would you like to come for dinner on riday ANSWERS:
J: I’d love to come. 1 like love et 4 get 5 me 6 fine
A: That’s great! I’ll send you the directions.
J: Thanks. Erm, what can I bring? ead the example with the class, then ask Ss to
A: Oh, nothing. Just yourself! categorise the rest of the sentences. heck answers
with the class.
J: OK, great.
A: Wait a second. Is there anything you don’t eat? ANSWERS:
J: Oh, well … I don’t eat mushrooms. I hope that’s OK. a e an o er et me take your jacket.
f course. ’m glad asked. o, see you on riday at Can I get you something to drink?
seven.
et me get your drink.
J: See you then. Bye.
say yes I’d love to come.
Conversation 2
say no o thanks, ’m fine.
A: Hi. You made it!
J: Yes, sorry I’m late.
4 A To prepare Ss, you could elicit the different ways
A: No problem. Great to see you. they could offer and respond, i.e.
J: You too. offers Can I get/take/bring …?; Let me get/take ….
A: This is Dion, my husband. Dion, Jason. (Note that Would you like …? can also be used for
D: Hi. offers but not with the verbs given in the exercise.
J: Nice to meet you. responses Thanks; Thank you; Yes, please; I’d love
D: Good to meet you too. one. or o thanks I m ne
A: Come on in. Put Ss in A pairs, then read the example with
J: These are for you. the class. Ss practise the conversations in their
h, what beautiful flowers. How nice of you pairs, taking turns to offer and respond. Monitor
hoes off and check they re using the phrases correctly. n
feedback, you could ask a few Ss to practise their
A: Don’t worry, it’s OK.
conversations in open pairs across the classroom.
J: Are you sure?
es. et me take your jacket. POSSIBLE ANSWERS OFFERS :
J: Thanks. Here. B et me take your hat. / Can take your hat
et’s go into the living room. Can get you C et me bring you a cake. / Can bring a cake
something to drink? D et me bring you some chocolates. / Can bring
J: Yes please. Could I have a glass of water? some chocolates?
D: Sure. Would you like still or sparkling? E et me get you a sandwich. / Can get you a
J: Sparkling, please. sandwich?
. ake yourself at home. et me get your drink. F et me take your jacket. / Can take your jacket
J: Thank you.
onversation B The rammar ank on page can be used in the
lesson or for homework. ecide how and when the
J: Oh, I’m full. That was delicious!
lad you liked it. ould you like some more coffee
o thanks, ’m fine. h, it’s ten o’clock need to go.
Work tomorrow!
h, if you’re sure. et me get your jacket.
J: Thank you for this evening. It’s been great!
D: Really good to meet you.
J: And you. Thank you very much.
A: Bye. Have a safe journey home.
J: Thank you for a lovely evening! Bye!
76

Unit 3 | Lesson C
GB page GRAMMAR BANK ANSWERS:

This focuses on the form and use of phrases for making 1
invitations and offers. ead the notes with the class, Julie: Hi Chris, it’s me, Julie.
or give them a few minutes to read alone then ask any Chris: Oh hi Julie. How are you?
questions they have. ulie ood, thanks. isten, would you like to come
to Susie’s birthday party on Saturday?
1 With weaker classes, you may want to point out
Chris: I’d love to come. How old is she?
the first line of the conversation and then elicit the
second. Ss order the conversation alone, then check Julie: She’s four.
in pairs. heck answers with the class. ou could Chris: What time is the party?
then ask Ss to practise the conversation in pairs. Julie: It’s at three o’clock.
ANSWERS: Julie: Hi Chris, come in!

The correct order for the conversation is: Chris: Hello Julie.
A: Hi Alice. Would you like to come for lunch this ulie et me take your jacket.
weekend?
Chris: Thanks.
B: I’d love to, but I work on Saturdays.
Julie: Would you like something to drink?
A: How about Sunday? Chris: What have you got?
et me check. h no. ’m sorry, can’t. t’s my Julie: We’ve got orange juice, water and tea.
niece’s birthday party on Sunday.
Chris ’d love some/an orange juice, thanks.
How about next week, then ould you like to
Julie: Here you are.
come to dinner on Wednesday?
Chris: Thanks! Where’s Susie?
ext ednesday. es, that’s good.
A: OK, Wednesday the 17th. Have you got our address?
B: Yes, it’s in my phone. Thank you very much. See VOCABULARY
you next ednesday.
socia phrases
Ss order the words in each line of the conversation
alone, then check in pairs. heck answers with the class.
label the rest of the phrases. While they are doing
this, write the phrases on the board. heck answers
EXTRA SUPPORT: DYSLEXIA Ordering activities can
with the class and write them on the board. eave
be difficult for dyslexic s. ive the s the sentences in
them up so Ss can use them in x .
the correct order but with one word missing from each
line. Ss complete the lines with the missing words to ANSWERS:
complete the conversation.
1 3 4 H 5
ANSWERS:
B Put Ss in pairs to discuss how they can respond to
Hi, come in et me take your bag.
each of the phrases. Feed in ideas from the possible
B: That’s kind of you. Here, these are for you.
answers if they re struggling. When they have finished,
How nice of you ould you like a cup of coffee elicit their answers and write them on the board.
B: I’d love one, thanks.
POSSIBLE ANSWERS:
A: Can I get you a sandwich or something?
1 hat’s .
o thank you, ’m fine.
reat to see you too.
3 Ss write the conversations alone, then check in 3 hank you (very much). hey look delicious/lovely.
pairs. heck answers with the class. 4 will. hank you for a lovely meal.
5 ’m pleased you liked it.
C Ss match the phrases alone, then check in pairs.

on t give any answers yet.
3.07 | Play the recording for Ss to listen and
check their answers. heck answers with the class
and refer back to the phrases you wrote on the
board in x to see if they guessed any of them.
ANSWERS:
1 c a 3 b 4 e 5 d
77

Unit 3 | Lesson C
PRONUNCIATION r r
rhyth in phrases
6A 3.08 ocus attention on the circles and explain our
our ood
that they show stress patterns in sentences a large
circle indicates a stressed word and a small circle
indicates an unstressed word. lay the recording for Ss
to listen to the phrases and notice the stress patterns.
B 3.08 Ss listen again and say the phrases with GRAMMAR | there is, there are
the recording. Make sure they say them at the same SPEAKING | talk about your local area
time as the speakers in order to help them say them WRITING | write an email about your local area
naturally.
LESSON OVERVIEW
C ut Ss in pairs to practise the mini conversations. Ss
can refer to the phrases you wrote on the board in In this lesson, Ss learn the form and use of there is
x A so they don t need to keep opening and closing and there are to introduce nouns. The context is a
their books. Monitor and check Ss are using the video of interviews with people in the street talking
correct stress patterns. When they have finished, ask about their homes. s then do a speaking activity,
Ss to swap roles and repeat the conversations. where they practise describing their local area. The
lesson ends with a writing activity, where s write
an email about their local area.
SPEAKING
Online Teaching
7A efer Ss back to the email invitation in x , then ask f you’re teaching this lesson online, you might find
Ss to write their own, inventing the details. Monitor the following tips useful:
and offer help where necessary. ncourage Ss to use
TO START: se a collaborative document for s to
the phrases for making invitations from the lesson.
write their ideas.
B ut Ss in pairs and ask them to swap emails. ive Exs A and A: ometimes videos can be a little
them a chance to read the emails then ask them to slow or umpy when streamed in an online class
practise phoning each other to accept. environment. f you know this is an issue for you,
give s time to watch the video on their own
EXTRA: ALTERNATIVE IDEA Instead of working in device before moving on.
closed pairs, Ss could write invitations for more than Ex 4A: Display the gapped sentences on your
one other student in the class, thus generating more device and share your screen. ake sure the
opportunities for speaking practice. annotate function is on and ask a different s to
complete each sentence.
EXTRA IDEA: DIGITAL If Ss want to and are
comfortable doing so, they could use their real phones to
have these conversations. This will depend on whether Ss
are comfortable sharing their phone numbers, however. For Teachers:
C Arrange Ss in different pairs to roleplay the
conversations, with one as the host and the other
Grammar Bank 3D
as the guest. When they have finished, get them to
swap roles. ideoscript C treet nterviews
TO FINISH For St dents:
Put Ss in pairs to discuss what they’d cook if they hosted Online Practice 3D
a dinner party. ou could ask them to refer to ocabulary Workbook 3D
ank food and drink to help when they do this.
EXTRA IDEA: SPEAK ANYWHERE Encourage Ss to

page 156
’ page 190
78

Unit 3 | Lesson D
TO START C lay the video again for Ss to check their

eview the language of homes and furniture by answers, then check answers as a class.
drawing circles on the board, each with the name of a
different room inside. sk s to come to the board and ANSWERS:
build word webs with the names of furniture and other 1 lounge
items you can find in each room. floor
3 back
4 parents
they are learning in a lesson so that they understand 5 small
what they are working towards. In this and every lesson, 6 apartment
explain clearly what the learning objectives of the 7 garden
3A Tell the class that they re now going to watch
PREVIEW people talking about their neighbourhoods. lay
the second part of the video for Ss to identify who
talks about parks. heck the answer as a class.
1 Demonstrate the activity by telling Ss about your
home, e.g. live in an apartment in the centre of
ANSWER:
town. rom my window can see the park. like my
ark, sabelle and ily
area because it’s easy to get to other places.’ Put
Ss in groups to discuss the questions. When they
have finished, ask a few Ss to share any interesting B ead the sentences with the class so they know
information they found out from their partners with what to listen for, then play the second part of the
the class. video again for Ss to choose the correct options.
Ask Ss to check in pairs, then check answers as a
class.
VIEW
ANSWERS:
A Read the questions in the BBC programme 1 lots of
information box with the class, and explain that close by
they re going to watch different people answering
3 traffic
these questions. Elicit or teach the meaning of at
4 parks
apartment . lay the first part of the video, in
which people answer , and ask Ss to identify who 5 shops
says they have a garden. heck the answer with the
class.
GRAMMAR
ANSWER:
Helen and Gusy there is, there are
B xplain that lounge is another name for living room.

4 A Ss complete the sentences individually, then check
in pairs. heck answers with the class.
Ss complete the sentences alone, then check in
pairs. on t give any answers yet. ANSWERS:
1 aren’t ’s 3 isn’t 4 are
EXTRA SUPPORT: DYSLEXIA You could write the
words in the box in a vertical list on the board or provide
them in a list as a handout to help s with dyslexia to
process the information for this task.
79

Unit 3 | Lesson D
B The rammar ank on page can be used in the

lesson or for homework. ecide how and when the SPEAKING
ta a o t yo r oca area
5A emonstrate the activity by choosing a few of the
This focuses on the form and use of there is and there topics and saying what you like or dislike in your
are. o through the notes with the class, or give them local area e.g. like the different restaurants and
time to read them and ask you any questions they caf s, but there s also a lot of noise because of the
have. Check understanding, especially of the negative tra c. . ut Ss in pairs to discuss their own local
forms. area s . When they have finished, elicit answers
from a few Ss for each topic.
1 Read the example with the class, then ask Ss to
complete the rest of the questions individually, then B ive Ss a minute to read the phrases in the box,
check in pairs. heck answers with the whole class. then ask them to use them as prompts to describe
their own neighbourhood in pairs.
ANSWERS:
Are there Is there EXTRA CHALLENGE n x 5 , ask s to describe their
3 Is there Are there neighbourhood using all the prompts in the Key phrases
4 Are there Are there box at least once.
5 Is there Is there C ead the example questions with the class and
6 Are there elicit a few answers to demonstrate. Arrange Ss in
new pairs to ask and answer questions about their
ead the example with the class, and explain that neighbourhood. When they have finished, ask a few
Ss need to complete the short answers to the Ss to share something interesting they learnt from
questions in x . Ss write their answers alone, then their partner with the class.
check in pairs. heck answers with the class.
ANSWERS:
WRITING
there aren’t 7 there isn’t rite an e ai a o t yo r oca area
3 there is 8 there are
4 there aren’t 9 there aren’t 6 A Ss read the email and answer the question
individually, then check in pairs. heck the answer
5 there is there is
with the class.
6 there are
ANSWER:
EXTRA IDEA hen they have finished x 2, put s in ometimes the traffic is loud and she can’t sleep.
pairs to practise asking and answering the questions
from x 1, giving personal answers about their own B Ss write their emails alone. Monitor and offer help
neighbourhoods. where necessary. Ss should aim to write about
words. When they have finished, ask Ss to
swap emails with other Ss. ou could either put
complete the second sentences, then check in pairs.
them in groups or display their writing around the
heck answers with the class.
classroom and ask Ss to walk around and read
them. When they have finished, ask a few Ss which
ANSWERS:
neighbourhood they like best and why or, if they are
here is / here’s some bread in the cupboard. about the same neighbourhood, which description
Are there any apples? they think is most accurate.
Is there any milk?
There isn’t any rice. EXTRA IDEA: DIGITAL Ask Ss to share their
descriptions online, either by emailing each other
There are some grapes.
or in a collaborative document.
Are there many oranges?
There isn’t much bread.
TO FINISH
There aren’t a lot of potatoes.
Put Ss in pairs and ask them to discuss where they
here is / here’s lots of mineral water. would like to live if they didn’t live in their current
neighbourhood.
80

Unit 3 | REVIEW
3 REVIEW B emonstrate the activity by giving some examples

about yourself, e.g. There are three people in my
family. These photos on my phone are of my family.’
LESSON OVERVIEW Ss work individually to rewrite the sentences.
Monitor and check Ss are forming the sentences
This lesson is a review of the language both
correctly and correct where necessary.
grammar and vocabulary presented in this
unit. The notes below assume that the tasks are C Put Ss in pairs to compare their sentences. When
completed in class. owever, the self study type they have finished, ask a few pairs to share anything
exercises i.e. xs , , , and could be they have in common with the class.
done out of class and then checked in the following
lesson when the communicative tasks are then A R3.01 | Focus attention on the picture and elicit
completed. what Ss can see in it, so they know what to listen for.
Ss listen and write T or for each statement, then
Online Teaching check in pairs. lay the recording again if necessary,
f you’re teaching this lesson online, you might find then check answers with the class.
ANSWERS:
Exs B and : sk s to use a collaborative
document, shared between them in pairs to write 1 ( here are five / a lot of tomatoes.)
and then compare their sentences. ( here are two bottles of water.)
Ex 3A: se a collaborative document to check 3
answers, which Ss can then refer to when working 4
in pairs to discuss the questions. 5
6 ( here is a cucumber.)
For Teachers:
1 This is my fridge. As you can see, there are two
tomatoes on the top shelf.
TO START I’ve got three bottles of water, and some butter to
Ask Ss to work in pairs and try to remember what the left of the water.
language they studied in nit rammar this, that, 3 On one shelf, there’s some orange juice and a
these, those; here, there; Vocabulary: rooms and cucumber.
furniture, common ad ectives, social phrases ow to ... 4 I’ve got some eggs and a jar of jam on the top shelf of
make invitations and offers . sk them to look at the unit the door.
lesson ob ectives to check their ideas. 5 There’s some milk on the bottom shelf of the door.
6 I haven’t got any lettuce or cucumbers.
GRAMMAR
B ut Ss in A pairs and refer them to the relevant
1A ead the example with the class, then ask Ss to pages. Make sure Ss understand that four sentences
complete the rest of the sentences. heck answers should be true and two false. Monitor and offer help
with the class where necessary and check Ss are forming their
sentences correctly.
EXTRA SUPPORT: DYSLEXIA s with dyslexia may
C ut Ss in pairs to show their photos and read out
find it difficult to process the information in the word
their sentences for their partner to work out which
box. ou could provide the words in a vertical list (on
are true.
the board or on paper) for them to work with.
ANSWERS:
has got
3 here are
4 those flowers
5 haven’t
6 hese photos
81

Unit 3 | REVIEW
VOCABULARY 4A ocus attention on the photo and elicit what Ss can

see. Ss complete the text alone, then check in pairs.
on t give any answers yet.
write the rest of the words. Monitor and offer help EXTRA SUPPORT: DYSLEXIA This activity can
where necessary. n feedback, check answers with be challenging for dyslexic learners because of the
the class and write the words on the board. distance the eye needs to move between the options
and the gaps. n this case, break up the text into two
EXTRA SUPPORT: DYSLEXIA Word completion paragraphs with the relevant options under each one.
activities can be difficult for dyslexic learners. ou could
provide a gap for each word, with two possible options B R3.02 | Play the recording for Ss to listen and
for each gap. check their answers, then check answers with the
class.
ANSWERS:
1 mirrors ANSWERS:
carpets, rugs 1 C 3 4 5 6 7 C 8
3 kitchen, dining room 9
4 office, desk
5 hard, soft TO FINISH
6 loud escribe your dream home to the class, e.g. t’s got
7 delicious ten bedrooms, a round kitchen and lots of windows.’
etc. Then put s in pairs to discuss their dream homes.
8 full
B ut Ss in pairs to take turns asking and answering

the questions. When they have finished, ask a few
Ss to share anything interesting they found out
82

4 this world
LEARNING OBJECTIVES
4A What a decade! Where can I et
LISTENING | Listen to a podcast about events in the HOW TO … | get help in shops: shops and shopping
2010s: time phrases (1) and dates Pronunciation: linking
Talk about a time in your life: past simple of be: was, were
Pronunciation: weak and strong sounds: was, were INFORMATION
Write about a special time; use time phrases VOCABULARY
30–42 Can use language related to shops and
INFORMATION shopping experience.
LISTENING HOW TO
33 Can identify key information (e.g. places, times) 30 Can ask basic questions about colour, si e, price
from short audio recordings, if spoken slowly and etc. when shopping.
clearly. 31 Can make simple purchases by stating what is
GRAMMAR wanted and asking for the price.
32 Can use ‘was’ and ‘were’ with a range of SPEAKING
complement phrases. 33 Can make simple transactions in shops, post
VOCABULARY offices and banks.
30–42 Can use language related to point or period
of time.
Sa ra ti e
SPEAKING
31 Can ask simple questions to find out about a
about Sakura time in Japan: weather and seasons
subject.
Talk about a good time to visit: should, shouldn’t;
35 Can answer simple questions about their life and
imperatives
experiences.
Write an email about the best time to visit
WRITING
34 Can write short descriptive texts (4–6 sentences) INFORMATION
on familiar personal topics (e.g. family, possessions),
given a model.
PREVIEW
30–42 Can use language related to weather.
30–42 Can use language related to seasons.
B Li e in n ers
VIEW
READING | Read an article with fun facts about 35 Can understand short, basic descriptions of
numbers: amounts and numbers familiar topics and situations, if delivered slowly and
Ask and answer questions about world number clearly.
facts: how much, how many; how + adjective
GRAMMAR
Pronunciation: intonation to check understanding 36 Can use ‘should(n’t)’ to offer or ask for advice or
suggestions.
INFORMATION 2 Can use verbs in the imperative.
READING
35 Can read a simple text and extract factual details.
SPEAKING
34 Can ask for basic advice using simple language.
VOCABULARY 34 Can give simple opinions using basic fixed
30–42 Can use language related to amounts. expressions.
GRAMMAR WRITING
31 Can ask for information about time, measurement, 28 Can write short, simple notes, emails and
si e etc. with ‘how’ + adjective/quantifier. postings to friends.
30 Can ask about quantities using ‘how much/many’
with count and uncountable nouns.
SPEAKING
31 Can ask simple questions to find out about a
subject.

83

Unit 4 | Lesson A
BBC VLOGS
4A What
a decade!
Lesson 4A. It shouldn’t be exploited or taught at
length, just played once or twice in class.
Check understanding of quiz by showing an GRAMMAR | past simple of be: was, were
example of one online. Put Ss in pairs to discuss the VOCABULARY | time phrases (1) and dates
question in the programme information box. When
PRONUNCIATION | weak and strong sounds: was, were
they have finished, ask a few s for their answers and
find out if others agree. hen they are ready, play the
video for Ss to answer the question in part 2.
LESSON OVERVIEW
In this lesson, Ss learn the past simple of be. The
EXTRA SUPPORT Several of the speakers use the context is a listening where Ss listen to part of a
phrases not good at, bad at or terrible at so these may podcast about the 2010s. They practise the strong
be worth teaching in order for s to get the most from and weak forms of was and were. They also learn
the video and can be taught either before s do part 1 vocabulary related to time phrases and dates. Ss
or part 2. then do a speaking activity where they talk about
their recent activity in small groups. The lesson
ANSWER: ends with a writing activity, where Ss write a
description of a special time for them.
our speakers 2, 4, 5, 6
Online Teaching
NOTE he vlogs have been provided by people from f you’re teaching this lesson online, you might find
around the world in response to the same question. The the following tips useful:
Ex 1B: Ask Ss to type their answers in the chat
box. This will allow them to compare their ideas
some cases is of a lower quality. However, this adds to
with other Ss before checking them in Ex 1C.
Ex 4A: Type the sentences into a collaborative
he locations labelled on the vlogs show where the document, or display the questions on your device
speaker was when they filmed the video. t does not and share your screen. Make sure your settings
reflect where the speaker comes from (necessarily). allow for annotations, and invite Ss to highlight
As many of the speakers are non-native, the videos the time phrases.
expose s to a range of different accents and varieties Writin Ban A Exs B : Ask Ss to create a
of nglish. his could be used as a way to highlight collaborative document, shared with their partner
interesting or useful differences. and with you (so you can monitor their writing).
When they read each other’s writing, they can
Additional Materials type in comments with their suggestions and
questions.
For Teachers:
Online Digital Resources Additional Materials
Videoscript Unit 4 Opener: BBC Vlogs For Teachers:
Grammar Bank 4A
Vocabulary Bank 4A
Writing Bank 4A
For St dents:
Online Practice 4A
Workbook 4A
84

Unit 4 | Lesson A
TO START AUDIOSCRIPT 4.01

Write the following questions on the board: What were
S = Sara N = Nic
some important events of the last ten years? Why were
they important, do you think? Put Ss in small groups elcome back. his is the ara alker how. nd
to discuss the questions. hen they have finished, it’s time for …
elicit answers from each group and have a brief class What a decade!
discussion. Hello, ick, what have you got for us today
oday is the 2010s. rom 2010 to 201 . nd
EXTRA SUPPORT: DYSLEXIA Dyslexic learners in first, let’s start with technology. , ara, here’s a
particular benefit from understanding exactly what question for you hich was first, ik ok, napchat
they are learning in a lesson so that they understand or nstagram
Hmm et me think was it napchat o,
nstagram was first. hen napchat. hen ik ok.
erfect ll three were new in the 2010s. he first
nstagram photo was in 2010. t was on the 16th of
LISTENING July.
nteresting o, that’s technology. How about
1 A Before they look at the exercise, focus attention people
on the photos and ask Ss if they know any of the ell in 2010, the erson of the ear in
people, but tell them not to say the names yet. Then aga ine was ark uckerberg nd acebook
put Ss in pairs to match the names to the photos. was the number one social media site in the world.
When they have finished, check answers with the ow, it feels like a long time ago. was only a
class and elicit any information Ss know about the teenager.
people. es, me too.
ANSWERS: , and what other people were famous hat
were the big names in sport
he people are, from left to right, eymar, ark
uckerberg, dele (above) and onica uig (below). here do we start here was sain olt, imone
iles, ovak jokovic and erena illiams nd
in football there was a big name and a big number.
B First check Ss know the 2010s are the years 2010 to
222 million euros
2019 inclusive. Ss do the quiz in pairs. Monitor and
How much hat’s a lot of money. as it ionel
help with vocabulary where necessary. When they
essi
have finished, elicit Ss ideas and write them on the
board, but don t confirm any answers yet. o, it wasn’t essi. t was eymar. 222 million
euros
EXTRA IDEA: DIGITAL You could use an online hat was the cost of
noticeboard here for s to write and share their his transfer from arcelona to aris aint ermain.
answers, as well as compare with other s’ ideas before hen was that
they listen and check in the next activity.
n 201 . o, over to you. hat else was there in
C 4.01 | Ss listen to the podcast and check their sport
answers. Check answers with the class and refer ell, 2016 was a good year for uerto ico.
back to their ideas on the board to see if they hat was the lympics, right n io
guessed any correctly. es, and onica uig, the tennis player, was the first
person from uerto ico to win a gold medal.
ANSWERS:
h yes, remember her. t was the women’s tennis
1 nstagram
singles. he was great o, that’s technology,
ark uckerberg sport hat about music How much do you
3 eymar remember hat was the number one selling album
4 onica uig of the decade
5 Adele, 21 as the singer ritish
6 a photo of an egg on nstagram es
d heeran
o, it was a woman.
S: Then it was Adele.
85

Unit 4 | Lesson A
es. B Explain that was and were are the past of is and are
nd her album 21 (be). Ss complete the sentences individually, using
hat’s right. n 2011. the sentences in Ex 2A as a model, then check in
How many sales
ver five million in the . ver 31 million in the ANSWERS:
world. 1 was were 3 as 4 wasn’t
love dele and love that album o, have
you got anything else for us before the break, ick C Ss discuss the questions in pairs. When they have
es. ood. n egg. finished, check answers with the class.
don’t understand. n egg
ANSWERS:
es, the nstagram gg. n 201 there were 53 million
‘likes’ for an egg. or a photo of an egg that 1 singular: was; plural: were
someone posted on nstagram ust a normal egg. Was + subject (e.g. the singer)
o way ell, with that think it’s time for a break 3 add not: wasn’t (was not)
and then we can continue with …
What a decade! D The Grammar Bank on page 110 can be used in the
EXTRA CHALLENGE ut s in pairs to practise saying exercises will benefit your class.
the following decades: 1980s, 2020s, 1900s, 1840s,
2000s (often called the noughties). onitor and help page 110 GRAMMAR BANK GB
where necessary, then check answers with the class. This focuses on the use and form of the past simple
of be. Go through the notes with Ss or let them read
D 4.01 | Read the example with the class, then play
them alone. Check understanding where necessary,
the recording again for Ss to add the years. Check especially of word order in questions.
1 This activity practises the use and form of the past
ANSWERS: simple positive and negative with be. Check Ss
2010 understand they need to identify where the verbs
3 2017 are missing and insert the correct form in the right
4 2016 places. Ss correct the email alone then check in
5 2011
6 201 ANSWERS:
The apartment was ama ing t as near the city
EXTRA IDEA: DIGITAL You could ask Ss to use their centre. There as a great little caf about five
devices to go online and do some research for ideas to minutes away and a supermarket ten minutes away.
discuss before they do x 1 . seful search terms might The apartment asn t very big, there ere only two
include a o s sin ers ands l s s orts eo le e ents rooms, a living room and a bedroom, but the rooms
of the 2010s. ere very clean and the furniture as new. t as
quiet because there asn t much traffic nearby, and
E Put Ss in pairs to discuss what they can remember. there eren t very many tourists. We eren t in the
When they have finished, ask a few pairs to share apartment very much because we ere outside all
their ideas with the class to find out if anyone else day. et’s go for a coffee soon and can tell you all
mentioned the same things. about it.
GRAMMAR This activity focuses on questions and answers

using be in the past simple. Check Ss understand
that if they use a contraction (wasn’t or weren’t),
past si p e o be: was were
this counts as two words. Ask Ss to complete the
A Do this exercise as a class. Read the sentences with questions and answers alone, then check answers
the class and elicit the answer. with the class. You could put Ss in pairs to practise
saying the questions and answers.
ANSWER:
the past ANSWERS:
he was 3 as she 4 wasn’t
5 hen, she 6 was born 7 ho were
8 parents were 9 hy, she was, hat
86

Unit 4 | Lesson A
EXTRA IDEA: DIGITAL Ss could research someone C Read the example with the class. Put Ss in pairs
they’re interested in online, then talk about them in to discuss the question. Monitor and encourage
class or with a partner, using the same question and them to ask follow up questions to find out more
answer format as in Ex 2. information, and check they re using the correct
stress. When they have finished, ask a few Ss to
3 This activity provides further practice of the use share anything interesting they found out about
and form of the past simple positive and negative their partner with the class.
with be. Check Ss understand that the + and - signs
in brackets a er the gaps tell them whether to EXTRA IDEA: DIGITAL Ss can record themselves
use the positive or negative form. Ss complete the discussing the question, then listen back to check for
sentences alone then check in pairs. Check answers correct pronunciation of the strong and weak sounds.
with the class.
ANSWERS: VOCABULARY
1 was, ’s/is 4 isn’t, was
wasn’t, ’m/am 5 were, aren’t
ti e phrases and dates
3 are, weren’t 6 isn’t, was 4 A With weaker classes, elicit the first answer as an
example so that Ss know the kind of phrase to look
for. When they have finished, check answers with
PRONUNCIATION the class and write the phrases on the board.
ea and stron so nds: was were ANSWERS:

1 in 2010 on 16 uly 3 a long time ago
3A 4.02 lay the recording, pausing a er sentence
for Ss to write it. Put Ss in pairs to compare
answers, then play the recording again if necessary. B Read the example with the class, then ask Ss to
Check answers with the class and write them on the complete the rest of the phrases individually, then
board (or invite Ss to come up and do so). check in pairs. Check answers with the class.
ANSWERS AND AUDIOSCRIPT: EXTRA SUPPORT: DYSLEXIA eeding to choose the

correct answer from several options can be challenging
1 here were you in 2010
for Ss with dyslexia. You could make the exercise more
was at high school in ilan. manageable by giving them two options (a correct one
3 as it a good school and a wrong one) for each group.
4 Yes, it was.
5 ere you a good student ANSWERS:
6 o, wasn’t after 3 yesterday 4 last 5 on 6 ago
7 ere the teachers good

C Read the example with the class, then ask Ss to
8 Yes, they were.
write their own sentences. Monitor and help with
vocabulary where necessary, writing any new words
B 4.02 | Read the sentences with the class and and phrases on the board.
check understanding, then play the recording
again for Ss to choose the correct answers. Check D Read the example with the class, then put Ss in
answers with the class. pairs to guess the time phrases. In feedback, ask a
few Ss to read out their sentences for the class to
ANSWERS: guess the time phrases.
1 don’t stress stress
EXTRA: ALTERNATIVE IDEA You could ask Ss to
make some of their sentences false in x 4C. n x 4 ,
EXTRA IDEA rite the correct sentences from x 3
s then have to guess both the time phrases and
on the board, then add the phonemic transcription
whether the sentence is true or false.
under was and were: in 1 /wəz/ and /wə/; in 2 /w z/ and
/w /. Drill the words chorally and individually.
87

Unit 4 | Lesson A
5A f you think it s necessary, write the dates on the 3 Ss complete the numbers individually, then check in
board in the style used in picture B. Ss decide in pairs. Check answers with the class and write them
pairs how to say them. Then, as a class, elicit how to on the board to check correct spelling.
say each date.
ANSWERS:
ANSWERS: 10th – tenth
A the first of anuary (or anuary the first) 11th – eleventh
B the twenty seventh of ay nineteen ninety seven 14th – fourteenth
(or ay the twenty seventh, nineteen ninety seven)
17th – seventeenth
C the twelfth of ecember twenty twenty two (or
22nd – twenty-second
ecember the twelfth, twenty twenty two)
23rd – twenty-third
25th twenty fifth
EXTRA SUPPORT You can take time to highlight
28th – twenty-eighth
some features of dates here, though this will be
covered in the ocabulary ank that follows. t may be 2 th twenty ninth
simpler for Ss to stick to one version (e.g. the + ordinal 30th – thirtieth
number + of + month, such as the second of February). 31st thirty first
B Refer Ss to the Vocabulary Bank on page 138.
4 VB4.02 | Ss listen and write the dates, as in the
VB page 138 VOCABULARY BANK dates example. When they have finished, check answers
with the class.
important part of the lesson. They should only be EXTRA SUPPORT: DYSLEXIA Ss with dyslexia may
omitted if you are confident that your s already know find it difficult to listen and write at the same time. n
this vocabulary. If you don’t use the exercises in class, this case, give them two possible answers for each date
it would be a good idea to set them as homework. (one correct and one wrong) and ask them to listen and
tick the one they hear.
1 VB4.01 | Read the example with the class, then
put Ss in pairs to underline the rest of the stressed ANSWERS:
syllables. When they are ready, play the recording
3rd ebruary 8 th ugust
for Ss to check their answers. Check answers with
the class. 3 1 th arch 9 1st eptember
4 1 th pril 13th ctober
ANSWERS: 5 2 th ay 11 22nd ovember
January 6 th une 1 th ecember
ebruary 7 2nd uly
3 arch
April 5 Read the example with the class. Elicit an
5 ay example of a response to a date in the future,
e.g. say next riday s date and elicit t s a riday.
6 June
Read the information in the box with the class. You
uly
may want to ask Ss to choose one method of saying
8 August the date which is most relevant to them and stick to
9 eptember that. Put Ss in pairs to practise. When they have
ctober finished, ask Ss to swap roles and repeat.
11 ovember
6 A Arrange Ss in groups of three. If your class
ecember doesn t divide into three exactly, then double
one of the roles, e.g. have two student Cs.
Ss answer the questions in pairs. When they have Refer Ss to the relevant pages and explain the
finished, check answers with the class. activity. Ask a stronger group to demonstrate
the start of the activity. Make sure they
ANSWERS: understand that A starts, and the activity
Answers depend on which month it is now. should finish with . Monitor while the class
4 ay, une, uly, ugust practises and check Ss are saying the dates
correctly.
5 April, July, August
88

Unit 4 | Lesson A
B Demonstrate the activity by giving Ss two dates B Read the example with the class. Ss write the
which are important to you and saying why, e.g. questions individually, then check in pairs. Check
like the st of uly because it s my brother s answers with the class and write the questions on
birthday and we always have a party. I also like the board. Make sure Ss have a clear and accurate
the st of anuary because it s a holiday. ive Ss record of the questions as they ll need them to
a minute or two to think of their dates, then put refer to for the writing task.
them in small groups to share their information.
Encourage them to ask follow-up questions and to ANSWERS:
give more information. here were you
3 ho were you with / ho was with you
SPEAKING 4 ere you happy there
5 hat was your favourite part
7 A You could demonstrate this activity by sharing
your answers to the questions for one of the C Ss find three more time phrases alone, then check
time phrases which represents an important in pairs. Check answers with the class.
or memorable time for you with the class, e.g.
esterday, was with a friend at a restaurant. ANSWERS:
was very happy because it was her birthday and
in the summer, every afternoon, every day
all our friends were there. t was fun. , etc. ive Ss
plenty of time to think about their answers and
make notes. (Make sure they only write notes and EXTRA IDEA This is an opportunity to remind Ss of
not a script.) Monitor and help with vocabulary, e er (e er da , e er ornin , e er onth, etc.) which
writing any new words and phrases on the board. they studied with the present simple. Show them they
can also use it with the past and was/were.
B Put Ss in small groups to take turns to share their
information and ask questions. When they have D Do this activity together as a class. Elicit the answer
finished, nominate a student from each group to and explain that this is a common exclamation to
share anything interesting they found out with describe something good.
the class.
ANSWER:
WRITING b
rite a o t a specia ti e se ti e phrases A Go through the instructions with the class and
check they know what to do. Give Ss plenty of time
8 A Ss read the introduction and partial answer and to make notes about their special times. Monitor
decide what the time period is. Check the answer and offer help where necessary.
with the class.
B You could indicate to Ss that they should aim to
ANSWER: write around words. Monitor and offer help
a week seven years ago where necessary.
C Put Ss in pairs to swap descriptions and read

B Refer Ss to the Writing Bank on page 91 to write a
them. Encourage them to ask follow-up
description of a special time (see the notes below).
questions to find out more information and
make suggestions for more things to add.
WB page 91 WRITING BANK
D Ss write a second dra of their description,
1 A Explain to Ss that the text is the full response including the ideas from Ex 2C.
from Ex 8A. Ss read the response then decide
which topic isn t covered. heck the answer with
the class. TO FINISH
Put Ss in pairs to discuss the best thing that happened
ANSWER: to them last week (or month). Encourage them to use
swimming time phrases and the past simple with be.

Unit 4 | Lesson B
4B Life in
TO START
Write the following questions on the board: What
numbers
di erent things do you use your phone for every day?
What are all the di erent ways you use water every day?
What food do you eat most o en? What are the di erent
places you walk every day?
GRAMMAR | how much, how many; how + adjective Tell the class your answers to the questions, then put
Ss in pairs or small groups to discuss the questions
VOCABULARY amounts and numbers
about themselves.
PRONUNCIATION | intonation to check understanding
EXTRA SUPPORT: DYSLEXIA Dyslexic learners in
LESSON OVERVIEW particular benefit from understanding exactly what
In this lesson, Ss learn questions with how much, they are learning in a lesson so that they understand
how many and how ad ective to ask about specific what they are working towards. n this and every lesson,
amounts. The context is a reading where they read explain clearly what the learning objectives of the
an article about world number facts. Ss also learn lesson are near the start.
vocabulary to describe amounts and numbers. This
leads into the grammar, where Ss also practise
intonation to check understanding. The lesson
READING
ends with a speaking activity in pairs where they
exchange information about world facts. EXTRA SUPPORT: DYSLEXIA There is a recording of
Online Teaching
f you’re teaching this lesson online, you might find 1 A Read the examples with the class to help them with
ideas, then put Ss in pairs to discuss. When they
have finished, elicit ideas from the class, but don t
Ex 1A: If you’re short of time, rather than putting
give any answers yet.
Ss in breakout rooms, have Ss type their guesses
into the chat box so they can compare ideas. B You may want to elicit or teach: average, bath and
Ex 5A: Ask Ss to mute themselves (or you can tra light. Set a time limit of four minutes for Ss to
mute them) when listening to the conversation to read the article quickly and check their ideas from
avoid any unnecessary distractions. x A. heck answers with the class.
Ex 7: While Ss are in breakout rooms, drop in to
different rooms and monitor them. hile doing ANSWERS:
this, it’s a good idea to turn off your video and 1 e check our phones 6 times in one day.
microphone so you’re less intrusive. bath uses 100 litres of water.
3 Americans eat 350 slices of pizza per second.
Additional Materials 4 e wait at red traffic lights for 4 months in our
lifetime.
For Teachers:
5 An average person takes 7,500 steps in a day.
C With weaker classes, elicit the first answer as an
Grammar Bank 4B example. Ss change the sentences individually, then
Vocabulary Bank 4B check in pairs. Check answers with the whole class.
For St dents: ANSWERS:

Online Practice 4B 1 We look at our phones 171 times in tes a day.
Workbook 4B You need 148,000 litres of water to wash a e a car.
3 Americans eat 10.4 kilograms of pasta pi a a year.
4 Some people spend two days a year waiting at
green red lights.
5 The average person walks the distance from
angkok to anila Ja arta in one year.
D Ss discuss the questions in pairs. When they have

finished, elicit answers from a few pairs and have a

Unit 4 | Lesson B
VOCABULARY 3 A Put Ss in pairs to practise saying the numbers.

When they are ready, elicit how to say them from
the class. Highlight that we use and between the
a o nts
hundreds and tens or ones but not between the
A Focus attention on the example and explain that thousands and the hundreds.
the phrases in B are explanations of the numbers in
A. Then ask Ss to match the rest of the numbers and ANSWERS:
words individually, and then check in pairs. Check 1 1 one hundred and seventy one
answers with the class. 14 ,000 one hundred and forty eight thousand
10.4 ten point four
EXTRA SUPPORT f you think s would find a diagram
,500 seven thousand five hundred
helpful, below is another option for clarifying the
meaning of the phrases.
EXTRA IDEA: DIGITAL Ask Ss to record themselves
under a hundred over a hundred
on their devices saying the numbers correctly after
exactly a hundred you’ve checked answers with the class.
just under/almost/ just over a hundred
nearly a hundred
98 100 102
about a hundred page 138 VOCABULARY BANK numbers VB

ANSWERS: important part of the lesson. They should only be
just under/almost/nearly a hundred omitted if you are confident that your s already know
this vocabulary. If you don’t use the exercises in class,
102 just over a hundred
100 exactly a hundred
140 over a hundred 1 Put Ss in pairs to practise saying the numbers.
102 about a hundred Monitor and correct where necessary.
B Remind Ss of the article in Ex 1 and explain that ANSWERS:

the sentences refer to the facts in that article. Ss See Ex 2.
choose the correct options alone, then check in
pairs. Check answers with the class. VB4.03 | Ss complete the numbers alone, then
check in pairs. Make sure they understand that
ANSWERS: the numbers are the same ones as in Ex 1. Play the
1 under just over 3 almost recording for Ss to check their answers, then check
4 nearly 5 exactly 6 about answers with the class.
C Read the example with the class, then put Ss in ANSWERS AND AUDIOSCRIPT:
pairs to discuss the sentences and correct them 1 two hundred and seventy-two
where necessary, using the phrases to describe four thousand (–) four hundred and ninety
amounts. Monitor and offer help where necessary. 3 one point four
When they have finished, elicit answers from a few
4 two point four six
pairs.
5 a quarter
EXTRA SUPPORT f you think s need more 6 five hundred and fift y five
scaffolding, you could start by getting them to change 7 three million
each sentence so that it is true for them before 8 one billion
comparing with a partner.
3A ead the first sentence and elicit what Ss think the

answer is but don t give the answer yet . ut Ss in
pairs to guess the rest of the answers. When they
have finished, you could elicit their guesses, but
don t give any answers at this stage.

Unit 4 | Lesson B
VB B VB4.04 Ss listen and check. A er playing the page 111 GRAMMAR BANK GB
recording, check answers with the class by asking
them to say them and writing the numbers on the This focuses on the form and use of questions with
How much, How many and How + adjective, as well as
board. Read the information in the box with the
their responses. Go through the notes or ask Ss to read
class.
them alone and check understanding, especially the
ANSWERS: use of the response phrases such as Not much/many/
far, etc.
1 three thousand seven hundred and seventy-six
five hundred and fift y five 1 Ss complete the conversation alone, then check in
3 two hundred and seventy-two pairs. Check answers with the class. At this point
4 four thousand four hundred and ninety you could ask pairs to practise the conversation.
5 one point four ( oland) two point four six ANSWERS:

(Honduras)
1 much ot 3 much 4 many
6 one billion
5 many 6 How 7 how 8 tall
7 three million
9 long far 11 old nice
8 a quarter
Read the example with the class. Ss complete the
EXTRA IDEA fter reading the information in the box questions individually, then compare answers in
with the class, ask Ss what they do in their language(s) pairs. Check answers with the class. You could ask
to compare. fast finishers to come and write the answers on the
board.
GRAMMAR EXTRA SUPPORT: DYSLEXIA f you think
constructing sentences from prompts will be difficult
how much, how many how ad ecti e for Ss with dyslexia, you could give them the questions
with much, many or the adjective missing for them to
4 A Before doing this exercise, you may want to remind complete.
Ss of the rules for countable and uncountable
nouns from Lesson 2A. Ss complete the questions
ANSWERS:
individually, then check in pairs. Check answers with
the class. How many states are there in the
How old are your parents
ANSWERS: How tall are you
1 How much How far is it from the city centre to the airport
How many How much money have you got
3 How long How long was your last holiday
4 How far How different is nglish from your language
How many brothers and sisters have you got
B Put Ss in pairs to answer the questions, using the
How much traffic was there this morning
questions in Ex 4A to help. Check answers with the
class, eliciting which adjectives they came up with
for question 2. PRONUNCIATION
ANSWERS:
intonation to chec nderstandin
1 We use How much with uncountable nouns. e use
How many with countable nouns. 5A 4.03 | Point out that the arrow shows the
ther possible adjectives, covered at 1 or so far pattern of intonation, i.e. rising. Play the recording
in 2 include hot/cold, easy/difficult, early/late, for Ss to listen and notice the rising intonation.
quiet/loud, hungry, thirsty, near, fast, old, high,
tall, expensive. EXTRA SUPPORT: TEACHERS The focus here is
on the use of repetition and short questions as a very
EXTRA CHALLENGE You could ask Ss to use effective way of checking you heard or understood
something correctly. The intonation is a slight rise (not a
the adjectives they came up with in x 4 to make
big rise, as this would show surprise or shock).
questions with How?


