Traveller

H. Q. Mitchell - Marileni Malkogianni

Second Edition Elementary

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Contents of Teacher’s Book
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Introduction
Student’s Book with Teacher’s Notes
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Contents of Student’s Book
Hello ....................................................................................................................................................................... 4
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Module 1 ............................................................................................................................................................ 7
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Module 2 ............................................................................................................................................................ 21
Module 3.............................................................................................................................................................. 35
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Module 4 ............................................................................................................................................................ 49
Module 5 ............................................................................................................................................................ 63
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Module 6 ............................................................................................................................................................ 77
Module 7 ............................................................................................................................................................ 91
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Module 8 ............................................................................................................................................................ 105

Speaking Section . ...................................................................................................................................... 119
CLIL and Culture pages ..................................................................................................................... 126
Songs . ..................................................................................................................................................................... 134
Grammar Reference ............................................................................................................................... 136
Irregular Verbs ............................................................................................................................................. 144
British and American English ..................................................................................................... 145
Project Skills ................................................................................................................................................... 146
Learning Tips ................................................................................................................................................ 147
Wordlist . ............................................................................................................................................................. 148
Listening Transcripts ......................................................................................................................................... 153
Workbook Key .......................................................................................................................................................... 157

Traveller_Rev_Elem_TB_Intro.indd 1 8/7/2020 12:58:34 µµ

 Introduction
Outline of the course
Objectives
This is an exciting and easy-to-use seven-level course in
English, which smoothly takes learners from Beginners
to Advanced level. The main concern of the writer of this
course has been to explicitly demonstrate how English is
used in real-life situations, thus enabling learners to use it
in meaningful contexts. The course has been meticulously
designed to build the learners’ ability to communicate their
ideas fluently, accurately and confidently.
Goals
The course follows the requirements of the Common
European Framework of Reference for Languages (CEFR)
and focuses on the systematic development of key
competencies. It aims at achieving the following goals:
• Communicative - to help students establish relations,
exchange information and express ideas, attitudes and
feelings.
• Socio-cultural - to help students grasp an understanding
of everyday life patterns of their age group. This covers
topics such as home, leisure, etc. in the target language.
• Learning how to learn - to help students plan their work
over a time span and set themselves realistic objectives.
• Language and cultural awareness – to help students
acquire an understanding of the language and culture.
Syllabus
The course follows the modular approach, which enables
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students to deal with topics in depth and over a longer
period of time. Moreover, the course uses an integrated
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approach to all four language skills (reading, listening,
speaking and writing) in a carefully graded and well-
organised, user-friendly syllabus combining functions,
structures, vocabulary, pronunciation and communication
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skills. A building-block strategy has been employed through
which every lexical and grammatical item is carefully
presented and systematically revised enabling students to
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acquire the language naturally and use it in meaningful
contexts. Communicative language teaching is viewed as a
practical activity rather than a theoretical notion.
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Organisation and length of the course
This is the second book in the series and it effectively
meets the needs of learners with a grasp of the basics of the
English language. It reviews the functions, structures and
vocabulary taught in the first book of the series, enabling
students who have not followed the previous level to study
without difficulty.
The book is organised in eight modules, each of which is
based on a general topic. The modules are well-organised
within a steady framework. Each module consists of
a cover page, five two-page lessons, a video activities
section, a round-up section and a CLIL / culture page for
extra reading. In this way, students are presented with
different aspects of the same topic. The modular approach
promotes progress in all dimensions and by the end of the
course, students will have been systematically exposed
to the functions and structures outlined in the contents.
Additionally, they will have been given the opportunity to
develop all four skills, having been given adequate practice
throughout the book. The precise time needed to complete
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this course will vary according to factors such as school
organisation, class size, learner ability and motivation.
Key features
Certain key features of the book add to the challenging and
motivating material of the course:
• Lively dialogues presenting real spoken English.
• Emphasis on vocabulary building.
• Cross-curricular and cultural information.
• The language used. It is principally British English.
However, the writer has taken into consideration the
fact that English is spoken as a first, second or foreign
language throughout the world. Therefore, students
are exposed to linguistic varieties as well as texts and
information about various English-speaking countries and
cultures.
• Personalisation activities
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• Opportunities for promoting learner autonomy with
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learning tips, self-assessment and Now I can sections,
learning objectives on the cover pages, through the use of
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the Portfolio, etc.
• Opportunities for promoting critical thinking skills by
using an inductive approach to present grammar and
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vocabulary, relating new information to prior knowledge
with warm-up activities, asking open-ended questions,
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through problem-solving activities, etc.
• The use of IT (Information Technology) (e.g. Internet
use for projects, Student’s Digital Material, Interactive
Whiteboard).
Course components
Student’s Book
The Student’s Book contains:
• a table of contents presenting the topics, vocabulary,
structures, functions, pronunciation as well as the
language skills practised in each module. The 21st century
competencies developed within each module are clearly
signposted.
• eight modules, each divided into a cover page, five two-
page lessons and two Round-up pages.
• eight video activities.
• a speaking section including pair-work activities.
• a song section including four songs.
• a section including four Culture pages and four CLIL
pages, with texts, activities and projects.
• a grammar reference section with useful tables, examples
and explanations of the structures dealt with in each
module.
• a section with tips helping students to acquire good
learning habits inside and outside the classroom and
covering areas such as vocabulary, grammar, reading,
listening, speaking and writing.
• a list of irregular verbs.
• a section with Project Skills helping Ss to acquire useful
skills in organising, planning and presenting projects.
• an appendix with differences between British and
American English.
• a wordlist containing the active vocabulary of each lesson
in alphabetical order.
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 Workbook
The Workbook is in full colour and is closely linked to
the Student’s Book providing further practice of all the
linguistic items dealt with in the Student’s Book. Students
are thus able to reinforce and consolidate what they
have learnt and also gain a sense of achievement. It is
recommended that some of the activities in the Workbook
should be done in class but most of them should be assigned
for homework. The Workbook includes:
• ten pages per module comprising vocabulary, grammar,
communication, listening, reading and writing tasks.
• an eleven-page extra grammar practice section at the back
of the book.
• an eight-page extra vocabulary section (which is recorded)
at the back of the book with extra vocabulary items to be
presented and activities for practice.
Student’s Digital Material
The Student’s Digital Material includes the dialogues, texts,
Culture and CLIL pages and songs in the Student’s Book.
It also includes the reading texts in the Workbook and
the vocabulary list, and it is meant to give students extra
practice at home.
Interleaved Teacher’s Book
The Teacher’s Book contains:
• an introduction including the module structure.
• a table of contents as it appears in the Student’s Book.
• teacher’s notes interleaved with the pages of the Student’s
Book. Each lesson includes tables of the functions,
structures and vocabulary introduced and useful notes
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for teaching. These notes provide teachers with a step-
by-step guide to each stage of the lesson within a flexible
framework that allows teachers to adapt the activities to
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their own teaching style as well as to the students’ needs.
Answers to all activities and transcripts of the listening
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activities are also included.
• the aims for every activity in the Student’s Book along
with the symbols for the 21st century competencies being
developed.
• ideas for optional activities which help students get a
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better understanding of the vocabulary and grammatical
structures or forms introduced and provide them with an
opportunity for further practice.
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• additional activities or adaptations of already-existing
ones for mixed ability classes (higher-performing/lower-
performing Ss).
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• background notes on different topics which aim at
providing teachers with useful information about the texts
appearing in the Student’s Book.
• Language Plus boxes which give more detailed
information about the new linguistic items presented in
each lesson.
• a speaking section including pair-work activities, a section
with Culture pages and CLIL pages, two pages with songs, a
grammar reference section, a section with learning tips, a list
of irregular verbs, a section with project skills, an appendix
of differences between British and American English and a
wordlist as they appear in the Student’s Book.
• the transcripts of the listening tasks included in the
Workbook, as well as the key to the Workbook activities.
• The tracks ( 22 = Track 22) for all the recorded material
included in the Class Audio Material.
Class Audio Material
The Class Audio Material includes all the recorded material
from the sections in the Student’s Book where the symbol
appears. It also includes the recorded material of the
listening tasks and the extra vocabulary section that appear
in the Workbook.
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Teacher’s Digital Resources
The Teacher’s Digital Resources contain:
• Tests
• eight tests corresponding to the modules of the book.
• a mid-term test.
• a final test.
• keys and transcripts.
The tests are available in PDF format for printing and in
modifiable format so that teachers can add, omit or change
the order of the items and/or activities according to the
needs of their classes.
• Audio
This section contains the recorded material for the tests.
• Supplementary material for extra practice
This section provides teachers with supplementary material
for extra practice. It includes extra vocabulary, grammar,
reading, speaking and writing activities for each module.
• Student’s Portfolio
The Portfolio enables students to record and present
new information they have learnt and thus monitor their
progress. Projects are also included for this purpose.
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Interactive Whiteboard Material
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The Interactive Whiteboard material includes all the
textual, visual and audio material in the Student’s Book as
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well as in the Workbook and the Grammar Book. It also
includes the videos accompanying the Student’s Book,
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along with the video activities, two games per module (one
practising grammar and another practising vocabulary),
interactive activities, tests, and a digital vocabulary list.
The structure
of the modules
Hello
This section serves as an introductory section. Basic
classroom language as well as greetings, countries and
nationalities, etc. are presented.
Modules 1-8 (an overview)
Each module consists of five lessons and focuses equally on
lexis, grammar, language functions and communicative skills.
In the first four lessons, the target language (vocabulary,
grammar, functions) is presented and practised extensively. In
all five lessons the four basic skills and micro-skills (reading,
listening, speaking, writing) are developed in an integrated
manner. In the fifth lesson there is special emphasis on
reading and writing. Lastly, the round-up pages at the end of
each module thoroughly revise the functions, grammar and
vocabulary that have been taught in the preceding lessons and
offer a unique opportunity for self-evaluation.
Cover page
The cover page is the first page of the module. Students are
introduced to the topic of the module through a discussion.
