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 Contents
Introduction Ti
Student’s Book Contents 2
Teaching notes
Introduction unit T4
Unit 1 T8
Unit 2 T16
Unit 3 T28
Unit 4 T40
Unit 5 T52
Unit 6 T64
Student’s Book Audio scripts T88
Workbook answer key T98
Workbook Audio scripts T110

Teacher’s Book contents

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 Contents
Unit topic Grammar Vocabulary Communication and skills Culture, Across the
Curriculum, Project
Introduction p4 Present simple p5 Everyday Speaking and Listening
Present English Finding out about the
continuous p7 Classroom teenagers p5
discussion
p5

1 My life p8 Past simple: Life stages p8 Reading Culture

be p9 Families p12 My new home p8 Families p16
regular and Everyday My family p12 Across the
irregular verbs p9 English Speaking Curriculum
questions p11 Invitations, likes Talking about someone you like History: early human
and dislikes p15 p9 migration p17
Talking about your weekend Project
p11 Family p19
Listening Song
Beatrix Potter p9 Our house p19
What did they do last
weekend? p11
Develop your writing
so and because p19

2 The future p20 will for the future Space p20 Reading Culture
p21 Places p25 Star travellers p20 Transport p28
will for decisions Everyday Your future p24 Across the
p23 English Speaking Curriculum
going to for Useful About the future p21 Science: the solar
intentions p27 expressions, Your predictions p25 system p29
offering help, Listening Project
stating intentions People’s predictions p25 The future p31
p27
Develop your writing Song
Paragraphs p31 Spaceman p31

3 Times and places Past Collocations p33 Reading Culture

p32 continuous: Natural disasters James’s Internet friends p32 Britain p40
affirmative, p34 A flood p34 Across the
negative, Houses p37 Murder in the library p36 Curriculum
questions and Everyday Speaking Geography: time
short answers English What were they doing? p33 zones p41
p33 Useful Listening Project
Past continuous expressions, What was in the picture? p33 A country p43
and past responses p39 John Ross murder enquiry p37 Song
simple p35
Develop your writing Daydream Believer
but and however p43 p43

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 Unit topic Grammar Vocabulary Communication and skills Culture, Across the
Curriculum, Project
4 Cities p44 The definite Places in a city Reading Culture
article the p45 p45 Layla’s holiday in London p44 The Big Apple p52
the, a / an p47 somebody, The Tailor of Swaffham p48 Across the
anybody, Speaking Curriculum
everybody, etc. Asking for and giving directions History: the plague
p49 p47 p53
Everyday Listening Project
English Visiting London p45 An important city
Useful expressions, Jimmy’s and Martha’s dreams p55
future p49 Song
arrangements, Develop your writing Last Train to London
making Using pronouns and possessive p55
arrangements adjectives p55
p51

5 Experiences p56 Present perfect Experiences p56 Reading Culture

p57 Rubbish p61 Ambitions p56 Heroes and heroines
questions p59 Everyday Ken Noguchi and Mount p64
ever and never English Everest p60 Across the
p59 Useful Speaking Curriculum
expressions, just Talking about what people have Computer studies:
+ present perfect done p57 safety on the Net p65
p63 Talking about what you’ve Project
done p59 Famous people p67
Interview with Ken Noguchi / Song
Lewis Gordon Pugh p61 We Are the
Listening Champions p67
Lewis Gordon Pugh p61
Develop your writing
Organizing a text p67
6 What’s up? p68 should / shouldn’t Something’s Reading Culture
p69 wrong p68 Dylan’s problem p68 Signs p76
must / mustn’t, Phrasal verbs p73 Ashley’s camera p72 Across the
don’t have to Everyday Speaking Curriculum
p71 English Talking about problems and Health: eyes p77
Useful giving advice p69 Project
expressions, Talking about school rules p71 Signs p79
turning down a Listening Song
suggestion p75 Problems and advice p69 Contagious
School rules p71 p79
The end of a story p73
Writing
A story p73
Develop your writing
Explaining the meaning p79
Revision pages pp18, 30, 42, 54, 66, 78 Grammar summary Workbook p66