Unit 4 | Lesson B
EXTRA CHALLENGE nstead of using the intonation

SPEAKING
pattern provided in Ex 5A, you could write the
conversation on the board without the arrow and ask
s to close their books. lay the recording and ask s 7 Put Ss in A/B pairs and refer them to the relevant
to identify if the intonation rises or falls on A’s second pages.
question, and if it’s a big rise or fall.
1 t s very important that Ss do not show each
B Put Ss in pairs to practise the conversation. Monitor other the written numbers so that they have to
and check Ss are using intonation correctly, and listen and understand their partner. They could
correct or offer help where necessary. be seated back-to-back or face-to-face to prevent
this. Give them time to read their instructions,
C Demonstrate by telling Ss your answers to the then demonstrate the start of the activity with a
questions, e.g. usually sleep for ust over seven stronger student or pair by reading out question 1
hours. nclude some of the vocabulary from x and asking them to read out the answers with the
and encourage Ss to do the same in their answers. numbers. Write the answers on the board and then
Give Ss a minute or two to write their answers. discuss and decide which is the answer to the first
question in 1 (i.e. how long cats sleep for in a day).
D Read the example with the class, then put Ss in Erase the numbers from the board and tell the pairs
pairs to ask and answer the questions. Make sure to start the activity from the beginning. Make sure
Ss are checking the answers using a short How? the person listening writes down the numbers so
question and the correct intonation. they can both see them to make their decision about
the answers. Monitor while they do the activity and
check they are saying the numbers correctly. Make
FUTURE SKILLS | Communication
notes on any common errors or examples of good
6 A Read the Future Skills box with the class, then language use for later class feedback.
ask Ss to think of and write two more phrases
they can use. heck answers and offer some 2 nce they have decided on the answers to A s
phrases if Ss are struggling. Elicit their ideas questions, they swap roles and B reads their
and write them on the board so they can use questions for A to provide the number answers.
them in Ex 6B. Check answers with the class in feedback.
POSSIBLE ANSWERS: NOTE he figures in question 5 are based on an

’m sorry. Can/Could you say that again C study. he totals are a combination of all types
of work situations and may not correlate to your Ss own
Can/Could you repeat that experience.
ANSWERS:
EXTRA: FUTURE SKILLS eing able to check
understanding politely is an important communicative 1 1b 2c 3a
skill so as not to offend the other person by saying, for 1c 2a 3b
example, ‘ don’t understand.’ ou could ask s if this is 3 1a 2c 3b
the same in their language/culture and how they usually
4 1c 2a 3b
check things. sk if there are differences in formal and
informal situations. 5 1a 2c 3b
6 1b 2a 3c
B ut Ss in different pairs from x . Ss ask and
answer the questions again, using different phrases 8 Give Ss some ideas for search terms such as
to check understanding. interesting orl a ts statisti s. Alternatively you
could ask them to choose a topic they re interested
EXTRA IDEA fter this, s could compare the in (e.g. travel, animals, transport, etc.) and ask them
responses of the two Ss they interviewed (in Exs 5D and to find three interesting number facts about that.
6 ), telling one or both what they had in common, etc. At the start of the next lesson, ask Ss to take it in
r the findings could be collated as a class and used to turns to share what they found out with the class.
create a class profile.
TO FINISH
Write on the board: What was the most interesting
number fact you learnt in today’s lesson? Why? Put
Ss in pairs to discuss the question. Encourage them
to use How much/many …? and intonation to check
understanding.

Unit 4 | Lesson C
4C Where can
TO START
Write the following questions on the board: How o en
I get …?
do you go shopping? o you li e shopping? Why Why
not? Tell the class your answers, then put them in
small groups to discuss the questions.

HOW TO … | get help in shops
VOCABULARY | shops and shopping
PRONUNCIATION: linking what they are working towards. n this and every lesson,
LESSON OVERVIEW lesson are near the start.
In this lesson, Ss learn functional language for
getting help in shops. The context is a reading VOCABULARY
where they read a text message conversation about
someone’s suitcase not arriving on a trip. This leads shops and shoppin
into vocabulary related to shops and shopping. Ss
then learn phrases for getting help in shops, as well 1 A Go through the questions with the class. Ss read the
as about linking in the pronunciation of questions. messages and answer the questions, then check in
The lesson ends with a speaking activity where Ss pairs. Check answers with the class.
roleplay a conversation between a tourist and a
shop assistant. ANSWERS:
1 he hasn’t got her suitcase (because it went to the
Online Teaching wrong place) and she has a conference tomorrow.
f you’re teaching this lesson online, you might find Her clothes, (shoes) and her phone charger are in
the following tips useful: her suitcase.
Ex 1C: Use a collaborative document for Ss to ( o shopping and) buy the things she needs.
make their lists. In feedback, check spelling. Ss
can then refer back to this when they do the EXTRA CHALLENGE f your s can cope with talking
Vocabulary Bank exercises to see which shops
about the past, you could ask them ‘Have you ever
they mentioned.
had this problem when you travel ’ and ask them to
Ex 4B: Show the sentences on your device describe the problem they had.
and share your screen. Ask Ss to annotate the
sentences to include linking, then play the B Ss answer the question alone, then compare
recording for them to check in Ex 4C. answers in pairs. Check answers with the class.
Ex 9: Ss could share their browsers, showing each
website and talking about them when they share ANSWERS:
their ideas in the next class. clothes: a clothes shop
shoes: a shoe shop
phone charger: an electronics shop or a phone shop
painkillers a pharmacy/chemist’s or a supermarket
For Teachers:
C Put Ss in pairs to come up with more types of shop.
Photocopiable Activity 4C Monitor and help with vocabulary where necessary,
Grammar Bank 4C writing any new words and phrases on the board.
Vocabulary Bank 4C When they have finished, refer Ss to the ocabulary
Mediation Bank 4C Bank on page 139 to check if any of their ideas are
there.
For St dents:
Online Practice 4C
Workbook 4C

Unit 4 | Lesson C
VB page 139 VOCABULARY BANK shops EXTRA CHALLENGE Write up some useful phrases
on the board for s to expand their answers, e.g.
Note that the Vocabulary Bank activities are an here’s a i s all ood nice na e o sho aro nd
important part of the lesson. They should only be the corner o er there in the ne t street. and
omitted if you are confident that your s already know encourage them to use a variety of them in their
this vocabulary. If you don’t use the exercises in class, responses.
3 t would be useful to first go over the different
1 A Ss match the shops with the photos individually, things you can get in each shop, e.g. baker s bread,
then check in pairs. Check answers with the class cakes, etc. Keep Ss in the same pairs and read the
and ask if there are any other shops Ss would like to example with the class. Ss practise asking and
know the name of in English. answering, using the photos in Ex 1 to help.
ANSWERS:
EXTRA IDEA sk s to record the different shops
1 3 4 H 5 6 8 they visit and the things they buy in them, either as a
9 11 C 13 14 15 simple list or a series of word webs (one for each shop).
How to …
B VB4.05 | Ask Ss to look at the photos again. Play
the recording for Ss to listen and repeat the words.
et he p in shops
EXTRA SUPPORT: TEACHER n ritish nglish
har ac is gradually replacing chemist’s but both are A 4.04 | Explain that Ss will now hear Louise (from
used. popular shop of this kind in the is known the text conversation in Ex 1) shopping. Read the
as oots the che ist, so chemist is likely to remain as a instructions with the class so they know what to
common description. listen for, then play the recording. Check answers
with the class.
EXTRA CHALLENGE You could challenge Ss with a
backwards dictation. rrange the class in small teams. ANSWERS:
ach turn, spell one of the shops backwards e.g. s r on ersation : he visits an electronics shop / a
e h c t u b (butcher’s). s soon as a team knows the phone shop and buys a phone charger. he pays by
answer, they call it out and if correct, win a point. The phone.
team with the most points at the end wins. on ersation : he visits a department store /
a clothes shop and buys a (black) dress. he pays
VB4.06 | Put Ss in A/B pairs and read the
(contactless) by card.
example with the class. Play the recording, pausing
a er each question for Ss to answer in turn, using
here s a goo name o shop near here. Then AUDIOSCRIPT 4.04
continue the recording for Ss to check their answer.
L = Lo ise SA = Shop assistant
ANSWERS AND AUDIOSCRIPT: SA = Shop assistant
1 here can get some new shoes on ersation
here’s a good shoe shop near here. xcuse me. Could you help me
here can get some cakes SA1: Yes, of course.
here’s a good baker’s near here. o you sell phone chargers for this phone
3 here can get a new 1 r, let me look es, we’ve got some different
ones. This one is a single pack and this one is a
here’s a good electronics shop near here. three-pack.
4 y jacket needs cleaning. here can go t’s . only need one. ’ve got one at home in
here’s a good dry cleaner’s near here. the . How much is it
5 here can get some trainers SA1: This one is twelve euros ninety.
here’s a good sports shop near here. ood. ’ll take it.
6 here can get a haircut 1 s there anything else
here’s a good hairdresser’s near here. o, thank you. Can pay by phone
1 es, that’s fine.
don’t need a bag. Could have a receipt
Thanks.
SA1: Have a good evening.
L: And you.

Unit 4 | Lesson C
on ersation
ANSWERS:
2 Can help you
help
es. need a dress. ’m here for a conference and
Do
my suitcase is lost.
much
2 ost
take (ha e is also possible, but not used in this
ell, think it’s in aris. need a smart dress for
extract; it’s used in the department store in the
the conference, but don’t want to spend too
second conversation)
much money.
pay
SA2: There are some dresses in the sale over here.
have
Could you help me with si es
size
2 es. hat si e are you
on
’m a si e twelve in the .
rooms
2 , that’s a si e forty here.
got
like this one. Can try it on
The shop assistant says sentence 7.
SA2: Sure.
here are the changing rooms
EXTRA IDEA Depending on your context, you might
2 ver there.
want to elicit or teach different ways of paying in cash,
… by card, hone, contactless, with a PIN. This is partly
2 How was it covered in the rammar ank.
t’s fine, but have you got it in a different colour
aybe blue 3 A Put Ss in pairs to discuss the question and explain
that some phrases can be used in more than one
2 et me check. ’m sorry. e don’t have it in blue.
place. When they have finished, check answers with
. ’ll have this one. lack is fine.
the class.
2 o you need anything else
o you have any shoes ANSWERS:
2 he shoe department is on the second floor. 1 pharmacy: 1, 3, 4, 5, 6 (Do you sell … ? from 2 is
hanks. here do pay also possible)
2 can take the payment. bank 1, 6
h, my phone’s dead. Can pay by card s 3 shoe shop 1, 3, 4, 5, 6, , , 10 (but 3, 4, and 10

contactless with the plural: How much are they/these? I’ll take
the . an tr the these on a e o ot the
SA2: Yes. We take up to 100 euros. Here’s your receipt. these in a di erent colo r )
L: Thanks for your help.
2 o problem. ou’re welcome. hope the B Put Ss in pairs to roleplay the two conversations in
conference goes . Ex 2A, remembering as much as they can and using
L: Thanks. the sentences in Ex 2B as prompts. When they have
finished, ask a few pairs to perform their roleplays
B Put Ss in pairs to complete the phrases from what to the class. A er this, you may want to play the
they can remember from the listening. on t give recording again for Ss to compare.
any answers yet.
EXTRA IDEA: DIGITAL Ask Ss to record their
C 4.05 | Play the recording for Ss to listen and conversations. They can then use these to compare
check their answers. Check answers with the class against the original recording for homework.
and write them on the board. Elicit which sentence
is said by the shop assistant. C The Grammar Bank on page 112 can be used in the

Unit 4 | Lesson C

This focuses on the form and use of phrases for getting Hello. Could try on these trousers, please
help in shops. Go through the notes with the class, es, of course.
especially the use of prepositions and adverbs. here are the changing rooms
hey’re / hey are over there, next to the dresses.
1 This exercise focuses on the phrases used to get
help in shops. Ss complete the conversation alone, …
then check in pairs. Check answers with the class. How are/were they
’ll leave them, thank you. hey’re not right. / hey
ANSWERS: weren’t right.
1 sell take 3 else
4 card 5 number 6 receipt
PRONUNCIATION
This exercise focuses on the correct form of the
phrases. With weaker classes, elicit the first answer in in
as an example and write it on the board. Ss order
the words to make sentences alone, then check in EXTRA SUPPORT: TEACHER This work on linking
pairs. Check answers with the class and write them builds on the focus in esson 2 which is extended here
on the board or invite different Ss to come up and by highlighting the ‘rule’ in relation to consonant vowel
do so) so Ss can use them in Ex 3. linking. This happens in English when we speak at a
natural speed or a fast speed. or example, if we pause
EXTRA SUPPORT: DYSLEXIA You could make this for a moment after an before a hone. there isn’t
the same effect.
reordering exercise more manageable for s with
dyslexia by giving them the first and last word in each
case or ‘chunking’ longer sentences by putting two or
4A 4.06 | Focus attention on where the linking is
shown in the question. Ss listen to the question,
more words together for them to order.
then choose the correct words to complete the rule.
Check answers with the class.
ANSWERS:
o you sell batteries ANSWERS:
here are the changing rooms consonant, vowel
’ll take two pairs.
Could you give me a receipt, please EXTRA IDEA ou could model the links by artificially
Can try on them on leaving gaps between the words and then saying the
’ll leave it, thanks. sentences at normal speed. Alternatively, you could
show s the effect of linking by writing on the board
Have you got them in a larger si e
How mu chi sit (or How mu chi zit) to show how the end
Can pay by phone consonant sounds as if it begins the next word.
o, that’s all.
How much is that altogether B Ss add the links alone, then compare answers
in pairs. Ask Ss to say the questions quietly to
themselves to help them while they do the exercise.
3 This focuses on correct use of the sentences from
Ex 2. Ss complete the conversation alone, then C 4.07 | Play the recording for Ss to listen and
check in pairs. Check answers with the class. check, then check answers with the class, writing
the sentences on the board and eliciting where the
ANSWERS:
linking is. Play the recording again, for Ss to say
1 Have you got them in a large si e each sentence along with the recording. Make it
Can try them on clear we are talking about consonant sounds and
3 ’ll take two pairs. not the spelling. or example, in the phrase take
4 o, that’s all. it , there s linking because the sound at the end of
the word is /k/ even though the spelling of the word
5 Can pay by phone
ends with e.
6 How much is that altogether
ANSWERS:
4 This provides further practice of the correct use 1 Can pay by phone
of phrases for getting help in shops. Ss write the
Could have a receipt
conversation alone, then check in pairs. Check
3 What size are you
4 Have you got it in a different colour

Unit 4 | Lesson C
FUTURE SKILLS | Self-management

7 Put Ss in A/B pairs and refer them to the relevant
pages. Give them time to read their information and
5 Read the Future Skills box with the class, then ask you any questions they have. Ss then practise
put Ss in pairs to answer the question. When the conversations in pairs.
they have finished, elicit their ideas as a class.
EXTRA I EA: HOW TO ut s in pairs and ask
them to choose different shops from the ocabulary
EXTRA: EMPLOYABILITY SKILLS Explain to Ss that ank. hey can then take turns practising conversations
this is a useful idea to help them not only with travel, in those places. hen they have finished, ask a few pairs
but also for work activities such as telephoning and to perform their conversations for the class.
organising and having meetings. Encourage Ss to create
sections in their notes for situations relevant to them, 8 A Put Ss in pairs to answer the questions about their
e.g. ordering food, organising meetings, etc. own town s . f they re from the same place, ask
them to agree on the best place for each.
SPEAKING B Keep Ss in the same pairs to write three more

questions. Give them some ideas as prompts, e.g.
think about things a visitor might need to know
6 Focus attention on the prompts. With weaker classes
or buy, the best places to eat local food, where
you may want to elicit the sentences first. ut Ss in
they can buy a phone SIM card, where the nearest
pairs to roleplay the conversation. When they have
supermarket is, etc. Monitor and offer help where
finished, ask them to swap roles and repeat.
necessary. Make sure both Ss write the questions as
they ll use them separately in the next exercise.
EXTRA SUPPORT: TEACHER You could decide
to focus on accuracy here or leave s to just use the C Rearrange Ss into new pairs to ask their questions
prompts to remind them of the phrases, and not mind if and answer about their own town. When they have
they are not absolutely correct. ith some classes you finished, ask a few Ss to share any interesting
might even decide to have Ss write out the parts. An information they found out with the class.
accurate version is provided in the answers.
9 Ss can either choose their own city or their
ANSWERS: favourite one. Tell them to make notes on what s
xcuse me. Could you help me good about each website, then choose the best one.
SA: Yes, of course. Ss share what they found out in the next lesson.
Can see those shoes in the window
hese ones
TO FINISH
Tell the class about your favourite shop and why you
es, thanks. Can/Could try them on
like it, e.g. ‘My favourite shop is an electronics shop.
hat si e are you like to go there and find out about new technology
n my country ’m a si e six and a half. and gadgets.’ or ‘My favourite shop is the baker’s
( .) hat’s si e thirty nine or forty here. near to the school because they make delicious bread
ry these on. and cakes.’ Refer Ss to Vocabulary Bank 4C if they’re
T: They’re too small. having trouble thinking of ideas. Put Ss in pairs to
share their favourite shops and say why they like them.
How about these. How are they
hey’re good. How much are they EXTRA IDEA: SPEAK ANYWHERE Encourage Ss to
SA: They’re sixty euros. practise using the Speak Anywhere interactive roleplay.
’ll take them. Can pay by card
es. Could you put in your hank you. page 157 MEDIATION BANK
T: Thanks.
Have a good day MEDIATION BANK TEACHER’S NOTES page 1 2
T: And you.

Unit 4 | Lesson D
4D Documentary
TO START
Write Japan on the board and ask the class what they
know about it. You could prompt them with topics such
Sakura time as food, sport, education, weather, etc. If you have Ss

from Japan, ask them to tell the rest of the class about
these topics.
GRAMMAR | should, shouldn’t; imperatives EXTRA SUPPORT: DYSLEXIA Dyslexic learners in

SPEAKING talk about a good time to visit particular benefit from understanding exactly what
WRITING write an email about the best time to visit they are learning in a lesson so that they understand
LESSON OVERVIEW explain clearly what the learning objectives of the
In this lesson, Ss learn should, shouldn’t and
imperatives to give advice. They also learn
vocabulary to describe weather and the seasons. PREVIEW
The context is a video about spring in Japan. Ss
then do a speaking activity, where they practise 1 A Focus attention on the photo and elicit or
talking about a good time to visit somewhere teach hat s the eather like (used to ask for
they know. The lesson ends with a writing activity, a description of the weather). Put Ss in pairs to
where Ss write an email about the best time to visit answer the questions. When they have finished,
somewhere. elicit their ideas but don t give any answers yet.
Online Teaching B Refer Ss to the Vocabulary Bank on page 140 to

check their ideas.
ANSWERS:
Ex B: Use an online noticeboard for Ss to write
1 spring
their ideas, and revisit it a er watching the video
in Ex 3A. summer, autumn, winter ( n some places there
are other seasons, e.g. monsoon season, rainy
Ex 3A: Sometimes videos can be a little slow
season.)
or jumpy when streamed in an online class
environment. If you know this is an issue for you, Students’ own answers
page 140 VOCABULARY BANK weather and seasons VB
Ex 5B: Copy the Key phrases on to a collaborative
document. n feedback, ask different s to Note that the Vocabulary Bank activities are an
highlight the words they hear in each phrase. important part of the lesson. They should only be
omitted if you are confident that your s already know
this vocabulary. If you don’t use the exercises in class,
Additional Materials it would be a good idea to set them as homework.
For Teachers:
1 A Read the example with the class, then ask Ss to
match the rest of the sentences to the photos.
Online Digital Resources Check answers with the class.
Grammar Bank 4D
Vocabulary Bank 4D ANSWERS:
Videoscript 4D: BBC Documentary 3 4 5 C 6
For St dents: B VB4.07 | Ask Ss to look at the photos again. Play

Online Practice 4D the recording for Ss to listen and repeat.
Workbook 4D C Put Ss in pairs and ask them to cover the sentences

in Ex 1A. Read the example with the class and
demonstrate with a stronger student, then ask Ss to
test each other using the photos.

Unit 4 | Lesson D
VB Ss match the opposites alone, then check in pairs.

VIEW
ANSWERS: 3A Ss watch the video and check their ideas in

cold – hot x . When they have finished, elicit the answers.
Refer back to their ideas on the board and tick any
cool – warm
ideas they guessed correctly.
dry – wet
ANSWERS:
3 A Focus attention on the photos and explain that they hese activities are mentioned in the video amilies
show the seasons in the UK. Read the example with and friends come together for picnics in the parks.
the class, then ask Ss to complete the rest of the roups of businesspeople meet. ome women wear
text. on t give any answers yet. traditional clothes. eople buy cherry blossom tea,
cherry blossom cakes and cherry blossom sweets.
EXTRA SUPPORT: DYSLEXIA To help Ss with dyslexia
manage the options given in the box, you could provide B Give Ss a minute to read the sentences so they
them in a list on the board or well spaced out in a know what to listen for. Ss watch the video again
handout. Alternatively, provide two options for each gap and choose the options they hear, then check in
(the correct one and a distractor). pairs. Play the video again if necessary, then check
answers as a class.
B VB4.08 | Play the recording for Ss to listen and
ANSWERS:
class.
1 3,000
ANSWERS: cherry blossom
warm 3 traditional
3 dry 4 sweets
4 cool 5 enjoy
5 wet 6 week
6 cold
C Put Ss in pairs to discuss the questions. When they
4 Start by telling the class about your favourite type have finished, elicit Ss ideas and have a brief class
of weather and why. or example, like hot weather discussion.
because can sit outside in my garden and relax.
Put Ss in pairs to describe their favourite weather. GRAMMAR
When they have finished, ask a few Ss to tell the
class what weather their partner likes and why. should, shouldn’t i perati es
A Before continuing, refer Ss back to the photo and
4 A Ss read the examples and choose the correct
ask them question 1 in Ex 1A. Elicit the answer alternatives individually, then check in pairs. Check
(spring). Read the questions with the class and answers with the whole class.
ask if anyone knows the answers but don t give
any answers yet). Ss read the BBC programme ANSWERS:
information and answer the questions, then check a a good idea
a bad idea
ANSWERS: c instruction
1 Sakura is the apanese word for ‘cherry blossom’.
the south of Japan B The Grammar Bank on page 113 can be used in the
B Put Ss in pairs to discuss the question. When they
have finished, elicit their ideas and write them on
the board.
100

Unit 4 | Lesson D

SPEAKING
Go through the notes with the class, or give Ss time to
read them and ask you any questions they have. Check ta a o t a ood ti e to isit
understanding of the use of please with imperatives
and their negative form. 5A 4.08 | Write ake alaton in ngary on the
board and ask if anyone has been there or knows
1 This exercise focuses on the form of sho l and it. Read the questions with the class so they know
sho l n t. licit the answers to complete the first what to listen for, then play the recording for Ss to
sentence as an example, then ask Ss to complete answer the questions. Check answers with the class.
the rest of the conversation individually, then check
in pairs. Check answers with the whole class. ANSWERS:
1 in summer
ANSWERS: swim, ride a bike, go to a caf or restaurant, make
1 hould 7 hould a fire, cook outdoors
bring 8 go 3 T-shirts, summer clothes, clothes for swimming,
3 should 9 should some warm clothes for the evening
4 shouldn’t should
5 shouldn’t 11 spend
AUDIOSCRIPT 4.08
6 go shouldn’t
ou should come in summer. t’s beautiful at this time.
he water’s warm and you can swim in the lake. usually
EXTRA SUPPORT: DYSLEXIA To help Ss with dyslexia swim for half an hour every day. lso often ride my
manage the information they need to use to complete bike by the lake. here are a lot of good caf s and
this activity, you could provide two options for gaps 2, 6, restaurants everywhere, but in the evening we often
and 11, using the words in the box. make a fire and cook outdoors. t’s usually hot in the
daytime. ou should bring shirts and summer clothes
This exercise focuses on the form of imperatives. and clothes for swimming. ou should also bring some
Read the example with the class, then ask Ss to warm clothes because the evenings are sometimes cool.
correct the rest of the sentences alone, then check Come and stay with us next year. We usually go to the
in pairs. Check answers with the class. lake in une
ANSWERS: B 4.08 | Ask Ss to read the Key phrases box, then

on t / o not pick the flowers. play the recording for Ss to listen and choose
3 lease p t rubbish in the bin. / P t rubbish in the the options they hear. Play the recording again if
bin, please. necessary, then check answers with the class.
4 n storms, don t / do not use mobile phones.
EXTRA SUPPORT: DYSLEXIA The amount of reading
Wa this way. required here may be challenging for s with dyslexia.
6 angerous hills on t / o not climb. efore s listen, read out the phrases to the class so
7 You Go right. they know what they’re listening for.
8 lease don t / do not feed the monkeys.
ANSWERS:
summer
EXTRA IDEA hen they have finished x 2, put s in
pairs to discuss where they think each sign comes from. beautiful
n feedback, elicit s’ ideas and find out if others agree. swim in the lake
often
in the daytime
warm clothes
stay with
101

Unit 4 | Lesson D
6 A Give Ss plenty of time to make notes. Monitor and

help with vocabulary where necessary, writing any 4 REVIEW
new words and phrases on the board.
LESSON OVERVIEW
B Put Ss in pairs to ask and answer the questions in
x A about their places. Then ask them to think of This lesson is a review of the language – both
another question to ask their partner. When they grammar and vocabulary – presented in this
have finished, ask a few Ss to share what they found unit. The notes below assume that the tasks are
out with the class and ask other Ss if they d like to completed in class. However, the self-study type
visit that place. exercises (i.e. Exs 1A, 4A, 5A and 6A) could be done
out of class and then checked in the following lesson
when the communicative tasks are then completed.
WRITING
Online Teaching
rite an e ai a o t the est ti e to isit
7 A Ss read the emails and answer the questions alone, the following tips useful:
then check in pairs. Check answers with the class. Ex 1A: In feedback, show the answers by sharing
your screen so that Ss can check their answers
ANSWERS: visually.
April. There aren’t so many tourists and the autumn Ex 4B: instead of Student A covering Ex 4A, ask
leaves are beautiful. them to show their partner their closed book so
that they’re not tempted to look.
B Ss write their emails alone. Monitor and offer help
where necessary. At this stage, it s hoped Ss would
write around 80–100 words. Additional Materials
For Teachers:
EXTRA SUPPORT Ss should naturally use should and Unit Test in Tests Package
imperatives in their answers, but encourage them to do
so if you think it’s necessary. ive some examples, e.g.
‘ ou should visit in eptember. on’t visit in anuary TO START
it’s too cold ’ Ask Ss to work in pairs and try to remember what
language they studied in Unit 4 (Grammar: past simple
C Ss swap emails with other Ss. You could either put of be: was, were; how much, how many, how + adjective;
them in groups or display their writing around the should, shouldn’t and imperatives; Vocabulary: time
classroom and ask Ss to walk around and read phrases and dates, amounts and numbers, shops and
them. When they have finished, ask a few Ss which shopping, weather and seasons; How to … get help in
advice they thought was most useful. shops). Ask them to look at the unit lesson objectives
to check their ideas.
EXTRA IDEA: DIGITAL Create an online noticeboard
where s can add their texts after they’ve written them
for the rest of the class to read. GRAMMAR
TO FINISH 1 A Read the example with the class, then ask Ss to

write the rest of the questions, using yo as in the
Put Ss in pairs and ask them to discuss the most
example. Check answers with the class and write
important advice they’d give to someone visiting the
the questions on the board or invite different Ss to
town or city where they have their classes or their own
come up and do so).
town or city.
ANSWERS:
How much fruit should you eat
3 How far should you walk for exercise
4 How many hours should you sleep
5 How long should you stop using your phone before
bedtime
6 How often should you brush your teeth
B Ss discuss the questions in pairs and guess the

answers. When they have finished, elicit their ideas
but don t give any answers yet.
102

Unit 4 | REVIEW
C R4.01 | Play the recording for Ss to check their

AUDIOSCRIPT R4.02
ideas, then check answers as a class. Ask Ss which
he reat yramid of i a was originally 14 metres
fact (if any) they found most surprising.
high now it’s only 13 metres. t has 2.3 million stone
ANSWERS: blocks in it. t’s 4,5 0 years old. very year, 14. million
visitors go there.
1 1.5 litres a day
3 5 different types every day B Read the example with the class and demonstrate
3 2–3 kilometres a day or 10,000 steps the activity with a stronger student. Ss work in pairs
4 6–8 hours to practise using the words they learnt to talk about
5 2 hours numbers. Monitor and check Ss are using the words
and saying the numbers correctly.
6 3 times a day
5A licit the first answer as an example and write it
on the board. Ss complete the rest of the words
AUDIOSCRIPT R4.01 individually then check in pairs. Check answers with
You can live a healthy life without changing a lot of the class.
things. our habits are important. How much water
you drink, how much exercise you get, these things EXTRA SUPPORT: DYSLEXIA dentifying the names
are important, and easy to do something about. ost of shops from the first letters along with producing
adults should drink a litre and a half of water a day. the correct spelling to complete the words may pose a
ne and a half litres that’s a good amount. ruit is challenge for s with dyslexia. rovide the endings in a
important, and you should try to have different types vertical list on the board or on a sheet of paper for them
of fruit three to five different types every day. nd to match to the correct beginnings.
think about the colours. Have lots of different colours
of fruit. Walking is excellent exercise; try to walk two ANSWERS:
or three kilometres a day. Some people count steps on
1 shoe shop greengrocer’s 3 butcher’s
their phone. Ten thousand steps is good. With sleep,
everyone is different. ight hours a night is a kind of 4 hairdresser’s 5 sports shop 6 baker’s
normal or average, but some people are fine with six. 7 supermarket 8 pharmacy
nd speaking of sleep, two hours before bedtime, stop
using your phone – that can help you sleep. That’s right, B Read the example with the class, then put Ss in
no phone for two hours before bedtime nd don’t pairs to spell and guess the shops. With weaker
forget to brush your teeth hree times a day classes, they could have Vocabulary Bank 4C open
while they do this to help with ideas.
Demonstrate the activity by sharing some of your
own answers with the class, e.g. My favourite T 6 A This activity reviews both the grammar and
show was ooby oo. It was a really funny TV vocabulary of Unit 4. Ss choose the correct
show about a dog and his friends. ut Ss in pairs to alternatives alone, then check in pairs. on t give
discuss the questions. Monitor and check they re any answers yet.
using the past of be correctly. When they have
B R4.03 | Play the recording for Ss to check their
finished, ask a few Ss to share anything interesting
answers, then check answers as a class and ask Ss if
they found out about their partner with the class.
they agree with the writer.
VOCABULARY ANSWERS:
1 was wasn’t 3 were 4 were
3 Read the example with the class, then put Ss in 5 tall 6 far 7 almost 8 exactly
pairs to do the activity, taking turns to say a date 9 should shouldn’t
and guess. When they have finished, ask one or two
Ss to say a date for the class to guess.
TO FINISH
4A R4.02 | Focus attention on the picture and elicit
On the board write: three useful new words and phrases,
what Ss can see (the Great Pyramid of Giza in Egypt). two new pieces of information, one question I have. Ss
o through the gapped sentences and elicit Ss note down the three words and phrases they have
guesses. t s unlikely that they ll know the answers learnt in this unit they feel are most useful, two new
at this stage, but this will help them focus on what to pieces of information they have learnt and find most
listen for. Ss listen and complete the sentences, then interesting and one question they have about what
check in pairs. Check answers with the class. they have learnt recently. Ss can write them on paper
and give them to you or share them digitally. Review
ANSWERS: them and deal with the questions in this or the next
1 14 13 2.3 3 4,5 0 4 14. lesson.
103

5 the past
LEARNING OBJECTIVES
A Then and no Sorry I ate
READING | Read an article about big life changes: HOW TO … | apologise and make excuses: excuses
time phrases (2) and saying the time
Discuss your life ‘then and now’: past simple: regular Pronunciation: intonation for apologising
verbs
Pronunciation: -ed ending of regular verbs INFORMATION
VOCABULARY
INFORMATION 30–42 Can use language related to making an
READING apology.
35 Can identify basic biographical information in 30–42 Can use language related to accepting an
short simple texts about other people. apology.
GRAMMAR HOW TO
30 Can make affirmative statements using common 33 Can make excuses using basic fixed expressions.
regular past simple forms.
SPEAKING
VOCABULARY 31 Can make and accept a simple apology.
30–42 Can use language related to point or period
of time.
My ee end as
SPEAKING
35 Can answer simple questions about their life and BBC STREET INTERVIEWS | Understand street
experiences. interviews about what people did at the weekend
Talk about last weekend ad ectives and modifiers
Write about a recent activity
B What ent ron
LISTENING | Understand people talking about INFORMATION
events that went wrong: life events IEW
Describe an important life event: past simple: 35 Can understand short, basic descriptions of
irregular verbs; wh- questions familiar topics and situations, if delivered slowly and
Pronunciation: irregular verbs clearly.
Write a mini-bio; use linking words: a er that, GRAMMAR
then, ne t 30 42 Can use language related to qualifiers and
intensifiers.
INFORMATION 31 Can place adjectives in the correct position
LISTENING (before nouns).
36 Can follow a simple conversation or narrative
SPEAKING
about familiar, everyday activities.
34 Can take part in a very simple conversation on a
GRAMMAR familiar topic if the other speaker repeats questions
30 Can make affirmative statements using common and answers as necessary and speaks slowly and
irregular past simple forms. clearly.
VOCABULARY WRITIN
30–42 Can use language related to personal details. 33 Can write short, basic descriptions of everyday
activities, given a model.
WRITIN
31 Can give personal details in written form in a
limited way.
SPEAKING
32 Can use brief, everyday expressions to ask for and
give personal details.
104

Unit 5 | Lesson A
BBC VLOGS 5A Then and

now
Put Ss in pairs to discuss the question in the GRAMMAR past simple regular verbs
programme information box. hen they have finished, VOCABULARY | time phrases (2)
ask a few Ss for their answers and have a brief class PRONUNCIATION | -ed endings of regular verbs
discussion before they watch the video. t this point
you may also want to preteach puzzle (also called a LESSON OVERVIEW
jigsaw in ritish nglish . hen they are ready, play the
video for s to answer the question in part . sk a few In this lesson, Ss learn the past simple of regular
s for their answer and see if others agree. verbs. The context is a reading where s read a text
about people who made big changes in their lives.
NOTE he vlogs have been provided by people from Ss also practise the pronunciation of -ed endings
around the world in response to the same question. The of regular verbs. s then learn more time phrases,
video content was filmed by them on their own mobile which extends what they learnt in nit . The lesson
phones, so the picture quality varies considerably and in ends with a speaking activity, where Ss discuss the
some cases is of a lower quality. However, this adds to last time they did things and how o en they do
the authenticity of the content. those things now.
he locations labelled on the vlogs show where the

Online Teaching
reflect where the speaker comes from (necessarily). f you’re teaching this lesson online, you might find
Ex A: s find a link to a website about their
favourite famous person and share the link with
their partner in the breakout room.
Ex : If putting Ss in breakout rooms will take
too long, this could be done as a whole-class
Additional Materials discussion.
For Teachers:
Exs A and B: Ss type their answers in the chat
Presentation Tool Unit 5 box for others to see.
For Teachers:
Grammar Bank 5A
For St dents:
Online Practice 5A
Workbook 5A
TO START
Elicit from the class some of the most famous people
in the world right now. rite the following questions
on the board: o you want to be famous? Why Why not?
s discuss the questions in small groups. hen they
have finished, nominate one student from each group
to share their ideas with the class.
105

Unit 5 | Lesson A
EXTRA SUPPORT: SLEXIA Dyslexic learners in EXTRA IDEA Ask Ss to tell you which part of the text
particular benefit from understanding exactly what helped them to find each answer, e.g. for question 1
they are learning in a lesson so that they understand ‘she cooked and cleaned for all the family’ and also
what they are working towards. n this and every lesson, ‘ Her family was very poor’.
lesson are near the start. EXTRA CHALLENGE n pairs, s each choose one of
the people to summarise. They close their books and
READING talk about that person’s story to their partner, e.g. for
one minute.
EXTRA SUPPORT: SLEXIA There is a recording of D Read the questions with the class. To help them
the reading text available to help dyslexic learners. structure their answers to question 2, write the
following phrases on the board: These days I …, but
1 A Start by telling the class about any favourite in the past, I … . And give Ss some examples of your
famous people you have now (e.g. a famous singer,
own (e.g. ‘These days I live alone, but in the past I
actor or sportsperson) and you had when you were
lived with my parents.’). Ss discuss the questions in
a child, then put Ss in pairs to discuss the questions.
pairs. When they have finished, elicit answers from
You may want to give them a minute or two thinking
a few Ss and have a brief class discussion.
time to come up with ideas before they start. When
they have finished, ask a few Ss to share what they
EXTRA I EA: DIGITAL sk s to go online to find
found out about their partner.
more information about one of these, using the search
terms given
EXTRA I EA: DIGITAL Ask Ss to use their phones to
find a photo of their favourite famous person online to the two people in the text (use their names as the
show their partner when talking about them. search term)
B Focus attention on the photos and elicit what they YouTubers of an older generation (search term: list of
can see. Tell the class that they’re going to read a oldest YouTubers)
text about people who made big changes in their other sportspeople who came to their sport late in
lives. Set a time limit of three minutes for Ss to read life (search term: people who started sport late)
the text quickly and answer the question. Check
GRAMMAR
ANSWERS:
Park Mak-rye was a restaurant owner and when she
past si p e: re ar er s
was 70 she became a YouTube star. A Ask Ss to find the verbs in the text and complete
olonei ocha da ilva was a refuse collector and the rule, then check answers with the class.
then became a marathon runner.
ANSWERS:
C Ss read the text again more carefully and correct -ed, -d
the sentences, then check in pairs. Check answers
with the class and answer any questions they have B This exercise introduces the form of the past simple in
about vocabulary in the text. negatives and questions. Ss complete the rules alone,
then check in pairs. Check answers with the class.
ANSWERS:
Her randda hter was a college student. / Her ANSWERS:
three children were hi h schoo students. 1 didn’t (did not) id
3 ura’s first ou ube post of her grandmother was
a ho iday ideo. C Ss find the examples in pairs. Make sure they
4 Her YouTube channel has more than 1 million understand that there are seven examples in each
subscribers./ Her YouTube channel has more than person’s story, so fourteen in total. Also that
20 million ie s. negatives and questions are included in the seven.
Foot a was ocha da ilva’s favourite sport When they have finished, elicit the answers and
when he was a teenager. write them on the board.
6 n 2005 he started r nnin re ar y.
ANSWERS:
7 n he was a member of the Brazilian national
marathon team. ark ak rye didn’t want, cleaned, opened, finished,
posted, watched, started
8 His job as a refuse collector as useful for his running.
olonei ocha da ilva played, didn’t do, didn’t enjoy,
(started also in first story), decided, entered, id he
enjoy, helped
106

Unit 5 | Lesson A
D The Grammar Bank on page 114 can be used in the ANSWERS:

1 A: id o close the window
o, didn’t. ’m sorry.
GB page 114 GRAMMAR BANK A: And did you remember to lock the door?
es, did.
them alone. Check understanding where necessary, A: Did you enjoy your holiday?
especially of the meaning of ‘state’ (the physical or B: Yes, it was great.
mental condition something or someone is in . The as it very hot in the desert
verbs we use to talk about these are called ‘state
B: Yes. We didn’t walk in the daytime. We
verbs’ and are o en about feelings, thoughts and
travelled at night.
opinions, e.g. like, love, hate, now and understand.
Note that now and understand are irregular, so are not 3 A: Did your manager answer your question
practised here. yesterday?
o, he didn’t. o repeated the question.
1 This activity focuses on the form and use of past A: How many times did you ask him?
simple regular verbs. Ss complete the story alone,
asked him five times, but he didn’t answer.
then check in pairs. Monitor and check Ss are
forming the past simple verbs with the correct
spelling. Check answers with the class. PRONUNCIATION
ANSWERS:
-ed endin o re ar er s
1 stopped opened
studied looked 3A 5.01 | Read the examples with the class and
3 entered 11 pointed demonstrate the different sounds of the verb
endings either yourself or by playing the beginning
4 ordered smiled
of the recording. Continue the recording for Ss to
5 was 13 picked up
listen and write the verbs in the table. Ss check in
6 wanted 14 walked pairs. Play the recording again if necessary. Copy
7 showed 15 called the table on the board and check answers with the
8 asked 16 laughed class, writing the verbs in the correct place.
EXTRA SUPPORT f it helps understanding, explain

EXTRA IDEA Before Ss complete the story, write on
the reason for the pronunciation of the three endings:
the board: h does the o choose e dollars ive /t/ for verbs ending with an unvoiced sound, e.g. work;
them one or two minutes to quickly read the story to /d/ for verbs ended with a voiced consonant and verbs
find the answer. his will help them understand the ending with a vowel or diphthong sound, e.g. o en, la ,
main idea of the text before they work with it more chan e; / / for verbs ending with a /d/ or /t/ sound,
closely. e.g. decide, post.
This activity focuses on the form and use of the past A useful way to demonstrate this is to write the
simple with regular verbs. Look at the example with following on the board:
the class, then ask Ss to complete the rest of the a n d
conversations. Check answers with the class.
sh ch k s
EXTRA SUPPORT: TEACHER Ss may ask about the sk s to repeat the sounds in each line after you, with
spelling of tra eled v. tra elled in conversation 2. n their finger resting lightly on their throat. hey should
American English, the spelling of the past of tra el is notice the vibration when they say the sounds in the
tra eled, the l isn’t doubled. top line and a lack of it when they say the sounds in the
second line. Then, to the right of the sounds, write: + d.
sk s to repeat each line again after you, but adding
the letter d. They should notice that in the second line
it turns into a /t/ sound. Then ask them to try and do
the same after the sounds /t/ and /d/ it’s very difficult
This is why we add the / / sound after verbs which end
with the sounds /t/ and /d/.
107

Unit 5 | Lesson A
D Put Ss in pairs to share their sentences to see what

ANSWERS:
they have in common. When they have finished, ask
/t/ finished, cooked, helped a few pairs to share what they have in common with
/d/ cleaned, opened, played the class.
/ɪd/ started, decided, wanted
VOCABULARY
ti e phrases
1 worked 7 cooked
changed 8 decided 5 A With weaker classes, you may want to elicit the
3 posted helped first answer as an example. xplain that all the time
4 finished opened phrases are used in the text in x , so if they re
not sure of an answer they can look for it there. Ss
5 started 11 played
choose the correct alternatives alone, then check in
6 cleaned wanted pairs. Check answers with the class.
B Ss practise saying the verbs in pairs. A er a few ANSWERS:

minutes, ask Ss to swap roles and repeat. 1 all 4 efore
EXTRA I EA: DIGITAL Ss use their phones to record hen 5 later

themselves pronouncing the verbs, then listen back to 3 from, to 6 for
check their own pronunciation.
B Read the example with the class. Ss complete the
4A licit the first answer as an example, then ask Ss to time phrases alone, then check in pairs. Check
complete the rest of the sentences. Check answers answers with the whole class.
with the class and write them on the board (or invite
different Ss to come up and do so . EXTRA SUPPORT Ss may confuse a o (from Unit 4)
and later. f necessary, explain the difference between
ANSWERS: them. Write the following sentences on the board:
1 exercised 4 lived started work in tes a o. arri ed at work at
visited 5 stayed a. . and started work in tes later. You can
explain that a o means ‘before now’ and later means
3 watched 6 studied
‘after a point in the past’.
B Ss add the new verbs in x A to the table in x ANSWERS:

A in pairs. ncourage them to say the verbs out
from 3 all 4 before 5 for 6 later
loud while they work as this will help them hear the
pronunciation. Monitor and check they’re putting
the verbs in the correct place in the table, and offer C Read through the questions with the class and
help where necessary. check understanding (e.g. stay up). Share a
couple of your own answers as an example (e.g.
ANSWERS: for question , sometimes stay up all night. or
/t/ watched example, when I was on holiday I stayed up all night
because my flight was at a.m. . ut Ss in pairs to
/d/ exercised, lived, stayed, studied
discuss the questions. When they have finished, ask
/ɪd/ visited a few Ss to share anything interesting they found
out about their partner with the class.
C Give Ss an example, e.g. ‘I didn’t stay in a hotel last
year, but I stayed in a very nice hotel in the summer.’
Ss work individually to change any sentences they
need to. Monitor and check Ss are forming their
sentences correctly.
EXTRA CHALLENGE Ask Ss to expand on their

answers in Ex 4C as much as possible, e.g. ‘Last year,
lived somewhere different. was in arsaw, but we
moved here at the start of the year.’ onitor and help
with vocabulary where necessary, writing any new
words and phrases on the board.
108