They can also read about what topics they will encounter in
the module. The purpose of doing so is to activate students’
background knowledge and create a sense of anticipation.
The third section of the cover page is a set of learning
objectives. Students read about what they will learn in the
module, which increases motivation and helps them become
autonomous learners.
Vocabulary
In this section, one or more lexical sets related to the topic of
the module are presented. There are also expressions, phrasal
verbs and collocations often presented through visual clues
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 which make the presentation more lively and comprehensive.
The task types vary and include labelling, multiple matching,
classifying, gap filling, etc. However, this section is not just a
list of lexical items which are presented to be memorised. Ss
are always asked to do a task which requires them to retrieve
knowledge and information from either their previous
exposure to the English language or their knowledge of
the world, to think critically and make educated guesses.
Students can refer to the extra vocabulary section which is
at the back of the Workbook if they want to expand on the
vocabulary presented in the lesson.
Students are further helped to learn vocabulary with the
inclusion of useful advice given throughout the book in the
form of tips.
Reading
Reading can be divided into two parts:
• Dialogues
The aims of the dialogues throughout the book are to
present vocabulary, structures and functions in context
and to expose students to natural spoken English through
meaningful contexts. All the dialogues have been specially
designed to familiarise students with spoken English in
a variety of different real-life situations and they can be
dealt with as both reading and listening activities. These
dialogues rouse students’ interest through witty exchanges
in up-to-date, modern English, the objective of which is to
promote learning in a communicative way. The dialogues
are accompanied by a wide range of comprehension
activities, such as open-ended questions, True/False
activities, ordering events, identifying speakers, gap
filling, extracting specific information, etc.
• Different types of texts
There is a variety of reading material: factual texts,
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recipes, websites, emails, brochures, quizzes, articles,
notes, etc. The texts cover a broad range of motivating
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and contemporary topics and provide students with
interesting, multi-cultural, cross-curricular information.
The texts have been carefully selected not only for
their language content but also for their interest and
appropriateness to the level and age of students this course
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is intended for. The texts and tasks aim at the development
of reading micro-skills with the emphasis on reading for
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gist and for specific information. Teachers should use
the pre-reading questions provided in the Teacher’s Book
to introduce the topic of the reading text and facilitate
students’ further comprehension of it. In the Teacher’s
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Book there are also post-reading questions which give
students the opportunity to expand on the topic of the text
and use the new vocabulary to talk about themselves. All
reading texts have also been recorded, and you may play
the recording at the while-reading stage in order to expose
Ss to native English pronunciation and intonation, and to
facilitate comprehension.
Students are further helped to develop their reading skills
with the inclusion of useful advice given throughout the
book in the form of tips.
Grammar
This section deals with essential grammar and focuses on
the grammatical points that appear in the presentation
section. Their usage is illustrated in context through example
sentences/dialogues. Students are actively involved in the
understanding of grammar through various language
awareness activities. For example, they are required to make
inferences about the functions and usage of grammatical
points and to complete tables and/or sentences. In this
way, students develop strategies that help them identify
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language patterns, develop a greater awareness of language
and become more independent learners. A more detailed
presentation of the grammar focus in each lesson is included
in the Grammar Reference at the back of the book, which
students may refer to whenever necessary.
Practice
This section always follows the grammar section and is
usually a simple activity which allows students to use
the structures they have learnt in context, while teachers
are able to check their students’ comprehension of the
particular structure. These activities can be completed in
class, either in pairs or individually. An extra grammar
section at the back of the Workbook is also available for
those students that might need further practice.
Pronunciation
It is important to sensitise students to the different sounds
of the foreign language and give them as much practice as
possible. The aim is not for students to acquire a native-
like pronunciation but to enable them to speak intelligible
English. The pronunciation section deals with significant
aspects of spoken English in an organised manner and is
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linked to the language of each module. It is in the form of a
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listen-and-repeat drill, presenting and providing controlled
practice of individual sounds, as well as sentence stress and
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intonation patterns.
Listening
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The topic of the listening task is always related to the topic
of the lesson. A variety of spoken text types and task formats
have been employed through which important listening
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micro-skills are developed. The focus is on listening for gist
and/or specific information. Therefore, it is always a good
idea to have students read through the questions/gapped text,
etc. first and make predictions about the possible answers
using prompts such as pictures, tables, etc. It is always
important to stress that students do not need to understand
every word that they hear. After making sure that students
have understood the instructions and the language included
in the questions, play the recording two or more times if
necessary. Elicit answers from students and ask them to
justify their answers. Then, if necessary, play the recording
again and clarify any points that have not been understood.
Students are further helped to develop their listening skills
with the inclusion of useful advice given throughout the
book in the form of tips.
Speaking
Speaking tasks provide students with further practice of
the vocabulary, structures and functions presented and
progress smoothly from controlled to free practice. Students
are engaged in meaningful communication and emphasis is
placed on communicating for a particular purpose. Students
usually work in pairs or groups and perform a variety of
real-life tasks (role-plays, guessing games, questionnaires,
information-gap activities, etc.). By doing so, the amount
of time students speak is increased significantly and
cooperation among students is encouraged. In addition,
pair and group work help to lessen students’ communicative
stress. Verbal and/or visual prompts are always provided
to facilitate the students’ task. In pair work involving
information exchange, each of the two students is provided
with different information found in a special section at
the back of the book. Though this arrangement may be
impractical, it is necessary so that the effectiveness and
communicative value of the tasks are not compromised.
Students are further helped to develop their speaking skills
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 with the inclusion of useful advice given throughout the
book in the form of tips.
Writing
Writing is perhaps one of the most difficult skills for
students to master. The writer must take many things
into consideration: handwriting, spelling, punctuation,
paragraphing, purpose, audience, syntax. For this reason,
the course has paid particular attention to this skill.
Students are introduced to writing smoothly, starting
with simple sentences and then moving on to longer texts.
The book helps students build up their writing skills by
integrating the skills as the writing activities are usually
based on the preceding speaking activities. Students are
also provided with guidance concerning different types of
writing and tips to help them deal with the writing tasks.
These writing tasks are particularly suitable for homework,
as they give Ss the opportunity to revise the language
introduced in the lesson and expand on the topic.
Instructions should be explained carefully in class, as it is
important to ensure that students have fully understood
what they are expected to do. Students’ written work should
always be corrected (not during class time) and returned to
Ss in due course. Alternatively, students could work in pairs
and correct each other’s work before giving it to the teacher.
Moreover, Ss should be familiarised with a correction code,
like the one suggested below, which will help them identify
and correct their own mistakes.
WW : wrong word A : article
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S : spelling WO : word order
P : punctuation ^ : something missing
T : tense
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Another way to deal with writing is as a cooperative
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activity. Writing in pairs or groups can be highly
motivating for students and incorporates research,
discussion and peer evaluation.
Students are further helped to develop their writing skills
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with the inclusion of useful advice given throughout the
book in the form of tips.
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Video activities
The video activities found in every module provide an
opportunity for consolidation and expansion on the topic of
the module.
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Round-up
The Round-up sections consist of activities revising the
vocabulary, grammar and functions in the corresponding
lessons. There are also speaking, writing and occasionally
listening tasks as well as self-evaluation charts at the end
of each Round-up section where students can check their
progress. These charts give students the opportunity to take
responsibility for their learning and see what they can do
with the language they have learnt and evaluate their own
strengths and weaknesses.
However, in order to evaluate students’ performance, we
must ask ourselves about the purpose of evaluation. What
do we hope our students will learn? Since our purpose
is to improve students’ ability and not simply to judge it,
we must try and provide them with feedback about their
strengths and weaknesses. Here are some practical ideas on
how we can go about doing this:
• Monitor and describe students’ performance, on paper
and verbally, so that they can overcome any difficulties.
Try to get them to articulate what they can do.
Traveller_Rev_Elem_TB.indb 5
• Determine whether students have understood the task.
• Judge a task not only for the end result but also reflect
upon the stages and progress students went through.
• In the final stage, it is a good idea to help students
determine what has been achieved.
Culture pages / CLIL pages
After every module, reference is made to either a Culture or
CLIL lesson. These can be found in a special section at the
back of the book and they lead into project work. The culture
pages consist of texts which further introduce students to the
culture of the English-speaking world as more multi-cultural
information is included within the modules. The CLIL pages
consist of texts which help students see how English and
cross-curricular subjects fit together.
Songs
After every two modules there is a song accompanied by an
activity. The songs can be found in a section at the back of
the book.
POINTS TO REMEMBER
• Whether a task is carried out in class or assigned for
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homework, make sure that students fully understand the
rubric and are sure about what they need to do.
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• For most activities, it may be helpful to demonstrate what
the task requires students to do by doing the first item as
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an example.
• Whenever a task requires understanding gist, the teacher
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should not explain unknown words, thus encouraging
students to focus on gist only. When necessary, however,
certain key words that block understanding should be
explained.
• Regarding the grammar section, students will feel more
confident if unknown words are explained before they do
the grammar activities.
• When correcting writing, it is suggested that a list of
commonly-made mistakes is made. The information
gathered could then be pointed out to students orally or in
written form on the board.
• When explaining new lexical items, a variety of
techniques could be employed, such as example sentences,
mimicry, definitions, antonyms, synonyms, enumeration
and/or translation.
• Wherever elicitation procedures are required, it should be
ensured that each student has the opportunity to speak
before corrections are made by the teacher.
• In cases where students are asked to do guesswork, no
answers should be revealed before students proceed to the
actual task and check their predictions.
• It is advisable that teachers use the students’ L1 when
necessary (e.g. to initiate a discussion on a topic in order
to activate students’ background knowledge or to explain
grammar rules).
Abbreviations used in Teacher’s Book
adj  adjective etc.  et cetera
adv  adverb sb  somebody
prep  preposition sth  something
n  noun Ss  students
v  verb SA  student A
p.  page SB  student B
pp.  pages TB  Teacher’s Book
e.g.  for example L1  Ss’ first language
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 21st century competencies
Intercultural awareness
When learning a new language, it is important to learn
about the cultures associated with it as well. Our focus
in this series is not only on vocabulary, grammar and
communication. The writers have taken into consideration
the need to provide learners with a deeper understanding
of the cultures of the target-language as well as other
cultures worldwide.
Critical thinking
Learners should be encouraged to think for themselves,
solve problems, make decisions and express their opinions.
Throughout the book there are activities which help
learners enhance their critical thinking skills. There is
also a section at the back of the Workbook where 21st
century critical thinking skills are practised. These skills
encourage Ss to:
• Analyse (Ss are required to pay attention to details
in order to understand a picture/text and draw
conclusions.)
ICT literacy
Nowadays, it is vital for learners to use technology as a
tool to research, organise, evaluate and communicate
information. Since the value and the availability of
information are constantly changing and this affects our
lives, we have to train our Ss to use technological aids to
their advantage.
Personal and social responsibility
Educators play an important role in the development
of the community. Ss should understand that one of
their roles in society is being active members of their
community. That is why a sense of common good, as
well as the need for active involvement in the community
should be reinforced in the classroom.
These competencies are developed throughout the series
and are clearly indicated in the table of contents in the
Student’s Book and in the corresponding activities in the
Teacher’s Book with the following symbols:
Intercultural awareness