Pronunciation pp80–81 Wordlist Workbook p74

Reading pp82–87 Phonetic symbols Workbook p79

3
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 Warmer activities
1 Find a word (speaking version)
Ask students to work in groups of four. Tell them to each find a
new word from the last lesson or unit and to take it in turns to
explain the meaning of the word (but not the word itself ) to
their group. The group must guess what the word is. The person
who guesses the most correct words wins.
2 Countdown
Ask one student to come to the front of the class. He or she
must ask eight (or ten with a higher level class) other students
to say a letter. The student at the front must write the letters
on the board. (Students can repeat letters if they want). Then
give the class one minute (or longer with lower levels) to write
the longest word they can with the letters given. The student
with the longest correct word is the next person to come to the
board. If two or more students have the longest word then give
them another word to spell and the first person to put their
hand up and spell it correctly takes the next turn at the board.
3 Team story
Put students into groups of five or six. Give the students the
names of two characters for a story. These can be names you
choose of they could be characters from the Student’s Book.
Explain to students that they must write a story using prompts
which you will write up on the board. These prompts must be in
a logical order to allow the progression of a story: for example,
in a lower-level class the prompts could be What? When? Where?
How? Why? The end?, and in a higher-level class they could be
The problem? The cause of the problem? The idea? The solution?
What happened? or something similar. There must be one
prompt for each student in the group.
The first student in each group then writes a sentence on a
piece of paper using the first prompt, without showing it to
the others. They then fold the paper over and pass it on to the
next student, who writes a sentence from the second prompt in
the same way. When all students have written their sentences,
ask each group to unfold their piece of paper and read their
sentences out – there should be some funny stories.

3 Word on the back

Ask students to write down a word (e.g. a new item of
vocabulary). Then ask them to stick the word on another
student’s back (using tape). Each student must then go round
the class asking Yes/No questions to find out what their word
is, e.g. Is it a noun? Is it a type of food? As they are doing this,
circulate and remind them that they can only use Yes/No
questions. The first student to guess their word sits down and
so on until all the class have guessed their words.

Cooler activities
1 Find a word (quiet version)
Ask students to work in groups of four. Tell them to each find
a new word from the last lesson or unit and to write down the
meaning of the word (but not the word itself ) on a piece of
paper. They must pass their paper to another team member
who must write down what they think the word is and write a
sentence using the word. The team which manages to do the
most words in a set time (e.g. five minutes) wins.

2 Pair dictation
Put students into pairs, A and B. Tell the As to look at a short
piece of text in their book. This can be from the dialogues or
from a reading text. It should only be two sentences at the
lower levels. Ask the As to dictate their text to their B partners.
Remind them they must not spell a word for their partners
and that accuracy is as much their responsibility (for example
pronouncing words correctly) as their partners’. When they have
finished, the As must check what the Bs have written, using
their books, and circle all the mistakes. The winning pair is the
pair with the fewest mistakes. Then repeat this by giving the Bs
a short text and so on.

Support for teachers Tviii

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 2 The future
• Ask students if they can name any other planets (for example,
Unit overview
Mercury, Venus, Mars, Jupiter, Saturn, Uranus, Neptune) or
Grammar: will for the future; will for decisions; going to for stars (for example, Proxima Centauri, Sirius).
intentions
Vocabulary: space; places; useful expressions Background information
Skills: Reading: reading for specific information, true / false, A star, according to the dictionary definition, is a large ball of
looking up words in a dictionary; Speaking: interviewing, burning gas in space. As they burn, stars radiate vast amounts
role-play, making decisions / offers with will, talking about of light and heat. Stars have enormous mass. The gravity of
hopes / predictions, offering help, stating intentions; a star often holds other celestial objects in orbit (a circular
Listening: predictions, multiple matching; Writing: or elliptical path in space that they travel around the star):
paragraphs planets and their moons. A star with planets and moons is
Culture: Transport usually referred to as a sun, and we use the phrase a solar
The Culture page can be studied at the end of the unit. system to talk about all of them together. The central star of
English Across the Curriculum: Science: the solar system our own solar system is the Sun.
The English Across the Curriculum page can be studied at A planet is a large object orbiting a sun. Some planets are
any point in the unit after Lesson A. solid balls of rock, some are made up of dense gas. A moon
Your Project: Develop your writing: paragraphs; the future is a natural satellite (that is, a ‘fellow traveller’), usually smaller
than a planet, orbiting a planet, not the sun itself. Our solar
Song: Spaceman
system has eight planets: Mercury, Venus, Earth and Mars,
which are rocky planets, and Jupiter, Saturn, Uranus and
2A Journey into space Neptune, which are gas giants. The dwarf planet (or ‘plutoid’)
called Pluto used to be regarded as the ninth planet of the
system, but was officially reclassified in 2006. Astronomers
Vocabulary now also believe Pluto has a companion dwarf planet or
Exercise 1a $ 1.19 see Answer key perhaps a moon called Charon.
• Students look at the picture. Ask students to identify the Six of the planets in our solar system have got moons. Earth
topic (space). Elicit any vocabulary they might already know. has only got one, and it is called the Moon. Mars has got
Write up any relevant words on the board. two (Phobos and Deimos) and the four gas planets have
got several moons each. Some of the moons around the
• In pairs, students try and match the pictures with the words.
gas giants are similar in size to a planet, for example Saturn’s
• Play the recording for students to listen and check or satellite Titan, and Jupiter’s Ganymede – both of which are
complete their answers. larger than the planet Mercury.
ANSWER KEY Stars, planets and moons make up solar systems, and solar
1 a planet systems make up galaxies. Our own galaxy is called the Milky
2 an astronaut Way (which is what the Greek-derived word ‘galaxy’ literally
3 a star means) and it is made up of millions of solar systems.
4 a spaceship The English Across the Curriculum page in this unit will focus
5 a satellite on our solar system in more detail.
6 the Sun
7 a space station
8 a rocket
9 the Moon
10 the Earth