Unit 5 | Lesson B
SPEAKING
5B What went
6 A Go through the activities in the box and check
understanding, then use the example to
demonstrate the activity with a stronger student.
wrong?
Put Ss in pairs to ask and answer the questions.
Make sure they make notes of their partner’s GRAMMAR past simple irregular verbs wh questions
answers as they ll need them for x . VOCABULARY life events
PRONUNCIATION irregular verbs
B Ask Ss to choose three things they learnt about
their partner. Put Ss into new pairs to share the
LESSON OVERVIEW
information.
In this lesson, Ss learn past simple irregular verbs
EXTRA: ALTERNATIVE IDEA f you think it wouldn’t and wh- questions. This builds on the work done
be a problem for s to have their information shared in esson on past simple regular verbs. The
with the rest of the class, you could ask Ss to mingle to context is a listening where they listen to people
share the information. talking about parties that went wrong. This leads
into the grammar, where Ss also practise sounds
in past irregular verbs. s then learn collocations
TO FINISH related to life events. They practise writing a mini
Put Ss in pairs to discuss which of the people in the bio and learn how to use the connectors a er that,
text in x they are most impressed by, and why. then and ne t. The lesson ends with a speaking
tart by telling the class your own idea, e.g. like activity in groups, where they talk about big events
Solonei Rocha da Silva because he worked really in their life.
hard to become successful.’ ncourage s to use past
simple verbs with the correct pronunciation.
Online Teaching
Exs and : Make sure Ss mute themselves
while you play the recording, to avoid any
distractions.
Ex B: sk s to type the infinitives in the chat
box rather than go into breakout rooms in pairs.
Ex : Put Ss in breakout rooms in pairs to ask
and answer the questions they wrote in x C. Try
to visit each breakout room while you monitor,
and turn off your camera and microphone so as
not to be too intrusive.
For Teachers:
Grammar Bank 5B
Writing Bank 5B
For St dents:
Online Practice 5B
Workbook 5B
109

Unit 5 | Lesson B
TO START
Tell the class about the last party you went to. Sandra
Describe what it was for, who you met there and what
you did. ive s a minute or two to think about the last My nephew, my sister’s son, had his wedding last
party they went to, then put them in pairs to tell each summer. hey invited forty people to the wedding
other about them. party and they asked a famous chef to cook lunch.
Well, on the big day at nine o’clock in the morning,
the phone rang. t was the chef with some bad news.
He had a family emergency and couldn’t come.
isaster orty people and no food o my sister
called a fish and chip restaurant and ordered fish
are working towards. n this and every lesson, explain
and chips for everyone. Her husband went to the
clearly what the learning objectives of the lesson are
supermarket and got some desserts. n the end,
near the start.
everyone had a great time
O i ia
LISTENING One of my best friends from high school, his name’s
ack, had his 21st birthday in ctober. He invited all
1 A Focus attention on the photo and elicit what Ss his friends from high school and university, think
can see. Put Ss in pairs to discuss the questions. about thirty five people. ack lives about eight
ncourage them to come up with different reasons hours from me, so drove all day and arrived early
for their opinion. When they have finished, elicit in the evening. was very tired so had a shower and
answers from the class. decided to have a short rest. ell, it wasn’t a short
rest woke up the next morning. he party was
B heck that Ss understand the different types of over. missed a the party felt terrible, so went
party, but don’t go too much into the topic here as home.
Ss will talk about celebrating different life events in in s ey
the Speaking section. Ss could ask you questions to changed jobs last pril. y manager organised a
check anything they don’t understand. Make sure leaving party for me, but didn’t know about it. t
that they understand a leaving party (a party for you about five in the afternoon, at the office, people said
when you leave your job). Give Ss time to read each goodbye to me and left. y manager said, ‘ et me
situation and check understanding. Ss discuss what take you out for dinner.’ We took a taxi to a small
could go wrong in pairs. Just let Ss express their restaurant in the city centre. We went upstairs, my
answers as best they can; they probably won’t know manager opened the door to a large room and called
enough about the past simple to be accurate in out, ‘ urprise, surprise ’ here was a big table for
grammar here. When they have finished, elicit their sixteen people. But the table was empty. No one was
ideas but don’t give any answers at this stage. there y poor manager veryone was at the wrong
restaurant. They were at Gino’s Restaurant. And we
C | Ss listen to the recording and check their were at Green’s Restaurant.
ideas. Check answers with the class and ask if
anyone guessed correctly. D | Go through the questions with the class
so they know what to listen for. Ss don’t need to
ANSWERS: answer with full sentences, just the words outside
1 The chef didn’t come (family emergency) so there the brackets in the answer key. However, if they do
was no food. hey needed to buy fish and chips try to use full sentences, the verbs are regular so
and desserts. they should be able to manage. Ss listen again and
She slept all night and missed the party. answer the questions, then check in pairs. Check
3 There was nobody at the restaurant/party. answers with the class.
ANSWERS:
1 (The chef phoned) because he couldn’t come
(because of a family emergency).
( he ordered) fish and chips.
3 (He invited) all his friends from high school and
university.
4 (She decided) to go home.
5 (He changed jobs) last April.
6 They were at the wrong restaurant / Gino’s
Restaurant.
110

Unit 5 | Lesson B
E Check understanding of the worst. This can be dealt D The Grammar Bank on page 115 can be used in the
with as a vocabulary item and there’s no need to lesson or for homework. Decide how and when the
go into superlatives at this point. By now Ss know exercises will benefit your class.
the best, so you could teach it as the opposite. Ss
discuss the questions in pairs. When they have page 115 GRAMMAR BANK GB
finished, elicit their answers and have a brief class
discussion.
especially of the word order in questions.
EXTRA IDEA To exploit this recording further, ask Ss
in pairs to retell one of the stories as if they were the 1 This focuses on the form and meaning of past
person to whom it happened and their partner could simple irregular verbs. Read the example with
ask questions, e.g. ‘ hat happened next ’ or ‘ h no the class, then ask Ss to complete the rest of the
What did you do?’ conversation alone, and then check in pairs. Check
answers with the class and write them on the board
EXTRA CHALLENGE or fast finishers or for to check correct spelling.
extension you could ask: ‘Do you remember a party
where something went wrong?’ and, if yes, ask them to EXTRA SUPPORT: DYSLEXIA This exercise is quite
tell their partner or the class. complex as well as involving a lot of reading. ou could
assist s with dyslexia by providing the correct verb
GRAMMAR for each gap which Ss then need to put into the past
simple.
past si p e irre ar er s wh- estions
ANSWERS:
A Read the example with the class and explain that became went do
these are irregular verbs, so they don’t follow the 3 had were took
same pattern as the regular verbs they learnt in 4 came gave left
Lesson 5A. Ss complete the sentences alone then
This focuses on the form and use of wh- questions
with the past simple. Read the example with the
EXTRA SUPPORT: DYSLEXIA Exercises like this,
class and show how each question asks about
where s choose the correct answer from several
one of the two pieces of information in bold in the
options, can be difficult for dyslexic learners. n this
case, you could simplify the activity by giving them just statement. You could also elicit the second question
two options (one correct and one wrong) for each gap. here as an example. Ss write the questions alone,
ANSWERS:
EXTRA SUPPORT You might want to check that
1 went, got 4 said, left
everyone is clear about the meaning of the wh question
had 5 took words before doing the exercise, e.g. questions about
3 drove a place, a time, a person, a thing, a number with where,
when, who, what, how an .
B Read the example with the class. Ss work in pairs
to identify the infinitive form of the verbs. heck ANSWERS:
answers with the class. 1 hen did aola eco e a doctor
Why did Paola become a doctor?
ANSWERS:
Who did you meet (in 2019)?
1 went o, got get Where did you meet Jim/him?
had have
3 hat did illiam have for breakfast
3 drove drive hat time / hen did illiam/he leave home
4 said say, left leave
4 How long did you have your first car (for)
5 took – take hy did you give it / your car to your sister
5 Where did you go (at the weekend)?
C Ss read the questions then complete the rule. Do
How many people did you know (at the party)?
this exercise as a class if you re short of time.
ANSWER:
did
111

Unit 5 | Lesson B
PRONUNCIATION ANSWERS AN AU IOS RIPT:

1 What time did you wake up this morning?
irre ar er s What did you drink with breakfast?
3 hen did you leave home this morning
3A 5.03 | Read the examples with the class and tell
them that these are the past simple forms of the 4 When did you last write a birthday card?
first three verbs they ll hear. At this point you can 5 Who did you last call on your mobile?
either model the pronunciation of the verbs or play
the first part of the recording to model them. Ss D 5.04 | Play the recording again for Ss to listen
listen and complete the table with the rest of the and repeat. Then ask Ss to take turns asking and
verbs, then check in pairs. Check answers with the answering the questions.
class, but don’t write them on the board.
ANSWERS: VOCABULARY
/e/ left, said
i e e ents
/əʊ/ woke up, wrote
/æ/ drank, rang 4 A Read the example with the class, then ask Ss
to complete the rest of the collocations. Check
went ANSWERS:
drove ea e school / a job
had eet your best friend / your future husband/wife
woke up earn to swim / to drive
drank eco e a doctor / a teacher
left pass your exams / your driving test
said
B efer Ss to the erb Table on page to check the
wrote
past simple form of any new verbs.
rang
ANSWERS:
B Part of the aim here is to make Ss aware of the Verb
New past forms are: meet – met, learn – learnt,
Table on page and its usefulness as a reference become – became
and resource. This will also encourage autonomy, so
ass is regular: pass – passed
they can access irregular forms for themselves. Ss
check the spelling of the verbs they wrote in x A.
When they have finished, write the answers to C Read the example with the class, then put Ss in pairs
x A on the board in the correct place in the table to ask and answer questions using the collocations
(or invite Ss to come up and do so). Check that Ss in x A. When they have finished, ask a few Ss to tell
know that these three pronunciations of irregular the class what they found out about their partner.
verbs aren’t the only three possible whereas with
regular verbs there are only three possible sounds EXTRA IDEA f your s need more practice, divide the
for the endings. If Ss want to know about other board into two columns on the left write some important
common pronunciations, feed in information from events in your life, e.g. met my best friend, passed my
the xtra Support box below. driving test, became a teacher on the right, and in random
order, write the times when these things happened, e.g.
EXTRA SUPPORT: TEACHER Other common in uly, when was ten, three years ago, after finished
vowel sounds in irregular past simple verbs include school. ncourage s to ask you questions to find out
/ /: bought, thought, brought; / /: got, lost when the events happened, e.g. ‘ id you pass your
and / / flew, threw, grew. driving test after you finished school ’ ‘ o, didn’t.’
‘ id you pass it three years ago ’ ‘ es, that’s right.’
C 5.04 lay the recording, pausing a er each s make their own lists of four or five events and times.
question for Ss to write it down. Put Ss in pairs to Help with vocabulary where necessary. hen they are
compare answers, then play the recording again if ready, put Ss in pairs to show each other their lists and
necessary. Check answers with the class and write ask and answer questions about them.
the questions on the board or invite different Ss to
come up and do so).
112

Unit 5 | Lesson B
C Ss complete the sentences alone, then check their

WRITIN answers in the mini-bio. With weaker classes,
write the linking words on the board in random
rite a ini io se in in ords: after order for Ss to use to complete the extracts. Check
that, then, next Ss understand that then, next and after that are
interchangeable here, although we tend to use then
5 A Ss read the first part of the mini bio then discuss the most.
what they think the next part will be about in pairs.
licit answers from the class. ANSWERS:
1 fter that
ANSWER:
Then
The writer goes on to tell the next part of his life
story so far. 3 Next
B Refer Ss to the Writing Bank on page 92 to write a D If you’re short of time do this exercise as a class.
mini-bio (see the notes below).
ANSWER:
WB page 92 WRITING BANK one action after another
1 A Go through the questions and read the example A Ss make notes to write their mini-bio alone, using
for question with the class. Ss read the form and the form in x A to help them. Monitor and offer
answer the questions, then check in pairs. Check help with vocabulary where necessary, writing any
answers with the class. Several options may be new words and phrases on the board. When they
possible for question the aim is ust to get Ss write their own mini-bio, younger Ss might not be
thinking about which verbs to use), so accept any able to identify very many major events, so adjust
possible answers and write them on the board for Ss the number as appropriate. If Ss are uncomfortable
to refer back to later. about sharing personal information, tell them to
leave it out or invent information if they prefer.
ANSWERS:
1 He’s a writer. Now he’s a writer for he Atlantic B Ss write their mini bios. ncourage them to make
magazine. use of the connectors after that, then and next.
He lives in os ngeles. Monitor and offer help where necessary. At this
stage, Ss should be aiming to write 80–100 words.
3 Possible answers:
When they have finished, put Ss in pairs to swap
Place of birth – was born bios and offer any suggestions they have to improve
ducation started, went to, left, finished them.
Work experience – worked as, got/found a job
with, started work, started a job as, left EXTRA I EA: DIGITAL Ss write their mini-bios in
an online collaborative document. hen they have
Hobbies enjoy, like, love
finished, they can read other s’ mini bios and make
ther live, moved suggestions in the comments.
B Ss read the mini-bio and answer the questions. EXTRA CHALLENGE sk s to write fictional mini
Check answers with the class. Note that for bios for famous people, checking online for any key
question 2, even if Liam didn’t use the verbs Ss information they need. Make sure they don’t mention
came up with in x A, they may still be correct. t s who it is. hen they have finished, put s in pairs to
simply an important noticing step for Ss. read each other’s mini-bios and guess who it is.
ANSWERS:
1 He says that his present job is his dream job, so
that is his favourite.
Students’ own answers
113

Unit 5 | Lesson B
SPEAKING
5C Sorry
6 A Put Ss in groups to discuss the questions. If
you have a multicultural class, try to mix up the
nationalities in each group in order to make for a
I’m late.
more varied discussion. When they have finished,
elicit some answers from each group and have a HOW TO … | apologise and make excuses
brief class discussion. VOCABULARY | excuses and saying the time
PRONUNCIATION | intonation for apologising
B xplain that Ss can either choose one of the events
in x A or use their own idea. ive them plenty of
LESSON OVERVIEW
time to make notes, but make sure they don’t write
scripts. Monitor and help with vocabulary where In this lesson, Ss learn functional language for
necessary, writing any new words and phrases on apologising and making excuses, along with
the board. intonation for apologising. The context is a listening
where they listen to people apologising in different
C Ss discuss their events in small groups. When they situations. They also learn vocabulary excuses
have finished, nominate a student from each group and saying the time . The lesson ends with a
to share any interesting information they found out speaking activity where Ss roleplay apologising and
with the class. responding to an apology.
EXTRA I EA: DIGITAL s record themselves talking Online Teaching

about their life events. hey then listen back to them
and check their pronunciation.
7 Ask Ss to select a photo of an important or Ex B: Display the article and questions by
memorable event in their lives to bring to the next sharing your screen. s can read and answer the
lesson. They can use the questions in x to help questions individually, noting their answers. Then
them prepare to speak about the event. put them in breakout rooms in pairs to compare.
Ex : Display the activity by sharing your screen,
EXTRA I EA: DIGITAL f you can, project the photos and make sure the annotate feature is on. s can
in class. Ask Ss to send or email you their photos so you then draw the lines connecting the phrases.
can display them while they speak about them in the
next lesson.
TO FINISH For Teachers:
Write on the board: re there events you don’t en oy Presentation Tool Lesson 5C
celebrating? Why not? s discuss the questions in pairs. Photocopiable Activity 5C
Grammar Bank 5C
Vocabulary Bank 5C
Mediation Bank 5C
For St dents:
Online Practice 5C
Workbook 5C
TO START
sk the class how many different ways they have to say
sorry in their language s . ou could start by sharing
the different ways in nglish, e.g. orry, ardon me ,
cuse me, etc.
114

Unit 5 | Lesson C
EXTRA SUPPORT: SLEXIA Dyslexic learners E Start by sharing with the class which of the
benefit from understanding exactly what they are excuses in x you ve used and why you used
learning in a lesson so that they understand what they them. Ss discuss the question in pairs. If you’re
are working towards. n this and every lesson, explain short of time, however, you could discuss this as a
clearly what the learning objectives of the lesson are class. ncourage Ss to give more information where
near the start. possible.
VOCABULARY How to …
apo o ise and a e exc ses
exc ses
A Share your answers to the questions with the class
1 A Check understanding of excuse (noun) (= a reason first to demonstrate, e.g. m sometimes late, but
you give for something you do wrong). Put Ss
I don’t like it.; My brother is always late, but I don’t
in pairs to look at the photos and discuss the
mind it.’ Put Ss in pairs to discuss the questions.
questions. licit ideas as a class.
ncourage them to give examples where they can.
When they have finished, ask a few Ss to share
ANSWERS:
anything interesting they found out about their
The problem is they are all going to be late. partner with the class.
Possible excuses:
A His alarm clock didn’t go off. EXTRA IDEA Before Ss discuss the questions in
B He missed the bus. x 2 , elicit and write on the board some different
situations for being late, e.g. work, lesson, meeting
C Her car broke down.
friends, etc.
B Check understanding of bite (= cut something with B 5.05 | Tell the class they’re going to listen to two
your teeth – probably best to just mime this). Ss conversations where people are apologising and
read the article and count the excuses, then discuss making excuses. Read the questions with the class
which they like best in their pairs. Check answers so they know what to listen for. Ss listen and answer
with the class. Make sure they understand that the the questions, then check in pairs. Check answers
pronunciation of bite and byte are the same. with the class.
ANSWERS: EXTRA SUPPORT Before doing Ex 2B, you may

1 here are five excuses want to play the recording and simply ask where
• A dog ate my homework. the conversations take place as an orientation task.
(Conversation 1 takes place in a meeting room at work.
y wifi was down.
Conversation 2 takes place in a seminar at university.)
here was a problem with my computer and
lost all my work. ANSWERS:
left my laptop on the bus. 1 Conversation 1 He’s late for the meeting.
• A dog ate my online homework. He took a
megabyte. Conversation 2 he’s late for the seminar.
Conversation 1 His train was late. He had the
EXTRA I EA: DIGITAL f you have time, ask s to wrong time for the start of the meeting.
go online and search with these terms: world’s worst Conversation 2 he didn’t hear her alarm. Her wifi
excuses. s find a bad or funny excuse they like and was down.
share it with their partner. lternatively, s could invent
their own bad or funny excuse to share.
C Read the example with the class. Ask Ss to match

the rest of the phrases, then check in pairs. Check
ANSWERS:
h 3 a 4 e 5 b 6 c 7 d 8 g
D Read the examples with the class, then put Ss in

pairs to take turns to come up with new excuses.
When they have finished, ask a few pairs to share
some of their excuses and find out if anyone else
came up with the same.
115

Unit 5 | Lesson C

N = Nei M = Mana er P = Pro essor = aire This focuses on the form and use of the phrases both
on ersation for apologising and making excuses. ead the notes
with the class, or give them a few minutes to read
Hello everyone. ’m sorry ’m late.
alone then ask any questions they have.
M: Hello Neil. We started without you.
’m really sorry. y train was late. 1 Make sure it’s clear that there are six mistakes,
o problem. lease sit down, eil. everyone minus the example, so five further mistakes. Ss find
and correct the mistakes, then check in pairs. Check
orry, erm the meeting started at half past nine,
right ’m only ten minutes late. answers with the class. A er checking answers, put
Ss in pairs to practise the conversation.
M: The meeting started at nine o’clock, as planned.
h, no. had the wrong time. ANSWERS:
hat’s all right. o you have your presentation Only the sentences with mistakes are shown here.
ready, Neil? ell, forgot e my phone in a taxi.
on ersation hen lost issed the bus.
P: Hello, Claire. so sorry. had the bad ron time.
C ’m so sorry ’m late. didn’t hear my alarm. left B: That’s a a right.
a message. Did you get it?
o, didn’t get your message. t’s . lease sit Focus attention on the pictures and elicit what Ss
down. everyone. checked online yesterday can see. licit the first answer as an example. Ss
afternoon and have all your work, but er Claire,
complete the excuses alone then check in pairs.
don’t have your work.
C rm, no. erm my wifi was down.
our wifi was down or three days think you POSSIBLE ANSWERS:
should get a new internet provider. 1 missed the bus
C es, maybe should. there was a problem with my alarm / my alarm
lease send it tonight, before seven o’clock. ight didn’t work
everyone. et’s continue. 3 left my laptop/bag/phone in a taxi
4 my train was late
C 5.05 ou may want to highlight the difference
5 had the wrong place/hotel
between items d and f before Ss listen as they’re
quite similar. Ss listen again and order the 6 there was a problem with the wifi / my wifi was
expressions, then check in pairs. Check answers down
with the class.
3 Ss use the prompts to write the conversation alone
ANSWERS: then check in pairs. Check the answer with the class.
The correct order is d, a, e, b, f, c.
ANSWER:
D Read the example with the class, then ask Ss to
A: Hi Paul.
categorise the rest of the sentences. Check answers Hi. ’m sorry ’m late. here was a problem with
with the class. my car.
s it
ANSWERS: o, so came by train, but missed the first train.
Apo o isin : a, d, f A: We phoned you, but there was no answer.
Acceptin an apo o y: b, c, e es, left my phone in the/my car
h no
E The rammar ank on page can be used in the
B: Then the second train was late.
exercises will benefit your class. A: Well, you’re here now. Let’s look at the menu.
’m really sorry.
116

Unit 5 | Lesson C
EXTRA: EMPLOYABILITY SKILLS Respecting

PRONUNCIATION cultural norms is important when working with people
from another country or working in another country,
intonation or apo o isin particularly when it comes to being on time. f s are
going to be working in this situation, encourage them
3A 5.06 | Ss listen and decide if the people are genuinely
to find out about ways of working in that country.
sorry or not, then check in pairs. xplain that although
Additionally, if there are Ss from (or with knowledge of)
they’re apologising, they may not really be sorry. Check
that country, elicit some information from them and
answers with the class and elicit what makes them
have a brief class discussion.
sound sorry or not (their intonation). Make it clear to
Ss that the intonation and sounding genuinely sorry 5 A Focus attention on the clocks and elicit how you say
is as important as using so or really. So I’m sorry can each time.
sometimes sound more genuine than I’m really sorry.
ANSWERS:
ANSWERS: A five to eleven / ten fift y five
✓ ✗ ✗ ✓ ✓ ✗ B twenty past three / three twenty
C half past five / five thirty

1 ’m really sorry ’m late.
B: No problem. page 141 saying the time VB
’m really sorry ’m late.
B: No problem. important part of the lesson. They should only be
3 ’m sorry ’m late. omitted if you are confident that your s already know
B: That’s all right. this vocabulary. f you don’t use the exercises in class,
4 ’m sorry ’m late. it would be a good idea to set them as homework.
B: That’s all right. 1 A Look at the example with the class, then ask Ss to
5 ’m so sorry ’m late. match the times with the photos and complete the
times. Check answers with the class.
t’s .
6 ’m so sorry ’m late. EXTRA SUPPORT: DYSLEXIA Tasks like this which
t’s . have multiple instructions can be difficult for dyslexic
learners. n this case, break the exercise down into two
B Read the example with the class and use intonation separate tasks first ask s to match the photos with the
to illustrate the point, then put Ss in pairs to times and check their answers. fter that, s can complete
practise apologising (and accepting the apology) the times and check their answers with the class.
with proper intonation.
ANSWERS:
SPEAKING 3 4 5 6 H 7 C 8
See Audioscript VB5.01 for completed times.
4 A Put Ss in pairs and give them a minute or two to
read the prompts, thinking about what language B VB5.01 | Ask Ss to look at the photos again. Play
and excuses to use. Monitor and offer help where the recording for Ss to listen and repeat.
necessary.
B Ss decide who will be Student A first, then roleplay seven o’clock

the conversation in pairs. Monitor and check Ss
three minutes past five
are using the phrases correctly. When they have
finished, ask Ss to swap roles and repeat. C seven forty five quarter to eight
three fifteen quarter past three
E four thirty OR half past four
Social responsibility
ten past eleven
C Read the Future Skills box with the class, then twenty five past seven
put Ss in groups to discuss the questions. In a H twenty three minutes past five
multicultural class, try to mix up the nationalities
in the groups so they can compare customs. Read the example with the class and demonstrate
When they have finished, elicit ideas from a few the activity with a stronger student. Ss practise
groups and have a brief class discussion. saying the time in pairs. Monitor carefully and make
sure they’re saying the times correctly.
117

Unit 5 | Lesson C
VB 3 | Ss listen and tick the correct times,

then check in pairs. Play the recording again if
necessary, then check answers with the class.
5D Street Interviews
EXTRA SUPPORT: DYSLEXIA Ss with dyslexia

may find this activity complicated as it involves both
My weekend
listening and looking at several options at the same
time. n this case, read out the times given in the
options in each set before Ss listen to the recording to
was …
help Ss prepare for what they’ll hear.
GRAMMAR adjectives and modifiers
ANSWERS: S A | talk about last weekend
1 12 30 4 15 3 6 40 4 4 35 WRITING write about a recent activity
4 Read the example with the class, then put Ss in pairs LESSON OVERVIEW
n this lesson, s learn ad ectives and modifiers. The
context is a video of street interviews where people
EXTRA I EA: DIGITAL or further practice, s can
talk about last weekend. Ss then do a speaking
open up the ‘alarms’ app on their phone and show each activity, where they practise talking about last
other all the alarms they have set in pairs. s practise weekend. The lesson ends with a writing activity,
saying the times and also saying what each one is for. where s write an email about a recent activity.
6 Put Ss in A/B pairs and refer them to the relevant
pages. Give them plenty of time to read their Online Teaching
instructions and plan what they’re going to say. f you’re teaching this lesson online, you might find
Remind Ss of the language in the Grammar and the following tips useful:
Vocabulary Banks to help them if they need it. Exs A and A: Sometimes videos can be a little
When they are ready, Ss roleplay the situations. slow or jumpy when streamed in an online class
Monitor and notice any common errors and examples environment. f you know this is an issue for you,
of good language use for later class feedback. give Ss time to watch the video on their own
7 A Ss plan and make notes individually. If Ss are Exs A and B: Display the sentences on your
struggling to think of a situation, give them some
device and share your screen. ake sure the
ideas, e.g. being late for work or school, forgetting annotate function is switched on. sk different
an important date, bumping into someone, not s to highlight the ad ectives and modifiers in the
doing their homework, etc. They can invent an sentences.
imaginary situation if they prefer.
Ex B: Ask Ss to message each other privately
B Ss ask and answer their questions in pairs. using the chat box, or put s in breakout rooms.
ncourage them to give more information where Ex : s can use their real email accounts.
possible. When they have finished, ask one or two
Ss to share their partner’s situation with the class.
Give the class feedback on their speaking. Additional Materials
For Teachers:
EXTRA: HOW TO Ask Ss to roleplay the situation Presentation Tool Lesson 5D
they discussed in Ex 7B in the same pairs. When they
have finished, s swap roles and repeat.
Grammar Bank 5D
Videoscript 5D: BBC Street Interviews
TO FINISH
Put Ss in groups to discuss how common it is to apologise
For St dents:
for things in their country (the British are notorious for
apologising for everything, sometimes even when it isn’t Online Practice 5D
their fault , and what kinds of things they apologise for. Workbook 5D
EXTRA I EA: SPEA AN WHERE Encourage Ss to

page 158 MEDIATION BANK
MEDIATION BANK TEACHER’S NOTES page 194
118

Unit 5 | Lesson D
TO START B Put Ss in pairs to try and remember the adjectives

used. When they have finished, elicit their ideas but
Write wee end activities on the board. Put Ss in small
groups and give them three minutes to brainstorm as don t confirm any answers yet.
many weekend activities as they can. onitor and offer C Ss watch the video again and check their
help with vocabulary where necessary. hen they have
answers, then check in pairs. Play the video again if
finished, elicit their ideas and build up a list on the
necessary, then check answers as a class.
board. eep the ideas there for s to use in x .
ANSWERS:
n the order they first occur good, great, nice, boring,
fun
are working towards. n this and every lesson, explain
clearly what the learning objectives of the lesson are 3A Read the question with the class, then play the
near the start. second part of the video for Ss to count how many
people did something outdoors. Check the answer
with the class.
PRE IEW
ANSWER:
1 A Read the sentences with the class and check Three: Marcello, Gusy and Stephanie
understanding, then put Ss in pairs to discuss which
ones are true for them. When they have finished, B Put Ss in pairs to choose the correct options from
ask a few Ss to share anything interesting they memory. When they have finished, elicit their ideas,
found out about their partner with the class. but don’t give any answers yet.
B Rearrange Ss into small groups and ask them to C Play the second part of the video again for Ss to
talk about what they do at the weekend in order check their answers. Check answers as a class.
to find three things they all have in common. They
can refer to the list on the board from the To start ANSWERS:
activity to help them. When they have finished, ask 1 run time 3 crowded 4 dog
each group what their three things are and find out 5 museum 6 movies 7 shows 8 work
if they’re the same as any other groups.
EXTRA: ALTERNATIVE IDEA f you didn’t do the o GRAMMAR

start activity, then, before starting x 1 , elicit typical
weekend activities (e.g. do exercise, watch a film, meet ad ecti es and odi ers
friends, etc.) and make a list on the board. Ss can then
use this list when they discuss weekend activities in 4 A Read the example with the class, then ask Ss to
groups. identify the rest of the adjectives in pairs. Check
IEW ANSWERS:
good 3 boring 4 crowded
A Read the questions in the video information box
with the class and explain that they’re going to
B f necessary, find the first modifier with the class to
watch different people answering these questions.
ensure Ss know what a modifier is. Ss work in the
Ss watch the first part of the video, in which people
same pairs to find the modifiers in the sentences.
answer Q1, and count how many speakers enjoyed
all of their weekend. Check the answer with the
class. You may also want to check understanding
ANSWERS:
of the difference between fun and funny: Abi says
very, quite, a bit
Saturday was fun, i.e. she enjoyed it; and a joke can
be funny, i.e. if something’s funny, you laugh.
ANSWER: lesson or for homework. Decide how and when the
ive arcello, ark, usy, aty and regor exercises will benefit your class.
119

Unit 5 | Lesson D
GB page 117 GRAMMAR BANK SPEAKING

This focuses on the form and use of adjectives and
ta a o t ast ee end
modifiers. Check understanding of the notes with the
class, especially of the use of too and a bit. 5A emonstrate the activity first by writing three
things you did last weekend on the board, then ask
1 Ss order the words to make sentences individually,
Ss to write their three things. Remind Ss of the list
they made in x .
ANSWERS: B Read the example with the class, then ask Ss
1 Have a safe journey home. to write the rest of the questions, then check in
There’s a really good café near here. pairs. Check answers with the class and write the
3 Do you like those black shoes? questions on the board.
4 he hotel manager wasn’t very friendly.
ANSWERS:
5 feel quite angry about the problem.
What did you do?
6 hank you for a great evening.
3 Who did you go with?
7 t’s too wet for a picnic today.
4 When did you get home?
8 Dan’s a bit bored with his job.
This bed is too hard for me. C Ss match the questions in x with the ey
Does your brother like Mexican food? phrases individually, then check in pairs. Check
answers with the whole class.
Make sure Ss understand that three of the
sentences are correct. Ss correct the sentences EXTRA SUPPORT: DYSLEXIA There is quite a lot
alone, then check in pairs. Check answers with the of reading involved in this activity which could be a
class. challenge for s with dyslexia. n this case, you could
read the phrases with the class first, and suggest s
ANSWERS: cover the other phrases when matching in order to
1 t’s a beautiful and old town. avoid too many distractions.
t’s a ery on street.

ANSWERS:
3 correct
1 t was a really great/fun/interesting weekend. t
4 This bus is a bit nco orta e. / This bus is was a bit boring/cold/hot.
ite comfortable.
othing special/much. stayed at home / spent
5 This food is ery rea y delicious. time with my family / met a friend for coffee.
6 correct went to the gym / for a walk / to a party /
7 She’s so much kind. shopping.
8 correct 3 With some friends / my family / my colleagues.
Could we have two s a co ees, please? 4 eally early/late, before nine / after midnight, think.
These questions are too di c t.
6 A Put Ss in pairs to talk about last weekend, using the
questions in x and also ey phrases from x .
3 licit the first answer as an example, then ask Ss
to choose the rest of the alternatives alone, then B Ask Ss to stand up and talk to two other Ss about
check in pairs. Check answers with the class. their weekends, as they did in x A. When they
have finished, ask a few Ss who they think had the
ANSWERS: most interesting weekend and why.
1 (both are correct) too
very (both are correct) EXTRA IDEA f s have completed the ediation
3 very quite Bank in Lesson 5C, remind them to use some of what
they learnt and practised there in this speaking activity.
4 so very
5 really (both are correct)
120

Unit 5 | REVIEW
WRITIN 5 REVIEW
rite a o t a recent acti ity
LESSON OVERVIEW
7 A Ss read the email and answer the question. Check This lesson is a review of the language – both
the answer with the class. grammar and vocabulary – presented in this
unit. The notes below assume that the tasks are
ANSWER:
completed in class. owever, the self study type
He went to a concert, had dinner at a restaurant, exercises i.e. xs , , C, and could be
chatted with friends and played online games. done out of class and then checked in the following
lesson when the communicative tasks are then
B emind Ss of the modifier ad ective pairs they completed.
learnt earlier in the lesson, then ask them to find
them in the email. Ask Ss to compare answers in Online Teaching
pairs then check answers with the class. Note that f you’re teaching this lesson online, you might find
in the sentence I really enjoyed that., enjoyed is a the following tip useful:
verb so doesn t fit this form.
Ex : Ask Ss to write the questions in an online
collaborative document so you can check spelling.
ANSWERS:
four a bit crowded, very loud, quite normal, really
amazing Additional Materials
For Teachers:
C emind Ss of the questions in x , then ask Ss to
write their emails. ncourage them to use modifier
ad ective pairs to describe what they did. Their
writing should ideally be about 80–100 words in TO START
length. Monitor and help with vocabulary where
Ask Ss to work in pairs and try to remember what
necessary, writing any new words and phrases on language they studied in nit i.e. rammar past
the board. simple (regular and irregular verbs), wh- questions,
ad ectives and modifiers ocabulary time phrases, life
D Put Ss in pairs to swap emails and read them,
events, excuses, saying the time; How to … apologise
looking for modifier ad ective pairs and for where
and make excuses . sk them to look at the unit lesson
more could be used. When they have finished, ask a
ob ectives to check their ideas.
few Ss how many they found and what suggestions
they have for adding more.
GRAMMAR
TO FINISH
ut s in pairs and ask them to plan an ideal weekend. 1A emind Ss of the erb Table on page to help
Write the following prompts on the board: When? them if they need it. Ss complete the sentences
Where? Who with? What do? to help Ss come up with alone then check in pairs. Check answers with the
ideas as they plan. hen they have finished, ask s class and write the verbs on the board for Ss to
to share their ideas with the class and vote for the check spelling.
best one.
ANSWERS:
1 had met 3 came
4 lived 5 was 6 studied
B Demonstrate the activity by saying some true

sentences about yourself e.g. ‘I didn’t have a
sandwich for lunch yesterday. I had a salad.’ Ss
work individually to rewrite the sentences where
necessary. Monitor and check Ss are forming the
sentences correctly and correct if needed.
121

Unit 5 | REVIEW
C Read the example with the class, then ask Ss to 3 A Read the example with the class, then ask Ss to
write the rest of the questions. When they have complete the rest of the words. Monitor and offer
finished, check answers with the class. help where necessary. When they have finished,
check answers with the class.
ANSWERS:
Who did you meet last night? / When did you meet EXTRA SUPPORT: DYSLEXIA The incomplete
a friend? words in this exercise may create difficulties for s with
3 When did you come to this lesson? dyslexia. n this case, provide gaps for the whole words
and a separate list of the missing words for them to
4 here did you live when you were young
complete the phrases. hey should also cover the lines
5 Where were you born? they are not working on to reduce distraction.
6 How long did you study English (for) yesterday?
ANSWERS:
D Ask Ss to choose two questions from x , then 1 or, all, before
stand up and mingle, asking and answering questions, learn, pass, become
using their personalised versions of the sentences
3 go, see, match
from x . Make sure Ss make a note of the
person’s name and their answers while they speak, 4 stay, for, TV
as they’ll need this information for the next activity. 5 get, stay, out
E Read the example with the class and if necessary

B Read the example with the class, and elicit one
also demonstrate with a stronger student. Put Ss in more phrase for the first situation to check
pairs for the activity. When they have finished, ask understanding. Put Ss in pairs to match the phrases
Ss to swap roles and repeat. with the situations. When they have finished, ask Ss
to share their answers with the class and find out if
EXTRA SUPPORT: TEACHER Ss might want to say
others agree.
‘Was she Victoria?’ but here we use it to mean ‘the
correct answer’. t’s a ‘dummy’ use of it. ANSWERS:
1 watch a atch on , stay in, watch TV, stay at
VOCABULARY home
learn to drive, go to the beach, watch a match
A Read the example with the class, then put Ss in (live), go for a walk, go out for dinner (sometimes)
pairs to discuss what they think the objects are. 3 learn to drive, watch a match (on ), watch
When they have finished, elicit ideas from the class. 4 become a teacher, see my family, get married
5 before they were married
POSSIBLE ANSWERS:
6 for ten years, all his life
bus/boat/plane
3 bus/train
4 A This activity reviews both the grammar and
4 wifi/internet/system vocabulary of Unit 5. Ss choose the correct
5 alarm/doorbell/phone alternatives alone, then check in pairs. Don’t give
6 work/document/letter/report any answers yet.
B R5.01 | Play the recording to check answers with

B Ss complete the excuses in x A in pairs. When
the class.
they have finished, check answers with the class.
ANSWERS:
ANSWERS:
1 invited said
train/bus
came called
3 bus/train
3 had really sorry
4 wifi
4 chatted started
5 alarm
5 asked before
6 work
TO FINISH
Ask Ss to think of the three most useful things they
learnt in nit grammar and or vocabulary . ive
them a minute or two to look back over the unit and
decide, then put them in pairs to compare answers and
say why they think they’re the most useful.
122

6 out and about
LEARNING OBJECTIVES
A Meet e in to n ettin aro nd
LISTENING | Understand someone describing a HOW TO … | give directions: places
person: clothes and appearance Pronunciation: stress to correct information
Describe people: present continuous
Pronunciation: weak form of are INFORMATION
Write a description of a group photo READING
34 Can understand the general meaning of short,
INFORMATION simple informational material and descriptions if
there is visual support.
LISTENING
33 Can identify key information (e.g. places, times) VOCABULARY
from short audio recordings, if spoken slowly and 30–42 Can use language related to directions, maps,
clearly. and finding your way.
RAMMAR HOW TO …
30 Can use the present continuous to refer to events 32 Can ask for simple directions from X to Y on foot
at the time of speaking. or by public transport.
VOCABULARY 34 Can give simple directions from X to Y on foot or
30–42 Can use language related to describing by public transport.
clothes. SPEAKING
30–42 Can use language related to appearance. 32 Can give simple directions using a map or plan.
SPEAKING
33 Can describe basic activities or events that are ities: nat re s ne id
happening at the time of speaking.
WRITING about wild animals in cities
36 Can write short, simple descriptions of people’s Talk about an experience: prepositions and adverbs
physical appearance using basic connectors, given of movement
prompts or a model. Write about an experience
B My ay INFORMATION
READING | Read an article about unusual ways to
VIEW
30 Can identify simple information in a short video,
get to work: common adjectives (2) and transport
provided that the visual supports this information
collocations
and the delivery is slow and clear.
iscuss ourneys by different forms of transport
comparative adjectives RAMMAR
Pronunciation: sentence stress 35* Can use a range of common prepositions of
movement.
INFORMATION 35* Can use a range of common adverbs of
VOCABULARY movement and direction.
30–42 Can use language related to public transport. SPEAKING
READING 3 Can talk about an event in the past using fixed
32 Can get the gist of short, simple narratives, with expressions, given a model.
visual support. WRITING
RAMMAR 39 Can write short basic descriptions of past events
36 Can make comparisons with ‘more’ + longer and activities.
adjectives.
38 Can make comparisons with regular shorter
adjectives + ‘-er’.
SPEAKING
35 Can describe a travel experience with a few very
basic stock phrases.
123

Unit 6 | Lesson A
BBC VLOGS
6A Meet me
o
Lesson 6A. It shouldn’t be exploited or taught at
length, just played once or twice in class.
Read the question in the programme information GRAMMAR | present continuous
box with the class and give a few of your own examples VOCABULARY | clothes and appearance
to answer the question, e.g. in a shopping centre (or
PRONUNCIATION | weak form of are
shopping mall), at a café, in the town centre, etc. Put
Ss in pairs to discuss the question in the programme
information box. hen they have finished, ask a few
LESSON OVERVIEW
Ss for their answers and have a brief class discussion. In this lesson, Ss learn the present continuous. The
When they are ready, play the video for Ss to answer context is a listening where Ss listen to a phone
the question in part 2. conversation between people trying to meet.
Ss practise the weak form of are. They also learn
ANSWERS: vocabulary related to clothes and appearance. Ss
Students’ own answers. The people in the video then do a speaking activity where they describe
spend time in the following places: bookshops, photos to find differences in pairs. The lesson ends
restaurants, cinemas, cafés, parks, supermarkets, with a writing activity, where Ss write a description
a bus stop. of a photo.
NOTE The vlogs have been provided by people from

Online Teaching
around the world in response to the same question. The f you’re teaching this lesson online, you might find
video content was filmed by them on their own mobile the following tips useful:
phones, so the picture quality varies considerably and in Ex : Ask Ss to type their answers in the chat
some cases is of a lower quality. However, this adds to box. This will allow them to compare their ideas
the authenticity of the content. with other Ss before checking answers with you.
The locations labelled on the vlogs show where the Ex A: Display the sentences on your device and
speaker was when they filmed the video. t does not share your screen. Use the annotate function for
reflect where the speaker comes from (necessarily). Ss to highlight the verbs.
Ex : Use a collaborative document for Ss to
As many of the speakers are non-native, the videos
type their words and phrases together.
For Teachers:
For Teachers:
Grammar Bank 6A
Vocabulary Bank 6A
Writing Bank 6A
For St dents:
Online Practice 6A
Workbook 6A
124

Unit 6 | Lesson A
TO START EXTRA SUPPORT For weaker classes, you could

Write the following questions on the board: How do you pause the recording after each conversation, play the
usually agree a time to meet people? Do you ever have conversation again and then check the answers for that
problems agreeing where or when to meet? Put Ss in part of the audio with the class.
pairs or small groups to discuss the questions.
EXTRA CHALLENGE Ask Ss to correct the false
EXTRA SUPPORT: SLEXIA Dyslexic learners in sentences in pairs, then check answers as a class.
particular benefit from understanding exactly what ( ee answers.)
what they are working towards. n this and every lesson, ANSWERS:
explain clearly what the learning objectives of the (about five minutes’ drive)
lesson are near the start. 3 T
4 T
LISTENING 5 F (Denise doesn’t know Becky.)
6 F (She is near the bus stop, but she can’t park.)
1 A Go through the questions with the class and check 7 T
understanding, especially of relationship, then put
Ss in pairs to discuss. When they have finished, elicit
their ideas and write the names of the places on the
board. T = To B = Bec y = enise
on ersation
POSSIBLE ANSWERS:
T: Hi, Hi, Becky, it’s me, Tom. Can you hear me?
1 Photo A: family
ust a minute. es, can hear you.
Photo B: friends
T: Where are you?
Photo C: people who don’t know each other /
strangers n my car.
Photo A: a town centre/square T: Are you driving?
Photo B: a shopping centre (shopping mall) or a f course not. ’m in a car park.
shopping centre in a railway station T: OK, good. Listen, can you help me?
Photo C: a bus stop B: Er … What is it?
T: Are you near the station?
B | Explain that Ss are going to hear a r yeah, not far. bout five minutes’ drive.
conversation related to one of the photos. Play the
ell, ’ve got a real problem. y sister enise is in
recording for Ss to identify the photo and answer town. She’s waiting for me at a bus stop in front of
the questions, then check answers with the class. the train station. ut can’t go, ’m in a meeting and
it isn’t finished. need to stay here. Could you
ANSWERS:
B: … meet her?
The conversation matches with photo C.
es, and bring her to the office
1 He wants Becky to meet his sister at the bus stop
es, that’s not a problem. ’m very near. , which
and bring her to the office.
bus stop?
the woman with curly brown hair and wearing a
T: The bus stop on the High Street side.
brown shirt and jeans; she is the one sitting on
the right , can you tell her ’m coming
T: No, that’s the problem. Her phone isn’t working. Her
battery’s dead, maybe.
B: So what does she look like?
See Conversation 1 in audioscript 6.02. T: Well she’s young, twenty-one, and she’s got brown
hair, curly brown hair.
C Ask Ss to read the sentences first so
B: And what’s she wearing? Do you know?
they know what to listen for. Ss listen to the three
have no idea. orry.
conversations and decide if the sentences are true
or false, then check in pairs. Play the recording B: What’s her name again?
again if necessary, then check answers as a class. T: Denise.
. can be there in five minutes.
hanks a million. t’s really good of you.
B: No problem.
125