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• Deduce (Ss are required to draw conclusions through Critical thinking

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deductive reasoning.)
• Classify (Ss are required to identify groups/categories.) Autonomous learning

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• Infer (Ss are required to understand information which is Communication
not explicitly stated.)
• Make decisions (Ss are required to assess a situation and
use criteria to make decisions.)
• Evaluate (Ss are required to use their judgment to decide
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Creativity
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if the information provided is a subjective opinion or an ICT literacy
objective fact.) Personal and social responsibility
• Sequence (Ss are required to put events, patterns,
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numbers, etc. in the correct order.)

• Solve problems (Ss are required to assess a problem,
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examine the given facts and data and decide on the best
solution / find a solution.)

Autonomous learning
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Learners should be able to take responsibility for their

own learning in order to be successful inside and outside
the classroom. That is why the material is designed in
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a way that allows learners to set their goals, check their

progress and look for opportunities to practise outside the
classroom.
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Communication
Communication in the classroom means expressing
oneself, exchanging ideas with others, as well as presenting
one’s work. When communication is effective, learners
benefit in various ways.

Cooperation
Cooperation creates opportunities for achievement and
promotes a positive self-concept. Learners working
in pairs or groups offer help to each other and this
facilitates the achievement of their goals. Further to
this, cooperation promotes polite behaviour and respect
towards others, which are important social skills.

Creativity
Creativity is an important skill in real life. Learners
become more motivated if they can create something.
This series provides learners with activities that promote
creative thinking and make work in the classroom more
enjoyable.

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 Module structure
Student’s book

Cover page

Events 6
Discuss:
 What kind of events do you attend?
 Do you celebrate important events in your life with
other people?
 How do you celebrate important events in your life?
• Introduction to the topic

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Flick through the module and find... of the module through

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 a protest march brief discussion
 people talking on the phone

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 an email inviting someone to a party
 a strange race
 a poster advertising a music festival • Critical thinking
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In this module you will learn...

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 to talk about future arrangements

 to write an email giving information
 to make requests and respond to them
 to express obligation
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 to describe an event
 to make suggestions
• Objectives of module  to talk about animals

clearly presented  to wish people well in different situations

 to invite someone to an event
 to accept and refuse an invitation
• Autonomous learning  to write an email of invitation

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 Lesson a
• Critical thinking
• Εmphasis on • Grammar clearly • Communication
vocabulary presented and practised • Cooperation
building

6a Don’t miss it! Dates: 4. PRACTICE

3.GRAMMAR

NOTE
We write: 23 May or 23rd May Complete the sentences with the Future be going
We say: the twenty-third of May
1. VOCABULARY FUTURE be going to to and the verbs in the box.
in + seasons/months
Complete the calendar with the words in the box. 0n + dates Read the examples and complete the rule. build not buy be have come not attend
Then listen and check your answers.
A: What are you going to do this summer?
B: I’m going to visit my cousins in Canada in July. 1. What time you
M T W T F S S January your lunch break?
A: Is the concert going to take place next weekend?
tenth February B: Yes, it is, but it isn’t going to take place at the 2. They a new
1st 2nd 3rd 4th 5th 6th 7th
July first second third fifth sixth seventh March stadium. It’s going to take place in the park. supermarket in my neighbourhood next year.
November 8th 9th 10th 11th 12th 13th 14th 3. Beth the concert next
May verb be + + base form of verb
thirty-first eighth ninth eleventh twelfth thirteenth fourteenth
Saturday because she’s working.
June
twenty-fifth 15th 16th 17th 18th 19th 20th 21st 4. We the tickets this
fifteenth sixteenth seventeenth eighteenth nineteenth twentieth twenty-first
April week because we don’t have the money.
August
fourth 22nd 23rd 24th 25th 26th 27th 28th
twenty- twenty- twenty- twenty- twenty- twenty- 5. I in Madrid from 10th to
September second third fourth sixth seventh eighth
October 13th May.
29th 30th 31st
twenty- thirtieth 6. Tony
ninth December
December with us to the festival?

2. READ
A. Read the poster. Then listen and read the dialogue. Which of the events are Dylan, Max
5. SPEAK
and Jessica going to attend? Dylan Hey, did you see the poster about the festival? Talk in pairs.
Max What festival? Student A: Look at the poster in activity 2 and

Brigh t on College
Dylan The Brighton College Music Festival. decide which events you are going to attend. Then
Max Sounds interesting. When is it going to take
answer Student B’s questions about your plans for
place?
next week.
• A variety of
Music Fes ti val
Dylan Next week.
Max What can you do there? Student B: Ask Student A questions about his/her

pair-work
Dylan Well, the College Symphony Orchestra and plans for next week. Use the prompts given.
the Senior Class Jazz Quartet are going to play.
Also, the Brighton Bangers Marching Band... • What / do / next week / ?
T h u r s d a y, 18 Ju n e
th

activities
Max Oh, I love them. • Which / bands / perform / ?
T he C olleg e Sy mp hon y O r che s t r a – 9 p . m . , college t h ea t r e Jessica Yeah, they’re performing on Saturday, I think.
• On which day(s) / attend / ?
F R OM B A CH T O BO W IE : Clas sical music and moder n r ock Dylan We’re definitely going. There’s also going to be a
song competition on the last day, and I’m going • What time / go / ?
F r id a y, 19 Ju n e
th
to enter. • Who / go / with / ?
Senior Clas s J a z z Q u ar t e t – 8 . 3 0 p . m . , college t h ea t r e Jessica What? Are you actually going to get on the stage

s
F or all y ou ja z z lo v er s ou t t h er e! and sing?
L ear n m or e ab ou t : Dylan Yes, I am – and I’m going to win first prize.
S a t u r d a y, 2 0 t h Ju n e • m u sic cou r s es an d club s a t t he colleg e Jessica Yeah, right. What are you going to do next week?
I’m going (to go) to a music festival.
Br ig h t on B an g er s M ar ching B and – • h o w t o s u ppo r t s t ud en t b a n d s Max You’re just going to embarrass us!