Exercise 1b
• Elicit the meaning of star and planet – if necessary, in the
students’ own language.
• Students answer the question.
ANSWER KEY
a The Earth is a planet.
b The Sun is a star.

Unit 2 T20
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 Pronunciation
4.4 Unit 1 p80 Exercise 2c
1 park
2 shot
3 these
4 pool
5 had
6 fox
7 leave
8 heard

4.12 Unit 4 p81 Exercise 2b

1 pull
2 cub
3 game
4 back
5 two
6 bad
7 view
8 off

4.15 Unit 5 p81 Exercise 2b

1 watch
2 shoes
3 which
4 cheese
5 mash
6 ship
7 cash
8 chop
9 chair
10 cheap

Student’s Book Audio scripts T97

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 Unit 6 What’s up? 1.26 p58 Exercise 3
1
1.24 p55 Exercise 4 A What are you looking for, Maria?
1 B My mobile phone. I can’t find it anywhere.
Doctor What’s the matter, Peter? 2
Peter I feel terrible. I’ve got red spots everywhere. A You’re nearly two hours late, Tim! Where have you been?
Doctor Oh dear. I think you should stay in bed. I’ll give you some B Sorry, Mum. I got off the train at the wrong station. I had to
medicine. You shouldn’t touch the spots. get another train back!
2 3
Doctor What’s the matter, Jane? A What are you looking at, Ellie?
Jane I don’t feel well, Dr Reed. B It’s a photo of my parents when they were young.
Doctor You’ve got a cold. You should take some medicine. And A Wow! Your mum was lovely!
you shouldn’t go outside. 4
3 A What’s the matter, Jordan?
Doctor What’s the matter, Mark? B I was trying out my new bike and I fell off. I’ve hurt my head.
Mark My ear itches. It’s terrible. 5
Doctor Let me see. Mmm. It’s very red. You should put some A I can’t find my camera.
cream on it. And you shouldn’t touch it. B Oh, Tom! You had it before we left home. You took it out of
4 your bag. I saw you.
Doctor What’s the matter, Joe? A Perhaps I left it at home.
Joe I’ve got a sore throat. I feel terrible. 6
Doctor Oh dear. Your throat is very red. You should stay in bed. A Is this your MP3 player, Tessie? I picked it up after the Maths
You shouldn’t go to school tomorrow. class. It was on the floor near your chair.
B Thanks, Oscar. I looked everywhere for it.

1.25 p57 Exercise 4

Lily What’s your holiday camp like, Dave? 1.28 p60 Exercise 3
Dave It’s OK, but there are a lot of rules. We must go to bed at 1
half past nine and we mustn’t talk in bed after ten o’clock. A Shall we have pizza for dinner?
Lily Oh dear! It doesn’t sound like a holiday. I’m lucky. I don’t B No, thanks. I don’t feel very well.
have to get up or go to bed early. 2
Dave And we must clean the kitchen after breakfast. A Do you want to go to the cinema with me?
Lily That’s horrible! I don’t have to help with the housework. B I can’t. I have to revise for a test.
Dave We mustn’t go out of the camp without an adult. 3
Lily There are only two rules here at my grandparents’ house. A Shall we watch a DVD?
I mustn’t wake my grandfather up. He isn’t very well and he B I don’t think I’ll bother. I’m tired.
sleeps a lot. And I must take the dog for a walk every morning. 4
Dave Your grandparents are cool! A Shall we go swimming?
B No, I’ve got a headache today.
5
A I’m going to the disco. Do you want to come?
B No thanks.
A Why not?
B I just don’t feel like it.
6
A Shall we play a computer game?
B Sorry, but I haven’t got time.

T112 Workbook Audio scripts

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