Unit 6 | Lesson A
on ersation The Grammar Bank on page 118 can be used in the

Hi ecky, did you find her lesson or for homework. Decide how and when the
o. ell, ’m here. ’m near the bus stop, but can’t exercises will benefit your class.
park. think can see her. he’s got light brown hair
T: Yes, and it’s curly, very curly.
B: OK. Denise? This focuses on the form and use of the present
continuous. Go through the notes with Ss or let
D: That’s me.
them read them alone. Check understanding where
B: OK, found her. necessary, especially of the spelling rules.
T: Thanks. See you soon.
Hi enise, ’m ecky. ’m a friend of your brother’s. EXTRA SUPPORT f it would be useful for your
on ersation s, remind them of basic state verb categories. t is
probably better to leave the state/event use of a verb
Hi ecky. he meeting’s finished. s everything
like have until A2+, but you may wish to point out having
t’s me, enise. ’m using ecky’s phone. he’s a party/shower, but have a brother/car.
driving now so she can’t talk.
reat. orry about that. t was an important meeting. 1 Read the example with the class. Ss complete the
D: No problem. We’re nearly there. rest of the excuses alone, then check in pairs. Check
T: Yeah … Anyway, see you in a few minutes.
D: Yes, see you. ANSWERS:
She’s meeting a client.
Ss discuss the questions in pairs. When they have
She’s working from home.
brief class discussion. She’s having an early lunch.
She isn’t sitting at her desk. / She’s not sitting at
her desk.
RAMMAR
They’re visiting some friends.
present contin o s They’re playing football.
They’re making a video for their website.
A Look at the example with the class, then ask Ss to
They’re running in the park.
find the rest of the verbs and underline them. heck
They aren’t answering my messages. / They’re
not answering my messages.
ANSWERS:
Her phone isn’t working. EXTRA IDEA hen they have finished, ask s to
3 Are you driving? roleplay the situations, trying to remember some of
the excuses. Or they could use their own ideas to make
4 What’s she wearing?
other excuses.
B If you’re short of time, you could do this together Ss complete the conversation alone, then check in
as a class. Otherwise ask Ss to answer the question pairs. Check answers with the class.
alone, then check in pairs. Encourage them to use
the context of the listening to help. EXTRA SUPPORT: SLEXIA Dyslexic learners can
find this type of activity, with several options to choose
ANSWER: from, as well as putting words into the correct form,
c difficult. n this case, give s the correct verb for each gap
and ask them to write it in the present continuous form.
C Ss complete the rule alone then check in pairs.
Check the answer with the class. ANSWERS:
’m sitting 6 are, doing
ANSWER: 3 ’s selling 7 ’m checking
be (or is/are) 4 ’m walking ’m getting
5 are, wearing
EXTRA CHALLENGE You might want to ask Ss how
to make the negative and question forms of the present
continuous before they look in the Grammar Bank.
126

Unit 6 | Lesson A
3 Read the example with the class, then ask Ss to C Put Ss in pairs to practise asking the questions
write the rest of the questions. Check answers using the prompts they wrote in Ex 3B. Monitor and
with the class and write them on the board. You check Ss are stressing the questions correctly, and
could then put Ss in pairs to take turns asking and drill remedially where necessary.
answering the questions.
EXTRA SUPPORT You could write the questions on
ANSWERS: the board in full (in case Ss can’t remember them) and
Where is Jared sitting? ask Ss to focus on stressing the correct words when
they ask them.
3 What is the woman selling?
4 s ared wearing a shirt
5 Why is Jared sitting inside the café? VOCABULARY
c othes and appearance
PRONUNCIATION
4 A Remind Ss of the photos A–C at the top of the
page, then put them in pairs to choose the correct
ea or o are
words. Monitor and help with any new vocabulary,
3A | Ss listen and count the words, then check including the words in bold.
EXTRA IDEA Play a game using the photos. Tell
ANSWERS: Ss they have 30 seconds to look at the photos and
that they are going to answer some questions about
1 4 5 3 5 4 4 5 5
them afterwards. ou could ask them to look at and
remember the people’s clothes and appearance in
particular. Then ask them to cover the photos and
choose the correct words in Ex 4A. Finally, they uncover
1 What are you doing?
the photos and check whether they were correct.
How are you feeling today?
3 Who are you looking at? ANSWERS:
4 Why are you smiling? 1 T-shirt
5 What are you thinking about? long
3 shirt
B | Read the example with the class, and
4 short
make sure Ss know they should only write the two
stressed words in each question. Play the audio
B Read the examples with the class, then ask Ss to
again for them to answer. When you check answers
categorise the rest of the words and phrases in
with the class, write up the pairs of words on the
pairs. When they have finished, check answers with
board.
the class.
ANSWERS:
find listening and writing at the same time difficult. n
this case, give the Ss the questions and ask them to c othes: T-shirt, jacket, shirt
listen and underline the two stressed words in each appearance: long hair, tall, short
question.
C Ss add more words in pairs. Monitor and help with
ANSWERS: vocabulary where necessary. When they have
How, feeling finished, write their ideas on the board in two
3 Who, looking columns (or word webs). Alternatively, invite Ss to
the board to write their ideas
4 Why, smiling
5 What, thinking Refer Ss to the Vocabulary Bank on page 142.
127

Unit 6 | Lesson A
VB page 142 clothes and appearance 3 | Ss listen and match the descriptions
with the photos. Check answers with the class.
important part of the lesson. They should only be ANSWERS:
omitted if you are confident that your s already know
a 5 4 c d 1
this vocabulary. f you don’t use the exercises in class, it
would be a good idea to set them as homework.
1 A Ss find an example of the words that describe

appearance in the photos individually, then check in a She’s short. She’s got dark curly hair. She’s wearing a
pairs. Check answers with the class. jacket and a skirt.
He’s tall and he’s got short, dark hair. He’s wearing
ANSWERS: shorts and a T-shirt.
tall 4 bald 2 c He’s short and he’s got a beard. He’s wearing jeans
short 1, (2, 3,) 5, 8 blond(e) hair 1 and a shirt.
straight hair 7 dark hair 3, 4, 5, 8 d She’s short and she’s got long, blonde hair. She’s
wearing a dress.
curly hair 5, 6 red hair 6, 7
long hair 1, 6, 7 a beard 8 4 Put Ss in A/B pairs to do the activity. When they
short hair 3, 4, 5, 8 a moustache 3, 8 have finished, ask them to swap roles and repeat.
EXTRA SUPPORT With Vocabulary Banks containing

B | Ask Ss to look at the photos (1–8) again.
photos, like this one, once Ss have completed the
Play the recording for them to listen and repeat.
exercises, they can be used as a photo dictionary.
Remind Ss of this and that they can refer to it when
they need help with vocabulary, either in or out of class.
1 short, blonde hair, long hair For example, in Speaking Ex 6, Ss can refer back to the
bald photos and labels in the Vocabulary Bank to help them
if they can’t remember a word or phrase.
3 dark hair, short hair, a moustache
4 tall, dark hair, short hair 5 A Put Ss in pairs to describe people in the photos on
pages . When they have finished, ask Ss to
5 short, curly hair, short hair, dark hair
swap roles and repeat. They can do this as many
6 curly hair, long hair, red hair
times as you think is useful (and have time for).
7 straight hair, long hair, red hair
short, dark hair, short hair, a beard, a moustache EXTRA IDEA Extend Ex 5A by asking Ss to describe
someone in the class and have others guess. However,
C Read the examples with the class, then ask Ss to be very careful about Ss’ sensitivities here and only do
categorise the rest of the words and phrases. You this if you know your class very well. You could limit it to
describing clothes and hair, but, again, be aware that Ss
could explain that the le column describes people
may adversely compare their clothes with other Ss’.
using a noun or an adjective + noun and the right
column describes people just using an adjective. B You could start by telling the class your answers to
Check answers with the class. some of the questions, e.g. ‘I wear jeans and a shirt
to work. I wear the same clothes at home!’ Ss discuss
ANSWERS: the questions in pairs. When they have finished, ask
He’s/She’s got: straight hair, curly hair, long hair, a few pairs to share any interesting information they
short hair, blond(e) hair, dark hair, red hair, a beard, a found out about their partner with the class.
moustache
He/She’s: tall, short, bald SPEAKING
A Ss match the words with the clothes in the photos 6 Put Ss in A/B pairs and refer them to the relevant
individually, then check in pairs. Check answers with pages. Explain that that they have the same picture
the class. but with ten differences, and they need to find
seven of them. Give them time to read the examples
ANSWERS: and think about what to ask. Make sure they don’t
1 H 3 C 4 5 7 show each other their pictures (they could sit face-
11 13 14 to-face to help with this). When they are ready, they
can start. When they have finished, elicit all the
differences and write them on the board, and ask Ss
B | Ask Ss to look at the photos (A–N)
how many they found.
again. Play the recording for them to listen and
repeat.
128

Unit 6 | Lesson A
B Read the examples with the class, then give Ss

ANSWERS:
plenty of time to find the words and phrases.
hese are all the possible similarities and differences. Ask Ss to check in pairs, then check answers with
he differences are in bold and show the ‘pair’. the whole class.
A girl is playing the guitar. She’s wearing a e
reen top. EXTRA: ALTERNATIVE IDEA You could do Ex 1B as
A siness an siness o an is oo in at his a race. Put Ss in two teams. Ask one team to look for
atch ta in on her phone. He’s/She’s wearing a the vocabulary for clothes and appearance (questions
ac rey suit. 1 and 2) and the other team to look for phrases for an
A woman is sitting at the café. She’s drinking activity at the moment (question 3). he first team to
something. She’s got ro n onde hair. She’s finish wins.
wearing a ro n pin top.
ANSWERS:
An old man is sitting at the café. He’s wearing an orange
shirt. He’s readin a ne spaper eatin a sand ich 1 skirt, top, hat, T-shirt
There’s a red ye o car in the street. (He’s) tall, (he’s got) a beard, a moustache, (she’s
got) long blonde hair, her smile is the same as my
There’s a black do cat
mum’s
A young man is walking and istenin to sic
3 We’re celebrating; she’s wearing; (she’s) smiling;
sin in .
my dad is saying something; he’s making a joke;
he’s wearing a hat; is probably also making a joke;
one of my sisters is standing; my other sister is
WRITING standing
rite a description o a ro p photo

Focus attention on photo B and elicit what Ss can
7 A Put Ss in pairs to discuss the question. When they see. Make sure Ss understand that they need to use
have finished, elicit their ideas but don t give the two words to fill each gap and that contractions
answer yet. count as two words. Ss complete the description
ANSWER: whole class.
They are a family.
ANSWERS:
B Ss read the beginning of the email and answer the 1 wearing her 4 they’re / they are
question, as well as check their answer to Ex 7A. the same 5 ’s/is holding
Check the answer with the class and ask them how 3 are making/baking
they know.
3A ive Ss time to find a photo or use the one given,
ANSWER: then make notes. If they use the photo given, they’ll
online penpals (People from work don’t share this need to invent details first e.g. This is my brother
kind of personal information. Old friends already Ben and his friends. They’re outside a restaurant
know about each other’s family.) and they’re celebrating his birthday.’). Encourage
them to use vocabulary from the lesson.
C Ss read the descriptions and identify the people
alone, then check in pairs. Check answers with the B Ss write their descriptions. Monitor while they write
whole class. and offer help where necessary. At this stage, Ss
should be writing in the region of 80–100 words.
ANSWERS: When they have finished, put Ss in pairs to swap
1 C 3 4 5 6 descriptions and read them.
EXTRA I EA: I ITAL The context for this writing is

Refer Ss to the Writing Bank on page 93 to write a
a letter or email to an online penpal. f it’s appropriate
description of a group photo (see the notes below).
for your Ss, encourage them to sign up to one of the
many online penpal websites (search for ‘online penpal’).
WB page 93
1 A Ss read the email and identify who wrote it alone, TO FINISH

then check in pairs. Check the answer with the class. Ask Ss to look back over the lesson and choose the
three most useful words or phrases they learnt this
ANSWER: lesson. Put Ss in pairs to share their ideas and say why
The man on the far right wrote the description (H on they think they’re the most useful.
page 59).
129

Unit 6 | Lesson B
6B y ay TO START
Put Ss in small groups. Write transport on the board
and give them one minute to think of and write as many
types of transport as they can. At the end, award a point
GRAMMAR | comparative adjectives for each correct one. The group with the most correct
VOCABULARY | common adjectives (2) answers are the winners. This will also help you gauge
and transport collocations their level of knowledge in this area before they go on to
PRONUNCIATION | sentence stress learn more types of transport in the Vocabulary Bank.
LESSON OVERVIEW EXTRA SUPPORT: SLEXIA Dyslexic learners in

In this lesson, Ss learn comparative adjectives. they are learning in a lesson so that they understand
They also revise common adjectives, building on what they are working towards. n this and every lesson,
those they learnt in Lesson 3B and learn transport explain clearly what the learning objectives of the
collocations. The context is a reading where they lesson are near the start.
read an article about people’s journeys to work.
This leads into the grammar, where Ss also practise
sentence stress. The lesson ends with a speaking VOCABULARY
activity in pairs, where they practise planning a
route for a journey. co on ad ecti es
Online Teaching 1 A Demonstrate the activity by sharing your own

answers to the questions with the class, then put
Ss in pairs to discuss the questions. When they
have finished, ask a few Ss to share their partner s
Ex : When checking answers, display the
ad ectives on your screen and invite different s to
highlight the stress in each adjective. Make sure
EXTRA SUPPORT All of the adjectives except
your settings allow for annotations.
possibly comfortable should be familiar to Ss. You may
Ex : If you play the recording again for Ss to therefore need to preteach this, though it would be a
listen and repeat the words, mute Ss so the noise good idea to check understanding of all the adjectives
is not distracting. before the activity; Ss can teach them to each other if
Ex : Display the table on your device and invite necessary.
different s to complete different parts of it when
checking answers. B Read the example with the class, then ask Ss
Ex A: Use a collaborative document for Ss to type to match the rest of the adjectives with their
their ideas. When they have all agreed, get them opposites in Ex 1A, then check in pairs. Check
to take a screenshot of what they agreed on to use answers with the whole class. You could also
when they discuss in breakout rooms in x . check understanding of the adjectives by eliciting
examples of things they can describe. If necessary,
revisit the difference between loud (voice, music)
Additional Materials and noisy tra c, caf , city, and places in general .
For Teachers:
Presentation Tool Lesson 6B ANSWERS:
Photocopiable Activities 6B safe
Grammar Bank 6B 3 cheap
Vocabulary Bank 6B 4 easy
5 quiet
For St dents: 6 slow
Online Practice 6B 7 interesting
Workbook 6B comfortable
EXTRA IDEA fter completing and checking the

answers, ask Ss to revisit Ex 1A and ask: ‘Do any of
the words in Ex 1B describe your journey to school or
work?’, and get them to use some of the new words.
130

Unit 6 | Lesson B
C Ss work alone to underline the stressed syllables. page 143 transport collocations VB
Encourage them to try saying the adjectives to
themselves quietly while they do this. Note that the Vocabulary Bank activities are an
important part of the lesson. They should only be
| Play the recording for Ss to check their omitted if you are confident that your s already know
answers, then check answers with the class. Then this vocabulary. f you don’t use the exercises in class, it
play the recording again for Ss to listen and repeat. would be a good idea to set them as homework.
EXTRA SUPPORT s often have difficulty with the 1 A Ss match the words with the photos individually,
stress in comfortable as the or in the second syllable then check in pairs. Check answers with the class.
is silent. t’s a good idea to break this down into three
parts for them (comf - ta - ble) and have them practise EXTRA CHALLENGE Before they do Ex 1A, ask Ss
this. hough not relevant here, s often have similar to cover the words and see how many of the types of
problems with vegetable for the same reason. transport they can name.
ANSWERS AN AU IOS RIPT: ANSWERS:

dangerous 3 4 5 6 7 H
expensive 11
difficult
B | Ask Ss to look at the photos again. Play
easy
the recording for them to listen and repeat.
noisy
quiet Read the example and go through the instructions
boring with the class to ensure they understand the
activity. Ss do the activity individually, then check in
interesting
uncomfortable
comfortable ANSWERS:
1 other possible collocations: a boat, a plane, a
A Go through the journeys in the list and check Ss hovercraft, a ship, a ferry, an underground train /
understand them. Read the example with the class, a subway train
then ask Ss to work alone to write their adjectives. a car; possible collocations: a train, a plane, a
Monitor and offer help where necessary. tram, a boat, a ship, a ferry, an underground train /
a subway train
B Put Ss in pairs to take turns describing and guessing
3 a train; possible collocations: a lorry, a van, car
their journeys. In feedback, ask a few Ss to describe
their journeys for the class to guess. 4 a car; possible collocations: a scooter, a bike
5 foot; possible collocations: bike, bus, tram, train,
C Give Ss a few minutes to prepare, then put Ss in underground/subway train, boat, ship, ferry, plane
pairs to describe their own journeys. When they
have finished, ask a few Ss to share anything
EXTRA IDEA When checking the answers, build up a
interesting they found out from their partner with
list of all the possibilities that can be included and have
the class.
Ss record these in their vocabulary notebooks.
EXTRA CHALLENGE For Ex 2C, if you want Ss to give
fuller descriptions, give a fuller example first, either
3 Read the example with the class and demonstrate
with a stronger student if necessary. Ss practise in
your own or an extended version of the example given,
pairs.
e.g. ‘ ast weekend travelled by train from my home to
the city centre. t took just over half an hour. t wasn’t 4 Demonstrate the activity by giving your own
long, but it was uncomfortable because there were no answers first. oint out the use of by in phrases such
seats on the train. fter that walked to the cinema. t as I like travelling by plane/car/etc. Give Ss time to
was a short walk.’ think of and write their answers. Monitor and offer
help where necessary.
Refer Ss to the Vocabulary Bank on page 143.
5 Put Ss in groups to share and compare their ideas.
When they have finished, ask a few Ss who had
similar answers to them.
EXTRA: ALTERNATI E I EA To vary the classroom

dynamic, you could ask Ss to walk around the room to
share their ideas with others, rather than do this in set
groups.
131

Unit 6 | Lesson B
E Ss discuss the questions in pairs. When they have

READING finished, elicit their answers and have a brief class
discussion.
EXTRA SUPPORT: SLEXIA There is a recording of
the reading text available to help dyslexic learners. RAMMAR
3 A Demonstrate the activity by giving your own co parati e ad ecti es
answers to the questions, e.g. ‘I can go to work by
car, but it’s very expensive to park.’ Ss discuss the 4 A Ask Ss to refer back to the article in Ex 3A and
questions in pairs. When they have finished, elicit a complete the sentences with the comparative
few answers and have a brief class discussion. forms. Check answers with the class and write them
on the board.
B Give Ss a strict time limit of three minutes to read
the article quickly and match the people with the
ANSWERS:
transport they use. Check answers with the class.
1 slower than
EXTRA SUPPORT: TEA HER n order to get s to more, than
practise skim reading (i.e. reading for gist), it’s important 3 better
to give them a strict time limit. When you do this,
explain that they’ll have a chance to read the text again B licit the first answer as an example and write it on
more carefully. Alternatively, you can do it as a race – the board for Ss to refer to. Ss complete the rules
the first person to find the correct answers wins. alone, then check in pairs. Check answers with the
whole class.
EXTRA I EA: I ITAL f you have a screen in class,
use it to show a big timer when setting a time limit for ANSWERS:
gist reading. -er more better than
ANSWERS:
C Ss find the examples alone, then check in pairs.
1 b c 3 a Check answers with the class.
C Focus attention on the table and make sure Ss ANSWERS:

understand it. Ss then read the article again, this longer, noisier, faster
time in more detail. They complete the table alone,
The Grammar Bank on page 119 can be used in the
ANSWERS:
Horchler: 40 minutes, 90 minutes
Hill and Benedict: over an hour, 5 minutes page 119 GRAMMAR BANK GB
Hadrava: 15 minutes, 4 or 7 minutes
Make sure Ss understand that more than one especially of the use of comparatives in questions with
answer may match with each sentence, then ask Which.
them to read and match the sentences with the
people. Check answers with the class. 1 This focuses on the form and use of comparative
adjectives at sentence level. Read the example with
ANSWERS: the class, then ask Ss to complete the rest of the
Horchler, Hill and Benedict sentences, and then check in pairs. Check answers
3 Horchler with the class and write them on the board to check
correct spelling.
4 Hill and Benedict
5 Hill and Benedict, Hadrava ANSWERS:
6 Hadrava cheaper 6 further/farther
3 better 7 slower
EXTRA I EA: I ITAL sk s to go online and find 4 more beautiful worse
out about other unusual journeys to work, using the
5 sunnier
search terms: ‘unusual/strange journeys to work’. Ss can
then share what they found out in small groups.
132

Unit 6 | Lesson B
This focuses on the form and use of comparative EXTRA CHALLENGE You could ask Ss to change the GB
adjectives in a text. Read the example with the word order and make questions with Which ... ? (apart
class. Ask Ss to complete the rest of the article, from question 4), e.g. ‘ hich is higher, verest or ount
then check in pairs. Check answers with the class Fuji?’, as detailed in the Grammar Bank notes.
and write them on the board to check correct
spelling. ANSWERS:
1 hich is higher, ( ount) verest or ount uji
ANSWERS:
Which is more expensive, Paris or London?
cleaner colder
3 Which is further from the Equator, Bogotá or Buenos
3 better wetter Aires?
4 quicker 11 worse 4 –
5 nearer more dangerous 5 hich is hotter, exico City or adrid
6 shorter 13 safer 6 hich are older, the pyramids in gypt or achu
7 more interesting 14 easier Picchu in Peru?
more difficult 7 Which is drier, London or Edinburgh?
3 This focuses on the form of comparatives in

PRONUNCIATION
questions. licit the first question and write it on
the board. Ss write the questions alone, then check
sentence stress
in pairs. Check answers with the class. Ss can then
discuss the questions in pairs. 5A | Ss listen and write the sentences. Pause
the recording a er each one for Ss to write, and
EXTRA I EA: I ITAL Ss could be asked to research be prepared to play the recording several times if
the answers online if they are interested. They can then necessary. When they have finished, check answers
present the answers they find in comparative form, e.g. and write them on the board.
Everest is higher then Mount Fuji.
ANSWERS: find this type of activity (writing whole sentences
1 s ( ount) verest higher than ount uji while listening) difficult. Here, you could give them the
s aris more expensive than ondon unstressed words in each sentence and ask them to
3 s ogot further/farther from the quator than listen and complete the sentences with the stressed
Buenos Aires? words.
4 Are some beetles stronger than elephants?
ANSWERS:
5 s exico City hotter than adrid
See answers to Ex 5B below.
6 re the pyramids in gypt older than achu
Picchu in Peru?
B Play the recording again, if necessary, for Ss to
7 s ondon drier than dinburgh listen and underline the stressed words and notice
the weak form of than. Check answers with the
UI ANSWERS: class.
1 yes verest , 4 m t uji 3, 6m
no: London is about 20% more expensive than ANSWERS AN AU IOS RIPT:
Paris. 1 t’s cheaper than a taxi.
3 no: Bogotá: 512.75 km; Buenos Aires: 3,853 km They’re bigger than cars.
4 yes: for example the dung beetle and the 3 t’s more comfortable than a bike.
rhinoceros beetle 4 They’re noisier than trains.
5 no exico City summer average just over 26 5 t’s more expensive than walking.
degrees adrid summer average 31 degrees
6 yes pyramids in gypt about 4,500 years achu C | Demonstrate the activity with the
Picchu: about 550 years recording of the first sentence, then ask Ss to do the
7 yes: London: 583.6 mm; Edinburgh: 668 mm same for the rest of the sentences.
6 A Read the example with the class, then give Ss a few

minutes to write their own ideas.
133

Unit 6 | Lesson B
6C Getting
B Read the example with the class and demonstrate
with a stronger student if necessary, then put Ss in
pairs to guess their types of transport. In feedback,
ask a few pairs if they wrote the same types of
transport for any of the sentences. around
EXTRA IDEA You can extend Ex 6B by inverting it.
earrange s into different pairs. ne student says a HOW TO … | give directions
form of transport they wrote for one of the sentences in VOCABULARY | places
Ex 6A, the other student guesses which sentence they
PRONUNCIATION | stress to correct information
wrote it for by saying the sentence, e.g. A: ‘Ships.’
B: ‘They’re bigger than cars.’ A: ‘Yes, that’s right.’
LESSON OVERVIEW
In this lesson, Ss learn functional language for
SPEAKING giving directions, as well as how to use stress to
correct information. They also learn vocabulary
7 A Do this as a class and write the agreed information related to places in a town or city. The context is a
on the board. Make sure Ss all know the places you reading where they read an extract from a tourist
decide on together as a class. information leaflet. The lesson ends with a speaking
activity where Ss roleplay giving directions in pairs.
EXTRA: ALTERNATI E I EA n addition to or as
an alternative to Ex 7A, the class could pool typical
commutes or weekly journeys and use those in the Online Teaching
following exercises. f you’re teaching this lesson online, you might find
B Put Ss in pairs to plan their routes, in a similar way
Ex B: In the main room, ask Ss to take a
to the diagram. Tell them to focus on the route screenshot of the diagrams. When they are in
at this stage. (They add the types of transport breakout rooms, one of them can share their
in the next exercise. Ss can go online to find the screen and use the pointer tool to identify the
information, using the search terms: ‘best route places in the diagrams.
from (city) to (city)’ or ‘travel from (city) to (city)’.
Ex A: Use the pointer tool to check answers
Ss can use the information on page 147 as a model here. hen s are discussing different routes,
or as an alternative if they can t find information they can share their screen and also use the
to plan their routes between the places the class pointer tool to show their routes.
agreed on in Ex 7A. It provides two options for
Exs B and : Ss can use a collaborative
travel between Sparta, Greece and Busan, South
document with their partner to show each other’s
orea. Monitor and offer help where necessary.
directions and check them.
C Ss discuss, agree and make notes of the type of
transport they will use and any further information
in pairs. They can add the transport for each stage Additional Materials
of their route to their diagrams. For Teachers:
EXTRA: ALTERNATI E I EA f s are using the
information given on page 147 or have already decided
what transport to use, they could do some further Grammar Bank 6C
research here into prices to add to their discussion. Mediation Bank 6C
Put pairs together to make groups and ask them

For St dents:
to discuss the questions. In question 3, Ss may not
have clear information on prices, but remind them Online Practice 6C
that generally public transport is cheaper than taxis Workbook 6C
and other private hire transport, so they may be
able to decide which is cheaper overall. Encourage
them to use comparatives and monitor while they
TO START
discuss to check they’re doing so correctly. Teach the phrase: get lost (= become lost), then write
the following questions on the board: Do you ever get
TO FINISH lost in a new place? What do you do? Are you good at
using maps or map apps? When do you use them? Put Ss
Tell Ss which route you’d like to go on and why, e.g.
in small groups to discuss the questions.
‘I want to go on this group’s route because you travel
by train and I like trains.’ In the same groups, ask Ss to
decide which route they’d like to go on and why, then
report back to the class.
134

Unit 6 | Lesson C
EXTRA SUPPORT: SLEXIA Dyslexic learners in Read the example with the class, then put Ss in pairs
particular benefit from understanding exactly what to discuss the places and things in their town(s). Put
they are learning in a lesson so that they understand Ss in a pair with someone from the same place if
what they are working towards. n this and every lesson, possible. When they have finished, ask a few Ss to
explain clearly what the learning objectives of the share their answers with the class.
READING o o
i e directions
1 A Put Ss in pairs to discuss the questions. When they 3 A Make it clear to Ss that the places referred to in
have finished, elicit their ideas and have a brief class question 1 are the ones mentioned in the extract
discussion. of the leaflet they read in x . ut Ss in pairs
B Explain that the text is an extract from a tourist to discuss the questions. Note that looking at
information leaflet about ublin. Ss read it quickly possible routes for question 2 will help Ss follow the
and choose the correct title. Check the answer with listening in x . When they have finished, elicit
the class. their answers and find out if other Ss had the same
ideas for question 3.
EXTRA SUPPORT: TEA HER Ha’penny Bridge
is pronounced / n /. t is a shortened form of ANSWERS:
‘halfpenny’. 1 Ss should simply point these out on the map.
Students’ own answers (depends on the route
ANSWER: taken)
b 3 Students’ own answers
C Demonstrate the activity by telling the class about B | Focus attention on the red X and tell Ss
your town/city (if you live in the same place as the that they’re going to hear directions for a route
Ss, tell them about your home town or another from Dublin Castle to Ha’penny Bridge , which they
place), e.g. ‘In my town it’s better to walk because discussed in Ex 3A. Ss listen and follow the route,
it’s not very big and there aren’t any cars in the using a pencil or their finger, then discuss in pairs if
centre.’ Ss discuss the questions in pairs. When they it is the same as theirs in Ex 3A. Check answers with
have finished, elicit answers from different Ss for the class and find out if any pairs had the same route.
them to compare.
ANSWERS:
VOCABULARY 1 See audioscript 6.06 below. Ss should simply
follow the route on the map.
p aces City Hall
A licit the first answer as an example. Ss match the

rest of the directions with the diagrams, then check
in pairs. Check answers with the whole class. A: Excuse me. Can you help me? How do you get to
Ha’penny ridge from here y phone map isn’t clear.
ANSWERS:
B: Erm … OK. We’re here. This is the Cork Hill Gate of
1 C 3 4 5 6
Dublin Castle.
es, see.
B Put Ss in pairs to identify the places in bold in Ex 2A
in the diagrams. Check answers with the class by B: OK, walk down Cork Hill … City Hall is on your right,
asking Ss to point them out. this is it, here …
A: OK …
C Focus attention on the map of Dublin and tell Ss
o turn right at the corner and then turn left onto
that it contains some of the places and things in
Parliament Street.
x A. Ss identify those that they can see in the map
then check in pairs. Check answers with the class. A: Hold on, so at Parliament Street ...
B: You turn e .
ANSWERS: nd after that
The following can be seen on the map: crossroads, B: Continue straight on. Then at the end of the road, at
pedestrian bridge, corner, statue, end of the road, car park the river, there’s a bridge. That’s Grattan Bridge.
A: OK, so straight on down Parliament Street to
rafton ridge.
B: Actually no, it’s rattan Bridge.
135

Unit 6 | Lesson C
h, sorry. es, . nd do cross over the bridge licit the first sentence as an example and write
B: No, don t cross over the bridge. There’s a café at the it on the board. Ss order the rest of the sentences
corner, on the right. Turn right at the café. alone, then check in pairs. They can use the notes
A: Right at the café. to help them if they get stuck. When they have
hen walk along the river for about five minutes. finished, check answers with the class.
mm hmm
EXTRA SUPPORT: SLEXIA This kind of reordering
B: You go straight on past the next bridge, that’s activity can be difficult for dyslexic learners. Here, you
illennium ridge could adapt the activity to a gap fill, removing one or
A: Sorry, could you say that again. What’s the name of two words from each sentence for Ss to complete.
the bridge?
illennium ridge. ANSWERS:
illennium ridge. . Can you tell me the best way to the museum?
o past illennium ridge, and then you can see How do get to the park
Ha’penny Bridge in front of you. Turn right at the end of the road.
A: How far is it? You continue to the end of the road.
bout fifteen minutes. Walk straight on up the hill.
A: Sorry, how far? You go past the statue.
ifteen minutes. ne five. The building is in front of you.
A: Thank you so much. t’s on the corner of ifth venue and th
B: No problem. Enjoy your walk. treet. (‘ t’s on the corner of th treet and
ifth venue.’ is also correct grammatically, but
A: Thanks.
the full stop after ‘ th treet’ indicates this is at
the end of the sentence.)
C | Ss listen and complete the sentences, then
check in pairs. Check answers with the class. Go straight on and the park is on your right.
urn right just after the crossroads.
EXTRA SUPPORT f you feel it’s necessary, draw s’
attention to the use of the when we give directions. 3 Make sure Ss understand that they should only add
his is because we are talking about, e.g. a specific the words to B’s part of the conversation. Ss add
crossroads, not crossroads in general. Also note that we the words individually, then check in pairs. Check
don’t use the with streets and roads.
answers with the class. When they have finished,
put Ss in pairs to practise the conversation, then
swap roles and repeat.
find listening and writing at the same time difficult. ou
could give them two options for each gap (a correct one
EXTRA SUPPORT: SLEXIA The complexity of
and an incorrect one). Ask them to listen and choose
the correct options. this exercise will probably be challenging for Ss with
dyslexia. You could provide the missing word for each
of B’s lines in the conversation for Ss to insert in the
ANSWERS:
correct place.
1 get down 3 onto 4 Continue
5 over 6 along 7 straight in ANSWERS:
B: And walk a on this road for about five minutes.
The Grammar Bank on page 120 can be used in the
B: Then at the big crossroads, turn right onto
lesson or for homework. Decide how and when Keymer Road.
B: Yes. Then continue straight on or two minutes.
GB page 120 GRAMMAR BANK B: hat’s right. hen turn left at the end o the road.
B: o, turn left. hen you walk past the supermarket.
This focuses on the form of phrases for asking for and
giving directions. Read the notes with the class or B: es and just before the traffic i hts, cross the road.
give them a few minutes to read alone, then ask any B: Then the station is in front of you. You can’t miss it.
questions they have.
1 Ss choose the correct prepositions to complete the EXTRA CHALLENGE f you think they can do it, ask s
sentences alone, then check in pairs. Check answers to change some of the places and directions when they
with the class. practise the conversation in pairs.
ANSWERS:
on before 3 after 4 of 5 onto
at 7 of on on at
136

Unit 6 | Lesson C
PRONUNCIATION SPEAKING
stress to correct in or ation 5 A Give Ss a minute to secretly choose their starting
points and destinations.
4A | Tell Ss that they should listen for which
word is stressed in B’s answer in each conversation. B Demonstrate the activity with a stronger student,
Give Ss a chance to read the conversations before then put Ss in pairs to take turns practising
they listen so the task is easier. Ss listen and giving and following directions. When they have
underline the stressed words, then check in pairs. finished, ask a few Ss if they followed the directions
Check answers with the whole class. successfully.
EXTRA SUPPORT: TEA HER t’s fine to say No when EXTRA SUPPORT: TEA HER Note that there are
we’re answering someone’s question when they want various ways to refer to roads in English, and these
to check something. However, when we correct without can be abbreviated on maps: road (Rd), street (St) and
the other person asking, it’s more polite to say Actually, avenue (Ave).
… ( n fact, ). ake sure s do not confuse this with
‘now’ if there is a word in their language which sounds 6 Put Ss in pairs and give them a minute or two to
like ‘actually’ but is a false friend (such as actualmente in prepare. You could ask them to draw simple maps if
Spanish). they can, as this will help them think of their routes
and then check the directions later. Ss take turns
ANSWERS: giving their directions. Make sure when they’re
1 Actually no, it’s Grattan Bridge. making notes and listening, they only use short
No, don’t cross over the bridge. notes and don’t write a script. Ss then write the
directions from their notes. Monitor and check Ss
are using the phrases from the lesson correctly.
B Put Ss in A/B pairs and refer them to the relevant
pages. Give Ss time to read their instructions Finally, Ss read each other’s directions and check
and ask you anything they’re not sure about. Ss them. f they find mistakes, encourage them to
practise correcting in pairs, taking turns to read out use stress when correcting them. When they have
a sentence for their partner to correct, using the finished, ask each pair if their directions were
correct stress. Monitor and check they’re stressing correct.
the correct words.
EXTRA: HOW TO Ask Ss to secretly think of a place
in the school. Put Ss in small groups to take turns giving
:Communication directions from the classroom to the place they thought
C Read the Future Skills box with the class and of for the other group members to listen and guess the
explain that when we say numbers such as 50 place. Remind Ss of the information in the Grammar
which end in a zero, we usually say ‘oh’. Then put Bank to help them if they need it.
Ss in pairs to practise clarifying the numbers.
When they have finished, ask a few Ss to say the TO FINISH
numbers to the class. Ask Ss to identify something they were pleased that
they did well or enjoyed in the lesson, e.g. ‘I think that
I listened to and understood the directions well.’ or
EXTRA: EMPLO ABILIT S ILLS This is a useful ‘I enjoyed practising the stress for correcting things.’
technique for clarifying and correcting numbers when When they have chosen something, put them in pairs
on the phone at work, e.g. when checking orders, to compare and discuss their thoughts and ideas.
product specifications, prices, etc. sk s to think of You could also ask them to share them with you via a
other (work) situations when this technique can be written note or a digital tool.
useful, e.g. checking addresses, telephone numbers,
payment details, etc. EXTRA I EA: SPEA AN WHERE Encourage Ss to
page 159
PAGE 196
137

Unit 6 | Lesson D
TO START
o u ary Arrange Ss in small groups. Give them three minutes
to write the names of as many animals in English as
Cities: a ur they can. When the time is up, ask a student from each
group to come up and write their list on the board.
Award one point for each correctly spelt word. The
d team with the most points wins.

GRAMMAR | prepositions and adverbs of movement
SPEAKING | talk about an experience what they are working towards. n this and every lesson,
WRITING | write about an experience explain clearly what the learning objectives of the
LESSON OVERVIEW
In this lesson, Ss learn prepositions and adverbs PREVIEW
of movement. The context is an extract from a
documentary about how animals are moving into 1 A Focus attention on the photos. Ss discuss the
cities. Ss then do a speaking activity, where they questions in pairs. In feedback, elicit answers from a
practise talking about an experience they’ve had. few Ss and find out if others agree.
The lesson ends with a writing activity, where Ss
write a story about an experience in a city. POSSIBLE ANSWERS:
1 This will depend on context, but it is expected that
Online Teaching pigeons will be familiar in most contexts.
f you’re teaching this lesson online, you might find Other possibilities are: mice, rats, foxes, other
the following tips useful: birds and anything relevant to the Ss’ context.
Ex A: Use a collaborative document for Ss to 3 See Ex 1B below.
note their answers and any other information
(e.g. cars – loud, dangerous). They can then revisit
B Focus attention on the photo in the BBC
these notes a er watching the video in x to
programme information box and elicit the name of
see if their ideas were mentioned.
the animal (penguin or African penguin). Ss read the
Ex B: Sometimes videos can be a little slow BBC programme information to check their answers
to Ex 1A Question 3 in pairs. Check answers with
environment. If you know this is an issue for you,
the class if they didn't come up with the ideas in the
answers below in Ex 1A.
Exs A and B: Ask Ss to write their stories in a ANSWER:
private message to you in the chat box. As you
hey can find more food in cities and safer places for
receive them, copy and paste them into a shared
their families.
document for Ss to read and guess who wrote
each one in x .
VIEW
For Teachers: A Put Ss in pairs to discuss the question. When they
Presentation Tool Lesson 6D have finished, elicit Ss ideas as a class but don t
give the answer yet.
Grammar Bank 6D B Ss watch the video and check their ideas from
Videoscript 6D: BBC Documentary Ex 2A. In feedback, check the answer as a class and
ask Ss which things they guessed correctly.
For St dents:
ANSWER:
Online Practice 6D
The problems for the group of penguins are: cars,
Workbook 6D getting lost and the dark (because the drivers can’t
see the penguins).
138

Unit 6 | Lesson D
C Ss watch the clip again and choose the correct 3 omplete the first sentence with the class, then ask
words, then check in pairs. Check answers as a class. Ss to complete the rest. Check answers with the class.
ANSWERS: EXTRA SUPPORT With weaker classes, tell Ss which

three words are not needed.
1 garden love 3 safer
4 life 5 thirty EXTRA SUPPORT: SLEXIA Ss with dyslexia can
find exercises with lots of options difficult. n this case,
o through the questions with the class first and provide two options for each line (the correct one and a
check Ss understand that in question 2 OK means distractor).
‘not a problem for you’, i.e. from your point of view,
rather than OK for the animals. Ss discuss the ANSWERS:
questions in pairs. When they have finished, elicit 1 through out of 3 down 4 off
Ss’ answers and have a brief class discussion. 5 across 6 towards 7 past over
RAMMAR
SPEAKING
prepositions and ad er s o o e ent
ta a o t an experience
3 A Focus attention on the pictures, then ask Ss to 4A | Read the options with the class so they
choose the correct one for each sentence in pairs.
know what to listen for, then play the recording for
Ss to listen and choose the correct one. Check the
ANSWERS: answer with the class.
1 ANSWER:
c
B The Grammar Bank on page 121 can be used in the
lesson or for homework. Decide how and when
A ity Story
his happened last year, in my hometown. t was in the
This focuses on prepositions and adverbs of middle of the afternoon. walked out of my building
movement. Go through the notes with the class and and got into my car. y car was in front of my building,
check understanding, especially of the note about how so didn’t need to walk far. uddenly saw a big dog at
some words can be prepositions or adverbs. the end of the road. t walked towards me, and when
it was very close, saw that it wasn’t a dog it was a
1 Ss match the imperatives with the pictures alone, wolf wolf in the city centre was safe inside my car,
then check in pairs. Check answers with the class. so didn’t feel scared. took out my phone and tried to
video the wolf as it walked past my car. Usually there
ANSWERS: were people on the street, but at that moment there
1 3 4 C 5 6 wasn’t anybody. watched the wolf for a minute. hen
it turned the corner and was gone. t was just like in a
licit the first answer as an example, then ask Ss dream. was surprised, but wasn’t scared at all, and
had a great story to tell my friends. fter that always
to choose the rest of the alternatives alone, then
looked along the road before left my apartment.
ANSWERS: B | Give Ss a minute to read the phrases in

the box, then play the recording for Ss to listen
1 off out of 3 around 4 along
again and choose the options they hear. Play the
5 under 6 past 7 back in recording again if necessary, then check answers
into away with the class.
EXTRA SUPPORT: SLEXIA The amount of reading

in the Key phrases box may challenge Ss with dyslexia.
n this case, read the phrases with the class first so they
know what to listen for.
ANSWERS:
last year in the middle of the afternoon out of saw
scared; dream
139

Unit 6 | Lesson D
5 A Ask Ss to choose one of the situations from Ex 4A 7 A Tell Ss they can write the same story as they told
to tell a story about their own experience. Give in x or think of a different one. Make sure they
them time to prepare to tell their story, using the write their stories on a separate piece of paper
questions to help them make notes. Monitor and and don’t write their names on it. Give them time
offer help where necessary, writing any new words to think about what to write and how to include
and phrases on the board. the linking words, and prepositions and adverbs
of movement. While they are writing, monitor and
EXTRA SUPPORT Ss could practise telling their offer help where necessary. They should aim to
stories first and record themselves, then listen back and write 80–100 words.
decide if they want to make any changes before sharing
them with their partner in Ex 5B. B When they have finished writing, make sure Ss
haven’t written their names on their stories and
B Ss tell their stories in pairs. Encourage them to use collect them all in. Display them round the class and
the Key phrases where possible. When they have ask Ss to walk around, read the stories and guess
finished, ask a few Ss to share what they found out who wrote each one.
with the class.
TO FINISH
WRITING Put Ss in pairs and ask them to discuss which of the
stories they read in x they liked best and why.
rite a o t an experience
6 A Draw Ss’ attention to the text and explain that
it’s a written version of Jordan’s story in Ex 4, but
there s one difference. Ss read the text to find the
difference. heck the answer with the class.
ANSWER:
n the recording he wasn’t scared, but in the text he
was very scared.
B This exercise serves as a reminder of most of the

linking words which Ss have learnt in the course so
far. Ss read the story and count how many times
each linking word occurs, then check in pairs. Check
EXTRA SUPPORT: SLEXIA This is quite a long text

to work with for dyslexic learners. Put Ss in pairs and
ask the learner’s partner to read the text. They count
how many of each linker there are and identify the
prepositions of movement in Ex 6C together.
ANSWERS:
and 4, after that 1, because not in the story,
but – 3, so – 1, then – 1
C Remind Ss of the prepositions of movement they’ve

learnt in this lesson, then ask them to find five of
them in the story. Check answers with the class.
ANSWERS:
out of, into, towards, past, along
140

Unit 6 | REVIEW
6 REVIEW RAMMAR
LESSON OVERVIEW 1A | Ss listen and write the sentences, then

This lesson is a review of the language – both write them on the board.
grammar and vocabulary – presented in this unit. The
notes below assume that the tasks are completed EXTRA SUPPORT: SLEXIA Activities involving
in class. However, the self-study type exercises (i.e. listening and writing whole sentences can be difficult
Exs 2A, 3A, 4A and 5A) could be done out of class for dyslexic learners. n this case, you could provide the
and then checked in the following lesson when the sentences with a word or two missing for Ss to complete.
communicative tasks are then completed.
Online Teaching 1 ’m sitting next to the window.
f you’re teaching this lesson online, you might find ’m wearing a shirt.
3 We’re studying grammar today.
Ex B: Ask Ss to write their sentences in a shared
4 Other students are waiting outside the classroom.
document so that you can provide feedback
on them before Ss share their sentences with a
B Demonstrate the activity by changing some of the
partner in breakout rooms in Ex 1C.
sentences so they’re true about you or the situation
Ex A: hen checking answers, ask different s
at the moment (e.g. ‘I’m not sitting next to the
to type a sentence into the chat box so you can
window, I’m standing next to the door. One person
check them as a class.
in the room is checking their text messages.’), then
ask Ss to do the same. Monitor and check they’re
Additional Materials forming the sentences correctly.
For Teachers: C Put Ss in pairs to compare their sentences. When
Unit Test in Tests Package they have finished, ask a few pairs if they have the
same sentences.
TO START A Read the example with the class, then ask Ss to

Ask Ss to work in pairs and try to remember what write sentences with more comparisons, then check
language they studied in Unit 6 (Grammar: present in pairs. Check answers with the class.
continuous, comparative adjectives, prepositions
and adverbs of movement; Vocabulary: clothes POSSIBLE ANSWERS:
and appearance, common adjectives, transport The plane is more comfortable than the train.
collocations, places; How to ... give directions). Ask The plane is faster than the train.
them to look at the unit lesson objectives to check
The train is more interesting than the plane.
their ideas.
he train journey is longer than the flight.
he flight is shorter than the train journey.
The train is slower than the plane.
B Ss discuss the questions in pairs. Encourage them

to give reasons for their answers. When they have
141

Unit 6 | REVIEW
VOCABULARY 5 A This activity reviews both the grammar and

vocabulary of Unit 6. Ss choose the correct
options alone, then check in pairs. on t give any
3 A Put Ss in pairs to complete the table. If they answers yet.
get stuck, they can refer back to Lesson 6A and
Vocabulary Bank 6A to help. EXTRA SUPPORT: SLEXIA Ss with dyslexia may
find this exercise difficult because of the distance
B Read the example with the class, then put Ss in new
between the gaps and the options. n this case, break
pairs for the activity. When they have finished, elicit
the text up into two paragraphs and place the relevant
a few answers from different Ss. t s very important
sets of options under each paragraph.
here that Ss cannot see each other’s notes, so they
could sit back to back or facing each other. B | Play the recording for Ss to listen and
check their answer. Check answers with the class.
EXTRA: ALTERNATI E I EA Do this activity as a
game in groups, with Ss taking turns to say a sentence. ANSWERS:
or example, one student says ‘long hair’ and the first 1C 3 4 5 6C 7
person to say correctly ‘Someone in this room has got
C 11 C
long hair.’ gets a point.
4 A Read the example with the class, then ask Ss to TO FINISH

complete the rest of the words. Monitor and offer
help where necessary. When they have finished, Write on the board: What are the four most useful
check answers with the class. things you learnt in Unit 6? How will you continue to
work on these in the future? Ask Ss to work alone and
EXTRA SUPPORT: SLEXIA To help Ss with dyslexia look back through each lesson of the unit, choosing
one thing (e.g. grammar, vocabulary, pronunciation, a
identify the missing letters, you could provide the words
skill or a fact from each one. hen they have finished,
with a gap where the missing letter should go. You
put Ss in pairs to compare what they chose and discuss
could also read out the words to help them identify the
how to practise them in the future.
missing letters.
ANSWERS:
dangerous 6 q ick
3 expensive 7 uncomfortable
4 diff icult quiet
5 noisy
B Ss work in pairs to describe the things in the list

using the ad ectives. When they have finished, elicit
a few of their ideas and find out if others agree.
142

7 work
LEARNING OBJECTIVES
A Odd o s I ca in to chec
READING | Read an article about interesting jobs: T phone for information phoning
skills and qualities ronunciation friendly intonation
Talk about obs that fit people in your class articles
a, an, the, zero INFORMATION
Pronunciation: weak forms: a, an, the LISTENING
35 Can extract key factual information such as prices,
INFORMATION times and dates from a recorded phone message.
READING VOCABULARY
37 Can understand key information about a simple 30–42 Can use language related to telephoning and
work routine. making calls.
GRAMMAR HOW TO
32 Can use the definite article to refer to a specific
33 Can understand the main information in short,
person, thing, or situation.
simple dialogues about familiar activities, if spoken
37 Can generalise about persons, things, or slowly and clearly.
situations using plural nouns/noun phrases with no
36 Can understand specific information in a short,
( ero) article.
simple phone call.
VOCABULARY
SPEAKING
30–42 Can use language related to jobs.
30 Can make requests related to immediate needs
SPEAKING using basic fixed expressions.
33 Can describe skills and abilities using simple
language.
Wo d yo i e to
B An extra day BBC STREET INTERVIEWS | Understand street
interviews about people’s skills
T nderstand a podcast about
o a survey verbs and to infinitive
volunteer work phrasal verbs
rite a summary of a survey
iscuss and choose volunteer obs present simple
and present continuous
INFORMATION
ronunciation connected speech, the t sound
VIEW
rite a blog post use example language 31 Can recognise phrases and content words related
to familiar topics (e.g. shopping, local geography).
INFORMATION
LISTENING GRAMMAR
31 Can use ‘want to’ + infinitive to express intentions.
34 Can understand simple information about work
activities. SPEAKING
34 Can ask simple questions in a face to face survey.
VOCABULARY
30–42 Can use language related to the working day. 34 Can answer simple questions in a face to face
survey.
GRAMMAR
29 Can tell when to use the present simple and when WRITING
to use the present continuous. 31 Can write simple sentences about what they or
other people can or can’t do.
SPEAKING
33 Can write simple sentences about personal skills.
34 Can express general preferences using basic fixed
expressions.
WRITING
34 Can give an example of something in a very
simple text using ‘like’ or ‘for example’.
31 Can write simple sentences about someone’s
work and duties.