4 p . m . , college s t a diu m
Su pp or t ou r t eam s - Su p por t ou r b an d!
Su n d a y, 2 1 s t Ju n e
M a s t er cla s s – f r om 1 2 p . m . , college t h ea t r e
• h o w t o ge t a jo b in mu s ic
n
B. Read again and answer the questions.
1. When can you go to the festival to listen to jazz music?
2. What kind of music is the College Symphony
Orchestra going to play at the festival?
6. WRITE
Write an email to a friend giving him/her
information about the music festival and

io
3. What can you learn about at the festival? telling him/her about the events you are
T h a t ’s r igh t ! B r igh t on C ollege in s t r u c t or s or ganis e a w hole d a y 4. How did Dylan find out about the festival? going to attend. Use ideas from activity 5.
e v en t w i t h mu sic cla s s es f or begin n er s , a s on g compe t i t io n an d 5. On which day(s) is Dylan definitely going to attend
in t er e s t in g p r i z e s ! the festival?
78
6. According to Dylan’s friends, is Dylan going to win? 79

• Activities focusing
on reading for gist
• Dialogues presenting
language in an engaging • Creativity
at • Short writing activity
lic
(top-down strategy) and motivating manner
b
Pu

Lesson b
• Presentation of vocabulary to • Practical tips helping Ss to develop
facilitate Ss’ understanding skills and become autonomous learners • Pronunciation activity
M

6b
M

Can you do me a favour? 3. GRAMMAR

A. can, could, may, will, would for requests B. THE VERB have to
1. VOCABULARY (affirmative)
Listen to the pairs of sentences. Can you guess what the highlighted Look and complete the dialogues with the phrases in the box.
words/phrase mean? Can you think of any other answers to the requests? Read the examples. When
Learn new do we use the verb have to?
1. Please take my dress to the dry-cleaner’s. It’s dirty. words in context Can I Can you Will you May I Would you Could I Could you
Please pick up my dress from the dry-cleaner’s. (in sentences • When you go to the cinema,
©

describing you have to buy a ticket.

situations). This A: use the phone?
2. I sometimes borrow books from my friends because I don’t have many.
way, it is easier to B: Sure.
I sometimes lend books to my friends. remember them. • Mark has to get up early
3. Jake made/arranged an appointment with the dentist for next Monday. tomorrow because he has a
A: give me a lift to work? I’m late. meeting at 9 a.m.
Jake cancelled his appointment with the dentist because he had work to do.
B: I’m sorry, I can’t.

2. READ
A. Listen and read. What does Cindy do?
4. PRACTICE
Write requests and then write answers
refusing and giving an excuse with have to, as
in the example. Use the prompts given.
1. A: give me / lift / station?
B: sorry / go shopping
A: Could you give me a lift to the station?
Fox Hello? B: I’m sorry, I have to go shopping.
Cindy Hi, Fox. It’s me Cindy. Can you talk?
Fox Sure, what’s up, Cindy? Is everything ready for the
5. PRONUNCIATION
Listen and repeat. What do you notice about
the intonation of the questions?
1. May I have a glass of water?
2. Could you drive us to the shopping centre?
3. Would you please help me with the housework?
4. Can you lend me some money?
5. Will you pick up the children from school?
6. Could I please borrow this jacket?

• A variety of
2. A: borrow / tablet?
awards ceremony?
Cindy Almost, I just have to make a couple of phone calls.
B: afraid / give / to / brother 6. LISTEN
A: A. Listen to a conversation. What’s the
Fox Could you pick up my suit from the dry-cleaner’s?

listening tasks
B: relationship between the man and the
Cindy Of course. Anything else?
woman?
Fox Will you arrange a meeting with my manager for
tomorrow? 3. A: come / dentist / with me? B. Listen again and tick (4) the things Ms
Cindy Of course, I will. B: sorry / study Atkinson has to do today.
Fox And did you book a limo for the awards ceremony? A:
Cindy But I’m going to give you a lift there. It’s not far.
B:
Fox No, I have to arrive in a limo, Cindy. It’s my big Monday 21st
night. Can you arrange it?
4. A: lend / car?
Cindy Let me see what I can do. phone John Dawson
B: afraid / pick up / parents / from station
meet Mr Hunter
A:
Alan Good afternoon. Alan’s Limos, how may I help you? go to dentist’s
B:
Cindy Hello, I need a limo for the evening of the 17th. Could you... phone Dad
Alan I’m afraid we’re fully booked for that evening. Is it for the awards
ceremony? pick up daughter from school
B. Read again and answer the questions.

• Communication
Cindy That’s right. What am I going to do? Fox isn’t going to be happy. I
have to find a limo for him. 1. What is happening on the evening of the 17th?
Alan Is that Fox Marshall? The actor? 2. Who is Fox Marshall? 7. SPEAK

• Cooperation
Cindy That’s right. I’m his PA. 3. Who does Fox want to meet tomorrow? Talk in pairs. Make requests and respond to them.
Alan Listen, a friend of mine is a big fan of Fox, and he owns a limo
4. How does Fox want to arrive at the ceremony?
company, too. Can you do me a favour? Will you
Cindy Would you give him a call for me? 5. Why does Cindy call Alan?
give me a lift to...?
Alan Certainly. Don’t worry, we can’t let Fox arrive without a limo, can we? 6. What is Alan going to do to help Cindy? Sure... / I’m sorry, but...
Cindy Great.

80 81

• Systematic development • Speaking activity to give Ss practice

of reading skills in using the vocabulary, structures
(bottom-up strategy) and functions presented in this lesson

Traveller_Rev_Elem_TB.indb 8 16/6/2020 3:21:51 µµ

 Lesson c • Systematic development
of vocabulary skills

6c Join in the fun 2. VOCABULARY 4. PRACTICE

Complete the sentences. Use the words in Circle the correct options.
1. READ bold and the endings -or and -er. Then listen 1. Kelly went shopping last Saturday but she
A. Read the title of the text and look at the pictures. Can you guess which event this and check. didn’t buy something / anything / nothing.
is? Do you know anything about it? Read and compare your answers. 1. Jonathan can swim very well. He’s a great Everything / Everywhere / Something was

Ready...
expensive.
.
2. A: I’m really hungry. I’d like to have
2. Matt runs really fast. He wants to become a
something / anything / nothing for lunch.
.
B: Let’s go somewhere / anywhere / something

• Questions 3. A lot of people visit Paris every year. All

• Various types
Steady...
together.
want to go to the Eiffel Tower. A: Sorry, but I can’t go anybody / nowhere /

activating Ss’
4. I’m sure that John is going to win this race. He anywhere right now. I have a meeting.
was last year’s too.
5. Adam is never happy when he loses a match.
3. A: Where’s John?
B: Look in his room. of listening
background
Cheese!!! activities
He doesn’t like being a . A: I did, but there’s someone / anyone / no
one there. He’s anywhere / everywhere /
nowhere in the house.

knowledge Every year, on the last Monday of May, the 3. GRAMMAR

exposing Ss
4. I called everywhere / everybody / somebody
people of Brockworth, in Gloucestershire, COMPOUNDS of some, any, no, every and told them to come to my party on Sunday.
England, organise quite an unusual event: I have anything / everything / nothing ready
Read the examples. Which one refers to people,
the Cooper's Hill Cheese Rolling.
This event is at least 200 years old.
which to things and which to places? What is
the difference between anything and nothing?
and I’m really excited!

5. LISTEN
to spoken
language
• Mark came fifth in the race so he didn’t win anything.
People chase a round block of cheese
• I have nothing to wear to the interview. Listen to part of a radio show. A reporter is
down a steep hill. The aim is to catch the
• Everyone at the park wanted to take part in the race. talking about a race. Complete the flyer.
rolling cheese. It's not easy and this rarely
• Let’s go somewhere tonight. It’s my birthday.
happens because the cheese moves at
a speed of 70 mph. So, the winner is the Complete the table.
IRONMAN WORLD
first person to cross the finish line at the PEOPLE THINGS PLACES CHAMPIONSHIP
bottom of the hill. someone
some somebody somewhere
in Kailua-Kona in (1)
There are cheese rolling races for all ages
anyone
so everybody can take part. All you have to do is stand at the top of any (2) 3.8 km!
the hill, wait for the command and be
no one
quick and careful, because you can end up no nowhere Ride (3) km!
rolling downhill just like the cheese. Seems
dangerous? Well, competitors and even every everything (4) 42 km!
spectators can get injured during the races,
Date: 17th (5)
so there are paramedics everywhere, at the
top and bottom of the hill. For something a
bit safer, try the uphill race. In this race, all B. Read again and complete the sentences.
competitors just run up the hill. The winners of 1. Cooper’s Hill Cheese Rolling takes place every
all the races get a cheese as a prize. May, in . 6. SPEAK

s
2. The first cheese rolling race took place about Talk in pairs. Discuss an event that takes place
So? Are you a daredevil? Just remember! ago. in your city/town. Use the questions given.
Choose the right footwear and join in the fun! 3. The can’t always catch the cheese • What is the event called?
because it moves very fast. • When does the event take place?
• What do people do during the event?

n
4. There are paramedics at the race because people
• Who takes part in the event?
can .
• Is it dangerous at all?
5. The winner’s prize is . • What does the winner get?
82 83

io
• Communication • Communication • Pair-work activities
at
• Cooperation helping Ss develop
their communication
lic
• Various types of texts providing and collaboration
Ss with factual information skills while practising
the language taught
b
Pu

Lesson d
• Vocabulary presented • Grammar presented and
M

through visual prompts practised in context

M

6d Take action 3. GRAMMAR

5. PRONUNCIATION
LET’S..., HOW ABOUT...?, WHY DON’T WE/YOU...?
A. Listen and repeat. What’s the difference
1. VOCABULARY 2. READ Complete the sentences with join or joining. When between a, b and c?
Listen and repeat. Which A. Listen, read and choose the correct banner a, b or c. a. cat b. duck c. farm
do we use the expressions in bold?
of these animals are farm
Let’s the protest march.
animals, wild animals or both? B. Listen and tick (4) the sound you hear.
©

How about the protest march?

cat // duck // farm //
Why don’t we the protest march?
march

4. PRACTICE rabbit
Complete the dialogue with Let’s, How about or lunch
Why don’t.
cow jacket
giraffe A: It’s Amy’s birthday tomorrow and I need to get
giraffe
her something. (1) giving me a few
ideas? thanks