143

Unit 7 | Lesson A
BBC VLOGS 7A Odd jobs

introduction to the unit topic and a warm up to GRAMMAR articles a, an, the, zero
VOCABULARY | skills and qualities
PRONUNCIATION weak forms a, an, the
ut s in pairs to discuss the question in the
programme information box. hen they have finished, LESSON OVERVIEW
ask a few Ss for their answers and have a brief class
discussion. hen they are ready, play the video for s n this lesson, s learn about articles. The context
to watch and write three of the obs mentioned. ake is a reading where s read about different obs.
sure they realise there are more than three mentioned s then practise pronouncing the weak forms of
in the vlogs. Check answers with the class, then ask articles. They also learn vocabulary related to skills
a few s which they’d like to do and why, and discuss and qualities. The lesson ends with a speaking
briefly as a class. activity in which s practise ob interviews in pairs.

ny three of restaurant owner, spy, teacher, f you’re teaching this lesson online, you might find
university lecturer, photographer, (Chinese) the following tips useful
translator, carpenter, art teacher
Ex A: sk all s to type their answers in the chat
box as a class rather than doing this in pairs.
EXTRA IDEA f you have time, write the names of all Ex : Use a collaborative document for Ss
the jobs mentioned in the video and ask s to check to write their example sentences so they can
which they know, and look up any others. compare ideas.
Ex B: Ask Ss to share a collaborative document
NOTE he vlogs have been provided by people from in their pairs to write their questions. This way
around the world in response to the same question. The they’ll have them available for x C.
some cases is of a lower quality. However, this adds to Additional Materials
For Teachers:
he locations labelled on the vlogs show where the Presentation Tool Lesson 7A
reflect where the speaker comes from (necessarily).
Grammar Bank 7A
ocabulary ank
of nglish. his could be used as a way to highlight
interesting or useful differences. For St dents:
Online Practice 7A
Additional Materials Workbook 7A
For Teachers:
Presentation Tool Unit 7 TO START
Online Digital Resources Tell s about your ideal ob e.g. chocolate taster,
ideoscript nit pener C logs actor, etc. and what you do in this ob, e.g. y ideal
ob is chocolate taster. Chocolate tasters test new
kinds of chocolate to check they taste nice. They also
check the chocolate is before it leaves the factory.
They eat a lot of chocolate ’ Then put s in pairs to
describe their ideal ob to their partner and what they
think they do in this ob. n feedback, ask a few s to
share their ideas with the class.
EXTRA SUPPORT: SLEXIA yslexic learners in

144

Unit 7 | Lesson A
READING ANSWERS:
St dent A
EXTRA SUPPORT: SLEXIA here are recordings of professional sleeper; TV runner
the reading texts available to help dyslexic learners. 3 wo of the following for each job
rofessional sleeper tests different beds, sleeps in
A Focus attention on the photos and explain that
them, writes a report
these show four different obs. ut Ss in pairs
runner makes coffee and tea for the people
to discuss what they think each ob is and what
in the studio, drives people to places, copies and
they think people do in each one. When they have
prints documents, checks the post
finished, elicit Ss ideas and find out if others agree,
but don t give any answers yet. 4 rofessional sleeper because he loves sleeping
runner because she loved making videos
B ivide the class into pairs. efer Ss to the relevant (now she loves it because she is learning a lot
pages, then ask them to read their articles and meeting people and she feels her work is
individually and answer the questions. The answers important)
will help them summarise the information for their
St dent B
partner in x . f necessary, elicit or point out that
guide horse trainer for the blind toy breaker
Student A s articles relate to photos A and and
Student s relate to photos and . Monitor and 3 wo of the following for each job
help individuals with the answers to the questions uide horse trainer teaches horses how to go
as necessary. around things at home, teaches horses how to go
around things outside, teaches horses how to help
EXTRA SUPPORT: SLEXIA f possible, divide the their owner to go up and down steps
class into pairs and allocate them tudent or roles oy breaker breaks toys (or breaks little cars or
before the class and share the relevant audio file with takes the arms off toy bears or rides children’s
learners with dyslexia. s s work on their own in x 1 , bikes into walls), stops (dangerous) toys from
they can then read and listen to the text if they prefer. going into shops, helps toymakers fix the problems
4 uide horse trainer for the blind because her
EXTRA SUPPORT ou may need to provide some father was blind and had a good experience with a
help with the following key vocabulary. or tudent miniature guide horse and she’s an animal lover
professional is most likely guessable from the context, oy breaker because he loves toys and because he
but you could check or explain this (i.e. when you do has three sons and wants them to be safe
an activity or a sport for money, e.g. a professional
footballer). ou may also want to check write reports.
C xplain that Ss are going to tell their partner about
or tudent miniature is most likely guessable from
the obs and the reasons why the people chose to
the context, but you could check or explain this (i.e.
do them. They should choose ten key words to help
something smaller than usual).
them remember the information and write them
down. Ask Ss to choose both good and bad things
EXTRA: ALTERNATI E I EA ivide the class into
about the ob. Monitor and offer help, especially if
two halves, tudent s and tudent s, and ask them to
Ss are struggling to choose their ten words.
work in two large groups (though they’ll actually work
individually to read). he groups can help each other
understand the meaning of unknown words, though
monitor the accuracy of this. hey can then discuss
and check the answers to the questions in their group
before doing x 1C. Check the answers with each group
individually.
ith weaker classes, you could give some guidance
to each of the two groups on choosing ten words for
x 1C, perhaps by eliciting ideas for the first two words.
or x 2, put s in pairs with one student from each of
the two groups.
145

Unit 7 | Lesson A
A Ss tell their partner what they can remember

GRAMMAR
about the obs in the articles they read, using their
prompts. Ss listen and note down one good and one
artic es: a, an, the, ero
bad thing about each ob. Monitor and help with
vocabulary where necessary. 3A xplain that the examples are all extracts from
the articles they read in x . ead the example
POSSIBLE ANSWERS: with the class, then ask Ss to match the rest, and
The professional sleeper then check in pairs. heck answers with the class.
good things he spends a lot of time in hotels (for You will need to check understanding of a spe i
free) he does something that he loves doing thing we read about a hotel ompany in example
sleeping and it is the same company in example , not a new,
bad things sometimes it’s difficult to sleep, e.g. when different company. This should become clearer in
scientists watch him all night he has to write a lot of the rammar ank.
reports
The TV runner ANSWERS:
good things she has a lot of different jobs she meets d 3 a 4 c e
people; she feels her job is important
B The rammar ank on page can be used in the
bad things she doesn’t make videos some of the jobs
are boring lesson or for homework. ecide how and when the
he guide horse trainer
good things it’s ama ing and fun page GRAMMAR BANK GB
bad things it’s difficult to train a horse to be a guide
This focuses on the form and use of articles. o
horse
through the notes with s or let them read them alone.
The toy breaker Check understanding where necessary, especially of
good things he thinks it’s a useful job to help keep the use of a/an related to sounds, not letters.
children safe
bad things sometimes he feels bad about breaking EXTRA SUPPORT: TEA HER Note that the rule
toys about when to use the with school is not covered here
as this will be focused on at a higher level. Here we
EXTRA IDEA f you have time, you could ask s to are referring to no article with school when you are a
student or a teacher there, and the idea of school as an
briefly read each other’s texts, with a time limit so they
institution rather than a building.
don’t spend too long on it.
ook at the example with the class. Ss complete the
B ut pairs together in small groups to discuss the
rest of the story alone, then check in pairs. heck
questions. ncourage them to use the notes they
made when listening to their partner in x A.
When they have finished, elicit answers from a few
ANSWERS:
Ss and have a brief class discussion.
3 a 4 the 6 a
C Ss find out more about one of these obs or 7 the a 9 he a
another unusual ob, using search terms such as a the the a a
unusual obs , strange obs or weird obs . In the
next lesson, either put SS in pairs or small groups
ead the example with the class and check Ss
to share what they found out or ask Ss to share with
understand they need to put an article or – (for
the whole class.
no article in front of the numbered words in bold
in the conversation. Ss complete the rest of the
conversation alone, then check in pairs. heck
answers with the class. When they have finished,
put Ss in pairs to practise the conversation. Then
ask them to swap roles and practise it again.
ANSWERS:
3 4 an a 6
7 the the 9 a the he
the
146

Unit 7 | Lesson A
A ead the example with the class, showing how Ss

PRONUNCIATION only need to choose one option and write a short
answer for it. Ask Ss to complete the activity,
ea or s: a, an, the
including their own version of question . Monitor
4A 7.01 Ss listen and write the sentences, then and offer help where necessary.
check in pairs. efore they do this, highlight again
B ead the example with the class and demonstrate
how the stress in a sentence generally falls on
with a stronger student if necessary. ut Ss in pairs
the words that carry the main meaning not the
to take turns to read their answers and guess the
articles . lay the recording again if necessary, then
questions.
check answers with the class.
EXTRA SUPPORT: SLEXIA s with dyslexia can FUTURE SKILLS | Self management
find this sort of activity, where they listen and write
whole sentences at the same time, difficult. ou could C ead the uture Skills box with the class and then
write the sentences on the board but with the articles ask Ss to write short sentences for each of the
missing and ask to listen and write in the articles words. When they have finished, ask a few Ss to
where the speakers say them. share their examples with the class or write them
on the board and check their use of articles.
t’s better to be a student than a teacher.
EXTRA: FUTURE S ILLS emind s of the work
live in the north of ngland.
they did in esson 1 on recording new vocabulary.
3 like having photos on the wall. his would be a good opportunity to review those
4 his is an easy exercise. techniques and find out which s have tried and which
they found most useful.
B 7.01 Ss listen again for the common vowel
sound in each of the articles. heck answers with
the class and drill chorally and individually if you
VOCABULARY
think this will be useful.
s i s and a ities
EXTRA SUPPORT: TEA HER on’t insist too much 6A 7.02 efer Ss back to photos A in x .
on correct pronunciation of /ð/ and / / as research into lay the recording for Ss to match the speakers
nglish as an nternational anguage ( ) indicates that with the obs. heck answers with the class.
it may take a long time for s to produce these sounds
if they do not appear in their first language and indeed ANSWERS:
they may never master them. hen they are replaced
(professional sleeper) 3 (toy breaker)
with /s/ and /z/, this hardly ever causes a breakdown in
communication. ( runner) 4 C (guide horse trainer)
ANSWERS:
AUDIOSCRIPT 7.02
a – /ə/ an – /ən/ the – / ə/
t’s good to be relaxed in front of people because
he sound in common is /ə/ sometimes a lot of people watch me when ’m
working. eople watch me because my eyes are
EXTRA CHALLENGE You might want to highlight always closed, and that is part of my job.
the two pronunciations of the / ə/ before a consonant ometimes there are forty or fift y people, so it’s
sound, e.g. the shop and / / before a vowel sound, e.g. important that can work well with people, and
the o ce. However, this will be covered at 2+ level. need to remember people’s names. lso, often start
work early in the morning and finish late at night.
C ead the example with the class, then ask Ss e all work long hours. ut ’m often the last one to
to change the sentences so they are true for leave the studio.
them. Monitor and help with vocabulary where 3 In this job you work with your hands. You work with
necessary, writing any new words and phrases on objects, not people. n fact most of the day you don’t
the board. When they are ready, put Ss in pairs to see any other people, so it’s important that you can
compare their answers and find out if they have work alone.
anything in common. emind them to focus on the 4 f course you need to be good with animals, that’s a
pronunciation of the articles in their discussions. big part of it. nd you work outside a lot, in the city
streets, so the animal can learn about traffic lights
and crossroads, and noise of course.
147

Unit 7 | Lesson A
EXTRA IDEA sk s ‘ hat words or phrases helped 7A ocus attention on the phrases in bold and point
you match the speakers with the jobs ’. out that these are the main clues as to what the ob
is. ither do this activity as a class or ask Ss to do it
B 7.02 o through each phrase and elicit Ss ideas individually, then check the answers with the class.
as to the missing words but don t give any answers This then leads into the ocabulary ank which
yet . Ss listen again and complete the phrases, then deals with different skills needed in various obs.
check in pairs. heck answers with the class and
write them on the board. ANSWERS:
the professional sleeper (A)
EXTRA SUPPORT: TEA HER ith listening exercises the toy breaker (D)
where s have to listen and write missing words, go
through the exercise and elicit s’ predictions first to
B efer Ss to the ocabulary ank on page .
help them focus on the kind of words needed so that
when they hear the audio they are more focused on
page VOCABULARY BANK skills VB
what to listen for.
ote that the ocabulary ank activities are an
ANSWERS: important part of the lesson. They should only be
front omitted if you are confident that your s already know
with this vocabulary. f you don’t use the exercises in class,
3 remember
4 long A licit the first answer as an example, then ask Ss to
hands match the sentences with the photos individually,
6 work then check in pairs. on t give any answers yet.
7 with B VB7.01 lay the recording for Ss to check their
outside answers, then check answers as a class.
C licit a couple of questions as examples, e.g. Are ANSWERS:

you relaxed in front of people , o you work well 3 4 6 7 H C
with people , then put Ss in pairs to make questions 9
for each of the phrases. Some of the questions
they choose will depend on whether they and their C VB7.02 Ss listen and focus on the pronunciation
partner are students or working or looking for work. of can. heck answers with the class and drill
f they need help, then prompt them with ideas chorally and individually if necessary.
from the possible answers below. When they have
finished, elicit their ideas as a class. ANSWERS:
he stress is on the verb.
POSSIBLE ANSWERS:
Can is pronounced / ən/.
re you relaxed in front of people
o you work well with people
3 o you remember people’s names AUDIOSCRIPT VB7.02
4 o you work long hours A he can type.
o you work with your hands / ould you like to B He can sell things.
work with your hands / o you like working with C t can translate.
your hands
D He can make clothes.
6 o you work alone / ould you like to work
alone / o you like working alone D ead the example with the class, then put Ss in
7 re you good with animals/numbers/languages pairs to ask and answer questions, making sure
o you work outside / ould you like to work they cover the sentences in x A though they can
outside / o you like working outside take a look to check if necessary . When they have
finished ask a few Ss to tell the class what their
D ead the example with the class, then ask Ss to partner can and can t do.
interview each other in the same pairs as for x .
When they have finished, ask a few Ss to share any EXTRA CHALLENGE sk s to come up with other
interesting information they found out about their collocations and situations for the verbs used in the
partner with the class. sentences, e.g. ‘ he can type a letter.’, ‘ he can drive a
train.’, etc.
148

Unit 7 | Lesson B
SPEAKING
7B An extra
A ou may want to go through the obs in the box first
and check understanding. ut Ss in pairs and ask
them to choose four of the obs.
day
B ead the example with the class and remind Ss of GRAMMAR present simple and present continuous
the phrases in x and the ocabulary ank and VOCABULARY phrasal verbs
also the questions they wrote in x , then ask
PRONUNCIATION connected speech, the /t/ sound
them to come up with two questions for each ob
they chose in x A. Make sure they both write the
LESSON OVERVIEW
questions as they ll need them in x . Monitor
and help where necessary, and check Ss are forming n this lesson, s learn the difference between the
their questions correctly. present simple and present continuous. This builds
on the work they did on the present continuous in
EXTRA I EA: I ITAL efore s interview each other esson . The context is a listening where they
in x C, ask them to go online and research the types listen to people talking about what they’d do if they
of skills needed for each job they chose in x , using had an extra day’. s learn some phrasal verbs.
the search terms ‘practical skills for (name of job)’. e They also learn about the /t/ sound in connected
prepared to help with vocabulary and to suggest ways speech. Then they do a speaking activity where they
to express the ideas using the skills in the ocabulary discuss doing volunteer obs. The lesson ends with
ank if possible. a writing activity, where s write a blog post about
volunteering.
C earrange Ss into new pairs to ask and answer
their questions, making notes of the answers they Online Teaching
receive. When they have finished, ask Ss to tell each
other which of the two obs they chose in x A they
the following tips useful
think is best for them. n feedback, ask a few Ss to
Ex B: isplay the table on your device and share
tell you which ob they selected for their partner
your screen. hen checking answers, elicit the
and if their partner agrees.
answers and type them in the table for everyone
to see.
TO FINISH Ex A: isplay the sentences on your device
Write on the board: Which three words or phrases did and share your screen. ake sure the annotate
you nd most useful in today’s lesson? How can you function is on and nominate a student for each
use them in the future? ut s in pairs to discuss the sentence to highlight the verb.
questions.
For Teachers:
Grammar Bank 7B
Writing Bank 7B
For St dents:
Online Practice 7B
Workbook 7B
TO START
Write the following questions on the board: What do
you like about your job/studies? What don’t you like?
Why? ut s in small groups to discuss the questions.
hen they have finished, nominate a student from
each group to share their ideas with the class.
149

Unit 7 | Lesson B
EXTRA SUPPORT: SLEXIA yslexic learners in work for a bank. t’s a good job, but spend all day
particular benefit from understanding exactly what in the office, looking at a computer screen. bout
they are learning in a lesson so that they understand two years ago wanted to give up my job. wanted
what they are working towards. n this and every lesson, to do something different.
explain clearly what the learning objectives of the ut you didn’t give up your job
lesson are near the start. o, stayed at the bank. hey were very good.
hey give me one day off every week. t’s great ’m
working outside in this beautiful place, with friends,
LISTENING and I’m doing something useful.
es, you are hanks for talking to us.
A Ss discuss the questions in pairs. f you have a
…
multicultural class, try to put people from different
countries together. When they have finished, elicit a nd from the other side of the world ’m here in
few answers and have a brief class discussion. hailand, where ’m meeting ack.
Hello, ack. hat do you do
B 7.03 | Elicit or preteach: oo s grass and r bbish.
Hi, nton. ell, teach at an international business
ocus attention on the table and explain that Ss will
school here. teach nglish and usiness.
hear these three people talking about what they
ut not today
would do on their extra day. Ss listen and complete
the table, then check in pairs. lay the recording hat’s right. very riday come here and work at
again if necessary, then check answers with the class. this elephant home.
Home
ANSWERS: es, it’s a place for old elephants. hey’re all old or
Nia: ormal job works for a bank not well. he elephants come here and we look after
xtra day activity she cleans up the woods, them.
the beach and other places hat do they eat
Jac : ormal job teaches nglish and usiness ell, they love fruit. Come with me and let me
xtra day activity he works at an elephant show you. Here we’re preparing some fruit for the
home elephants.
Be a: ormal job fixes computers and helps with t looks good.
problems for an company xtra day
nd over there, that’s my favourite elephant, ali.
activity she works in a library
he’s coming back from her shower. he has a
shower every day and she loves it.
AUDIOSCRIPT 7.03 o, this is very different from your day job.
A = Anton N = Nia J = Jac B = Be a es or me it’s not work, it’s like a holiday.
Hello. ’m nton Cooke and in this podcast we’re hanks so much for talking to us and for showing
talking about work. ost people work five days me this ama ing place
a week or more, but today we’re meeting people …
with a different working week. hey work four days nd ’m back in the , with ella. ella, you work
and then, on the fifth day, the extra day, they do for an company, don’t you
something completely different. irst of all, last hat’s right. fix computers and help with problems.
month met some people in the .
ut not on ednesdays
…
o, my company thinks we should give something
oday, ’m here in some woods in the south of back to the city. o have a day off once a week,
ngland and ’m speaking to ia. Hello ia. usually on Wednesday. And I work here in the
Hi nton. library. help people with a lot of different things.
can see about eleven people here. hat are you o what kind of things do you do
doing ell sometimes help children with their reading
ell, today most of us are cleaning up the woods and sometimes help older people. very time
and cutting the grass. nd can you see ete over come here it’s different. ome people want my help
there to find a new job or a place to live or they want to
es. hat’s he doing know how to use the internet better. Last week
He’s picking up rubbish. ou know, plastic bottles someone wanted to know how to turn off their new
and drink cans. phone
h yes. o you come here every week nd what are you doing today
o, we go to different places. or example, last ell, today ’m helping im. He wants to look up
week we were on a beach. e meet every onday. information about housing on the internet. He’s
looking for an apartment.
nd what’s your normal job
150

Unit 7 | Lesson B
oes your company pay you for today

ANSWERS:
o they don’t, but that’s . really enjoy working
look up look after 3 pick up
here. ometimes come here and help at the
weekend. 4 clean up turn off 6 give up
hanks ella.
D Ss discuss the questions in x in pairs. When
C Ss work individually from memory to answer the they have finished, ask a few Ss to share their ideas
questions. Make sure Ss understand that sometimes with the class and find out if others agree.
more than one answer is possible. on t give any
answers yet. GRAMMAR
D 7.03 lay the recording again for Ss check in
present si p e and present contin o s
pairs. Then check answers with the whole class.
EXTRA IDEA efore starting this section, you may
EXTRA SUPPORT lay each part of the recording
want to briefly review the form and use of the present
separately, giving s time to compare and check
continuous from esson 6 .
answers before moving on to the next part.
ANSWERS:
3 A Ask Ss to find the verbs and underline them alone,
3 , 4
ANSWERS:
E Ss discuss the questions in pairs. When they have work 3 ’m helping
finished, elicit answers from a few Ss and find out if ’m working 4 come, help
others agree.
B Ss answer the question alone, then check in pairs.
VOCABULARY heck answers with the class. f you re short of
time, do this exercise as a class. ead the sentences
phrasa er s together and elicit which tense each is in.
A ou may want to offer a brief explanation of what ANSWERS:

phrasal verbs are here before Ss begin the exercises resent simple 1, 4
in this section, i.e. they are verbs which are used resent continuous 2, 3
with a particle a preposition or adverb , but which
act like one verb. on t spend too long on this, C f you re short of time, do this exercise as a class,
though, as here they re taught as vocabulary items. offering further explanations if necessary.
Ss will learn more about phrasal verbs at level.
Ss complete the sentences alone, then check in ANSWERS:
pairs. on t give any answers yet. continuous
simple
B 7.04 lay the recording for Ss to listen and
class. ou may want to check understanding of the D The rammar ank on page can be used in the
phrasal verbs here if you think it isn t clear for Ss lesson or for homework. ecide how and when the
from the context, e.g. gi e p = stop; look p = try to exercises will benefit your class.
find or search for. GB
page GRAMMAR BANK
ANSWERS: This focuses on the differences in form and use of the
up up 3 up 4 after off 6 up present simple and present continuous. o through
the notes with s or let them read them alone. Check
C licit the first answer as an example, then ask Ss understanding where necessary, especially of the use
to complete the rest of the questions alone, then or non use of state verbs.
check in pairs. heck answers with the class.
licit the first answer as an example, then ask Ss to
EXTRA SUPPORT: SLEXIA s with dyslexia may complete the rest of the conversations alone, then
find it difficult to identify the completed phrasal verbs check in pairs. heck answers with the class and
in x 2 . ou could provide them in a list for s to write them on the board to check correct spelling.
refer to.
151

Unit 7 | Lesson B
GB EXTRA SUPPORT: SLEXIA his activity will be a B ead the examples with the class, then put Ss in
challenge for dyslexic learners because they have to pairs to take turns saying their sentences. Monitor
both choose the correct verb and decide on the form to and check Ss are dropping the /t/ sounds where
fill the gaps. n this case, give s the verb for each gap appropriate. When they have finished, ask a few Ss
and ask them to write it in the correct present simple or to share some of their sentences with the class.
present continuous form.
EXTRA IDEA or more practice, write some or all of
ANSWERS: the following on the board
’m having 6 are you doing
Interview each other about things you …
get 7 ’m checking • don’t usually do at the weekend
3 have ’s raining • don’t usually buy
4 ’m sitting 9 know • don’t like doing
• don’t worry too much about
wants play
• can’t do very well
• can’t do er often
ead the example with the class, then ask Ss to • can’t wait to do.
write the conversations, then check in pairs. heck
answers as a class. ou could then put Ss in pairs ut s in pairs to interview each other about the things.
onitor carefully for their pronunciation of the /t/
to practise the conversations, then swap roles and
sound, particularly when followed by the consonant
repeat.
sound in usually, and correct where necessary.
ANSWERS:
A emonstrate the activity by telling the class your
Look, there’s Mr Jordan. Where’s he going? answers to some or all of the questions e.g. m
He’s going to the park. He goes there every thinking about my mum. She lives in ondon and at
afternoon. the moment she s at work, teaching her students.
He’s wearing a suit Then ask Ss to think of two people and the answers
He likes looking good. to the questions about them.
hat language is aria speaking now s it B ut Ss in pairs to ask and answer the questions with
panish their own answers. When they have finished, ask a
No, it isn’t. It’s Portuguese. few Ss to share their answers with the class.
How many languages does she speak
3 ’m making lunch. o you want to eat with me SPEAKING
es, please. hat are you cooking
o you like chicken 6 A Check understanding of ol nteer ob by asking,
orry, don’t eat meat. o you receive money for this kind of ob no . o
through the list of obs in the advertisement and
check understanding. Ss match the quotes with the
PRONUNCIATION obs, then check in pairs. heck understanding with
the class.
connected speech the /t/ so nd
ANSWERS:
4A 7.05 lay the recording for Ss to listen and lant trees (‘Help build homes’ is also possible.)
answer the question. heck the answer with the rain a sports team (‘ each a skill to teenagers’ is
class. also possible.)
3 isten to children read (‘ each an art class or a
EXTRA SUPPORT: TEA HER Elision (the
music class’ is also possible.)
disappearance of sounds in fast, connected speech to
enable smooth delivery of a phrase) also occurs with /d/
when surrounded by consonant sounds (e.g. sandwich – B ive Ss a minute or two to choose three of the obs.
/ n /). emember to provide natural models with
elision when speaking to the class and/or drilling.
ANSWER:
o, the speakers don’t pronounce the final -t in
doesn’t and isn’t.
152

Unit 7 | Lesson B
C ut Ss in small groups to discuss which of the obs ANSWERS:

they d like to do and why. ncourage Ss to give as
take them cooked meals, go out for a drive, spend
much information as possible. When they have
time together, read to them, play games
finished, ask a few Ss to share their ideas with the
class and find out if others chose the same obs for
A ead the questions with the class, then give Ss time
similar reasons.
to find the two other ways to give examples and
EXTRA: ALTERNATI E I EA ou might want to focus answer the second question alone. They then check
on the uture kills box below before the discussion in pairs. heck answers with the class, and highlight
in x 6C so that s can make use of the strategies for that or e ample comes first, and o gi e another
involving other people. e ample follows it. Write the words and phrases on
the board for Ss to refer to in x .
FUTURE SKILLS | ollaboration ANSWERS:

For example, like, o give another example
D ead the uture Skills box with the class, then
like
ask them to complete the questions and write
them in their notebooks.
B Ss complete the text individually, then check in
ANSWERS: pairs. heck answers with the class.
hat do you think How about you
ANSWERS:
or example
EXTRA: EMPLO ABILIT S ILLS Asking for other like
people’s opinions like this is a very useful skill to find out 3 o give another example
more information, for example in meetings at work. This
ensures that everyone has a chance to speak and shows
that you’re interested in their opinions. each some
3A ive Ss time to choose a sub ect and think of ways
to help on their own. They can refer back to the
other useful questions to help with this, e.g. ‘What’s
text in x A and the list in x to help with ideas.
your opinion ’, ‘How do you feel about that ’ ext time
s have a group discussion, remind them of this and Monitor and help with ideas and vocabulary where
appoint a chairperson in each group to ensure everyone necessary, e.g. leaning up the local park take
gets a chance to speak. away rubbish, repair seats for people to sit on and
en oy the park, cut back some trees.
WRITING B ncourage Ss to look back at the blog post in x A

to help with this exercise. Ss order the topics alone,
rite a o post se exa p e an a e then check in pairs. heck the answer with the
whole class.
7 A Ss read the extract and answer the question alone,
then check in pairs. heck the answer with the class. ANSWER:
he correct order is c, a, b.
ANSWER:
older people C Ss write their blog posts individually. Monitor and
offer help and corrections where necessary. At this
B efer Ss to the Writing ank on page to write a point in the course, you could indicate to Ss that
blog post. they should aim to write words.
WB page WRITING BANK D ut Ss in small groups to exchange their blog posts

and read each other s. When they have finished, ask
A Ss read the blog post and identify the examples a few Ss which ideas they like best and why.
alone, then check in pairs. heck the answer with
the class. EXTRA I EA: I ITAL ou could set up an online class
blog for this activity and have s write their posts into it
ANSWER: for others to read in x 3 . lternatively, for extra practice,
five have s write their blog posts on paper in x 3C, read and
check them, then upload a second draft to the class blog.
B Ss tick the examples of activities included in the
blog post, referring back to the post to check. TO FINISH
heck answers with the class. sk s if this lesson has made them want to do any
volunteering work and, if so, what they’d do and what
would be most useful in their local area.
153

Unit 7 | Lesson C
7C I’m calling
EXTRA SUPPORT: SLEXIA yslexic learners in
to check …
W TO … | phone for information

VOCABULARY | phoning LISTENING
PRONUNCIATION | friendly intonation
A Ss match the photos with the places in the box
LESSON OVERVIEW and identify which places are not in the photos
in pairs. heck answers with the class and check
n this lesson, s learn how to ask for and give understanding of the places not in the photos.
information over the phone, as well as how to use
friendly intonation. They also learn vocabulary ANSWERS:
related to phoning. The context is a listening where
A spa B gym C shop
they listen to someone phoning for information.
The lesson ends with a speaking activity where s D cinema E hairdresser’s F train or bus company
roleplay making different phone calls in pairs. ot in the photos concert ticket office, leisure
centre, repair company, university office
Online Teaching
f you’re teaching this lesson online, you might find B ou may want to check a tomate in question .
the following tips useful Ss discuss the questions in pairs. When they have
finished, ask a few Ss for their answers and find out
Ex : hen playing the recording, ask s to mute
if others agree.
their microphones so as not to cause distractions.
Ex : hen checking answers, use a C 7.06 o through the questions with the class
collaborative document to display the information so they know what to listen for, then play the
and nominate different s to supply the answers recording for Ss to answer the questions, then
by typing them in. check in pairs. heck answers with the class.
Ex : Use a collaborative noticeboard for Ss to
write e.g. ’ and their sentence ending for s to ANSWERS:
compare ideas. 7 a.m.
Yes, you need to book.
For Teachers: AUDIOSCRIPT 7.06
Presentation Tool Lesson 7C hank you for calling ills eisure Centre. o one is
hotocopiable ctivity C available to answer your call right now. ur business
Grammar Bank 7C hours are onday to unday, a.m. to 10 p.m.
or more information, please visit our website at
ediation ank C
millsleisurecentre.co.uk.
o speak to a member of the gym team, press one. or
For St dents:
swimming pool opening times, press two. To book an
Online Practice 7C exercise class, press three. o speak to a member of the
Workbook 7C spa team, press four. or all other enquiries, or to return
to general reception, press five.
hank you for calling the spa at ills eisure Centre.
TO START e are very busy at the moment and your call is in a
Write the following questions on the board: Do you queue. ou are number five in the queue. o book a
ever spea nglish on the phone? o you nd it easy or spa time, please hold then speak to a member of the
di cult? What do you nd di cult? ut s in pairs to spa team or leave your name and phone number and
discuss the questions. hen they have finished, elicit a short message so we can call you back as soon as
s’ answers and have a brief class discussion. possible. lternatively, please check our website at
millsleisurecentre.co.uk. lease book a spa time before
you come.
hank you for calling the spa at ills eisure Centre. e
are very busy
154

Unit 7 | Lesson C
D 7.06 o through the information with the class. EXTRA SUPPORT: SLEXIA s it involves precise
ou may want to elicit or check the meaning of spellings and looking through lots of options in the
e e. Ss listen again and complete the information, sentences in x 2 , this activity might be difficult for
then check in pairs. lay the recording again if dyslexic learners. n this case, tell them which sentence
necessary, then check answers with the class. in x 2 each of the missing words comes from to help
them identify and focus on the correct words.
ANSWERS:
ANSWERS:
.co.uk four 3 five
Hold, second
4 five short
3 mobile, smartphone
4 calls
VOCABULARY send, phone
6 landline
phonin
7 back
A ut Ss in pairs to discuss the differences and delete
similarities between the words in bold. When they
have finished, check answers with the class. C ead the example with the class, and share one or
two of your own answers to help demonstrate. Ss
ANSWERS: work in pairs to discuss their ideas. When they have
same finished, ask a different student for each sentence
different a mobile may have internet access but to share their answer with the class and feed in
old models don’t smartphones have internet ideas from the possible answers where useful.
access landlines are at home or at work and are
connected with a cable or wireless but cannot be POSSIBLE ANSWERS:
used outside that situation. a long time
3 same 3 phone
4 same (in effect) 4 9 p.m.
different you leave a message on voicemail or I might be in a meeting
an automated answerphone and then someone 6 uses their mobile
can listen later you send a message by text or by
7 bad about it
email you delete a message by removing it.
always delete messages because need the space
6 same
on my phone.
B ead the example with the class and make sure

Ss understand that only three letters are needed.
You can tell the class that all the words are in How to …
the sentences in x A. Ss complete the words phone or in or ation
individually, then check in pairs. heck answers with
the class. 3A 7.07 o through the form and elicit the kind of
information needed to complete each part. Ss listen
and complete the form, then check in pairs. lay the
recording again if necessary, then check answers
with the class and write them on the board.
ANSWERS:
ime of booking 3 o’clock
ame Helen adeira
hone 445502
155

Unit 7 | Lesson C
B licit the first answer as an example. Ss match the

AUDIOSCRIPT 7.07
phrases with the reasons individually, then check in
RM = Recorded essa e H = He en S = Si on
pairs. heck answers with the class.
hank you for calling the spa at ills eisure
Centre. e are very busy at the moment and your ANSWERS:
call is in a queue. d a 3 b 4 d a 6 a 7 b c
H h come on 9 a d
ou are number one in the queue.
Hello, this is the spa. ou’re speaking to imon. C Ss complete the phrases alone from what they can
hank you for waiting. How can help you remember, then check in pairs.
H h hello. ’m phoning to ask about times and
booking. Your website is down at the moment. EXTRA SUPPORT ou could play the recording for
es, we’re having problems with it. ’m sorry about x 3 again before s do x 3C to remind them of what
that. How can help they heard.
H Could you tell me the opening and closing times D 7.08 When they are ready, play the recording
orry, could you hold on a minute orry about for Ss to listen and check their answers. heck
that. o, erm, what was your question answers with the class and write them on the board.
H hat time does the spa open and close
e open at ten and close at eight. ANSWERS:
H hanks. nd need to book a time in the spa, ask tell 3 check
can’t just come 4 help have
es, you need to book.
H , so could book for tomorrow afternoon, E The rammar ank on page can be used in the
please lesson or for homework. ecide how and when the
omorrow. hat time would you like e have
spaces at three o’clock and six o’clock.
page GRAMMAR BANK GB
H hree and six. et me check. , can book for
three o’clock This focuses on the form and use of the phrases for
es, of course. ust a moment. roblems with the phoning for information. ead the notes with the class
computer. ight. Could have your name, please or give them a few minutes to read them alone then
ask any questions they have.
H t’s Helen adeira.
How do you spell that licit the first answer as an example, then ask Ss to
H . complete the rest of the words in the conversations,
. then check in pairs. ncourage them to do this
exercise without looking back at the notes, but let
H o, it’s E-I. E-I .
them look if they get stuck. heck answers as a
. hanks. nd your phone number class.
H t’s 445502.
445502. , Helen. e’ll see you tomorrow at ANSWERS:
three. Can help you with anything else speaking calling 3 would
H h yes, have another question. How long is the 4 hold waiting 6 question
session
h sorry, the sessions are forty five minutes. licit the first answer as an example, then ask Ss
H orry, did you say orty five minutes to choose the rest of the correct alternatives, then
check in pairs. heck answers as a class.
es, that’s right. s there anything else
H o, that’s all. hank you for your help. ANSWERS:
hank you for calling. oodbye. this 6 that
H oodbye. ’re speaking 7 id
3 to ask hank
4 do 9 else
check everything
156

Unit 7 | Lesson C
3 Make sure Ss understand that there is one mistake ut Ss in A pairs. ocus attention on the diagram
in each part of the conversation. Ss correct the and give Ss time to think about what they re
mistakes alone, then check in pairs. heck answers going to say. When they are ready, Ss practise
with the class. When they have finished, put Ss in the conversation. emind them to use friendly
pairs to practise the conversation, then swap roles intonation. When they have finished, ask one or two
and repeat. pairs to perform their conversation for the class.
ANSWERS: EXTRA IDEA f you have the time, you could ask s to
Hello. onty’s. ou’re speaking to avid. How swap roles and repeat the activity.
can I help you
I ca in about the two for one offer. EXTRA CHALLENGE ive s time to write the
Ah, yes. What o d you like to know dialogue in pairs first, then practise, and then see if they
can do it without their written dialogue, using just the
Could you tell e about the menu, please s prompts. hey could then try again without their books.
it for a vegan
o d yo hold on a minute can ask the
chef. SPEAKING
Hello. hank you for aitin . es we have
three vegan options every day. 6 The three scenarios in this exercise practise
have another question. s coffee included situations which occurred earlier in the coursebook,
so should provide useful revision. ut Ss in A
Yes, it is. an help you with anything else
pairs and give them plenty of time to prepare what
No, that s all, thank you. they re going to say. Monitor and offer help where
10 Thank you or calling. necessary. When they are ready, Ss practise their
conversations. Monitor and make notes on their
EXTRA CHALLENGE sk s to practise the language use for later class feedback. When they
conversations, but get them to change some of the have finished, correct any common errors and or
details and respond accordingly. highlight any examples of good language use.
EXTRA I EA: HOW TO ut s in pairs to choose

PRONUNCIATION one of the other places in x 1 and invent some
details that they need. s then practise a conversation
riend y intonation asking for information from that place, using friendly
intonation and phrases from the rammar ank.
4A xplain that Ss are going to hear four
sentences each said twice and they need to decide
who Speaker A or Speaker sounds more friendly
TO FINISH
in each case. Ss listen and decide, then check in efer back to the discussion in the To start activity and
pairs. heck answers with the class. write on the board: What useful things have you learnt
today about using the phone in nglish? How can you
ANSWERS: practise these? iscuss the questions as a class.
3 4
EXTRA I EA: SPEA AN WHERE ncourage s to
A I’m phoning to ask about the gym. page 160 MEDIATION BANK
B I’m phoning to ask about the gym.