B: (2) you get her a leather jacket? monkey

shark A: She doesn’t like wearing leather. And I don’t
want to buy her clothes again. 6. SPEAK
monkey a b
NO MORE Only
B: Then (3) getting her a pet this year? Talk in small groups. Look at the picture.
Imagine that you and your friends want to
CRUELTY TO A: Fantastic idea! (4) go to the pet shop.
do something to save the river and the fish.
SHEEP! vegetarian
• A variety of
rabbit B: I think I saw a nice little rabbit there yesterday. Discuss and make suggestions using the
prompts, as in the example.
c restaurants! (5) you buy her that?

communicative
A: Maybe. (6) visit the pet shop for
sheep STOP ANIMAL ideas.
TESTING!
tasks practising
bear B: OK.

chicken
Josie
Clive
Josie
ANIMALS HAVE RIGHTS! ANIMALS HAVE RIGHTS!
Josie? Is that you?
Hi, Clive.
Josie

Clive
A cow died so you can wear that, you
know.
I suppose it did. Listen, are you free later?
the language
duck
Clive
Josie
What’s going on here?
It’s a protest march. People need to know that...
ANIMALS HAVE RIGHTS!
Josie
Clive
Yes, why?
How about having lunch together?
There’s a place round the corner with
taught
Clive I see. great burgers. • make / posters
Josie Why don’t you join us? Josie I don’t think so.
• organise / protest march
Clive No thanks. I’m not really into that sort of thing. Clive Oh, right. They have salads too! Josie!
Josie Oh, I see. So, you aren’t against animal testing. Josie! • give out / leaflets
elephant ostrich Clive I’m not really sure. I mean, I don’t exactly agree, but it • write article / newspaper
helps science and saves lives, right? B. Read again and write J for Josie, C for
Clive or B for Both. • clean / river
Josie There are other ways, you know. Here, take a leaflet to
read. 1. This person is taking part in a protest march. • ask / people / for help
Clive OK, thanks. 2. This person is against testing on animals.
Josie It has information about cruelty to farm animals too. 3. This person believes that some farm animals
Clive Oh, I think the way some chickens live is terrible. live in terrible conditions.
Josie Good, so you’re a vegetarian too? 4. This person is probably a vegetarian. Let’s do something to save the river.
Clive Not really. I like fried chicken, I’m afraid. 5. This person is wearing something made from OK. How about making...?
Josie That’s a shame. And is that a leather jacket? an animal. Great idea. Why don’t we also...?
Clive Ermm... It’s not mine, actually. But it is very warm. 6. This person asks the other out.
tiger
84 85

• Communication
• Systematic development of reading • Cooperation
skills through various types of activities • Critical thinking • Personal & social responsibility

Traveller_Rev_Elem_TB.indb 9 16/6/2020 3:22:03 µµ

 Lesson e
• Visual representations • Various types of listening activities
facilitating Ss’ comprehension exposing Ss to spoken language

6e Special days 3. LISTEN 4. SPEAK & WRITE • Useful

Listen to Kate inviting four friends to a party

1. VOCABULARY
and match the names with the sentences.

Freddie a. would like to go but can’t.

Set phrases to invite and
accept or refuse an invitation guidance
enabling Ss to
Match the phrases a-f Inviting
with the pictures 1-6. Will b. doesn’t want to go and isn’t going. AT THE BEGINNING
Then listen and check. • Would you like to come to...?

develop their
Ursula c. wants to go and is going.
• How about coming to...?
Diane d. doesn’t want to go but is going.
a. Happy New Year! • I’m writing to invite you to...

writing skills
b. Congratulations! • I’d like to invite you to...
While listening, try to • I just want to let you know that I...
1 2 3
c. Have a nice trip! understand the general
AT THE END
idea, not every single word.
d. Get well soon! • I hope you can make it.
e. Happy Birthday! • I really want you to come.
• Waiting for your reply.
f. Good luck!
Accepting
• I’m writing to thank you for the invitation.

• Speaking
• Sounds great/perfect/brilliant!
• Thanks for inviting me.
• I’d love to come.

activity
4 5 6 • How could I say no?
• I’m really looking forward to it.
2. READ Refusing

helping Ss
A. Read the emails. Who accepts Caroline’s invitation and who refuses it?
• I’m sorry but I have to...
• I’m afraid I can’t make it because...
• I’d like to come but... Maybe some other time.

prepare for
Hello Caroline,
Hi everyone,
• It was nice of you to invite me but...
Just a quick email to let you know that I’m organising Your party sounds perfect, but I’m A. ROLE PLAY

producing
a graduation party. The official graduation party is sorry I can’t make it. You see, I’m Talk in groups of three. Use phrases from
on Friday 20th, but it finishes early so, we’re going to flying back to Spain early on the 21st. I the box.
continue in my back garden. Don’t worry, I’m going to hope you have a great time. I can lend

their own
take care of everything. There’s going to be food and Student A: Invite your friends to an event / on
you all my albums if you want. And I
music. Actually, I had an idea and I want you to help B. Read again and complete the email written a night out / on a holiday. Tell them all about
want to see lots of pictures, OK?
me out. There are going to be people from all over the by one of the party guests. your plans and answer their questions.

piece of

s
world there, so why don’t we each bring music from Sorry again, Student B: Refuse Student A’s invitation and
our own country? I’m going to have Blog 27’s latest Emilio give a reason.
album, of course! That’s all. I hope you can come. I’m

writing
Student C: Accept Student A’s invitation and
I had a great time at Caroline’s last
sure it’s going to be great. ask him/her questions to find out:
(1) . She had a party

n
• Where / go / ? • Who / go with / ?
Waiting for a reply, Hi Caroline, after (2) . It was in her • When / go / ? • Where / meet / ?
Caroline
(3) and there were lots of • What / do there / ? • What time / meet / ?
Thanks for inviting me to your party.
people there. Brett came and he brought
I’d love to come! Who else is going to Would you like to...?

io
be there? I’m going to bring a lot of (4) songs from different I’m afraid I...
Sure! Sounds...

• Creativity
songs from New Zealand’s best bands! bands from (5) . They were
I’m really looking forward to it. It’s really good. Unfortunately, B. Write an email to a friend inviting him/her
going to be brilliant!
(6) couldn’t come because to an event / on a holiday.
See you later, his flight back to (7) was
Don’t forget to use set
Brett early on Saturday morning.

86
at phrases to invite in your
email.
87
lic
• Motivating task types
arousing Ss’ interest
b
Pu

Video activities Round-up

M

• Videos consolidating the vocabulary, • Vocabulary, grammar and

grammar and functions of the module communication revision activities
M

6 Video activities Round-up 6

Animal habitats
VOCABULARY
©

A. Write B: Of course. And I (win) first prize.

A. Label the pictures with the words in the box. three months: The winner (get) £1,000.
, , A: Really? Then I (take part) too.
B: you actually
three animals:
(swim) for two hours?
, ,
A: No, I’m only joking.
shelter three ordinals:
1 2 3
Arctic , , D. Complete the dialogues with compounds of
some, any, no and every.
Antarctic B. Choose a, b or c. 1.
tropical rainforest 1. The of the competition gets £2,000. A: There’s here. What time is the
plant a. winner b. spectator c. loser meeting?
coral reef 2. Can you the kids from school? I’m very busy. B: In five minutes. Where did go?
4 5 6 seal a. arrange b. pick up c. attend A: Maybe they went to the office upstairs. Come on
insect 3. Max, can you an appointment with Zoe for let’s check it out. I think I can hear .
worm tomorrow? I have to see her. 2.
a. cancel b. take c. arrange A: Where did you go last weekend?
4. Can I your pencil? I don’t have one. B: . I stayed at home.
7 8 9 a. borrow b. lend c. own A: What did you do?
5. Charlie sent me a(n) to his wedding. B: much. I was very tired and I slept
a. graduation b. invitation c. leaflet all day.
B. Watch Part 2 of the video and tick (4) the animals you see.
6. All to the zoo want to see the sharks. A: You’re so lazy. Get up! Let’s do or go
a. people b. visitors c. visits tonight.
1. penguin 3. toucan 5. elephant 7. frog
7. The concert is going to be great. Don’t it! 3.
a. miss b. cancel c. lose A: I can’t find my sunglasses .
2. lion 4. beetle 6. whale 8. My brother wants to take in the pizza eating B: Did you look under the furniture?
competition. A: Yes, I did. I looked . I even looked in
a. up b. place c. part the car.
C. Watch Part 2 of the video again and write D. Watch Part 2 of the video again and complete the
T for True or F for False. sentences. GRAMMAR B: Maybe took them.
1. The ocean is the habitat 1. A(n) is the natural home of an C. Complete the dialogues with the Future be A: Who?
with the most animals. animal. going to of the verbs in brackets. B: Your sister.
2. Animals can find food, water and 2. You can find life down at the bottom 1.
A: No, I don’t think so. She never takes
shelter in tropical rainforests. of the ocean. A: Let’s go to the protest march tomorrow.
3. Most animals come out 3. are home to more than half of the without telling me.
B: I’m afraid I can’t. I (visit) my cousin
at night in the desert. world’s animal species.
Sophia tomorrow. E. Circle the correct options.
4. The sun doesn’t come up for months 4. Animals in the desert get water from eating other animals
during the summer in the polar region. and from . A: Come on! You have to come. 1. Tina can’t go out. She have to / has to study.
5. Penguins live in the Antarctic 5. In the winter, temperatures in the polar regions can B: Where it (take place)? 2. Can / May you book a hotel room for us in Boston?
all year round. reach or even lower. A: In the city centre. So, you 3. Greg is ill. How about give / giving him a call?
6. All life on Earth will die if all the die. 4. Why don’t you wear / wearing your leather jacket
(come)?
B: OK, but I (go) to Sophia’s first. tonight?
E. Discuss.
2. 5. Will / May I use your phone?
• What is the habitat like for animals in your area?
• Which habitat do you think is the most difficult for humans to live in? A: you (take part) in 6. Let’s go to bed. We have to get / getting up early
the race, Mark? tomorrow morning.
88 89

Traveller_Rev_Elem_TB.indb 10 16/6/2020 3:22:22 µµ

 Culture Page CLIL
• Texts giving cultural information about
English-speaking countries and allowing
for comparison with Ss’ own culture • Focus on various curricular subjects

Module Module

5 Culture page Science CLIL 6

A. Look at the pictures and the title of the text. What do you know about the education system in your A. What do extinct, extinct in the wild and endangered mean? Read and find out.
country? Do you know anything about the British education system? Read and check your answers.

ANIMALS in DANGER
The British Education System extinct extinct in the wild endangered

In England, Wales, Scotland and Higher Education

Northern Ireland about 10 million
students go to one of the 32,000 schools.
Primary Education
Primary education starts at the age of
five. Primary schools consist of infant
schools for students five to seven years
old, junior schools for children seven to
eleven years old and combined infant
and junior schools for both age groups.
About 1/2 of young people go on to higher
education at the age of 18. You usually
need three years to get a degree. Nearly There are less than
all UK universities and colleges are 90 Barbary lions in
public institutions and they have a good the world and they
The Thylacine, also called the
all live in zoos. They
reputation worldwide. The most famous Tasmanian Tiger or Wolf, became
are very big animals and can weigh up to 550
universities are Oxford and Cambridge. extinct in Australia thousands of years
lbs. There were Barbary lions in the Tower of
ago, but continued to live on the island
London from the 13 century until 1835 when
th
of Tasmania until the 20th century.
zookeepers moved them to London Zoo.
People hunted them till extinction and
the last one died in a zoo in 1936.

Secondary Education Dodos lived on the island of Mauritius The snow leopard lives high in
For most students, secondary and they became extinct in the 17th the mountains of Central Asia.
century. When sailors first arrived There are as few as 4,000 snow
education starts at the age of eleven.
on the island, they didn’t hunt them leopards in the wild and
From the age of 11-14 students study very much because they didn’t taste people rarely see them.
subjects like music, maths, science, nice. But the sailors destroyed the They are great hunters
English, etc. At the age of 14, they enter forest and brought other animals, like and can jump 14 m.
a two-year process until they take their cats and rats onto the island. These
animals ate dodo eggs and now dodos
GCSE exams. The GCSE is the end of don’t exist anymore.

s
compulsory education for students
The blue whale is the biggest
in the UK. After that, they can leave animal ever to live on Earth.
school and look for a job. Or they can Blue whales can be 33 m long
continue studying for two years and and weigh about 198 tons.

n
do their A-levels. A-levels are common PROJECT They’re endangered because
people (whalers) hunt them.

• Motivating
entrance exams for university. Make a table!
Search the Internet and find information

project work
about the educational system in your
PROJECT

io
B. Read the text again and complete the table. country. Create a table with three
B. Read again and answers the questions.
5-7 infant
columns, one column with the heading Make a poster!
primary education Primary Education, the second with 1. When did the Thylacine become extinct?
the heading Secondary Education 2. Why didn’t the sailors hunt dodos? Search the Internet and find information
general subjects and the third with the heading Higher 3. How many Barbary lions are there in the about an animal that is in danger of
GCSE secondary education Education. Complete the table with the extinction. Write down some interesting
world today?

• Creativity
information you have found and present facts, find pictures to accompany them and
16-18 4. Where do snow leopards live?

130
18+ university - college
it in class.

• ICT literacy at 5. Why are blue whales an endangered species?

create a poster. Present your poster in class.

131
lic
• Ιntercultural awareness • Texts giving cross-curricular
• Critical thinking information linking English
with other school subjects
b
Pu

Speaking Section Songs

M

• Speaking activities practising • Songs creating a positive

useful language functions learning environment
M

Speaking Section Songs

©

7a STUDENT B
Module 6 Circle the correct options. Then listen and check your answers.
Imagine that you are a shop assistant in a clothes shop and that you sell the items shown in
the pictures. Student A is a customer. Talk with him/her using some of the phrases in the box.

Can/May I help you?

What size are you?
We have it/them only in...
I’m afraid we...
Would you like to try it/them on?
Does it / Do they fit you?
What do you think of...?
Price: ¬19.00 Price: ¬25.50
Price: ¬53.00 Do me a favour
How about this/these... one/ones? Could you do me a job / favour? Can you help Do you need a printer / screen? Borrow that too.
Here you are. me, please?
You’re the best! How can I help / thank you?
We have a...% discount. What’s your problem? Tell me what you need /
Would you like to pay in cash or like Please don’t thank me. You’d do the unusual /
by credit card? same for me too.
Price: ¬60.00 My laptop / car is broken. Can I borrow yours?
What’s yours is mine
Price: ¬65.00 Sure, no problem. What do you need it for? What’s mine is yours.
8d STUDENT B Price: ¬99.90
I have a huge / great project, for work to do. Doing favours, that’s what best friends are for
A. Ask Student A questions about Argentina to complete the fact file.

Argentina

Capital:
Population:
Official language:
Module 8 Complete with the words in the box. Then listen and check your answers.

Longest river:

Wonderful world
Highest mountain:

What is the capital city of Argentina?

It’s... friend world Asia places sit trip

B. Now read the information about Brazil and answer Student A’s questions.
Do you ever alone in your room It’s a wonderful world out there
And wonder what there is to do? It makes you wanna sing!
Brazil
Well, my friend, don’t worry at all Do you want to take an interesting
The is out there waiting just for you! But don’t know where to go?
Capital: Brasilia
Africa! ! Where do you wanna be? Well, my , don’t worry at all
Population: about 211 million
Pyramids and temples I can tell you about all the I know
Official language: Portuguese
There are lots of things to see Europe! America! Or even Down Under!
Longest river: Amazon
So many continents What else is left?
Highest mountain: Pico da Neblina
Full of people, places, and things There’s always Antarctica!

125 135

Traveller_Rev_Elem_TB.indb 11 16/6/2020 3:22:46 µµ

 Workbook
Lesson a • Extra vocabulary and grammar
practice for each lesson

6 Events
6a Don’t miss it! C. Write what you are going to do and what you aren’t going to do next weekend. Use the phrases in the
box or your own ideas.
1
visit / place
A. Complete the crossword.
relax
2
sleep / a lot
go out / friends
3 4
watch / films
5
read / book
6
1. The first month of the year. study
7
2. The month after October.
go shopping
3. The second month of the year.
4. The month before November. 8
5. The eighth month of the year. 9 D. Match.
6. The last month of the year. 1. Which competition are you going to enter? a. That’s great! I hope you win.
7. The seventh month of the year. 10 b. The dance competition.
2. I’m going to enter the song competition in July.
8. The month before April. c. On 5th April. Wish me luck!
3. When’s your birthday?
9. The ninth month of the year. d. Ice-tee and The Blasters.
10. The fourth month of the year. 4. When are you going to start your new job?
e. It’s on 22nd May and this year I’m going to have
5. Which bands are going to perform? a party.

B. Use the prompts to make questions, using the Future be going to. Then look at the pictures and
answer them.
E. Listen to the dialogue and circle the dates on the calendar for each of the events.
1. Liam and Ron / go / concert / 14th May / ? 14thCONMA Y
CERT

A:
B: May
2. Sonia / visit / London / June / ? C�n� �r�
M T W T F S S
JUNE

s
A:
1 2 3
B: �ro �� � �’�
4 5 6 7 8 9 10 � �r�hd� �
P� �i�

n
3. Chris / go skiing / February / ?
�es � �v � � 11 12 13 14 15 16 17
A: g
iin
sk
B: 18 19 20 21 22 23 24 c� � � �n �

io
25 26 27 28 29 30 31
4. Bayleaf High School reunion / take place / 28th December / ? BAYLEAF
HIGH �i� i�
A: SCHOOL c�u� � �
B:
REUNION
28th November
56

at 57
lic
Grammar Extra Vocabulary
b

Activities
Pu

Module 6 Module 5 Module 5

A. Complete the sentences with the Future be going to of the verbs in the box. Words related to crime Words related to crime
Circle the correct options.
give take organise arrange not take not pick up
M

1. The police arrested / shoplifted the burglar.

1. Where the concert place?
2. They caught the boy robbing / shoplifting a pen.
2. Gary his son from school. He’s working late tonight.
3. Fred and Mary an appointment with the doctor for next week. 3. They tried to rob / arrest the bank.
arrest shoplift rob
4. you David a call to see how he is?
5. The children part in the competition because they’re not ready.
6. We a protest march about animal rights.
Module 6 Module 6
M

B. Read the situations and write questions. Use the modal verbs given.
Animals
1. You need to make a phone call, but you haven’t got your mobile phone with you. Ask your friend to borrow his Animals
mobile phone. Look at the pictures, find the words in the word grid and label the pictures.
(may)
2. You have to pick up your clothes from the dry-cleaner’s but you haven’t got enough time to do it. Ask your friend
to do it for you.
(will)
3. You’re organising an event and you want to make a poster for it, but you need help. Ask your friend to help you. frog octopus eagle penguin
(would)
©