A Could you tell me the cost MEDIATION BANK TEACHER’S NOTES page 198
B Could you tell me the cost
3 A Thank you for your help.
3 B Thank you for your help.
4 A Can help you with anything else
4 B Can help you with anything else
B 7.10 lay the recording for Ss to speak at the

same time as the recording. Alternatively, pause
a er each sentence for Ss to repeat, focusing on
and copying the intonation.
157

Unit 7 | Lesson D
TO START
7D Street Interviews Write three sentences on the board describing things
you can and can’t do, e.g. can drive.’, can’t cook.’,
can speak another language.’ ake sure two of
Would you like them are true and one is false. nvite the s to ask you
questions to find out which is false, e.g. hat car have
you got ’, ow do you say hello in that language ’,
to …? etc. hen you have finished, ask s to write three of

their own sentences two true and one false, then
work in pairs to ask and answer questions to find out
which one is false.
GRAMMAR verbs and to infinitive
S A do a survey EXTRA SUPPORT: SLEXIA yslexic learners in
W T write a summary of a survey particular benefit from understanding exactly what
LESSON OVERVIEW what they are working towards. n this and every lesson,
n this lesson, s learn about verbs which are
followed by the to infinitive. The context is a video
of interviews with people in the street talking about
their jobs and skills. s then do a speaking activity, PREVIEW
where they conduct a class survey about skills. The
lesson ends with a writing activity, where s write a
A emonstrate the activity by telling the class which
summary of their survey.
of the things you can and can t do. ou can also use
this as an opportunity to check understanding of
Online Teaching the activities if you think this is necessary. ead the
f you’re teaching this lesson online, you might find example with the class, then put Ss in pairs to ask
the following tips useful and answer about their skills.
Exs A and A: Sometimes videos can be a little
slow or umpy when streamed in an online class B Ss discuss the questions in pairs. When they have
environment. f you know this is an issue for you, finished, ask a few Ss what they chose and why.
device before moving on. VIEW
ra ar Ban Ex : Use a collaborative
document for s to write answers and compare
A ead the questions in the programme
with other s.
information box with the class and explain that
Exs B and : ut s in breakout rooms to carry they re going to hear different people answering
out their surveys. these questions. ead the two statements in x A
with the class and play the first part of the video for
Ss to decide if they are true or false, then check in
pairs. heck answers with the class.
For Teachers:
Presentation Tool Lesson 7D ANSWERS:
Online Digital Resources alse. here are four students.
Grammar Bank 7D True
ideoscript C treet nterviews
B ead the example with the class. Ss correct the
For St dents: sentences from memory alone, then check in pairs.
Online Practice 7D on t give any answers yet.
Workbook 7D
158

Unit 7 | Lesson D
C lay the video again for Ss to check their page GRAMMAR BANK GB
answers, then check answers as a class.
This focuses on verbs followed by the to infinitive. o
ANSWERS: through the notes with the class or give them time to
read them and ask you any questions they have. Check
2 ob work for a website a a ine as a designer.
understanding, especially of the difference between I’d
3 ose own a company that makes soap sha poo like to play and I like playing.
and conditioners.
4 Hashil love working with money n ers. Ss complete the conversations alone, then check in
5 regor study literature and really love en oy it. pairs. heck answers with the whole class.
6 bi study eography and like learning about
EXTRA SUPPORT: SLEXIA s with dyslexia can
the planet or d.
find this type of exercise, with lots of options, difficult.
n this case, you could provide two options for each gap
3A ead the names of the speakers and the skills (the correct one and a distractor).
with the class so they know what to watch for. lay
the second part of the video for Ss to match the ANSWERS:
speakers with the skills. heck answers with the
like planned
class.
to 6 decided
ANSWERS: 3 to 7 learn
e d a b c 6 f 4 want would
B Ss complete the sentences alone, then check in Ss complete the text individually, then check in
pairs. on t give any answers yet. pairs. heck answers with the whole class.
C lay the second part of the video again for Ss to ANSWERS:

check their answers, then check answers as a class. don’t want ’m learning
ANSWERS: ’d like 6 need
future hobby question more 3 to be 7 planned
because 6 course 4 to work decided

GRAMMAR rewrite the sentences using the correct form of the
words given, then check in pairs. heck answers
er s and to in niti e with the class and write them on the board or invite
Ss to come up and do so .
4 A Ss answer the question individually, then check in
pairs. heck the answer with the class. ou may also ANSWERS:
want to explain that the three verb forms like We need to take an umbrella.
lo e ant have a similar meaning though lo e is ould you like to watch a film
stronger .
Last year I learnt to swim. / Last year I learnt how
to swim.
ANSWER:
o you want to dance
We use the to infinitive.
’d hate to be a politician.
B The rammar ank on page can be used in the ould Colin like to go to university
lesson or for homework. ecide how and when the e’d love to visit you.
exercises will benefit your class. hen did you decide to get married
hat is the manager planning to do / hat does
the manager plan to do
159

Unit 7 | Lesson D
WRITING
SPEAKING
rite a s ary o a s r ey
do a s r ey
A emonstrate the activity by sharing your answers
7A ocus attention on the text and explain that it s
a summary of a survey. Ss read the summary and
to the questions with the class. ut Ss in pairs to
count the number of different skills mentioned,
discuss the questions. When they have finished,
then check in pairs. heck the answer with the
elicit answers from a few Ss and find out what Ss
whole class and ask Ss if there are any words in the
have in common.
text they want to ask you about.
B ive Ss a minute to read the ey phrases, then put
them in new pairs to discuss the questions again EXTRA SUPPORT: SLEXIA The amount of
using the ey phrases in their answers. information contained in the text may be challenging
for s with dyslexia. ou could put s in pairs to read
6 A/B ut Ss in groups and ask them each to choose the text and give their partner responsibility for reading
one of the questions from x A, then to ask it out loud while they share the task of counting the
each other their question. ocus attention on the skills it mentions. hey could also do the matching task
example table and ask Ss to note their answers together in x .
in the same way in their notebooks. Monitor and
encourage Ss to use the ey phrases from x in ANSWER:
their answers and to expand their answers where en different skills sing, act, speak different
possible. languages, write in Chinese, make videos, cook hai
food, play chess, dance the tango, draw, paint
EXTRA SUPPORT: TEA HER he number of s to
survey (and how to organise the class) will depend on B Ss match the parts of the summary and numbers
the si e of the class and also the ability of s to move alone, then check in pairs. heck answers as a class.
around. ith a small class, this could be a whole class
survey rather than having s work in groups. ANSWERS:
a 1, 6
C Ask Ss to pick one student in their group. Ask Ss to
3, 4, 5, 8, 9
take turns to share the information they collected
in x . While they listen, they write all the new c 2, 7
information they hear on their chosen person in
their notebooks. Monitor and offer help where C Ss write their summaries alone using their
necessary. notes from x . Monitor and offer help where
necessary. When they have finished, ask Ss to
D/E Ask Ss to work in the same groups and report swap summaries with other Ss. ou could either
back to the group on their chosen student. n put them in groups or display their writing around
feedback, ask a few Ss if their information was the classroom and ask Ss to walk around and read
reported back correctly. them.
EXTRA I EA: I ITAL sk s to write their

summaries in an online document, then share it with
other s.
TO FINISH
ut s in pairs and ask them to discuss how they could
learn one of the skills they chose in x e.g. online
tutorials, do a course, etc.
160

Unit 7 | REVIEW
7 REVIEW ANSWERS:
have, the
3 aren’t / are not wearing, –
LESSON OVERVIEW
4 don’t / do not know, –
This lesson is a review of the language – both are writing, a
grammar and vocabulary presented in this
6 use, –, –
unit. The notes below assume that the tasks are
completed in class. owever, the self study type
exercises i.e. xs , , and could be done B ead the example with the class, and elicit the
out of class and then checked in the following next question. Then put Ss in pairs to choose their
lesson when the communicative tasks are then sentences and write the questions. Monitor and
completed. check Ss are writing the questions correctly. When
they are ready, ask Ss to walk around the class and
Online Teaching ask their questions, making a note of the answers
they receive.
the following tips useful
ANSWERS:
Ex B: ut pairs together in groups of four or six
hen’s / hen is your birthday
depending on your class size in breakout rooms
to carry out their surveys. 3 re you wearing jeans today
Ex A: sk s to type their answers into the chat 4 How much do you know about video games /
box so they can compare answers as they go o you know a lot about video games
along. here are you writing your answers
6 o you use a tablet at work or at school
C Ss write their summary sentences alone, then
For Teachers: compare their information in pairs. Monitor and
Unit Test in Tests Package check they re using the correct verb forms. When
they have finished, ask each pair to share their
TO START
sk s to work in pairs and try to remember what A licit the first answer as an example, then ask Ss to
language they studied in nit rammar articles a, write the rest of the questions alone, then check in
an, the, zero, present simple and present continuous, pairs. Make sure Ss are clear that they need to use
verbs and to infinitive ocabulary skills and the correct tenses as well as use articles correctly.
qualities, phrasal verbs, phoning ow to phone heck answers with the class.
for information . sk them to look at the unit lesson
ob ectives to check their ideas. ANSWERS:
ould you like to be a scientist
GRAMMAR re you planning to get a new phone next year
3 o you want to have coffee now
A ead the example with the class and check Ss know 4 hen did you learn to use a computer
what sort of information to put in each gap. Ss hen did you decide to study nglish
complete the sentences alone, then check in pairs.
Check answers with the class and write the answers B Ss discuss the questions in pairs. ncourage them
on the board. to ask for and give reasons for their answers. When
they have finished, ask a few Ss to share anything
EXTRA SUPPORT ith weaker classes and for s interesting they found out about their partner with
with dyslexia you might want to break Ex 1A down into the class.
two parts by asking s to fill in the verbs first, using
the whole sentence to provide the context to help
them decide. Check answers and then ask s to add the
articles in each sentence.
161

Unit 7 | REVIEW
VOCABULARY 4 A Ss complete the text individually, then check in

pairs. on t give any answers yet.
3 A Ss complete the phrases by completing the words EXTRA SUPPORT: SLEXIA s with dyslexia may
individually, then check in pairs. ou could point find this exercise difficult, because of the distance
out that all the missing letters are vowels. heck between the gaps and the options. n this case, break
answers with the class and write them on the board the text up into two sections and place the relevant set
to check spelling. of options under each section.
EXTRA SUPPORT: SLEXIA s with dyslexia may B R7.01 lay the recording for Ss to listen and
find this activity difficult as the gapped letters won’t check their answers, then check answers as a class.
make much sense. n this case, write the answers in
random order on the board and gap whole word(s) in ANSWERS:
each phrase for s to complete. C 3 4 6 C 7 C
9 C
ANSWERS:
look fix 3 leave 4 drive
make pick up 7 send turn off TO FINISH
9 work design sk s to think of someone or themselves who has
a ob they either really en oy or really don’t like. ive
them a few minutes to make notes on what the job
B ead the example with the class, then put Ss in
is, what they do and why they do or don’t en oy it.
pairs to think of more things. When they have
hen they are ready, put them in pairs to share their
finished, elicit their ideas and write the correct ones
information.
on the board.
POSSIBLE ANSWERS:
a problem, a machine, a car
a job, a house, school, college, university
a car, a bus, a train
furniture, dinner, a sandwich
a book, a piece of food, a chair (any object)
a letter, an email, an emoji
the radio, the lights, your computer
people, your brain, animals
a tool, a building, an office
EXTRA I EA: I ITAL f s are struggling for ideas,

or you want to extend the activity, ask s to go online
and use a search engine for more ideas. hey can do
this by using the verbs (and any prepositions) as search
terms, then looking at the suggestions which appear in
the drop down menu.
EXTRA CHALLENGE ut s in new pairs and ask

them to take turns saying two or three things from one
of the sets in x 3 for their partner to guess the verbs,
e.g. ‘people, cars’ ‘ ook after ’ ‘ rue, you can
look after people and cars, but no.’ ‘ e good with ’
‘ es ’.
C ead the example with the class and demonstrate

with a stronger student. ut Ss in pairs to take turns
to ask and answer questions. ncourage them to
give more information and to invite their partner
to respond as in the example. When they have
finished, ask a few Ss to report back to the class.
162

8
Unit 8 | Lesson A
travellers
LEARNING OBJECTIVES
A Trip ad ice At a hote
READING | Read a travel website: describing places T make requests and offers in a hotel
Talk about a good city to visit and the best things to hotel language and hotel rooms
do there: superlative adjectives Pronunciation: the contraction ’ll
Pronunciation: -t in superlatives
INFORMATION
INFORMATION VOCABULARY
VOCABULARY 30–42 Can use language related to travel.
30–42 Can use language related to landscape features. HOW TO …
READING 35 Can refuse requests politely, using simple
38 Can make basic inferences from simple information language.
in a short text. 36 Can make and accept offers.
38 Can understand basic opinions expressed in simple SPEAKING
language in short texts. 30 Can make requests related to immediate needs
GRAMMAR using basic fixed expressions.
36 Can form the superlative of regular adjectives 30 Can talk about hotel accommodation using
with ‘-est’. simple language.
36 Can form the superlative of longer regular
adjectives with ‘most’. Arctic Acade y
SPEAKING BBC PROGRAMME | Understand a documentary
33 Can describe their home town or city using simple about a school expedition to the Arctic
language. Talk about a difficult trip adverbs of manner
Write about a trip
B S rprise tra e
LISTENING | Understand a podcast about surprise
INFORMATION
travel: travel activities VIEW
Interview someone and suggest a trip for them: 35 Can understand short, basic descriptions of
be going to familiar topics and situations, if delivered slowly and
clearly.
Pronunciation: weak form of to
Write a description of a trip; use linking words: so, GRAMMAR
because 37 Can form basic adverbs by adding ‘-ly’ to
adjectives.
INFORMATION 37 Can form and use irregular adverbs.
VOCABULARY SPEAKING
30–42 Can use language related to travel. 35 Can describe a travel experience with a few very
LISTENING basic stock phrases.
32 Can understand key information about WRITING
arrangements in simple dialogues spoken slowly and 39 Can write short basic descriptions of past events
clearly. and activities.
GRAMMAR
35 Can express personal plans and intentions for the
future using ‘going to’.
SPEAKING
38 Can ask and answer questions about basic plans
and intentions.
WRITING
31 Can use very basic connectors like ‘and’, ‘but’, ‘so’
and ‘then’.
163

Unit 8 | Lesson A
BBC VLOGS
8A Trip advice
esson . t shouldn’t be exploited or taught at GRAMMAR | superlative adjectives
length, ust played once or twice in class. VOCABULARY | describing places
You may want to preteach or check: penguin, dream PRONUNCIATION | -t in superlatives

destination and views. ut s in pairs to discuss the
question in the programme information box. hen LESSON OVERVIEW
they have finished, ask a few s for their answers and n this lesson, s learn about superlative ad ectives.
have a brief class discussion. hen they are ready, play They also learn vocabulary for describing places.
the video for Ss to watch and write three places they The context is a reading where Ss read posts on an
hear. ake sure they understand that they will hear online travel forum. This leads into the grammar,
more than three places mentioned. Check answers where Ss also practise the elision or linking of the
with the class. ote that Costa ica is actually in /t/ sound at the end of superlatives. The lesson
Central merica but the speaker says outh merica. ends with a speaking activity, where Ss practise
sk a few s which they’d like to visit and discuss interviewing each other about a place they know
briefly as a class. in pairs.

Three of: Tokyo, Costa Rica in South America, f you’re teaching this lesson online, you might find
Argentina, Australia, Chile, Britain, Sintra in the following tips useful:
Portugal
Ex 1B: Display the text on your device and make
sure the annotate function is on. n feedback, ask
NOTE The vlogs have been provided by people from four Ss to highlight the things to see and do in the
around the world in response to the same question. The text.
video content was filmed by them on their own mobile Ex B: Use a collaborative document with the
phones, so the picture quality varies considerably and in table on it for s to add their ideas to.
some cases is of a lower quality. However, this adds to Ex 3A: Set up an online poll for Ss to show their
the authenticity of the content. preferences.
The locations labelled on the vlogs show where the
reflect where the speaker comes from (necessarily). Additional Materials
As many of the speakers are non-native, the videos For Teachers:
expose s to a range of different accents and varieties Presentation Tool Lesson 8A
of English. This could be used as a way to highlight Photocopiable Activities 8A
interesting or useful differences. Grammar Bank 8A
Additional Materials For St dents:

For Teachers: Online Practice 8A
Presentation Tool Unit 8 Workbook 8A
TO START
Write on the board:
Where?
When?
Why?
Tell the class about the last time you visited another
town or city, expanding on the bullet points on the
board, e.g. visited ruges in elgium last ecember
because wanted to shop at the winter market.’ Then
put Ss in pairs to share information about a town or
city they have visited. hen they have finished, ask a
few Ss to share anything interesting they found out
164

Unit 8 | Lesson A
EXTRA SUPPORT: DYSLEXIA Dyslexic learners in C Read the example with the class and demonstrate
particular benefit from understanding exactly what with a place you know and think Ss will also know.
they are learning in a lesson so that they understand Ss write their descriptions individually. Monitor and
what they are working towards. n this and every lesson, offer help where necessary.
D Put Ss in small groups to read their descriptions for
others to guess the place. When they have finished,
ask each group to nominate a student to read their
VOCABULARY description for the class to guess.
descri in p aces EXTRA: ALTERNATIVE IDEA f s are from different

countries and might not know each others’ places,
1 A Check understanding of the things in the list for ask them to tell each other about the places, then Ss
question 1 by eliciting examples Ss know. Ss discuss choose the one they would most like to visit.
the questions in pairs. When they have finished,
elicit ideas from the class.
READING
EXTRA IDEA: DIGITAL f you have access to the
internet, display one or two travel review websites and EXTRA SUPPORT: DYSLEXIA There is a recording of
ask Ss if they use any of them. the reading text available to help dyslexic learners.
B Focus attention on the photos and ask if anyone has 3 A Focus attention on the travel discussions and ask
visited Sintra. Ss read the information and find four Ss if they ever use forums like this. Ss read the
things to do, then compare in pairs. heck answers posts and choose which advice they like best, then
as a class. compare in pairs. n feedback, ask a few Ss to share
which they chose and why.
ANSWERS:
Four of: visit the Pena Palace, visit the Moorish EXTRA CHALLENGE sk s ‘ magine you are im,
Castle, walk in the forest, visit the old town, visit the which advice would you choose? What about Adriana?’
National Palace Put Ss in pairs to discuss the questions. When they have
finished, elicit their answers and find out if others agree.
A ead the examples with the class, then ask Ss to
B Ss read the discussions again and answer the
categorise the words in bold alone, then check in
questions, then check in pairs. heck answers with
the class.
EXTRA SUPPORT Explain that with coast and Atlantic
Ocean we use the because we know which coast and ANSWERS:
because there is only one Atlantic Ocean. a Andrew
Yusuf, Cindy
ANSWERS: c im, rek, usuf, Cindy
Location: west of, in the area, at the top of a They both recommend spending more time in
Nature: Ocean, forest, rocks Lisbon.
Adjectives: lovely, pretty, National hey all recommend having a coffee (in intra
or isbon).
B Put Ss in pairs to think of more words or phrases to c They both think the Pena Palace is beautiful.
add to each column. While Ss are working, copy the
table on the board. When they have finished, elicit C Put Ss in pairs to think of and discuss their advice.
their answers and write them on the board in the Make sure they understand that they should
correct column (or invite Ss to come up to do so) suggest things you can do for under 10 euros (or
and check spelling. your local equivalent) for Tim and what you can do
nearby for a day for Adriana. f possible, put Ss in
POSSIBLE ANSWERS: pairs with someone from the same town. therwise,
ocation north/south/east of (a place) in the north/ Ss can first tell each other about their own towns
south/east/west of (a country, town or city) and choose one of them to think of ideas for. When
Nature: beach, mountain, sea, river, lake, desert they have finished, ask a few pairs to share their
ideas with the class.
Adjectives: beautiful, quiet, wild, relaxing, empty
165

Unit 8 | Lesson A
This activity practises the use and form of

GRAMMAR superlative adjectives. Read the example with the
class. Ss complete the rest of the sentences, then
s per ati e ad ecti es
4 A Ss complete the sentences alone, then check in
pairs. Remind them of the text in Ex 3A to help ANSWERS:
them if they get stuck. Check answers with the The stage speaker is the cheapest.
class and write them on the board. Make sure Ss 3 he stage speaker is the most difficult to use.
understand what a superlative adjective is. Explain 4 The home speaker is the easiest to use.
that while comparative adjectives compare two
5 The band speaker is the most expensive.
things, superlative ad ectives compare more than
two, showing which has the highest of a particular 6 The band speaker is the best overall.
quality in a group. 7 The home speaker is the quietest.
ANSWERS:
1 the cheapest the most beautiful 3 the best
PRONUNCIATION
-t in s per ati es
B Ss either do this individually or you can do it as a
class if you re short of time, eliciting the answers 5A 8.01 | Focus attention on the letter -t in bold
and writing them on the board. in the sentences, then play the recording for Ss to
listen and decide which sentences they can hear it
ANSWERS: in. Play the recording a second time if necessary.
1 est most 3 the best
ANSWER:
C Ss find the examples alone, then check in pairs. You can hear the -t in sentences 2 and 3.
Check answers as a class.
B 8.01 ead the rule with the class, then put Ss
ANSWERS: in pairs and ask them to listen again and choose the
nicest, highest, most expensive, quickest, easiest correct alternative to complete it together. Check
the answer with the class.
lesson or for homework. Decide how and when the EXTRA SUPPORT This builds on the similar point
exercises will benefit your class. in Lesson 7B where the elision of the /t/ sound was
highlighted in connected speech. You could highlight
GB page 126 GRAMMAR BANK this by writing on the board: ‘bes tex am ple’ and asking
Ss to read it aloud.
ANSWER:
especially of the spelling rules and the use of in a er
superlative ad ectives. consonant
1 This activity practises the form of superlative EXTRA IDEA: DIGITAL Ask Ss to record themselves
ad ectives. licit the first answer as an example, saying the sentences in Ex 5A, then listen back and
then ask Ss to complete the rest of the questions. check their pronunciation.
Check answers with the class and write them on the
board to check spelling. Then put Ss in new pairs or C ead the example with the class, then put Ss in
small groups to do the qui , before checking their pairs to give examples of and discuss each of the
answers on page . n feedback, ask each pair or statements in Ex 5A. Monitor and check they are
group how many they got right. pronouncing (or not) the letter -t correctly and
correct sensitively where needed.
ANSWERS:
1 the longest 5 the wettest
the biggest 6 the busiest
3 the largest 7 the highest
4 the furthest/farthest 8 the most dangerous
Answers to quiz: 1 c a 3 c 4 c
5 b 6 a 7 a 8 c
166

Unit 8 | Lesson B
SPEAKING
8B Surprise
6 A Give Ss a minute to think of a town or city they think
is good to visit. f possible, Ss should try to choose
a town or city which they think other Ss won’t know
travel
much about.
GRAMMAR | be going to
EXTRA: ALTERNATIVE IDEA Ask Ss to research a VOCABULARY | travel activities
place on the internet, using five of the questions in PRONUNCIATION | weak form of to
Ex 6B as search items, e.g. ‘When is the best time to
visit Prague?’ Ss can then present the information they LESSON OVERVIEW
found to each other in pairs or small groups, instead of
x 6C and the first part of x 6 . In this lesson, Ss learn about be going to for future
plans. They also learn vocabulary related to travel
B ead the example with the class, then give Ss time activities. The context is a listening where they
to prepare their questions individually. Monitor and listen to a radio programme about a surprise
help where necessary, and check Ss are forming holiday. s learn about the weak form of to. They
superlatives correctly. then do a speaking activity where they discuss a
surprise holiday in pairs. The lesson ends with a
C Put Ss in pairs to ask and answer their questions. writing activity, where Ss write a description of a
Encourage them to give more information where planned trip.
possible.
Online Teaching
D Put Ss in new pairs to ask and answer their
questions, then choose which they d like to visit. n f you’re teaching this lesson online, you might find
feedback, elicit Ss choices and why they d like to the following tips useful:
visit them. ou could also do a quick poll to find out To start: Use a collaborative document, rather
the most popular place to visit among Ss. than the board, for Ss to write their answers,
using a different colour for each team.
TO FINISH ra ar Ban B Ex : Use a collaborative
document to check answers. ominate a different
Write on the board: What was the most useful thing
student to type each answer in and check spelling.
you learnt in today’s lesson? How can you use this in the
future? ut s in pairs to discuss the questions. Ex 6D: Put Ss in breakout rooms in pairs to ask
and answer the questions in x . onitor and
check pronunciation of the weak forms.
Writin Ban B Ex B: Ask Ss to write in a
collaborative document, shared with you so you
can monitor and help or correct where necessary.
For Teachers:
Grammar Bank 8B
Writing Bank 8B
For St dents:
Online Practice 8B
Workbook 8B
167

Unit 8 | Lesson B
TO START EXTRA IDEA Write the following questions on the

Divide Ss into two large teams and give each team board for Ss to discuss in pairs:
a different colour board pen. Copy the table from Would you like to go on a surprise holiday? Why/Why
Lesson 8A, Ex 2A on the board and ask each team not?
to take turns to come up and write a word or phrase What three things are important for you when you
they remember from the lesson in the correct column. choose a holiday?
ake sure a different student in each team comes up Does the advert have questions about your three
each time. hen they have finished, the team with the things?
most correct answers wins. Think about your last holiday. Do your answers to the
questionnaire match that holiday?
particular benefit from understanding exactly what 3 A Explain that these phrases describe travel
they are learning in a lesson so that they understand activities. ead the example with the class, then ask
what they are working towards. n this and every lesson, Ss to complete the rest of the phrases alone, then
explain clearly what the learning objectives of the check in pairs. They can use the questionnaire in
lesson are near the start. x to help if they get stuck. heck answers with
the class.
VOCABULARY EXTRA SUPPORT: TEACHER n ritish nglish
people do a class or course, in US English they take a
tra e acti ities class or course. Take a class or course is understood
in British English, however, and is becoming more
1 Put Ss in pairs to discuss what they think a surprise
commonly used.
holiday is. When they are ready, ask them to read
the advert quickly to check their ideas. Check the
answer with the class. ANSWERS:
visiting 6 looking
EXTRA SUPPORT: TEACHER Holiday is British 3 trying 7 using
nglish vacation is US English. 4 doing 8 going with
5 going on
EXTRA: ALTERNATIVE IDEA Rather than doing Ex 1
as a discussion, write on the board: Just Pack! Surprise
Travel Company and ask: ‘What does this company do, B ead the example with the class, then put Ss in
do you think?’ Ss read the advert quickly to check their pairs to discuss the activities in Ex 3A they don’t
ideas. Check who in the class had the right idea. en oy. When they have finished, ask a few Ss to
share their ideas with the class and find out if others
agree.
ANSWER:
On a surprise holiday, someone else chooses your
destination, arranges the hotel and flights and LISTENING
possibly also arranges the activities. n this case, you
pay a company to do this for you. 4A 8.02 | Read the sentences with the class so they
know what to listen for. You might want to explain
emonstrate completing the first part of the what a big birthday is (i.e. one when you reach a
questionnaire by writing the options on the board significant age, like or , one ending in oh , like
and adding ticks to show your own feelings about , , etc. and sometimes one ending in five, like
the choices. Give Ss plenty of time to read and 25) but the term is used in the recording. Ss listen
complete the questionnaire. While they are reading, and decide if the sentences are true or false, then
monitor and answer any questions they have about check in pairs. Check answers with the class.
vocabulary in the text. When they are ready, put Ss
in pairs to compare their answers. n feedback, ask ANSWERS:
a few pairs what answers they have which are the 1 3 4
same.
168

Unit 8 | Lesson B
P: And in the evenings?

e’re going to try the local food. s that right,
P = Presenter B = Brody L = Lexie Lexie?
P: Hello, this is Anna Stevens. Today’s programme is L: Yes.
about surprise holidays. Everybody’s talking about
B: We have the names of some local restaurants.
them. Everybody’s going on them. So what is a
surprise holiday? Why do people choose them? L: And on the third day, in the evening, we’re going to
We’re starting with brother and sister, Brody and do a dance class. Probably salsa.
Lexie, from Miami, Florida. ell, exie is going to do a dance class. don’t
Brody and Lexie, you have two big birthdays this really like dancing, so ’m going to relax, maybe
year, is that right? walk around some more. ’m going to use this new
app. t’s got maps and information, like information
es, was twenty five a week ago and exie is
about street food. want to try some street food.
twenty-one in June.
They have something called fritanga. t’s fried meat
P: So time for a big celebration. and cheese and bread.
L: Yes. We decided to take a vacation together. P: So the travel company doesn’t do everything.
P: A holiday? L: No, they book the travel and the hotel and then we
L: Yes. decide what to do each day.
P: But you had a problem? B: They send ideas by text for each day.
B: Yes, we didn’t know where to go. We usually only L: But we’re not going to change our plans. Not for the
travel in the US. first three days. fter that, maybe.
L: Actually, we didn’t have passports. But we do now. t sounds really interesting. Have a great time, and
P: So how did you decide where to go? happy birthday to both of you. You’re listening to
L: Well, we went to this surprise travel company. me, Anna Stevens and today we’re talking about
surprise holidays.
P: And they decided for you?
B: That’s right. B 8.02 | Focus attention on the table and elicit
sn’t it expensive anything Ss can remember. Ss listen again and
o, not at all. t’s the same price as our usual complete the table, then check in pairs. heck
vacations. answers with the class.
P: So where are you going?
o Cartagena, in Colombia. t’s perfect for us.
ANSWERS:
boat trip – day 3
P: Oh? Really? Why’s that?
dance class (salsa) day 3
B: Well, we both want to go somewhere warm, with
interesting local food. We don’t like big cities, and look around the town – day 1
we love the ocean. museums – day 2
L: And it’s a special vacation, so we want to go to organised tour – day 2
another country. But not too far away from home. street food (fritanga) day 3
P: So you’re happy to go to Cartagena.
L: Totally. EXTRA CHALLENGE To provide further practice of
eah, think so. the collocations from Ex 3A, when doing feedback on
P: And what are you going to do there? Ex 4B, ask Ss to give full answers, including the correct
ell, the first day we’re just going to look around verbs, e.g. ‘They look around the town on day 1.’
the town. ake photos, have a coffee, you know.
B: Yeah, and the second day we’re going to take a boat GRAMMAR
trip to one of the islands.
L: No, that’s the third day. On the second day we’re be going to
going on an organised tour, with a guide. We’re
going sightseeing. We’re going to visit some 5A 8.03 | Focus attention on the sentences and
museums. elicit Ss ideas as to what the missing words are, but
B: Are we? don’t give any answers yet. Ss listen and complete
the sentences, then check in pairs. heck answers
L: Yes. The Gold Museum, the Chocolate Museum.
with the whole class and write them on the board.
And visit the castle.
B: So the third day we’re going to one of the islands?
ANSWERS:
L: That’s right. There’s a day trip by boat, from ten
1 are, going going to 3 ’re not
to four.
169

Unit 8 | Lesson B
B/C These exercises can be done as a class if you’re

EXTRA IDEA Put Ss in pairs to ask and answer the
short of time. therwise, Ss do them alone, then
questions about their own plans. Make sure they answer
with full sentences and encourage them to ask follow-
up questions to find out more information, e.g. ‘How are
ANSWERS: you going to travel?’, ‘When are you going?’, ‘How long
Ex B be, to are you going to stay there for?’
Ex a future plan
PRONUNCIATION
lesson or for homework. Decide how and when the ea or o to
6A ut Ss in pairs to write the questions. f necessary,
GB page 127 GRAMMAR BANK remind them to use be going to in each one. Don’t
This focuses on the form and use of be going to for give any answers yet.
intentions and plans. o through the notes with s or
let them read them alone. Check understanding where EXTRA: ALTERNATIVE IDEA Ask Ss to do Ex 6A
necessary, especially of use with the verb go and the orally, so that in Ex 6D they concentrate on the
form of short answers. prompts, which are the stressed words (and don’t read
from the completed questions). his will help s to not
1 ead the example with the class, then ask Ss to put the stress on going to.
order the words to make sentences individually,
B 8.04 | Ss listen and check their answers to Ex 6A
then check in pairs. Check answers with the class
and write them on the board, or invite different Ss in their pairs. Check answers with the class.
to come up and do so.
ANSWERS:
EXTRA SUPPORT: DYSLEXIA Ss with dyslexia are 1 When are you going to have dinner?
likely to find this type of reordering activity difficult. How are you going to get home?
n this case, adapt the activity so that they have the 3 Are you going to study English tonight?
sentences in order with the verbs taken out and given
in the infinitive form in brackets. hey have to complete 4 Are you going to meet friends this weekend?
each sentence with the verb in the correct form.
C 8.04 | Model the two pronunciations of to with
the class first. lay the recording again for Ss
ANSWERS:
to identify the correct pronunciation. Check the
’m going to turn off my phone at night.
answer with the class.
3 You’re going to be very happy!
4 Maria isn’t going to stay in her job. EXTRA SUPPORT: TEACHER The really weakened
5 ’m going to give up sugar in my coffee. form /gənə/ isn’t focused on at this level as s often
overstress it and sound unnatural because they don’t
6 She’s going to look for a new job.
speak fast enough to use it naturally. However, it’s good
7 ’m not going to check my texts every minute. to have an intermediate step such as this which reflects
8 ext year ’m going to learn to swim. ‘real English’, and the faster connected speech can be
focused on at a higher level.
Ss complete the text alone, then check in pairs.
Check answers with the class. ANSWER:
/tə/
ANSWERS:
are you going to do D Ss take turns to ask and answer the questions in
’m going to have pairs. Encourage them to use full sentences with
e aren’t going (to go) / e’re not going (to go) going to. Monitor and check they’re pronouncing the
weak form of to correctly. When they have finished,
are you going (to go)
ask a few Ss to share their answers with the class.
’m going to ride
he’s going to meet
are you going to stay
’s/is going to drive
aren’t / ’re not going to stay
are/’re going to camp
170

Unit 8 | Lesson B
SPEAKING WRITING
7 A Make sure Ss aren’t working with the same person rite a description o a trip se in in
they worked with in x . Ss interview each other, ords: so because
making sure they both note their partner’s answers.
8 A Ss read the extract and answer the questions alone,
B Ss work individually to plan their surprise trips. then compare in pairs. Elicit some ideas from the
Monitor and help with vocabulary where needed, class but don t confirm their answers yet.
writing any new words and phrases on the board.
B Refer Ss to the Writing Bank on page 95.
EXTRA IDEA: DIGITAL f any of your s have very
limited knowledge of places they could recommend,
page 95 WRITING BANK WB
ask them to go online and research, using the search
terms ‘good place to visit for (key terms from the 1 A Ss read the description and answer the questions
questionnaire)’. alone, then compare their ideas in pairs. heck the
answers to x A and have a brief class discussion
C Put Ss back in their pairs to exchange their about question 2.
information and choose three of the ideas. Monitor
and offer help where necessary. ANSWERS:
1 The writer is going to their grandmother’s village,
D ut Ss in small groups, then go through the
Zacatlán in Mexico.
instructions and read the example with the class.
Ss take turns sharing the plans they were given in She is the writer’s grandmother.
Ex 7C and asking questions and suggesting other
ideas. When they have finished, ask a student from B Ss complete the sentences alone, then check their
each group what the best idea they heard was. answers in the text. Check answers with the class.
EXTRA: ALTERNATIVE IDEAS Exs 7A–D can be done EXTRA SUPPORT f you think it’s necessary, first
in many variations, depending on class size and how you review the meaning of because and so by writing the
want to involve s (or yourself). ou could alternatively following sentences on the board:
Have the whole class interview you and, in groups, 1 I made a sandwich I was hungry.
plan a surprise trip for you. Ss then write up their I was hungry I made a sandwich.
plans to give to you to read and comment on.
Elicit the word that goes in each gap in order
Have pairs interview pairs, treating each pair as travel (1 because, 2 so) to demonstrate that because
partners. Each pair then chooses a destination and introduces a reason and so introduces a consequence.
creates an itinerary for the other pair, and in Ex 7C
tells the pair about their trip.
ANSWERS:
Have Ss use the information collected from their 1 because so 3 because 4 so
partner in Ex 2 to plan a trip for that student.
C Ss complete the rules individually. Check answers
with the class.
ANSWERS:
1 because so
3 in the middle 4 so
171

Unit 8 | Lesson B
WB A Ss complete the sentences individually, then check

in pairs. Explain that one of the sentences in each
pair uses because and the other uses so. Check
8C At a hotel
HOW TO … make requests and offers in a hotel
ANSWERS: VOCABULARY | hotel language and hotel rooms
a because so PRONUNCIATION | the contraction ’ll
a so because
LESSON OVERVIEW
a so because
n this lesson, a er first learning vocabulary
B Demonstrate by sharing your own ideas with the related to hotels, Ss learn functional language
for requesting and offering in a hotel, as well as
class for each sentence e.g. t s going to rain
practising the pronunciation of the contraction ’ll.
tomorrow, so m going to paint my kitchen. ,
The context is a listening where they listen to four
didn t go anywhere last summer because decided
conversations between a guest and a receptionist
to stay at home. , m not going to study nglish
at a hotel. The lesson ends with a speaking activity
tonight because m the teacher. , then ask Ss to
where Ss learn and use language for hotel rooms
complete the sentences themselves. When they and facilities to roleplay a conversation between a
have finished, put Ss in pairs to share their ideas. guest and a receptionist in pairs.
3 A Go through the questions with the class and elicit
some examples, then give Ss time to plan their trip Online Teaching
and make notes, answering the questions. Monitor f you’re teaching this lesson online, you might find
and offer help where necessary. the following tips useful:
Ex 1B: Put Ss in breakout rooms to compare their
B Ss write their descriptions individually. Remind
ideas. onitor carefully with your microphone and
them to use because and so at least twice each
video muted so as not to intrude.
and encourage them to write in the region of
Ex 3A: Display the topics on your device and share
words. Monitor as they work, checking
your screen. ake sure the annotate function
their writing and offering help where necessary.
is switched on. sk s to indicate the topics
C Ask Ss to share their descriptions and ask questions discussed as they listen.
in pairs. When they have finished, ask a few Ss to
share some of their questions and the answers they
received with the class. Additional Materials
For Teachers:
EXTRA IDEA: DIGITAL You could set up an online
class blog or private social media group for this activity
and have Ss write their descriptions into it for others
to read in Ex 3C. Alternatively, for extra practice, have Grammar Bank 8C
Ss write their descriptions on paper in Ex 3B, read and Vocabulary Bank 8C
check them and then upload a second draft. Mediation Bank 8C
TO FINISH For St dents:

sk s what ideas and suggestions they’ve heard in the Online Practice 8C
lesson they might use on future trips, and why. Workbook 8C
TO START
Tell s about the last time you stayed in a hotel e.g.
The last time stayed in a hotel was on my holiday
in reece last year. The hotel was very nice and had
a lovely big room with a comfortable bed. The food
was delicious and en oyed the breakfast the most.’ ,
then put s in pairs to do the same. ncourage them
to give as much information as possible. onitor and
help with vocabulary where necessary, writing any new
words and phrases on the board.
172

Unit 8 | Lesson C
EXTRA SUPPORT: DYSLEXIA Dyslexic learners in C Ss discuss which things they usually do in pairs.
particular benefit from understanding exactly what ncourage them to develop their answers, e.g. by
they are learning in a lesson so that they understand explaining why or by saying what they do instead.
what they are working towards. n this and every lesson, This will involve them not only using the target
explain clearly what the learning objectives of the language but extending their communication
lesson are near the start. as well.
EXTRA: ALTERNATIVE IDEA f you have a class of

VOCABULARY younger Ss who don’t use hotels, you could adapt this
and they can ask their parents before the lesson or they
hote an a e can imagine they are older. You could also adapt the
situation for a backpackers’ hostel.
1 A Check understanding of receptionist. Ss read
the article and answer the questions, thinking of
responses for each of the three questions they
chose. Ask them to make notes at this stage, which How to …
they’ll refer to in the next part of the activity. a e re ests and o ers in a hote
B Put Ss in pairs to compare their ideas from Ex 1A. 3A 8.05 | Go through the list of topics and check
When they have finished, elicit ideas from the class. understanding. Ss listen and tick the topics talked
about, then check their answers in pairs. heck
A ead the example with the class, then ask Ss to answers with the class.
complete the rest of the phrases alone, then check
in pairs. With weaker classes, you may want to ANSWERS:
check understanding of the words in the box first.
The topics they talk about are: key card, safe,
windows, shower, checking out and luggage.
EXTRA CHALLENGE sk s to first cover the words in
the box and attempt the exercise, then uncover the box
and check and complete their answers.
R = Receptionist = est
on ersation
ANSWERS:
Hello. Can help you
1 airport transfer service 3 bill
r, yes can’t get into my room. he key card
4 safe 5 lift 6 pass
doesn’t work.
7 luggage 8 early/late
R: What’s your room number?
G: Er, 207.
B ead the example with the class, then put Ss in pairs
to order the actions. Make sure they understand R: Oh, you’re … Mr Cooper?
that more than one order is possible. When they G: That’s right. Justin Cooper.
have finished, ask a few pairs to share the order R: Just a minute. Let me give you another key card.
they came up with. G: That’s great, thank you.
o problem. Come back if it doesn’t work. Can
EXTRA SUPPORT: TEACHER The exact order of
help you with anything else?
the actions doesn’t matter. The point is for Ss to make
sure they understand the meaning of each phrase and es, is there a safe in the room ’d like to keep my
discuss their ideas. For example, 6 and 7 do not have a passport in a safe.
specific order and could be in a different order. here’s no safe in the room, but can put your
passport in the safe here, if you like.
POSSIBLE ANSWER: G: Thanks, that’s kind of you.
book a room
check in early or late
take the lift
keep something in the safe
order room service
book an airport transfer
print your boarding pass
pay your bill
check out early or late
leave your luggage
173

Unit 8 | Lesson C
on ersation B Put Ss in pairs to choose the topics and answer the

R: Hello, Reception. You’re speaking to Alex. questions from what they can remember. Don’t give
G: Oh yes, this is Justin Cooper from room 207. any answers at this stage.
es r Cooper. How can help you C 8.05 | Play the recording again for Ss to check
can’t open the windows. their answers. Check answers with the class.
’m afraid the windows don’t open. our room is
on the fourth floor and we keep all the windows ANSWERS:
locked to keep our guests safe. key card His key card doesn’t work the receptionist
ut need some fresh air. he room is too hot. gives him another key card.
R: You can turn on the air conditioning. safe here isn’t a safe in the room the receptionist
here’s air conditioning reat. How do turn it on can put his passport in the safe at reception.
’ll send someone up. hich room is it again windows t’s too hot and he can’t open the
windows the receptionist says he can turn on the air
G: 207. Thank you.
conditioning.
Can help you with anything else
shower he water is cold, then too hot the
es, ’d like to order room service. How do do that receptionist is going to send someone up to help.
R: Just call 152. checking out He wants to check out late all
G: Thank you. the rooms are booked, so this isn’t possible. The
on ersation receptionist can’t do anything.
R: Hello, Reception. You’re speaking to … luggage He wants to leave his luggage somewhere
there is a room at reception for this.
Hi lex, it’s me again. ustin Cooper from room 20 .
How can help you
D 8.06 ead the example with the class, then
t’s my shower. ask Ss to complete the rest of the sentences in
t isn’t working pairs. Explain that these are extracts from the
G: Er, that’s right. Well, the water is cold … and then conversations they heard in xs A and , so they
it’s too hot. should try to remember what they heard. Play the
’m sorry about that, r Cooper. recording for Ss to check their answers, then check
answers with the class and write them on the board.
G: That’s OK, but could someone help?
f course, ’ll send someone right now. EXTRA SUPPORT: TEACHER Note that I’ll is being
G: Thank you. taught lexically as part of an offer here, so there is no
on ersation analysis of it as a future form. t is simply introduced and
R: Hello, Reception. You’re speaking to Alex. How can practised as part of a phrase for offering, and the future
help you use will be taught at A2+ level.
Hello, it’s room 20 again. ’ve got another problem.

need to check out late tomorrow. t about three. ANSWERS:
ust a moment, ’ll check. ’m afraid that’s not 1 Let, That’s
possible. ll the rooms are booked tomorrow. do can, you, kind
apologise. 3 ’ll
hat’s all right. o problem. Can check out early 4 about, could, now
then, or at the normal time, and leave my luggage 5 ’ll, afraid, do
somewhere?
R: Of course. Bring your luggage to reception when E The rammar ank on page can be used in the
you pay your bill and check out. We have a room
here for luggage. You can leave it there.
G: Thank you.
174

Unit 8 | Lesson C

This focuses on the form and use of phrases for making 1 A: Hello, Room Service. Can I help you?
requests and offers in a hotel. ead the notes with the es. Could have a large pi a, please
class or give them a few minutes to read them alone ’m afraid that’s not possible. / ’m afraid that
then ask any questions they have. isn’t possible.
1 Read the example with the class. Ask Ss to write B: What’s the problem?
the rest of the offers using I’ll and the verb phrases t’s two o’clock in the morning.
in the box, then check in pairs. heck answers as a B: Oh. Could you make me a sandwich?
class. A: What’s your room number?
A: Hello, Reception. You’re speaking to Tina.
EXTRA SUPPORT: DYSLEXIA Ss with dyslexia can
How can help
find this type of activity difficult because of the options.
n this case, give them two options (a correct one and B: The air conditioning in my room is making a
an incorrect one) for each offer. sk them to choose the lot of noise.
correct option and use it to write a sentence with I’ll. ’m sorry about that. ’ll send someone up.
B: That’s great. Thank you.
ANSWERS: s there anything else
’ll bring another one. need to print my boarding pass. Could/Can
3 ’ll open the window. you help?
4 ’ll carry it. can print it here if you like.
5 ’ll say it again.
6 ’ll get some.
PRONUNCIATION
Ss complete the conversations alone, then check The contraction ’ll
in pairs. Check answers with the class. When
they have finished, put Ss in pairs to practise the 4A 8.07 | Ss listen and decide which speaker in each
conversations, then swap roles and repeat. pair, a or b, uses the contraction ’ll, then check in
ANSWERS:
1 keep 7 sorry ANSWERS:
safe busy a 3 b
3 send can
4 kind like
5 print 11 apologise a send someone up.
6 boarding pass sorry ’ll send someone up.
a ’ll connect you with room service.
3 Ss write the conversations using the prompts
connect you with room service.
alone, then check in pairs. heck answers with
the class. When they have finished, put Ss in pairs a check.
to practise the conversation, then swap roles and ’ll check.
repeat. f you think they can do it, you could also
ask them to change some of the details and respond B Read the example with the class and demonstrate
accordingly. with a stronger student if necessary. Put Ss in pairs
to take turns saying the sentences for their partner
EXTRA SUPPORT: DYSLEXIA This type of activity to guess the order.
can be difficult for dyslexic learners. n this case, give
them the whole conversations, but with gaps for key
words from the functional phrases.
175

Unit 8 | Lesson C
:|:Social responsibility
6 A Put Ss in new pairs to complete the word webs.
Monitor and help with vocabulary where necessary.
C Read the Future Skills box with the class then
B efer Ss to the ocabulary ank on page .
have a brief class discussion about the question. In
multicultural classes, elicit the opinions of people
page 145 hotel rooms VB
from different cultures to compare as a class.
important part of the lesson. They should only be
EXTRA: FUTURE SKILLS Put Ss in small groups to omitted if you are confident that your s already know
share the last time someone apologised to them. Ss this vocabulary. f you don’t use the exercises in class,
then discuss if they think an apology was necessary in it would be a good idea to set them as homework.
this situation and why/why not. f not, ask them to think
of another situation when the apology would be more 1 A Ss match the words with the pictures alone, then
appropriate. check in pairs. Check answers with the class and ask
if they came up with any of them in Ex 6A.
SPEAKING
ANSWERS:
H 3 C 4 5 6 7 8
5A ut Ss in pairs, and give them plenty of time to
decide who takes which role and prepare what 11 13 14 15 16
they re going to say. Monitor and offer help where
necessary. When they are ready, Ss practise their B VB8.01 | Ask Ss to look at the photos again. Play
conversations. Monitor and make notes on their the recording for them to listen and repeat.
language use for later class feedback. When they
have finished, correct any common errors and or Put Ss in pairs to do the activity. When they have
highlight any examples of good language use as a finished, ask a few Ss which three facilities they
class. chose and find out if others agree.
7 This exercise provides practice of both the

POSSIBLE ANSWER: vocabulary and the functional language combined.
Hello, this is reception. How can help Put Ss into A/B pairs and refer them to the relevant
his is (name) in room 231. here’s no soap in pages. Give Ss time to read the instructions for their
my/the shower. roles in the two conversations, then ask them to
’m sorry about that. start their roleplays.
G: And my/the lamp is broken.
do apologise. ’ll send someone up.
TO FINISH
Ask Ss to choose the three phrases they learnt today
G: Thanks.
that are the most useful and that they’re most likely to
s there anything else use in the future. s then compare in pairs.
G: Yes. Could/Can you book an airport transfer for
me? For tomorrow at half past six / six thirty in EXTRA IDEA: SPEAK ANYWHERE Encourage Ss to
the morning. practise using the Speak Anywhere interactive roleplay.
R: Of course. Right away.
G: Thank you. page 161 MEDIATION BANK
s that all
G: Yes, thanks. MEDIATION BANK TEACHER’S NOTES page 200
R: Goodbye.
G: Goodbye.
B Arrange Ss in new pairs to repeat their roleplays,

covering up the prompts. It’s a good idea for them
to swap roles at this stage, too.
EXTRA SUPPORT f your s need more support in

the initial roleplay, you could ask them to write the
conversation first. However, if they do this, make sure
they do not write in the coursebook and have them
gradually work away from their scripts and just use the
prompts. Eventually, they could close their books and
try and roleplay the conversation from memory, even if
it’s not accurate at this stage.
176

Unit 8 | Lesson D
8D Documentary
TO START
Write the following questions on the board:
Arctic
What’s the hottest place you’ve ever been?
What’s the coldest place you’ve ever been?
What’s the most dangerous place you’ve ever been?
Academy Share your answers with the class, then put Ss in small
groups to discuss the questions.