4. It’s cold outside and you haven’t got a jacket with you. Ask your friend to wear his/hers. 1 2 3
(could)
5. You haven’t got a car to go to work. Ask your friend to give you a lift.
(can) R U M B A G O R I L L A B
C. Look at the prompts and make sentences. Use the verb have to. dolphin zebra gorilla panda H J D O L P H I N P N I E
1. students / be / school / eight o’clock / every day / . W Z F E S A L I E A O D L
P E N G U I N J K N W O N
2. athletes / train / every day / .
Module 7 U B O H I G R P E D S I W
8

3. I / help / Sylvia / clean / windows / . J R F P L V Y W A A H G R

Clothes and Accessories
P A I H I F A L G P K Q F
4. Julie / go / Paris / weekend / .
O Q J Y B L E R L Z I Y R

5. Thomas / meet / Mr Smith / 7.30 p.m. / . O C T O P U S O E F M N O

H W E I U K D O V U L I G
4 7
D. Circle the correct options. slippers necklace
bracelet
1. Kathy Is anybody / everybody home? I need help.
Andy What’s wrong?
Kathy I’m late and I want anyone / someone to give me a lift to work.
Andy Don’t worry. I’m going everywhere / somewhere near your office, so I can take you there.
2. Matt Are you going nowhere / anywhere this weekend?
Danny Nowhere / Somewhere, I’m afraid. We are very busy. What about you? 5 6

Matt I would really like to go anywhere / somewhere, but someone / no one can come with me. tracksuit socks swimsuit
93 99 103

• Supplementary • Visual representations • Supplementary

grammar facilitating Ss’ vocabulary
activities comprehension activities

Traveller_Rev_Elem_TB.indb 12 16/6/2020 3:27:13 µµ

 Teacher’s Book
Lesson a
• The aims of each • Functions and structures presented • Symbols representing the 21st
activity clearly stated along with a list of active vocabulary century competencies featured

6a
6a Don’t miss it! Dates: Talking about festivals/events
answers.
PRE-READING
Making future plans Aims: • to introduce the topic of the reading activity by

NOTE
We write: 23 May or 23rd May
Reading a poster activating Ss’ background knowledge
We say: the twenty-third of May
1. VOCABULARY in + seasons/months
Talking about dates •
Complete the calendar with the words in the box. 0n + dates • Draw Ss’ attention to the title of the poster and ask them to
tell you what it is about (a music festival).
Then listen and check your answers. Future be going to • Ask Ss some questions:
Have you ever been to a music festival?
attend competition definitely embarrass Are music festivals popular in your country?
M T W T F S S January enter (a competition) festival miss perform Do you like going to music festivals?
poster prize stage take place whole What kind of music festivals do you like going to?
tenth February
1 st
2 nd
3 rd
4 th
5 th
6 th
7 th Months
July first second third fifth sixth seventh March January February March April May June
July August September October November 2. READ CD3 3
November 8th 9th 10th 11th 12th 13th 14th December A. Aims: • to present vocabulary, structures and functions in
eighth ninth eleventh twelfth thirteenth fourteenth May Ordinals the context of a dialogue and a poster
thirty-first • to give Ss practice in identifying the main idea of the
June first, second, third, etc. dialogue
twenty-fifth 15 th
16 th
17 th
18 th
19 th
20 th
21 st
Phrases
fifteenth sixteenth seventeenth eighteenth nineteenth twentieth twenty-first •
April Which...? Yeah, right.
August • Tell Ss to read through the poster and ask them some
fourth 22nd 23rd 24th 25th 26th 27th 28th questions:
twenty- twenty- twenty- twenty- twenty- twenty- WARM-UP
September second third fourth sixth seventh eighth
October Aims: • to introduce the topic of the lesson Where is the music festival taking place? at Brighton
29th 30th 31st • College theatre and stadium
twenty- thirtieth
When is it taking place? from 18th to 21st June
ninth December • Draw Ss’ attention to the title of the lesson and explain it to What kind of music does the College Symphony Orchestra
December them.
play? classical music and modern rock
• Ask Ss to look at the pictures and tell you what they think the
lesson is about. What will the last day’s event include? music classes for
2. READ beginners, a song competition and interesting prizes
A. Read the poster. Then listen and read the dialogue. Which of the events are Dylan, Max 1. VOCABULARY CD3 2 Will the festival be interesting to those who want to work
and Jessica going to attend? Aims: • to present months and ordinal numbers in the music industry? Yes, it will.
• to present dates

Brigh t on College
• Play the recording and have Ss read and listen to the dialogue.
• • Ask Ss some questions:
• Draw Ss’ attention to the calendar and ask them what the
capital letters at the top of the calendar stand for (the days of Who believes that will win the first prize? Dylan
the week). What do his friends think? that he’s going to embarrass

Music Fes ti val

• Ask Ss to tell you which day each letter represents them
(e.g. M=Monday).
• Ask Ss to look at the numbers. Make sure that Ss understand • Ask Ss the question in the rubric.

the difference between ordinal and cardinal numbers.
T hur s d a y, 18 t h June Ordinal numbers (first, second, third, etc.) are used to
T he Colleg e Sy m p ho n y O r che s t r a – 9 p . m . , college t hea t r e show the position of something in a list of items (e.g.
s
• Check the answer with the class. Ask higher-performing Ss
to justify their answer. This will challenge them and help
lower-performing Ss understand why this is the correct
answer.
Dylan, Max and Jessica are going to attend the

n
the order of the days in a month) as opposed to cardinal concert by the Brighton Bangers Marching Band.
F R OM B A CH T O BO W IE : Clas sical music and moder n r ock numbers (1, 2, 3, etc.) which are used to show quantity. Dylan is also going to enter the song competition.
F r id a y, 19 June
th
• Ask Ss what they notice about the formation of ordinal B. Aim: to give Ss practice in identifying specific information
Senior Cla s s J a z z Q ua r t e t – 8 . 3 0 p . m . , college t hea t r e numbers (they are formed with the ending -th, except first, in the dialogue

io
second, third) and point out the exceptions and spelling
F o r all y o u ja z z lo v er s o u t t her e! irregularities (fifth, eighth, ninth, twelfth, twentieth, thirtieth). • Have Ss do the activity.
• Check the answers with the class.
L ea r n m or e a bou t : • Draw Ss’ attention to the list of the months.
S a t ur d a y, 2 0 t h June • mu sic cour s e s a nd club s a t t he college
• Ask Ss to read through the words in the box.
• Have Ss do the activity. 1. on Friday 19th June
Br ig h t o n B a n g er s M a r ching B a nd – • ho w t o s uppor t s t uden t b a n ds • Play the recording and have Ss follow in their books and 2. classical music and modern rock
3. You can learn about music courses and clubs at the college,
4 p . m . , college s t adium • ho w t o ge t a job in m u sic
check their answers.
how to support student bands and how to get a job in music.
Supp o r t o ur t eam s - Sup po r t o ur b an d! 4. He saw the poster.

Sun d a y, 2 1 s t June
M a s t er cla s s – f r o m 1 2 p . m . , college t hea t r e
T h a t ’s r igh t ! B r igh t o n C ollege in s t r uc t o r s or ganis e a w hole d a y
e v en t w i t h mu sic cla s s es f o r beginner s , a s on g compe t i t ion an d
in t er e s t in g p r i z e s !
at
fourth, tenth, twenty-fifth, thirty-first
April, July, September, November

• Draw Ss’ attention to the NOTE and explain it.

• For further practice, ask a student What’s the date today? and
elicit the answer It’s the (+ the date). Ask another student
When’s your birthday? and elicit the answer It’s in (+ the
month). It’s on (+ the date).
5. on Saturday and Sunday
6. No, he isn’t.
• Explain unknown words and choose Ss to act out the
dialogue.

Have Ss make their own posters advertising an event and

the cause for which it is being organised.
lic
• Go round the class asking Ss the above questions and elicit

78
TB 78

• Step-by-step • Further comprehension questions to

b

guide to teaching enhance Ss’ understanding of the text

Pu

• Model answers to activities where • Suggested answers to activities

written production is required where oral production is required
M

6a
Suggested answer
B: What are you going to do next week?
A: I’m going (to go) to a music festival. 4. PRACTICE
3. GRAMMAR B: Which bands are going to perform? 3.GRAMMAR Complete the sentences with the Future be going
Aims: • to present the Future be going to A: The College Symphony Orchestra, the Senior Class Jazz
M

•
Quartet and the Brighton Bangers Marching Band are FUTURE be going to to and the verbs in the box.
going to perform.
• Ask Ss to read through the dialogues and draw their attention B: On which days are you going to attend?
to the words in bold. A: Hmm... I’m only going to attend on Thursday.
Read the examples and complete the rule. build not buy be have come not attend
• Check Ss’ previous knowledge of the Future be going to by B: What time are you going (to go)?
saying: I’m going to cook for my friends on Friday. Then ask Ss: A: What are you going to do this summer?
A: At around 8 p.m.
What are you going to do? B: Who are you going (to go) with? B: I’m going to visit my cousins in Canada in July. 1. What time you
• Elicit answers and ask Ss to find examples of the Future be A: I’m going (to go) with my sister and her friends.
going to in the dialogue (When is it going to take place?, ... are your lunch break?
going to play., There’s also going to be a song competition on A: Is the concert going to take place next weekend?
the last day, and I’m going to enter., Are you actually going to
6. WRITE B: Yes, it is, but it isn’t going to take place at the 2. They a new
get on the stage and sing?, ... and I’m going to win first prize., stadium. It’s going to take place in the park.
You’re just going to embarrass us!). Aims: • to give Ss practice in writing an email to a friend supermarket in my neighbourhood next year.
©