GRAMMAR | adverbs of manner particular benefit from understanding exactly what
SPEAKING talk about a difficult trip they are learning in a lesson so that they understand
WRITING | write about a trip what they are working towards. n this and every lesson,
LESSON OVERVIEW lesson are near the start.
n this lesson, s learn adverbs of manner. The

context is an extract from a documentary about PREVIEW
someone who organises expeditions to the Arctic
for teenagers. s then do a speaking activity, where 1A ut Ss in pairs to find the items in the box in the
they practise describing a difficult trip. The lesson photos. isplay the photos and ask different Ss to
ends with a writing activity, where Ss write a story point them out in open class.
about a difficult trip.
B Check understanding of Arctic. Tell the class that
they’re going to watch a clip from a documentary
Online Teaching
about the people in the photo. Ss read the BBC
programme information and answer the questions,
Ex A: Sometimes videos can be a little slow
ANSWERS:
give Ss time to watch the video on their own 1 Craig athieson ( rctic explorer) and im (one of
device before moving on. the students/teenagers)
Ex B: Use your device to share the exercise from The students are from a Scottish school.
your screen. ake sure the annotate function 3 They are travelling to the Arctic.
is on. n feedback, ask a different student to 4 Students’ own answers
highlight the correct answer in each sentence.
Ex 4A: Use an online poll for Ss to answer if EXTRA IDEA sk s to find cotland and the rctic
each thing is good or bad. se this to check ideas
on a map.
in x .
VIEW
For Teachers: A Read the sentences with the class and check
Presentation Tool Lesson 8D understanding. Ss watch the video and put the
Online Digital Resources events in order, then check in pairs. lay the video
Grammar Bank 8D again if necessary, then check the answer with the
class.
Videoscript 8D: BBC Documentary
ANSWER:
For St dents:
The correct order is d, g, c, f, b, e, a, h.
Online Practice 8D
Workbook 8D
177

Unit 8 | Lesson D
B Give Ss a minute to read the sentences so they licit the first answer as an example and check Ss
know what to watch for, then play the video again understand that they use the adjective form in one
for Ss to choose the correct alternatives. Check of the gaps and the adverb form in the other. Ask Ss
answers as a class. to complete the rest of the sentences alone, then
EXTRA SUPPORT: DYSLEXIA Ss with dyslexia may
find it difficult to watch and choose the correct options ANSWERS:
at the same time. n this case, read the phrases with the
1 angry, angrily
class first so they know what to listen for.
quietly, quiet
ANSWERS: 3 fast, fast
1 meeting equipment 3 everyone 4 different, differently
4 camp 5 walk 6 family 5 good, well
C Ss discuss the questions in pairs. When they have 3 licit the first answer as an example, then ask Ss
finished, elicit answers from a few Ss and have a to correct the rest of the conversations. Check
brief class discussion. answers with the class. A er this, you could put
Ss in pairs to practise the conversations, using the
EXTRA IDEA Put Ss in pairs and ask them to roleplay correct forms.
Kim telling a family member about the experience.
hen they have finished, ask one or two pairs to EXTRA SUPPORT: DYSLEXIA This is quite a
perform their roleplay for the class. challenging task for dyslexic learners. n this case,
tell Ss which lines have errors in them to help them
concentrate on those lines only.
GRAMMAR
ANSWERS:
ad er s o anner Only the sentences which have errors are given.
3 A Read the example with the class and explain that 1 ye. Have a sa e journey home.
badly describes the verb starting. Ss find the rest ’m going to drive very s o y.
of the adverbs alone, then check in pairs. heck
’m not going to drive ic y.
’m really happy.
ANSWERS: worked very hard all weekend to finish the
report.
fast 3 slowly 4 safely
y manager says the report is very ood.
B The Grammar Bank on page 129 can be used in the 3 ou speak En ish ery e .
lesson or for homework. Decide how and when the hank you, but my pronunciation is ad.
exercises will benefit your class. ometimes. can understand you easi y.

4 Make sure Ss understand that in two of the
This focuses on the form and use of adverbs of sentences both options are correct. Ss choose the
manner. o through the notes with the class and check correct options to complete the sentences alone,
understanding, especially of the use of modifiers with then check in pairs. Check answers with the class.
adverbs.
ANSWERS:
1 Read the example with the class then ask Ss to 1 really
complete the rest of the sentences alone, then
very
refer Ss back to the notes for the spelling rules. 3 fast
4 both are correct
ANSWERS: 5 hungry
badly 3 quickly 4 hard 6 a bit
5 nicely 6 busily 7 well 7 well
8 beautifully noisily fast 8 both are correct
178

Unit 8 | Lesson D
SPEAKING 5 A Give Ss plenty of time to think about their trips and

make notes. f they haven t been on any di cult
trips, they can invent the details. Monitor and help
ta a o t a di c t trip
with vocabulary where necessary, writing any new
4 A Put Ss in pairs to discuss the question. While they words and phrases on the board.
are speaking, write the things on the board. When
they have finished, elicit Ss ideas and have a brief EXTRA IDEA: DIGITAL Ss could practise telling their
class discussion. stories first and record themselves, then listen back and
decide if they want to make any changes before they
B 08.08 | Ss listen and check their ideas. When share their story with their partner in Ex 5B.
they have finished, refer back to the list on the
board to see how many they guessed correctly. B Put Ss in pairs to share their stories. Encourage
them to use the Key phrases and adverbs of manner
ANSWERS: where possible.
good: other hikers/walkers, the scenery C Put Ss in groups to tell their stories again. When
bad: new walking shoes, the rain, the tent they have finished, ask a few Ss which trip they
think was the most di cult and why.
few years ago went on a group holiday to ew

WRITING
ealand. t was a walking holiday on the ilford rack,
one of the most beautiful walks in the world. t’s
rite a o t a trip
over 50 kilometres and goes through old forests and
over a high mountain. n ood weather, it’s not a very
6 A You may want to preteach or check hostel and
sunburn first. Ss read the story and answer the
difficult walk.
question alone, then check in pairs. heck the
irst, the good things was with a small group of very answer with the class.
friendly people from all over the world. Sometimes we
walked and talked together and sometimes walked EXTRA SUPPORT: DYSLEXIA The amount of text
alone. The walk really is beautiful and it’s quite easy. to read here may pose a challenge for Ss with dyslexia.
e were lucky and had good weather for the first two You could read the text aloud with the class or task
days. The best thing was the scenery – the views were individual Ss to read out parts in turn for the rest of the
amazing. class to follow.
had some problems, though. y walking shoes were
new big mistake. fter the first day my feet really
ANSWER:
hurt. Then on the third day it rained, and my rain jacket
wasn’t good. t was cheap and got very wet. nd the He only brought a small bottle of water, which he
tent wasn’t very comfortable. never sleep well in tents, drank quickly.
so always felt tired the next day. He didn’t bring a hat (to protect him from the sun).
n the end, enjoyed the experience. have ama ing
memories of the beautiful scenery and the people. ’d B Ss read the story again and answer the questions
love to do it again. individually, then check in pairs. heck answers with
the class.
EXTRA IDEA There are a number of videos of the
EXTRA SUPPORT: TEACHER f s choose well in the
Milford Track online. You could show a short extract or
last paragraph as an example, point out that it’s not an
point Ss towards these to watch at home.
adverb of manner here, it’s an adjective which means
C ive Ss a minute to read the ey phrases, then play not ill. Also, usually in the first paragraph is an adverb,
the recording again for Ss to tick the phrases they but of frequency rather than manner.
hear. Check answers with the class.
ANSWERS:
EXTRA SUPPORT: DYSLEXIA You could read the 1 four
ey phrases with the class before playing the recording paragraph 1: introduction, paragraph 2: good
to help Ss with dyslexia identify what they should things, paragraph 3: problems, paragraph 4:
listen for. ending/conclusion
3 slowly, quickly
ANSWERS:
All the phrases except ‘The worst thing was the
weather.’
179

Unit 8 | Lesson D
8 REVIEW
C Tell Ss they can write the same story as they
told in x or think of a different one. ead the
instructions with the class, noting how the model in
x A is structured, and elicit or remind them of the LESSON OVERVIEW
structure they used when talking about their trips in
x i.e. the good points first, followed by the bad This lesson is a review of the language – both
ones). Then ask Ss to write their stories. You should grammar and vocabulary – presented in this
expect them to write words. While they are unit. The notes below assume that the tasks are
writing, monitor and offer help where necessary. completed in class. owever, the self study type
exercises i.e. xs , , , and could be
D Ss swap stories with other Ss. You could either done out of class and then checked in the following
put them in groups or display their writing around lesson when the communicative tasks are then
the classroom and ask Ss to walk around and completed and s play the game.
read them. When they have finished, ask a few
Ss who they think learnt the most from their trip. Online Teaching
EXTRA IDEA: DIGITAL Ask Ss to write their the following tips useful:
descriptions in an online collaborative document, then
Ex 1B: Put Ss in breakout rooms in pairs to ask
share it with other Ss to read.
and answer the questions. They will need to
answer simply yes’ or no’.
TO FINISH Ex : Ask Ss to type their answers into a
ut s in pairs to plan a difficult trip for the future. sk collaborative document so they can read each
them to think about where they’ll go, what they’ll need other’s to do lists.
and why they think it will be difficult.
For Teachers:
TO START
Ask Ss to work in pairs and try to remember what
language they studied in nit rammar superlative
adjectives, be going to, adverbs of manner; Vocabulary:
describing places, travel activities, hotel language and
hotel rooms ow to make requests and offers in a
hotel . sk them to look at the unit lesson ob ectives
to check their ideas.
180

Unit 8 | REVIEW
B Demonstrate by sharing some of your own plans

GRAMMAR with the class. Write them on the board as a list, e.g.
Supermarket – buy food
1A licit the first answer as an example. Ss complete Town centre – meet friends
the sentences alone, then check in pairs. heck Then explain your plans, e.g. This week m going
answers with the class and write the answers on the to buy food at the supermarket, then m going
board. to meet some friends in the town centre.’ Ss then
write their lists individually. Monitor and help with
ANSWERS: vocabulary where necessary, writing any new words
1 the tallest and phrases on the board.
the longest
EXTRA IDEA You could give Ss sticky notes so that
3 the easiest
they can’t write too much for their lists. ( his would also
4 the most difficult add variety and make the activity more colourful.)
5 the furthest/farthest
C ead the example with the class, then put Ss in
6 the hottest
pairs to ask and answer their questions. n feedback,
7 the most interesting
ask a few Ss to share their plans with the class.
8 the best
B ead the example with the class, then ask Ss to ask

VOCABULARY
and answer the questions. Monitor and check Ss are
forming the questions correctly as you monitor, and 3 A Make sure Ss understand there are two extra words.
make sure Ss make a note of their answers. Ss complete the phrases individually, then check in
C Ask Ss to discuss the answers to their questions
in groups. When they have finished, nominate EXTRA SUPPORT: DYSLEXIA To help Ss read the
a student from each group to share something options, write them in a list on the board or provide
interesting they found out from their classmates. them as a well-spaced list on a handout.
A Read the example with the class and highlight the

ANSWERS:
use of be going to, then ask Ss to write the rest of
the sentences alone, then check in pairs. heck 1 pool 5 air conditioning
answers with the class. gift 6 coast
3 double 7 middle
ANSWERS: 4 twin 8 ocean
He’s going to order a cake for a birthday party at the
baker’s.
He’s going to find an interesting book to read at the
library.
He’s going to get 200 euros at/from the ATM.
He’s going to send a package at the post office.
He’s going to meet Sam and Helen at a café.
He’s going to buy a new battery for his phone at the
electronics shop.
181

Unit 8 | REVIEW
B R8.01 | Play the recording for Ss to listen and SPEAKOUT GAME

write the numbers of four suitable places from
Ex 3A for each speaker. Play the recording again if The Speakout Game has great potential for exploitation,
necessary. Don’t check the answers yet. depending on your group and how much time you would
like to spend on it. There are instructions on the board
and s are likely to be familiar with board games. ut
s in groups. ach group will need a dice and counters.
Ben Simply playing the game will result in lots of speaking
’m planning a trip for me and my wife. e love the and interaction. owever, you can get more out of the
ocean, we love sitting and looking at the water. We hate game in a number of ways:
being too hot, and it’s often very hot in summer in some
Teach the useful phrases given in B. sk s when
hotels.
they would use each one. lternatively, check
Sa y understanding by asking hat do you say when
y sister enise and are going to take a trip together. you don’t know whose turn it is ’, hat do you say
We love being in nature, with trees all around us, and we when you don’t understand a word ’, etc.
enjoy doing all types of exercise. Also, we need to buy
presents for our families. Check Ss understand the instructions in B. ou can
do this by asking ’m on square and complete the
C Put Ss in pairs to compare their ideas and task. here do go ’ or ’m on square and don’t
encourage them to give reasons for their answers. complete the task. here do go ’, etc.
Then check answers to both Exs 3B and 3C with Check s understand the colour codes’, as each of
the class. the four colours suggests a different instruction.
ou can do this by asking ’m on square . hat
EX 3B ANSWERS: do do or say ’, etc. ou could also demonstrate
Ben: 3, 5, 6, 8 the whole first row with the class, to make sure
everyone understands what to do once they’re in
Sally: 1, 2, 4, 7
groups.
EX 3C POSSIBLE ANSWERS: Monitor Ss playing the game and collect examples
Ben and his wife should stay in a place on the of both good use of language and errors for review
coast, near the ocean, in a double room with air a erwards. Consider the class atmosphere, keeping in
conditioning. mind that this is the end of the course.
Sally and her sister should stay in the middle of a
forest, in a twin room in a hotel with a swimming pool TO FINISH
and a gift shop.
Ask Ss what the most interesting thing they heard was
while they were playing the game.
4 A Ss complete the text individually, then check in
pairs. Don’t give any answers yet.
EXTRA SUPPORT: DYSLEXIA Ss with dyslexia may

find this exercise difficult, because of the distance
between the gaps and the options. n this case, break
the text up into two parts and place the relevant
options under each part.
B R8.02 | Play the recording for Ss to listen and

class.
ANSWERS:
1 C 3 4 5 6 C 7 C 8
A
EXTRA IDEA Follow Ex 4 up by asking Ss whether

they would like to travel this way.
TO FINISH
Put Ss in pairs to discuss their dream holiday, including
destination, activities, accommodation and transport.
182

VIDEOSCRIPTS
UNIT 1 2D: BBC Documentary

Exs 2A and 2B
Opener: BBC Vlogs arrator W Winfred
1 Hi, I’m Jo, I’m British and I live in London. Um, I’m a researcher, N: It’s the end of summer at the Okanogan County Fair in the
by day, and my favourite colour is purple, and my favourite day United States. People are relaxing.
of the week is Saturday. But not this man. Oliver Pakootas has a big race. It’s the Indian
2 Hi my name is Vicky and I live in Beijing. I work for the BBC Relay.
studios. In the Indian Relay, the riders race around the track three
3 A: Hi, I’m Martha. times. And each time they change horses. This race is a
B: Hi, I’m Joe, and we’re brother and sister. tradition for American Indians. And only one rider can win.
A: We’re both uni students. I study Law. W: Keep him going, keep him going. Push him on and make him
B: I study French and History. work. Make him work. That’s pretty good, huh?
A: My favourite day of the week is Friday. N: Oliver spends months preparing for the race. He has a team to
B: And my favourite day of the week is Sunday. help him. They’re all family. There’s Oliver’s brother Winfred,
… his father, John, and his wife’s father, Kerry. Oliver’s the
4 Hello, I’m Chad Anderson. I’m a photographer and photo- rider.
journalist from Bridgeport, Connecticut in the United States of
America. The horses are also part of the family. Oliver and his team
enjoy being together, and they love working with their horses
5 Hi, I’m Sarah, I come from London, but now I live near and their horses love them.
Cambridge. My favourite day of the week is Friday, and my
favourite colour is red. Oliver likes riding his horses in the mountains. It’s just Oliver,
the horse and the mountains.
6 Hello, my name is João. I’m Portuguese, and I live in Cascais,
Portugal. Er, my favourite colour is blue, and my favourite day For Oliver and his family, the Indian Relay isn’t only a race, it’s a
of the week, it’s Friday, and it’s today! way of life.
Now it’s the day of the big race. Oliver rides horse number
1D: BBC Street Interviews one to the starting line. John and Kerry follow Oliver. They
Exs 3A and 3C have horse number two and horse number three. The race is
Mon Zer: Er, my name is Mon Zer. I’m from Canada and I work starting and Oliver’s ready.
for an engineering company. For three minutes, all Oliver thinks of is the race and the
Stephanie: Er, I’m from Melbourne, Australia. horses.
Serge: I’m from Paris in France. Oliver wins the race. Maybe now he can relax and enjoy the
Rob: Hi I’m Rob. I’m a journalist and I’m from Wimbledon. end of summer.
Rose: My name is Rose. I live in Birmingham and I’m
originally from London.
UNIT 3
ackson y name is ackson. live in ondon and study film
at university. Opener: BBC Vlogs
Marcello: So, my name is Marcello. I’m from the United States 1 Yes, sometimes my parents or my friends come to visit me.
and currently I’m a student. And, er, we don’t have a guest room in our house. Er, we have a
sofa, so when they come they can sleep here.
Exs 4A and 4B
2 I love having friends around. We do have a lot of space in our
Katy: I have quite a small family. Er, I have a sister. My sister’s
place, and it’s great to share it with others.
name is Sarah and she lives in Hamburg in Germany.
3 es, we often have friends come and stay with us. e have
Mon Zer: Yeah, I er, I have two brothers and one sister. Er, my
a large house with a garden and lots of spare beds. We love
brothers are currently in university, and my sister is
having friends over.
married with two kids.
4 love having visitors and they often stay with me, but at this
Serge: So, I have two sisters. One is Celine. One is Aurélie. My
moment I don’t have much space because I live in a small
mum’s name is Martine and my dad’s name is Daniel.
apartment.
Rob: I’m married and my wife’s name is Rachel.
5 Yes, we do have visitors quite frequently. We don’t have an
Rose: I’m married. I have two children. I also have nine extra room, erm, but they sleep on the sofa.
brothers and sisters.
6 I never have people to stay over. I’m a student, a university
Jackson: I have a brother called Zane and a sister called Leila, student, and live with five other students, so the bathroom
and my parents’ names are Cory and Nadia. and the kitchen are always messy. And anyway, my, my room’s
Marcello: So, I have one sister who… and her name is Ilaria, and really small, as you can see.
my parents’ names are Daniel and Monica.
3D: BBC Street Interviews
Exs 2A and 2C
UNIT 2 Mark: I live in a four-bedroom house. It has a lounge, a big
kitchen, four bedrooms and three bathrooms.
Opener: BBC Vlogs Isabelle: Erm, I live in a four-bedroom house, so for all my family
1 Well, I like most foods, but my favourite foods are cheese, members. r, we’ve got a kitchen on the ground floor, a
pasta and chocolate. efinitely chocolate. living room, erm, and two bathrooms.
2 I really like butter on my toast. Um, I don’t like blue cheese, Helen: I live in a house and it has four bedrooms, and one
and I hate chillies. bathroom, and a kitchen and one living and dining area,
3 So, I like strawberries. I also like cheese. I like watermelon. I with a garden at the front and the back.
don’t like olives, and I hate meat. Elliot: So my home has a big living room, we have three
4 like to eat chocolate, tomatoes and rice. don’t like fish, and bedrooms – one for my sister, one for me and one for my
hate mushrooms. parents – and we also have two bathrooms.
5 I love bananas, chocolate and ice cream, but I do not like eggs tuart r, live in a flat. t’s a one bedroom flat, with a
and celery. bathroom, a kitchen and a small living room.
6 Do you know what I love? Avocados. They’re so delicious. Lily: I live in an apartment in South West London. It has two
Specially on toast. You know what I also love? Is a good cup bedrooms, two bathrooms, one living room and
of coffee. a kitchen.
usy o, live in a three bedroom flat. t has a nice living
room, big kitchen and a spacious garden.
183
Z01 Speakout 3e TB A2 Videoscripts 99553.indd 183 28/11/2022 07:48

VIDEOSCRIPTS
Exs 3A and 3B UNIT 5

Mark: There are lots of open spaces. There’s a forest nearby
and there’s a park also. Opener: BBC Vlogs
Isabelle: OK, the area where I live is, is very nice. Er, there’s a park 1 When I was about ten my favourite food was white chocolate.
close by and a lot of nice, er, social areas, so restaurants 2 When I was a child my favourite music was any from Elvis
and cafés and stores. Presley. Actually, it still is.
Helen t’s a very quiet road. here isn’t very much traffic and 3 When I was young my favourite place was the park. We didn’t
our neighbours are very friendly. have a big garden at home so it meant I could run around with
Lily: I like it because it’s a very calm area. There are a lot of my friends.
parks – areas that you can walk in – and everyone is very 4 When I was young my favourite thing was my bike or my roller
friendly. skates. I loved cycling and I loved skating.
Gusy: It is very quiet and there are lots of shops around my 5 My favourite food when I was a child was chocolate ice cream.
area. I wanted to eat chocolate ice cream every day. It wasn’t
possible, but I loved to eat it when I could.
6 hen was about five, ate chocolate for the first time. t was
UNIT 4 so good that I ate it for breakfast, lunch and dinner.
7 When I was six my favourite thing was a puzzle with all the
Opener: BBC Vlogs
flags of the world on it. loved that pu le.
1 Um, I really enjoy quizzes. I don’t like doing them on my own,
8 When I was younger, my favourite place was the local
but I enjoy being part of a team.
swimming pool.
2 No, I’m really bad at quizzes, I don’t enjoy them. I’m not good
9 My favourite thing was my teddy Marmite. My parents gave
at remembering facts or dates.
him to me on my eighth birthday. I’m at university now, and so
3 I absolutely love quizzes. I’m interested in a lot of things, so I is Marmite.
really enjoy learning new facts.
4 Um, I like doing quizzes with friends on things like 80s pop 5D: BBC Street Interviews
music and films, but ’m, ’m not very good at them, never win. Exs 2A and 2C
5 I do not like quizzes. I am terrible at them. Marcello: Saturday was good. Sunday was also good.
6 Erm, I’m not very good at doing quizzes, particularly questions Mark: My weekend was great.
about celebrities or music, but I’m very good at Sudokus. Gusy: My weekend was very nice.
7 Yes, I really like doing quizzes. My favourite questions are sport Katy: It was quite good.
and music. Natalia: Um, my Saturday was quite good, I enjoyed it. And my
often do qui es with family and friends. can answer Sunday was quite boring.
questions about celebrities and music, but I can’t answer Gregor: Er, my weekend was very good, thank you.
questions about flags and places. hate them
Mon Zer: My weekend was boring.
4D: BBC Documentary Abi: My weekend was good. Saturday was fun. Sunday was
Exs 3A and 3B a bit boring.
N = Narrator
Exs 3A and 3C
N: It’s spring in Japan, sakura time.
Marcello: So, on Saturday I went for a run in the park. And on
There are one million cherry trees in Japan. One morning, the Sunday I watched a movie.
sun comes up and their blossoms begin to open.
Mark: I spent time with my family and my two children.
Sakura season starts in January in the south. In the north it’s
Gusy: I went for a walk around the Clapham area. It was very
still winter.
nice, a bit crowded but good.
From January to May, a pink wave of colour travels from south
Stephanie: My weekend was good. I played with my dog. I took my
to north, over 3,000 kilometres.
dog for a walk and went to the shop.
For Japanese people, sakura season is a very special time of
Natalia: On Saturday I went to a museum and on Sunday I met
year. It’s a good time to visit Japan, and to enjoy being under
up with a friend.
the trees.
Gregor: I stayed at my friend’s home and I watched movies.
So, when is the best time to visit? In Japan there are two
important forecasts. One is the weather forecast and the Mon Zer: I worked and, er, watched TV shows.
other is the cherry blossom forecast. But a forecast can’t be Abi: On Saturday I went dancing. On Sunday I had work.
perfect. So, when you visit Japan in the spring, you should stay
for a week … or two.
t this time families and friends often come together and have UNIT 6
picnics in the parks. Groups of businesspeople meet … and
Opener: BBC Vlogs
some women wear traditional clothes.
1 I live in a very small town. There are a few cafés, a few
Sakura season is big business. Everywhere there are sakura
bookshops, a few restaurants. I like spending my time walking
souvenirs, and sakura food and drink. People buy cherry
around the bookshops, erm, and going to the restaurants and
blossom tea, cherry blossom cakes and cherry blossom
to the cinema.
sweets. Inside this one, there’s sweet, sticky rice. It comes in a
beautiful box. And everything is pink. 2 go to a caf and find a table out on the pavement and have a
coffee and watch people walk by doing their shopping, meeting
he parks are often very crowded. ou shouldn’t start the day
with friends or working. I just enjoy watching the world go by.
too late. o out early, and find a good place to sit and enjoy
the blossoms. 3 There’s a park near my home in Shinjuku. It has beautiful grass
and flowers and plants you can see year round.
In the evenings, the celebrations continue, but when the sun
goes down it’s often cool. o you should bring some warm 4 When I’m in town I like to go to the cinema. I love watching
clothes. films, and also work at a cinema.
The sakura season is short. The blossoms open, and then, 5 In town, I spend a lot of time in supermarkets because I
about a week later, they begin to fall. Sakura time is over … absolutely love buying food. Um, on Fridays I spend a lot of
Until next year. time sitting at the bus stop because I catch a bus to work on a
Friday.
6 When I’m in town I like going to the park and er sometimes, er, I
go to have a tea with a friend and sometimes in the evening we
go to the cinema.
184

VIDEOSCRIPTS
6D: BBC Documentary Gregor: Yeah, er, I would love to learn Italian because I think it’s
Exs 2B and 2C a magnificent language.
N = Narrator Abi: Erm, I plan to do a course in music production because
N: Cities. All over the world, cities are growing bigger and bigger, I’m interested in sharing music.
as more and more people move in. But it’s not only people.
Animals, too, are moving out of nature and into the cities.
Cities are now nature’s new wild. UNIT 8
This female African penguin lives in a garden near the city of
Cape Town, South Africa. Her partner is away. This morning he
Opener: BBC Vlogs
went fishing. he’s waiting for him to come back. 1 I would most like to visit, probably, Tokyo because I love
Japanese art, food and culture.
He’s starting his journey from the ocean, back to his partner in
the garden. It’s a long journey. 2 I’d love to visit Costa Rica in South America, because from
the pictures I’ve seen it looks beautiful, and I’d like to visit
Tourists love the penguins.
the wildlife.
The penguins have a long way to go. And it’s safer to travel
3 I’d love to visit Argentina because you can enjoy the beach,
together.
the mountains and most importantly the penguins.
Here in the streets, there’s something very dangerous – cars!
4 If I had one place to visit, I would like to visit the pyramids.
The penguins travel on the roads, but there’s a problem: too
5 I really like travelling and there are a lot of places that I would
many cars!
love to visit, but my dream destination is probably Australia.
Some penguins are staying on the road. Others are going
6 I’d love to go to Chile, because I’d love to walk up the Andes,
under a lorry. This penguin’s going into a house ... He’s lost.
do some mountain climbing and see some different scenery
And here’s the female penguin, still waiting for her partner. to Britain.
He’s taking a long time!
7 I don’t need to go anywhere, I already live in the place I would
African penguins choose one partner for life. And these most like to visit, Sintra in Portugal. Um, it’s so beautiful,
penguins want to get back to theirs. But they need to wait. there’s so many old buildings, castles, the views are wonderful
Night comes. The penguins are continuing their journey and there’s many beautiful caf s, and it’s only five kilometres
back home. from the sea.
Penguins can see very well at night. The problem is, drivers
can’t always see them. Up to thirty penguins die each year on 8D: BBC Documentary
the roads here. arrator im raig
Finally, past a garden gate, into the garden, and he’s home … ast week on rctic cademy, the teenagers finished their
at last! training and made the long journey to the Arctic.
This week, the teenagers are continuing their journey.
oday is their first morning in the rctic. he teenagers are
UNIT 7 waking up.
Opener: BBC Vlogs For one of them, Kim, the day is starting badly. She’s tired, and
she wants to go home.
1 Well, I really like the job I have but in the future I would like
to be a restaurant owner, um, a restaurant on a lovely beach The teenagers are having a group meeting with their leader
somewhere, not in London. Craig Mathieson.
2 When I was younger, I really wanted to be a spy, but now I C: So this morning we’re going to go around, around that corner
think I probably want to be a teacher or a university lecturer. over there.
3 I’d love to be a photographer. I really love art and I really love N: Kim’s listening but she isn’t looking happy.
taking pictures. It would be perfect. oday the group is going to ski to the next camp. t’s a difficult
4 The job I would really like to do is in advertising, because I journey of eight kilometres, and it’s going to take them eight
really like writing and design. hours.
5 I’d like to be a Chinese translator. I love learning Chinese They can’t go very fast. Each person is pulling 45 kilograms of
language. I enjoy speaking Chinese with other people. equipment behind them.
6 I would like to be a carpenter, maybe a carpenter who makes fter one hour into the journey, im’s having problems.
very nice furniture. I like to make things with my hands and I One member of the group, Matthew, is trying to help.
like to be creative, so it would be perfect. But Kim isn’t happy.
7 I’d like to be a teacher, maybe an art teacher. I like art and I like K: I wanna go home.
children. Perfect. C: You do?
N: Craig needs to think about everyone in the group. They can’t
7D: BBC Street Interviews stop for just one person.
Exs 2A and 2C
The teenagers are working in pairs. It’s very hard work for
Shannon: So, I’m a student and I’m studying English. everyone.
Rob: I work for a magazine as a designer. Erm, I enjoy it Adam’s working with Kim. He’s helping her.
because it’s, er, creative.
fter eight hours, they finally arrive at their next camp.
Rose: I own a company that makes shampoo and
Tomorrow they’re going to the top of the mountain.
conditioners.
The next day is cloudy and cold. The group has one goal today:
Hashil m, ’m studying finance and accounting. rm, love
to get to the top of the mountain.
working with numbers.
t’s really difficult to walk in the snow. his is a test for
Gregor: I study literature and I really enjoy it because I can read
everyone in the group. They climb slowly.
many books.
fter three hours, the group finally reaches the top and the
Abi: I’m a student. I study Geography and I like learning
view is amazing!
about the world.
Now they can ski back down the mountain. This is much easier
Exs 3A and 3C and a lot more fun!
Shannon: Er ... I would like to learn [a] language like Spanish and, Kim is like a new person. She’s enjoying the experience, and
er, maybe Arabic because I think it’s really important she’s got an amazing story to tell her family when she gets
for the future and yeah. home.
Rob: I am currently trying to learn [the] guitar, erm, as a K: The best thing to do is just enjoy it. Um … I’ll have like this
hobby. And I’ve also started painting, recently. amazing story to go home and like tell my family.
Rose: Ooh. That’s a good question. I’d like to learn a foreign N: And at the end of the day, the group goes back to the camp.
language, um, maybe Spanish or French. They arrive safely, tired but happy.
Hashil: Erm, I would like to learn more about photography
because I love exploring the nature.
185

MEDIATION BANK | SPEAKING
1C Making plans
4 A The aim of Exs 4A and 4B is to provide Ss with a
reminder of the type of questions and suggestions
they covered in Lesson 1C and to give them some
SPEAKING OUTPUT | a group discussion time to think about appropriate responses.
GOAL | make a free-time plan together
ANSWERS:
MEDIATION SKILL | asking questions to make a plan
1 e 2 a 3 b 4 c 5 d
CEFR mediation descriptor: Can collaborate in simple,
practical tasks, asking what others think, making B Put Ss in pairs and ask them to think of alternative
suggestions and understanding responses, provided responses to the questions in Ex 4A.
he/she can ask for repetition or reformulation from
time to time. POSSIBLE ANSWERS:
Timing | 35–45 minutes 1 . / ’m fine. / ot bad. / ll right.
2 5 o’clock / hat about 5 o’clock
3 es, do. / es, love it. / o, hate it. / t’s .
LESSON OVERVIEW
4 reat / ice idea. / don’t like movies. / .
The goal of this lesson is for Ss to make a social plan 5 hat about the cinema / , no problem. /
together, asking questions in order to find out what he park good idea.
everyone wants to do and to work out the details of
the plan. 5 The aim of this activity is to allow Ss to personalise
the final task. Ask Ss to think about the questions
WARM-UP and make brief notes individually, but discourage
any discussion between Ss here, as it may pre-empt
the final task.
1 A Put Ss in pairs to discuss the questions.
B Conduct feedback as a class then make a list on MEDIATE
the board of the places they mention. This may be
useful vocabulary in the Mediate phase.
6 Read through the Scenario with the class again.
Put Ss in small groups and ask them to make a plan
PREPARE together, encouraging them to make sure they get
to do something they want to do. Monitor and note
2 Put Ss in pairs or groups, the latter especially if they down examples of Ss asking questions to different
all come from the same town. Ask Ss to read the members of their group. Conduct feedback.
Scenario briefly and respond to the question. Make
sure they don’t attempt the task in the Scenario yet.
7 Ask Ss to feed back to the class giving details of the
plan and any reasons they can provide.
3 Ask Ss to read the Mediation Skill box and answer
the question. You may want to demonstrate the
concept with the class, asking different Ss how they
are feeling and inviting other Ss to say what a good
activity would be for them.
186
Z02 Speakout 3e TB A2 Mediation 99553.indd 186 28/11/2022 07:48

OUTPUT AND EVALUATION
The key mediation criteria to evaluate this activity are:
learner asks relevant questions about times, activities and places
learner gives information about their own preferences for time, activities
and places
• learner can synthesise information from various parties and make appropriate
suggestions
he following examples show the kind of student output that can be expected.
arks awarded are based on the key mediation criteria above.
EXAMPLE OUTPUT A
Teacher’s comments
How are you today
Student B understands the questions and gives
B: I’m OK.
short responses that make sense but they
nd inda, how are you
don’t try to find out anything about what their
C ’m fine, thanks.
partners want nor do they try to synthesise the
re you free this afternoon
information that the other people give in order to
B: Yes, I am.
make a suggestion.
C: Yes, let’s do something.
. hall we have coffee Marks: 2/5
B: Yes, good idea.
C: What time?
B: 5 o’clock.
EXAMPLE OUTPUT B
How are things
Student B asks questions to help the group make
B: ’m all right. How are you
a plan and also gives clear responses when asked
’m . ired.
about their own preferences. They are proactive
B: nd nne, how are you
in making suggestions and responsive to other
C: I’m OK, thanks, Rodri.
people’s wants and wishes.
B: hall we go to the caf today
Hmm, can we go to the park Marks: 5/5
B: ood idea. s the park for you, nne
C: Yes, I like the park.
B: OK. What time?
C: Three o’clock?
hree is for me.
B: reat. ee you later.
187

MEDIATION BANK | WRITING
2C Pizza problem
3 Ask Ss to look at the pictures and read the details
about the pizzas before answering the question.
Check Ss understand the reasons for their answer.
WRITING OUTPUT | a message to a friend
ANSWER:
GOAL | help someone understand a pizza menu
rimavera (for the friend as it has vegetables and
MEDIATION SKILL | selecting relevant information mushrooms) and Hot pring (for uy as it only has
vegetables, but it doesn’t have mushrooms).
CEFR mediation descriptor: Can list specific
information contained in simple texts on everyday
subjects of immediate interest or need. 4 Ask Ss to read the Mediation Skill box and discuss
the questions as a class.
Timing | 35–45 minutes
ANSWERS:
LESSON OVERVIEW The information that Guy needs is:
• the names of the pi as necessary to order the
The goal of this lesson is for Ss to recommend food pizza
to a friend based on their requirements, providing
• why the pi as are good for them to give uy a
relevant information and avoiding unnecessary detail
simple justification for the choices
which might cause confusion.
He doesn’t need the other information, such as prices
and full ingredients lists.
WARM-UP
1 Put Ss in pairs to discuss the questions. For question MEDIATE

3, you may want to model the activity with the class
by doing it with a stronger student and using the
5 Ask Ss to write a short reply to Guy, using their
sample dialogue to show Ss a simple way to have responses to the questions in Exs 3 and 4. If you feel
the conversation. it’s necessary, provide Ss with some support on how
they can begin their reply by providing a model or
PREPARE asking Ss how they might start their reply.
6 Put Ss in pairs. Ask them to exchange their answers

2 Ask Ss to read the Scenario briefly and decide if the with a partner and comment on their partner’s
statements are true or false. response to Guy, saying whether Guy would have
all the information he needs and whether any of the
ANSWERS:
information given is not necessary.
1 2 3
188

• learner gives clear and useful information to Guy
learner is capable of giving a rationale for their pi a choices in limited language
learner avoids details which uy does not require to make a decision
EXAMPLE OUTPUT A
Hi uy he Hot pring pi a is good for you
The message gives Guy the correct information
because you like vegetables but you don’t
he needs and doesn’t overwhelm him with
like mushrooms. The Primavera pizza is good
unnecessary detail.
for your friend because your friend wants
vegetables and mushrooms are for him. Marks: 5/5
EXAMPLE OUTPUT B
Hi uy he Hot pring pi a is good for you
The information given is correct and a rationale
because there are olives, green pepper, herbs
for the pizzas selected is offered, but the
and chillies. It’s £10. The Primavera pizza is
writer includes details that are not necessary
good for your friend because there are red
(ingredients and prices).
peppers, olives and mushrooms. It’s £11.50.
Marks: 3/5
189

3C Cultural
3 Ask Ss to read the Mediation Skill box and answer
the question. Encourage Ss to refer to Lesson 2B if
necessary.
advice POSSIBLE ANSWERS:

hardly ever, often, usually
WRITING OUTPUT | a reply to an email
GOAL give advice to a friend about your country 4 A Write the first sentence on the board and ask Ss
MEDIATION SKILL describing your culture if they think it’s true for people in their country/
countries. If not, ask them which adverb would be
CEFR mediation descriptor: Can contribute to an better and put it into the sentence in place of often.
intercultural exchange, using simple words/signs to Ss complete the rest of the activity by themselves.
ask people to explain things and to get clarification
of what they say, while exploiting his/her limited B Put Ss in pairs to compare their answers to Ex 4A.
repertoire to express agreement, to invite, to thank, Allow them to discuss differences in their answers,
etc. but avoid doing whole-class feedback at this point
as this might pre-empt Ex 6.
MEDIATE
LESSON OVERVIEW
The goal of this lesson is for Ss to give advice about 5 Ask Ss to look at the questions in the Scenario again
their culture to someone visiting their country, using and then write responses to them. Encourage them
adverbs of frequency. to use appropriate adverbs of frequency. Monitor
and make notes of correct and incorrect adverb
usage for feedback.
WARM-UP
6 Put Ss in pairs to read their partner’s responses to
1 Put Ss in pairs to discuss the questions. Conduct Kelly’s questions. Then conduct class feedback,
feedback as a class. and ask Ss to tell the class if there are differences
between their responses to the questions and
where possible, discuss the reasons for the
PREPARE differences.
2 Ask Ss to read the Scenario briefly and elicit some

further questions.
POSSIBLE ANSWERS:
What do people usually drink?
o people bring their children
o guests offer to help
s there anything shouldn’t talk about
hat should wear
190

• learner responds to all the questions
learner responds with relevant information
learner uses adverbs of frequency to describe typical behaviour in their country
EXAMPLE OUTPUT A
Hi elly,
The student touches on relevant topics, but most
’m so happy you like life here o, you have a of the advice they offer is either something they
dinner at your manager’s house Here’s my couldn’t possibly know in such detail, e.g. ‘Go to
advice. your manager’s house at seven o’clock.’ or based
Go to your manager’s house at seven o’clock, on their own preferences rather than general
but don’t take flowers because they are ones, e.g. ‘Don’t talk about football at dinner. I
expensive. think football is very boring.’
Pizza is very nice for dinner, especially
Marks: 2/5
argarita on’t talk about football at dinner.
think football is very boring. inner always
finishes at 10 p.m.
Have a great time
EXAMPLE OUTPUT B
Hi elly,
The student describes general behaviour well
’m so happy you like life here o, you have a using adverbs of frequency and answers most of
dinner at your manager’s house Here’s my Kelly’s questions, omitting to mention only what
advice. food is usually eaten.
e always arrive on time at somebody’s
house and we usually bring food or small Marks: 4/5
gifts. t dinner, people often talk about
programmes or their hobbies. e usually
finish dinner very late, sometimes at 11 p.m
Have a great time.
191

4C Party clothes AUDIOSCRIPT MB4.01

F = Friend A = Ash SA = Shop assistant
Hi, sh, can you hear me
SPEAKING OUTPUT | a phone conversation
Hi, are you in the shop
GOAL buy something for a friend
es, ’m here, with the shop assistant. ne second,
MEDIATION SKILL | checking details
sh.
CEFR mediation descriptor: Can invite others’ .
contributions to very simple tasks using short, simple xcuse me, have you got any black shirts n a
phrases prepared in advance. Can indicate that he/she medium size?
understands and ask whether others understand.
ne second o, ’m sorry, we haven’t at the
Timing | 35–45 minutes moment. n a medium we have blue, white and
green.
LESSON OVERVIEW , thanks. sh hey haven’t got a black shirt

in a medium, but they’ve got blue, white or green. s
The goal of this lesson is for Ss to facilitate a friend blue
in buying clothing, relaying information to them and Hmm, blue is , guess. es, blue.
checking whether certain details are OK. . Hi, sorry my friend wants the blue one.
ot a problem. Here you go.
WARM-UP nd have you got any white jeans, si e twenty eight
i e twenty eight. es, we have, here you are.
1 Ask Ss to read the statements and think about m, sh hey’ve got white jeans in a si e
whether they are true for them or not. Use the twenty eight, but they’re 100. o you want them
model answer to help give Ss an idea of how they ow, no, that’s too much. y old blue jeans are fine.
can explain their answers to a partner. Put Ss in
, talk to you later sh, bye hanks for your
pairs and ask them to explain their answers to their
help.
partner.
ou’re welcome.
PREPARE 4 MB4.01 | Ask Ss to read the Mediation Skill box

and then play the recording again, encouraging
2 Ask Ss to read the Scenario briefly and answer the them to tick the sentences they hear.
question.
ANSWERS:
ANSWER: hey haven’t got a black shirt in a medium, but
sh needs some clothes for a party, but she hasn’t they’ve got blue, white or green.
got time to go to the shops. hey’ve got white jeans in a si e twenty eight, but
they’re 100. o you want them
3 MB4.01 | Ask Ss to listen to the conversation
and identify the item which the person buys for Ash.
MEDIATE
ANSWER:
B 5 Put Ss in groups of three and assign them a role.
Ask Student B and Student C to read the Scenario
again to remind themselves of what clothes Ash
wants. Ask Student A to decide what colours and
sizes they have in their shop and to make notes in
the table. While Ss do the roleplay, monitor, making
notes of how they attempt to employ the target
language from the Mediation Skill box.
6 Ask Ss to repeat the conversation with different

roles so each student has a chance to mediate.
Conduct class feedback.
192

• learner can ask for relevant information
• learner can give information to a third party
• learner can use but to contrast information
learner can check whether someone is happy with something
EXAMPLE OUTPUT A EXAMPLE OUTPUT B

B: Hi, sh, can you hear me B: Hi, sh, can you hear me
C Hi, yes can. C Hi, yes can.
B: ’m in the shop now. xcuse me, have you B: ’m in the shop now. xcuse me, have you
got any black shirts n a medium si e got any black shirts n a medium si e
ne second es, we have. ne second es, we have.
B: How much are they B: thanks. sh, they’ve got black shirts.
hey’re 25. C reat. Have they got white jeans
B: thanks. sh, they’ve got black B: ne second. orry, and have you got
shirts, but they’re 25. s that white jeans, si e 2
C Hmm, yes, that’s . i e 2 . es, we have, here you are.
B: Great. They’re £75.
C Have they got white jeans B: . sh hey’ve got white jeans in a si e
B: ne second. orry, and have you got 28. They’re £75.
white jeans, si e 2 C hat’s a little expensive. don’t want
i e 2 . es, we have, here you are. hey’re them. Do they have jackets?
£50. B: xcuse me, do you have jackets
B: . sh hey’ve got white jeans in a es. lack jackets.
si e 2 . hey’re 50. o you want them B: o you want a black jacket
C: Yes, that’s perfect. C o thanks.
B: , talk to you later sh, bye B: , talk to you later sh, bye
Teacher’s comments Teacher’s comments

Student B makes relevant enquiries to the shop Student B makes relevant enquiries to the shop
assistant and passes on accurate and detailed assistant, but doesn’t always give Ash all the
information to Ash, omitting only to deal with the detailed information she needs to make a decision,
third item, the jacket. The student is able to check e.g. the price of the T-shirts, nor do they check
whether Ash is happy with what the shop has to whether all the details are OK for Ash. They don’t
offer in a range of ways. They are able to connect use but to connect contrasting information
contrasting information with but. (e.g. they have white jeans, but they’re expensive).
Marks: 4/5 Marks: 3/5
193

5C How was R = Rex

AUDIOSCRIPT MB5.01
J = Janina
your day? Hey, anina

Hi ex. How are things
’m , but how about you hat happened yesterday
SPEAKING OUTPUT | an informal conversation
h, we went to see ohn’s parents
GOAL | help a friend to tell a story
R: Right. Do they live near here?
MEDIATION SKILL | listening actively
o, in lymouth.
CEFR mediation descriptor: Can make simple remarks lymouth ow, that’s really far
and pose occasional questions to indicate that he/she Really far, and we had problems all day.
is following.
R: Oh no.
Timing | 35–45 minutes lost my phone in the morning, so we left the house
late. hen we had problems with the car. hat car is
so old now
LESSON OVERVIEW
h, that’s too bad. id you arrive late at ohn’s
The goal of this lesson is for Ss to listen actively parents’ house?
and help a friend tell a story by using appropriate es, we were two hours late, but ohn’s parents are
responses. really nice, they made us a nice lunch and then we went
for a walk. e went to the beach near their house.
WARM-UP he beach. ounds nice.

es, but it rained. t rained a lot. e went home early.
1 A Put Ss in pairs to decide which things happen on a ow, that was a terrible day.
good day and which on a bad day. Elicit answers and
see if anybody disagrees. 4A MB5.01 | Ask Ss to read the Mediation Skill box
and answer the question. Check the answer with the
POSSIBLE ANSWERS: class.
Good day: you arrive at work on time, a nice journey
to work/school, you see a friend in a caf , you get a ANSWERS:
good mark in an exam He does all three things.
Bad day: rain, traffic problems, problems with
technology, you lose something B MB5.01 | Play the recording again for Ss to
complete the sentences, then check answers with
B Ss discuss the questions in their pairs. Conduct the class.
feedback and make a list on the board of the Ss’
ANSWERS:
answers to question 1 as this will help with idea
generation in the Mediate phase. 1 are 2 happened 3 ight 4 h no
5 that’s 6 id 7 he beach 8 terrible
PREPARE
MEDIATE
2 Ask Ss to read the Scenario briefly and answer the
question. Check the answer with the class and ask 5 Read through the Scenario with the class again.
them to explain what terrible means (very bad). Refer them back to the ideas in Ex 1 and ask them
to make notes about their own bad day, which can
ANSWER: be real or imagined.
bad
6 A/B Put Ss in pairs, and ask them to take turns to tell
their story and listen actively. Monitor and make
3 MB5.01 | Ask Ss to listen to the conversation
and tick the things they hear. Check answers with notes on effective active listening for feedback.
the class. C Ask Ss to say how their partner helped them by
listening actively, and provide your own examples
ANSWERS: from your monitoring of the class.
hey mention everything except bad food.
194

learner can support the telling of the story by asking relevant questions
learner can support the telling of the story by showing comprehension
learner can support the telling of the story by reacting appropriately
EXAMPLE OUTPUT A
had a bad day yesterday.
Student B responds to the story using limited
B: Right.
short expressions, but doesn’t ask any questions
lost my wallet at work.
or show their comprehension to help Student A
B: Oh no.
tell their story.
asked all my colleagues and looked
everywhere. o you know where it was Marks: 2/5
B: o, no don’t know.
t was at home
B: Oh no. I had a nice day yesterday.
EXAMPLE OUTPUT B
had a bad day yesterday.
Student B responds to the story using a range of
B: h no, what happened
expressions, shows that they understand what
lost my wallet at work.
they are being told and asks questions to help
B: h, that’s too bad. id you find it
Student A tell their story.
ell, asked all my colleagues and
looked everywhere Marks: 5/5
B: Right.
nd do you know where it was
B: Was it at home?
es, left it at home
B: did the same thing last week
195

6C Plans for
3 Ask Ss to read the messages and respond to the
question. Check the answer with the class. With a
strong group, you might ask them to give reasons
Dublin for their answer.
ANSWER:
WRITING OUTPUT | a message to friends o. enny wants the bus tour, but an doesn’t want
GOAL | help a group make a plan to spend much.
MEDIATION SKILL | putting information together
4 Ask Ss to read the Mediation Skill box then
CEFR mediation descriptor: Can recognise when complete the sentences alone, then check in pairs.
people disagree or when difficulties occur in Check answers with the class.
interaction and adapt memorised, simple phrases to
seek compromise and agreement. ANSWERS:
Timing | 35–45 minutes 1 but 2 and 3 than 4 but 5 than
LESSON OVERVIEW MEDIATE

The goal of this lesson is for Ss to make a plan to
suit everyone in the group, putting together the 5 Ask Ss to read the Scenario and the responses from
information that they have been given. Kenny and Jan again and then write their responses.
If you want to challenge Ss, you can also ask them
to include what they want to do, too.
WARM-UP
6 Ask Ss to work in pairs and exchange their
responses. Ask Ss to tell their partner if they agree
1 Ask Ss to work in pairs and discuss the questions.
with their plan or not, and explain why.
Conduct feedback as a class.
PREPARE
2 Ask Ss to read the Scenario briefly and match the

activities with the photos. Check answers with
the class.
ANSWERS:
1 2 3 4 5 C
196

learner can put information together using basic linkers like and and but
learner can use basic comparatives to contrast options
learner can make logical recommendations and a reader would be usefully
informed
EXAMPLE OUTPUT A
Hi everyone, love the ideas for ublin et’s
The student links information appropriately
make a plan. , so the bus tour, the park
using basic linkers and comparatives and makes
and the bridge are good for enny, but an
suggestions which are logical and useful to the
hasn’t got much money and the bus tour is
group.
expensive. he museum is cheaper than the
bus tour and the library, but enny doesn’t Marks: 5/5
like museums. et’s go to the bridge, the park
and the library.
EXAMPLE OUTPUT B
Hi everyone, love the ideas for ublin et’s
While the student does some limited linking and
make a plan. , so the bus tour is nice and
comparison, their suggestions won’t work for
the museum is good. like these places. et’s
everyone – the three places are chosen to suit the
go to the park. The park is nicer than the
student’s own preferences.
bridge.
Marks: 1/5
197

7C Voicemail
B Go through the answer with the class highlighting
that the words in bold in option a convey the key
informational content.
WRITING OUTPUT | short messages
ANSWER:
GOAL | give someone the information they need
a
MEDIATION SKILL listening for important words
CEFR mediation descriptor: Can list the main points C Ask Ss to complete the sentence, using the
of short, clear, simple messages and announcements, information in Ex 4B.
provided they are clearly and slowly articulated.
ANSWER:
John called. He can’t come to your party tonight.
LESSON OVERVIEW 5 Ask Ss to look at the text and find words that they
think are important to understand the message.
The goal of this lesson is for Ss to listen to voice
They should find that these are the words they need
messages, correctly identify key information in
the messages and then take notes and relay the to complete the message. Check the answer with
information to a third party. the class.
ANSWER:
WARM-UP Cuts Hairdressers / The hairdressers / Your
hairdressers called. Your hairdresser / hairdresser
1 Ask Ss to work in pairs and discuss the questions. Rose isn’t well. ou need to change your
Conduct feedback as a class. appointment time. Call them on 077075.
PREPARE
MEDIATE
2 Ask Ss to read the Scenario briefly and answer the
question. Check the answer with the class. 6 MB7.02 | Ask Ss to listen to the recording and
make notes of the important words. You may want
ANSWER: to play it several times and to scaffold the activity
he wants you to explain her voice messages. by preteaching any words in the messages you
think Ss won’t know. Once they have made notes,
3 MB7.01 | Ask Ss to listen to the recording and encourage them to use the messages in Exs 4C and
choose the correct option. They don’t need to go 5 to help them write their messages.
into great depth in terms of comprehension here, as
they will hear the recording again. POSSIBLE ANSWERS:
1 Cross Country Trains called. They found your
ANSWER: wallet on the train. ou can go to xford tation
b to collect it or call them. heir phone number is on
their website.
2 he university office called. our nglish classes
AUDIOSCRIPT MB7.01 are going to start at ten o’clock from next week.
Hi, this is a message for ily ldora from Cuts
Hairdressers. ’m sorry to say that ose, your usual
hairdresser, is not well today. he problem is all the AUDIOSCRIPT MB7.02
other hairdressers are busy, so we need to change your 1 Hello, this is a message for ily ldora, from Cross
appointment time. Can you call us on 077075? Thank Country rains. e found your wallet on the .2
you very much, and sorry again. train from anchester to xford this morning. Can
you come to xford tation, or call us ur phone
4 A Ask Ss to read the Mediation Skill box and think of number is on our website. hank you very much.
examples. Elicit ideas from the class. 2 Hello, this is the university office with a message
for ily ldora. ’m calling to tell you that there is
POSSIBLE ANSWERS: a change in the class times next week. rom next
Adjectives: late, broken, early week, all nglish classes start at ten o’clock, not
Nouns: appointment, father, meeting, hairdresser nine o’clock. o yes, that’s a 10 a.m. start, not a.m.
hope that’s going to be for you. hank you. ye.
Verbs: call, go, do, make, take
Negative forms of verbs: can’t (come), don’t (know)
7 Ask Ss to discuss the questions in pairs and conduct
class feedback.
198

learner correctly identifies important words while listening to the messages
learner communicates the key information that ily would need
learner avoids including any information which is not required
EXAMPLE OUTPUT A
hey said hello. hey found your wallet. ou
The message contains some of the relevant
can go to the station. heir number is on their
information needed but misses out certain key
website.
information (who called and which station to go
to) and includes information which is not required
(the fact they said ‘hello’).
Marks: 2/5
EXAMPLE OUTPUT B
Cross Country Trains called. They found your
The message is clear and contains all the relevant
wallet on the train. ou can go to xford
information that Lily would need to get the
tation to collect it or call them. heir phone
wallet back.
number is on their website.
Marks: 5/5
199

8C Checking out AUDIOSCRIPT MB8.01

N = Narrator H = Mr Hooper R = Receptionist
T = Tobias
SPEAKING OUTPUT | an informal discussion Check Out by eter trand
GOAL | discuss a short story 11.02 p.m.
MEDIATION SKILL expressing certainty and H Hello
uncertainty
r Hooper
CEFR mediation descriptor: Can identify and briefly H es.
describe, in basic, formulaic language, the key themes R: This is reception.
and characters in short, simple narratives involving
H .
familiar situations that contain only high frequency
everyday language. R: Is everything OK? The guests in room 202 called
me. They heard a loud noise from your room.
H t was nothing. had a problem with the shower. he
water was very cold and t’s now.
LESSON OVERVIEW ’m sorry about that, r Hooper. ’ll send someone
right away to look at your shower.
The goal of this lesson is for Ss to listen to a short H o o, it’s . on’t come to the room. t’s fine.
radio play and respond to questions about it using
, sir, but
phrases to indicate how sure they are of the answer
they are giving. H ye.
WARM-UP 2.03 a.m.

Hello sir, how can help
1 Put Ss in pairs to discuss the questions. Conduct H want to check out. he name’s Hooper. oom 203.
class feedback, dealing with any issues around the see. s everything r Hooper
story types mentioned in question 3. The word H es, why
strange in particular will be useful later on. ell, it’s two a.m. s everything with
H can’t sleep here. he water is cold and the air
PREPARE conditioning is broken and
h, do apologise, let me send someone
2 A Ask Ss to read the Scenario briefly and answer the H o, don’t go to the room. Here’s my key. Here’s the
question. Check the answer with the class. money.
, sir, one moment , here’s your bill, sir. et
ANSWER:
me help you with your luggage
o tell you about the homework from yesterday’s
H o thanks, ’m . oodbye.
lesson.
B MB8.01 | Ask Ss to read the question and 2.05 a.m.

options and listen to the story. There’s no need to Hello
go into great detail at this point; the aim is for Ss Hi obias, it’s an on reception. Can you look in
to identify the topic of the story. Check the answer room 203 please, and check everything’s OK?
with the class and ask Ss what gave them the T: OK. One moment.
answer (loud noises in the room, he doesn’t want
anyone to go to the room, he checks out at 2 a.m.).
2.06 a.m.
ANSWER: Hello, an
a R: Yes?
here’s something strange in the room
obias obias
200

3 Ask Ss to read the Mediation Skill box and answer POSSIBLE ANSWERS:
the question.
1 In a hotel.
ANSWERS: 2 ecause somebody heard a loud noise from his
room.
Sure: 1, 2, 3, 4, 5
3 here was a problem with the shower. / on’t
Not sure: 6, 7, 8
come to the room.
4 r Hooper wanted to check out.
4 MB8.01 | Ask Ss to read through the questions
again and play the recording again, pausing briefly 5 ecause it was 2 a.m.
between sections. Ask Ss to make notes of their 6 aybe he broke something in the room.
answers as they go through. There’s no need to 7 erhaps she thought the guest was strange and
compare answers at this point, as Ss will do that did something bad in the room.
during the Mediate phase. 8 tudents’ own answers think
MEDIATE 6 Ss compare answers as a group, focusing

particularly on questions that they might not be
5 Put Ss in pairs to discuss their answers to the sure about the answers to. Encourage the use of the
questions. Encourage the use of words such as words to express uncertainty from the Mediation
maybe, perhaps and I think to indicate uncertainty. Skill box.

learner can understand and answer the factual questions
learner can discuss the answers they are not sure about
• learner can employ language to indicate uncertainty
EXAMPLE OUTPUT A
n answer to question 1
The student gives relevant answers to the
The story happens in a hotel. questions and is able to use a range of language
n answer to question 6 to indicate their level of certainty.
I don’t know. Maybe he took something from the
room or perhaps he broke something. Marks: 5/5
EXAMPLE OUTPUT B
n answer to question 1
The student uses language to express
I think it’s in a hotel, maybe. uncertainty, but not always in the relevant places.
n answer to question 6 It’s clear that the story takes place in a hotel,
He broke something in the room and then he for example. They also state as facts things
left. Also, he didn’t like the cold water or the air they can’t be sure about. The student answers
conditioning. question 6 with two explanations given as facts
that are unlikely both to be true.
Marks: 2/5
201

LEARNING OBJECTIVES
UNIT READING LISTENING SPEAKING
1 me and you
Lesson A 30 Can recognise phrases and content 30 Can initiate and respond to simple
words related to basic personal and statements on very familiar topics.
family information. 32 Can use brief, everyday expressions to
32 Can identify basic factual ask for and give personal details.
information in short, simple dialogues or 31 Can talk about everyday things (e.g.
narratives on familiar everyday topics, if people, places, job, study) in a basic way.
spoken slowly and clearly.
30–42 Can use language related to
33 Can follow short, simple social introductions.
exchanges.
30 Can talk about familiar topics using a
few basic words and phrases.
Lesson B 30 Can understand short, 30 Can describe a person’s hobbies and

simple texts about everyday activities using simple language.
activities. 33 Can talk about their life (e.g. family,
home, job), using simple language.
31 Can ask someone about their hobbies
and activities using simple language.
31 Can describe their daily routines in a
simple way.
Lesson C 31 Can understand short, 34 Can respond to suggestions to do

simple messages on something using basic fixed expressions.
postcards, emails and social 31 Can make simple invitations using basic
networks. fixed expressions.
31 Can write simple plans and 32 Can understand key information about
arrangements on a calendar arrangements in simple dialogues spoken
or in a diary. slowly and clearly.
34 Can identify specific information in
short, simple dialogues in which speakers
make arrangements to do something, if
36 Can discuss what to do and where to go,
and make arrangements to meet.
30 Can express basic intentions with simple
time markers (e.g. ‘tomorrow’).
34 Can make offers, requests, and
suggestions using ‘can’.
34 Can use ‘Let’s …’ for suggestions and
invitations.
35 Can make requests and offers with
‘would like to’ + verbs in the infinitive.
Lesson D 35 Can read a simple text and 30 Can identify simple information in 33 Can talk about their life (e.g. family,
extract factual details. a short video, provided that the visual home, job), using simple language.
supports this information and the 30 Can give a short description of their
delivery is slow and clear. home, family and job, given some help with
30 Can recognise phrases and content vocabulary.
words related to basic personal and
family information.
35 Can understand short, basic
descriptions of familiar topics and
situations, if delivered slowly and clearly.
Mediation 32 Can collaborate in simple, practical

tasks, asking what others think, making
suggestions and understanding responses,
provided he/she can ask for repetition or
reformulation from time to time.
202
Z03 Speakout 3e TB A2 GSE Contents 99553.indd 202 28/11/2022 07:48

WRITING GRAMMAR VOCABULARY
34 Can write basic personal details for a 26 Can make affirmative statements 30–42 Can use language related to
website profile, business card, etc. using the present simple without time places of work.
24 Can use capital letters appropriately. reference. 0–42 Can use language related to jobs
30 Can write a few simple sentences to 26 Can make affirmative statements
introduce themselves and provide basic using the present simple for facts and
personal information, given prompts or a states.*
model. 26 Can ask yes/no questions using the
30 Can write simple sentences about present simple.
what they and other people do. 26 Can ask wh- questions using the
31 Can give personal details in written present simple.
form in a limited way.
26 Can use the present simple to refer to 30–42 Can use language related to
daily routines. everyday activities.
26 Can make affirmative statements using 0–42 Can use language related to jobs.
the present simple for facts and states. 30–42 Can use language related to
26 Can make affirmative statements using places of work.
the present simple without time reference.
26 Can ask yes/no questions using the
present simple.
26 Can ask wh- questions using the
present simple.

expressing emotions.
asking about feelings.
30–42 Can use language related to point
or period of time.
27 Can write simple sentences about 30 Can use ‘s’’ to express possession with 42 Can use language related to family
their family and where they live. plural nouns. members and relationships.
34 Can write short descriptive texts (4–6 28 Can use ‘’s’ to express possession with
sentences) on familiar personal topics singular nouns.
(e.g. family, possessions), given a model.
203

A2 | GSE Learning Objectives

2 lifestyle
Lesson A 35 Can understand short, basic 30 Can talk about familiar topics using a
descriptions of familiar topics and few basic words and phrases.
situations, if delivered slowly and clearly. 31 Can express their likes and dislikes in
relation to familiar topics using simple
language.
34 Can say what they like and dislike.
Lesson B 31 Can understand simple 33 Can say how often they and others do
questions in questionnaires common everyday activities, using basic
on familiar topics. frequency expressions (e.g. ‘every Monday’,
‘twice a month’).
31 Can describe their daily routines in a
simple way.
30 Can describe a person’s hobbies and
activities using simple language.
Lesson C 30 Can understand short, 31 Can use simple phrases to order a meal.
simple texts about everyday 30 Can make requests related to
activities. immediate needs using basic fixed
31 Can find specific, expressions.
predictable information 35 Can make simple requests to have or do
in everyday materials (e.g. something in relation to common everyday
menus, timetables). activities.
31 Can ask for and provide things using
simple phrases.
Lesson D 35 Can read a simple text and 30 Can identify simple information in 30 Can talk about familiar topics using a
extract factual details. a short video, provided that the visual few basic words and phrases.
supports this information and the 34 Can say what they like and dislike.
delivery is slow and clear.
33 Can describe familiar activities, given
35 Can understand short, basic visual support.
34 Can give simple opinions using basic
fixed expressions.
Mediation
204

31 Can use very basic connectors like 35 Can use plural countable nouns 30–42 Can use language related to food
‘and’, ‘but’, ‘so’ and ‘then’. without an article or quantifier. and drink.
34 Can write short texts about their likes 32 Can use uncountable (mass) nouns 31 Can express their likes and dislikes in
and dislikes using basic fixed expressions. with no quantifier or an appropriate relation to familiar topics using simple
32 Can link clauses and sentences with a quantifier. language.
range of basic connectors. 34 Can say what they like and dislike.
33 Can use a range of common adverbs 30–42 Can use language related to
of frequency. everyday activities.
32 Can form questions with ‘How often’ in
the present tense.
26 Can use the present simple to refer to
routines and habits.
30–42 Can use language related to food

and drink.
34 Can write short descriptive texts (4–6 31 Can use ‘like/hate/love’ with the ‘-ing’
sentences) on familiar personal topics form of verbs.
(e.g. family, possessions), given a model.
30 Can list specific information contained

in simple texts on everyday subjects of
immediate interest or need.
205


3 home
Lesson A 33 Can identify key information 31 Can talk about furniture and rooms
(e.g. places, times) from short audio using simple language.
recordings, if spoken slowly and clearly. 33 Can describe the position of things in a
35 Can understand short, basic picture using a range of fixed expressions.
descriptions of familiar topics and 30 Can give a short description of their
situations, if delivered slowly and clearly. home, family and job, given some help with
31 Can recognise phrases and content vocabulary.
words related to familiar topics (e.g. 33 Can describe their family, living
shopping, local geography). conditions, education and present or most
recent job.
Lesson B 34 Can understand the 31 Can describe common everyday objects

general meaning of short, using simple language.
simple informational material 32 Can express agreement using simple
and descriptions if there is fixed expressions.
visual support.
34 Can give simple opinions using basic
35 Can identify key fixed expressions.
information in short, simple
factual texts from the
headings and pictures.
35 Can read a simple text and
extract factual details.
31 Can extract specific
information (e.g. facts and
numbers) from simple
informational texts related
to everyday life (e.g. posters,
leaflets).
Lesson C 31 Can understand short, 33 Can follow short, simple social 33 Can talk about their life (e.g. family,
simple messages on exchanges. home, job), using simple language.
postcards, emails and social 33 Can recognise simple, fixed 31 Can make simple invitations using basic
networks. expressions used in small talk. fixed expressions.
32 Can make offers using basic fixed
expressions.
accepting or refusing.
Lesson D 31 Can recognise phrases and content 33 Can describe their home town or city
words related to familiar topics (e.g. using simple language.
shopping, local geography). 34 Can say what they like and dislike.
35 Can understand short, basic 31 Can talk about everyday things (e.g.
descriptions of familiar topics and people, places, job, study) in a basic way.
33 Can describe their family, living
conditions, education and present or most
recent job.
33 Can talk about their life (e.g. family,
home, job), using simple language.
Mediation
206

31 Can write a simple description of a 30 Can use ‘that’ and ‘this’, ‘these’ and 30–42 Can use language related to
room, house or apartment. ‘those’ as determiners relating to people rooms and parts of a building.
or objects. 30–42 Can use language related to
furniture and decoration.
location and position.
28 Can use common forms of ‘have got’ 30–42 Can use language related to
(BrE) in the present tense. differences and similarities.
describing something’s quality.

greeting, meeting, introducing, and leave-
taking.
33 Can recognise simple, fixed
expressions used in small talk.
34 Can write short texts about their likes 27 Can use ‘there’ + ‘be’ to express 30–42 Can use language related to
and dislikes using basic fixed expressions. presence/absence. describing something’s quality.
34 Can write short descriptive texts (4–6 32 Can use uncountable (mass) nouns 30–42 Can use language related to areas,
sentences) on familiar personal topics with no quantifier or an appropriate districts and neighbourhoods.
(e.g. family, possessions), given a model. quantifier.
32 Can contribute to an intercultural

exchange, using simple words/signs
to ask people to explain things and to
get clarification of what they say, while
exploiting his/her limited repertoire to
express agreement, to invite, to thank,
etc.
207


4 this world
Lesson A 33 Can identify key information 31 Can ask simple questions to find out
(e.g. places, times) from short audio about a subject.
recordings, if spoken slowly and clearly. 35 Can answer simple questions about
32 Can identify basic factual their life and experiences.
information in short, simple dialogues or 33 Can make simple references to the past
narratives on familiar everyday topics, if using ‘was/were’.
34 Can exchange simple information on
35 Can understand short, basic everyday topics, provided the other person
descriptions of familiar topics and speaks slowly and clearly and is prepared
situations, if delivered slowly and clearly. to help.
Lesson B 35 Can read a simple text and 35 Can understand short, basic 31 Can ask simple questions to find out
extract factual details. descriptions of familiar topics and about a subject.
situations, if delivered slowly and clearly. 30 Can ask for repetition and clarification
when they don’t understand, using basic
fixed expressions.
34 Can ask someone to repeat a specific
point or idea.
everyday topics, provided the other person
speaks slowly and clearly and is prepared
to help.
Lesson C 31 Can understand short, 31 Can recognise phrases and content 30 Can ask basic questions about colour,
simple messages on words related to familiar topics (e.g. size, price etc. when shopping.
postcards, emails and social shopping, local geography). 31 Can make simple purchases by stating
networks. what is wanted and asking for the price.
33 Can make simple transactions in shops,
post offices and banks.
30 Can ask for repetition and clarification
when they don’t understand, using basic
fixed expressions.
34 Can show understanding using a limited
range of fixed expressions.
Lesson D 35 Can understand short, basic 34 Can ask for basic advice using simple
descriptions of familiar topics and language.
situations, if delivered slowly and clearly. 34 Can give simple opinions using basic
30 Can identify simple information in fixed expressions.
a short video, provided that the visual 32 Can express agreement using simple
supports this information and the fixed expressions.
31 Can ask simple questions to find out
about a subject.
Mediation 25 Can invite others’ contributions to very

simple tasks using short, simple phrases
prepared in advance. Can indicate that he/
she understands and ask whether others
understand.
208

34 Can write short descriptive texts (4–6 32 Can use ‘was’ and ‘were’ with a range 30–42 Can use language related to point
sentences) on familiar personal topics of complement phrases. or period of time.
(e.g. family, possessions), given a model. 35 Can use a range of common time
34 Can write short texts about their likes markers for the past, present and future.
and dislikes using basic fixed expressions. 32 Can use ‘after’ as a preposition in time
expressions.
numbers.
31 Can ask for information about time, 30–42 Can use language related to
measurement, size etc. with ‘how’ + amounts.
adjective/quantifier.
30 Can ask about quantities using ‘how
much/many’ with count and uncountable
nouns.
35 Can use ‘(not) many/much’ with count
(countable) and mass (uncountable)
nouns respectively.
30–42 Can use language related to shops

and shopping experience.
28 Can write short, simple notes, emails 36 Can use ‘should(n’t)’ to offer or ask for 30–42 Can use language related to
and postings to friends. advice or suggestions. weather.
34 Can write short descriptive texts (4–6 27 Can use verbs in the imperative. 30–42 Can use language related to
sentences) on familiar personal topics 35 Can use ‘please’ in the correct position seasons.
(e.g. family, possessions), given a model. with imperative verb forms.
209


5 the past
Lesson A 35 Can identify basic 35 Can answer simple questions about
biographical information their life and experiences.
in short simple texts about 33 Can talk about their life (e.g. family,
other people. home, job), using simple language.
35 Can read a simple text and 35 Can ask and answer questions about
extract factual details. what they do at work and in their free time.
Lesson B 36 Can follow a simple conversation 32 Can use brief, everyday expressions to
or narrative about familiar, everyday ask for and give personal details.
activities. 35 Can answer simple questions about
32 Can identify basic factual their life and experiences.
information in short, simple dialogues or 34 Can exchange simple information on
narratives on familiar everyday topics, if everyday topics, provided the other person
spoken slowly and clearly. speaks slowly and clearly and is prepared
37 Can follow the sequence of events in to help.
a short, simple dialogue or narrative. 34 Can take part in a very simple
33 Can identify key information conversation on a familiar topic if the other
(e.g. places, times) from short audio speaker repeats questions and answers as
recordings, if spoken slowly and clearly. necessary and speaks slowly and clearly.
Lesson C 30 Can understand excuses if expressed 33 Can make excuses using basic fixed
in simple language. expressions.
31 Can make and accept a simple apology.
Lesson D 35 Can understand short, basic 34 Can take part in a very simple
descriptions of familiar topics and conversation on a familiar topic if the other
situations, if delivered slowly and clearly. speaker repeats questions and answers as
30 Can identify simple information in necessary and speaks slowly and clearly.
a short video, provided that the visual 34 Can exchange simple information on
supports this information and the everyday topics, provided the other person
delivery is slow and clear. speaks slowly and clearly and is prepared
31 Can recognise phrases and content to help.
words related to familiar topics (e.g.
shopping, local geography).
Mediation 33 Can make simple remarks and pose

occasional questions to indicate that he/
she is following.
210

30 Can make affirmative statements 30–42 Can use language related to point
using common regular past simple forms. or period of time.
29 Can use negative forms of the simple
past.
30 Can ask yes/no questions using the
past tense of verbs.
31 Can give personal details in written 30 Can make affirmative statements 30–42 Can use language related to
form in a limited way. using common irregular past simple personal details.
35 Can identify basic biographical forms. 30–42 Can use language related to
information in short simple texts about 31 Can ask wh- questions using the past everyday activities.
other people. tense of verbs. 30–42 Can use language related to
32 Can identify basic personal details 29 Can use negative forms of the simple family members and relationships.
about someone on website profiles, past. 30–42 Can use language related to
business cards etc. 30 Can ask yes/no questions using the educational issues and problems.
32 Can link clauses and sentences with a past tense of verbs. 30–42 Can use language related to job
range of basic connectors. applications, hiring and firing.
30 Can write a few simple sentences to
introduce themselves and provide basic
personal information, given prompts or a
model.

making an apology.
accepting an apology.
33 Can write short, basic descriptions of 30–42 Can use language related to
everyday activities, given a model. qualifiers and intensifiers.
31 Can place adjectives in the correct
position (before nouns).
30 Can use an adjective as a subject
complement after a linking verb.
211


6 out and about
Lesson A 33 Can identify key information 33 Can describe basic activities or events
(e.g. places, times) from short audio that are happening at the time of speaking.
recordings, if spoken slowly and clearly. 34 Can use simple language to describe
31 Can identify key words and people’s appearance.
phrases in descriptions of someone’s 33 Can describe the position of things in a
appearance and clothes. picture using a range of fixed expressions.
35 Can understand short, basic 31 Can describe what someone is wearing
descriptions of familiar topics and using a limited range of expressions.
31 Can recognise phrases and content
words related to familiar topics (e.g.
shopping, local geography).
Lesson B 32 Can get the gist of short, 35 Can describe a travel experience with a
simple narratives, with visual few very basic stock phrases.
support. 32 Can express agreement using simple
35 Can identify basic fixed expressions.
biographical information 34 Can express general preferences using
in short simple texts about basic fixed expressions.
other people.
35 Can read a simple text and
extract factual details.
Lesson C 34 Can understand the 32 Can ask for simple directions from X to
general meaning of short, Y on foot or by public transport.
simple informational material 34 Can give simple directions from X to Y
and descriptions if there is on foot or by public transport.
visual support.
32 Can give simple directions using a map
or plan.
35 Can check that someone has
understood information, using simple
language.
34 Can ask someone to repeat a specific
point or idea.
Lesson D 30 Can identify simple information in 38 Can talk about an event in the past
a short video, provided that the visual using fixed expressions, given a model.
supports this information and the
Mediation
212

36 Can write short, simple descriptions of 30 Can use the present continuous to 30–42 Can use language related to
people’s physical appearance using basic refer to events at the time of speaking. describing clothes.
connectors, given prompts or a model. 30–42 Can use language related to
appearance.
36 Can make comparisons with ‘more’ + 30–42 Can use language related to
longer adjectives. public transport.
38 Can make comparisons with regular 30–42 Can use language related to
shorter adjectives + ‘-er’. differences and similarities.
32 Can write very short, basic directions. 30 Can use a range of prepositions of 30–42 Can use language related to
place. directions, maps, and finding your way.
39 Can write short basic descriptions of 35 Can use a range of common

past events and activities. prepositions of movement.
35 Can use a range of common adverbs
of movement and direction.
32 Can recognise when people disagree

or when difficulties occur in interaction
and adapt memorised, simple phrases to
seek compromise and agreement.
213


7 work
Lesson A 37 Can understand key 33 Can describe skills and abilities using
information about a simple simple language.
work routine. 34 Can express general preferences using
basic fixed expressions.
35 Can ask and answer questions about
what they do at work and in their free time.
32 Can ask others if they can do everyday
activities using simple language, given a
model.
32 Can give a simple description of their
school or workplace.
Lesson B 34 Can understand simple information 34 Can express general preferences using
about work activities. basic fixed expressions.
33 Can describe skills and abilities using
simple language.
31 Can talk about everyday things (e.g.
people, places, job, study) in a basic way.
32 Can ask others if they can do everyday
activities using simple language, given a
model.
33 Can describe their family, living
conditions, education and present or most
recent job.
34 Can describe people’s everyday lives
using a short series of simple phrases and
sentences.
35 Can ask and answer questions about
what they do at work and in their free time.
Lesson C 35 Can extract key factual information 30 Can make requests related to
such as prices, times and dates from a immediate needs using basic fixed
recorded phone message. expressions.
33 Can understand the main information 30 Can ask for repetition and clarification
in short, simple dialogues about familiar when they don’t understand, using basic
activities, if spoken slowly and clearly. fixed expressions.
36 Can understand specific information 32 Can use brief, everyday expressions to
in a short, simple phone call. ask for and give personal details.
32 Can identify basic factual information 33 Can introduce themselves on the phone
in short, simple dialogues or narratives and close a simple call.
on familiar everyday topics, if spoken 34 Can answer simple questions on the
slowly and clearly. phone using fixed expressions.
33 Can identify key information 34 Can ask someone to repeat a specific
(e.g. places, times) from short audio point or idea.
recordings, if spoken slowly and clearly.
34 Can recognise some basic fixed
expressions to describe products or
services, given help with vocabulary.
Lesson D 31 Can recognise phrases and content 34 Can ask simple questions in a face-to-
words related to familiar topics (e.g. face survey.
shopping, local geography). 34 Can answer simple questions in a face-
30 Can identify simple information in to-face survey.
a short video, provided that the visual 33 Can describe skills and abilities using
supports this information and the simple language.
35 Can understand short, basic everyday topics, provided the other person
descriptions of familiar topics and speaks slowly and clearly and is prepared
situations, if delivered slowly and clearly. to help.
Mediation
214

32 Can use the definite article to refer to 30–42 Can use language related to jobs.
a specific person, thing, or situation. 30–42 Can use language related to
37 Can generalise about persons, things, aptitude, ability, knowledge and skills.
or situations using plural nouns/noun
phrases with no (zero) article.
35 Can use the definite article to refer
back to something already mentioned.
34 Can give an example of something 29 Can tell when to use the present 30–42 Can use language related to the
in a very simple text using ‘like’ or ‘for simple and when to use the present working day.
example’. continuous.
31 Can write simple sentences about 30 Can use the present continuous to
someone’s work and duties. refer to events at the time of speaking.
30 Can write simple sentences about 38 Can use the present continuous to
what they and other people do. refer to temporary situations.
31 Can write simple sentences about
what they or other people can or can’t do.
personal skills.

telephoning and making calls.
31 Can write simple sentences about 31 Can use ‘want to’ + infinitive to express
what they or other people can or can’t do. intentions.
personal skills.
33 Can list the main points of short, clear,

simple messages and announcements,
provided they are clearly and slowly
articulated.
215


8 travellers
Lesson A 38 Can make basic inferences 33 Can describe their home town or city
from simple information in a using simple language.
short text. 34 Can express general preferences using
38 Can understand basic basic fixed expressions.
opinions expressed in simple 38 Can give an extended description
language in short texts. of everyday topics (e.g. people, places,
experiences).
37 Can answer simple questions and
respond to simple statements in an
interview.
Lesson B 32 Can understand key information 38 Can ask and answer questions about
about arrangements in simple dialogues basic plans and intentions.
spoken slowly and clearly. 30 Can express basic intentions with simple
32 Can identify basic factual time markers (e.g. ‘tomorrow’).
information in short, simple dialogues or 34 Can express general preferences using
narratives on familiar everyday topics, if basic fixed expressions.
34 Can respond to suggestions to do
33 Can identify key information something using basic fixed expressions.
(e.g. places, times) from short audio
34 Can say what they like and dislike.
recordings, if spoken slowly and clearly.
33 Can understand the main
information in short, simple dialogues
about familiar activities, if spoken slowly
and clearly.
Lesson C 34 Can understand simple requests or 35 Can refuse requests politely, using
instructions to carry out concrete work- simple language.
related tasks. 36 Can make and accept offers.
30 Can make requests related to
immediate needs using basic fixed
expressions.
30 Can talk about hotel accommodation
using simple language.
35 Can make simple requests to have or do
something in relation to common everyday
activities.
Lesson D 35 Can understand short, basic 35 Can describe a travel experience with a
descriptions of familiar topics and few very basic stock phrases.
30 Can identify simple information in
a short video, provided that the visual
supports this information and the
Mediation 35 Can identify and briefly describe, in

basic, formulaic language, the key themes
and characters in short, simple narratives
involving familiar situations that contain
only high frequency everyday language.
216

36 Can form the superlative of regular 30–42 Can use language related to
adjectives with ‘-est’. landscape features.
36 Can form the superlative of longer 30–42 Can use language related to
regular adjectives with ‘most’. location and position.
31 Can use very basic connectors like 35 Can express personal plans and 30–42 Can use language related to
‘and’, ‘but’, ‘so’ and ‘then’. intentions for the future using ‘going to’. travel.
32 Can link clauses and sentences with a 35 Can use a range of common time
range of basic connectors. markers for the past, present and future.
32 Can use ‘this’ with time expressions
referring to the present or future.

travel.
30–42 Can use language related to types
of living accommodation.
complaints and resolving complaints.
making requests.
39 Can write short basic descriptions of 37 Can form basic adverbs by adding ‘-ly’
past events and activities. to adjectives.
37 Can form and use irregular adverbs.
217


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Speakout A2 Teachers Book 3rd Edition

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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

To access the Portal:

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

© Pearson Education Limited 2022

All rights reserved; no part of this publication may be reproduced, stored in

First published 2022

Set in BBC Reith Sans

Printed and bound by CPI Antony Rowe, UK

F02 Speakout 3e TB A2 IMPRINT 99553.indd 2 07/12/2022 12:38

© Pearson Education Limited 2022

All rights reserved; no part of this publication may be reproduced, stored in

First published 2022

Set in BBC Reith Sans

Printed and bound by CPI Antony Rowe, UK

F02 Speakout 3e TB A2 IMPRINT 99553.indd 2 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