• Point out to Ss that questions beginning with question words giving information about a music festival
(e.g. What are you going to do this summer?) ask for specific • 3. Beth the concert next
information, while questions beginning with Am/Are/Is (e.g.
verb be + + base form of verb
• Point out to Ss that they should use the ideas they discussed Saturday because she’s working.
Is the concert going to take place next weekend?) are usually in the speaking activity and information from the poster in
followed by short answers (Yes/No). activity 2.
• Have Ss complete the rule and check the answer with the • Allow Ss some time to write their emails. 4. We the tickets this
class. • Choose Ss to read out their emails. week because we don’t have the money.
verb be + going to + base form of the verb Model answer 5. I in Madrid from 10th to
Hello Ricky,
• Point out to Ss that the Future be going to remains the same How are you? I’m writing to tell you about a fantastic music 13th May.
in all persons. festival I found out about. I have all the information and
• Ask Ss when the Future be going to is used (we use the Future be it looks cool! I’m not going every day, but there are a few 6. Tony
going to for something we intend to do in the future). events I really want to attend.
Anyway, the festival’s taking place at Brighton College with us to the festival?
• Refer Ss to the Grammar Reference at the back of the book.
• Ask higher-performing Ss to make sentences using the theatre and stadium from 18th to 21st June, and there are
Future be going to. This will challenge them. To help lower- going to be lots of different kinds of music there. On the
performing Ss, you can give them prompts to make sentences first day, the College Symphony Orchestra are performing
at 9 p.m. I’d like to see them because I love classical
5. SPEAK
(e.g. visit grandparents / next weekend).
• Point out to Ss that it isn’t necessary to say or write to go with
music. I’m also going to the festival on the 20th because my Dylan Hey, did you see the poster about the festival? Talk in pairs.
favourite band, the Brighton Bangers Marching Band, are
the Future be going to. Give an example from the dialogue playing. I’m so excited about seeing them! Max What festival? Student A: Look at the poster in activity 2 and
(We’re definitely going.). At the festival, you can also learn about music courses and
• Draw Ss’ attention to the sentence Yeah, they’re performing Dylan The Brighton College Music Festival. decide which events you are going to attend. Then
clubs at the college, how to support student bands and how
on Saturday... and explain to them that the tense used is the to get a job in music. I think that’s really important. On the Max Sounds interesting. When is it going to take
Present Progressive with future meaning. Draw Ss’ attention last day, there’s going to be a song competition with prizes. answer Student B’s questions about your plans for
to the subtle difference between the Future be going to and
place?
You’re a brilliant singer, so you should definitely enter the next week.
the Present Progressive with future meaning: the former is competition! Dylan Next week.
used to describe actions we intend to do in the future, while Would you like to go to the festival with me? Write back Max What can you do there? Student B: Ask Student A questions about his/her
the latter is used to describe actions we have arranged to soon!
do in the near future. Point out to them, however, that in a Bye for now, Dylan Well, the College Symphony Orchestra and plans for next week. Use the prompts given.
number of cases they can be used interchangeably depending Charlie
the Senior Class Jazz Quartet are going to play.
on the speaker’s intentions: e.g. I’m going to play football with
my friends next week and I’m playing football with my friends Also, the Brighton Bangers Marching Band... • What / do / next week / ?
next week communicate, more or less, the same message. WORKBOOK LISTENING CD3 4
Max Oh, I love them. • Which / bands / perform / ?
4. PRACTICE LISTENING TRANSCRIPT Jessica Yeah, they’re performing on Saturday, I think.
Aim: to give Ss practice in using the Future going to in context
• On which day(s) / attend / ?
Liz Fay, you look really tired. I think you need to relax. Dylan We’re definitely going. There’s also going to be a
• Have Ss do the activity. Fay Oh, I know, Liz. But I’m so busy with this concert at song competition on the last day, and I’m going • What time / go / ?
• Check the answers with the class. the moment.
Liz Are you going to give a concert? That’s great! When is to enter. • Who / go / with / ?
it? Jessica What? Are you actually going to get on the stage
1. are... going to have 4. aren’t going to buy Fay It’s on 15th May.
2. are going to build 5. am going to be Liz OK, after that, I’m going to organise a nice trip for you. and sing?
3. isn’t going to attend 6. Is... going to come Fay That’s really nice of you, Liz. But after the 15th I’m Dylan Yes, I am – and I’m going to win first prize.
going to go to France. What are you going to do next week?
Liz Another concert? Jessica Yeah, right.
Fay A music festival is taking place in Paris from the 18th I’m going (to go) to a music festival.
5. SPEAK until the 21st of May.
Max You’re just going to embarrass us!
Aims: • to give Ss practice in using the functions, structures Liz So, are you going to come home after that?
and vocabulary presented in this lesson through a Fay Actually, I’m going to stay there for a while. I’m going B. Read again and answer the questions.
pair-work activity to visit my cousin on the 24th.
• Liz Of course, your cousin lives near Paris. Hey, when you 1. When can you go to the festival to listen to jazz music? 6. WRITE
get back, maybe we can visit Paul. You know, he 2. What kind of music is the College Symphony Write an email to a friend giving him/her
• Refer Ss to the poster in activity 2. bought a cool house right by the beach.
• Ask Ss to read through the prompts and the speech bubble. Fay I know, I know. And it sounds like a great idea but... Orchestra going to play at the festival? information about the music festival and
• Have higher-performing Ss work with lower-performing Ss Liz But what?
in pairs and take turns to ask and answer questions about Fay It’s my brother’s birthday on the 29th and I told him 3. What can you learn about at the festival? telling him/her about the events you are
which events they are going to attend next week. I’m going to spend that weekend with him. 4. How did Dylan find out about the festival? going to attend. Use ideas from activity 5.
• Go round the class helping Ss when necessary. Liz That’s OK. We can visit Paul some other time. At least
• Tell Ss to swap roles. you’re going to relax. 5. On which day(s) is Dylan definitely going to attend
• Choose some pairs to act out the dialogue. Fay Not really! We’re going camping and you know how
much I hate it. the festival?
Liz Oh dear! 6. According to Dylan’s friends, is Dylan going to win? 79
79 TB

• Strategies to support lower-performing Ss

and challenge higher-performing Ss

Traveller_Rev_Elem_TB_Intro.indd 13 16/6/2020 4:31:51 µµ

 Contents
Modules Vocabulary Grammar Reading

Hello
• Greetings • What...? / How...? / How old...? /
• Names Where... from?
• Countries and nationalities • this/that
page 4 • Numbers (0-100) • Imperative (affirmative-negative)
• Classroom objects
• Classroom language

1
• Colours • The verb be • Survey: online shopping
• Personal items • these/those • A website: cyberpal.com
page 7 • Jobs • Plurals
• Adjectives • Possessive adjectives
Me, myself and I • Telling time • Possessive case
• The verb can
• a/an
• Who...?
Video Activities page 18

2
• Everyday activities • Present Simple • An article:
• Days of the week • Prepositions of time A helping hand
page 21 • Jobs • would like / want + to • Quiz: Do you spend your life
• Free-time activities • like / love / enjoy / hate / can’t in front of a screen?
Day by day • Types of music stand + -ing • An interview:

s
• Types of films • Adverbs of frequency Mike Malik: Karate
• Words/phrases related to technology • How often...? Once/Twice, etc. Champion
Video Activities page 32

n
• When...?

3
• Family • Present Progressive • An article: La Ville

io
• Furniture and appliances • Whose...? Souterraire. Montreal’s
page 35 • Rooms and parts of a house • Possessive Pronouns underground city
• Prepositions of place • there is / there are • An article about an unusual
Changes • Places in a town/city
• The weather
• Seasons
at
• a/an, the
• Present Simple vs Present
Progressive
house
lic
• Phrases for emails • Why?/Because...
Video Activities page 46

4
• Containers • Countable and uncountable nouns • An article:
b

• Food and drink • some/any/no A rainbow on your plate

page 49 • Food courses • How much...? / How many...? • A flyer: Get involved:
Pu

• Parts of the body • much / many / a lot of / lots of / NEPAL

Feeling good • Ailments a few / a little • An online problem page:
• Words/phrases related to fitness • Object Personal Pronouns Keep fit, Stay fit
• The verb should
Video Activities page 60

5
• Education • Past Simple • A website:
M

• Academic subjects • Past Simple of the verb be Red in the face?

page 63 • Holiday activities • there was / there were • An article: They made it!
• Professions • The verb could • An extract from a book:
Thinking back
M

• Words/phrases related to crime • Adjectives-Adverbs of manner Who am I?

• Years
Video Activities page 74
©

6
• Months and dates • Future be going to • A poster: Brighton College
• Ordinals • can, could, may, will, would for Music Festival
page 77 • Word building (-er and -or endings for requests • An article: Ready... Steady...
people) • The verb have to (affirmative) Cheese!!!
Events • Animals • Compounds of some, any, no, every • Three emails: Inviting,
• Wishes • Let’s... / How about...? / Why don’t accepting and refusing an
we/you...? invitation
Video Activities page 88 • Which...?

7
• Clothes and accessories • one/ones • An article:The other me!!!
• Words related to money • too/enough • An article: Different ways to
page 91 • Words/Phrases related to appearance • Comparative form get around
• Means of transport • Superlative form • An article: Batman vs
One of a kind • Prepositions of movement Superman
• Location and directions
• Adjectives describing personality

Video Activities page 102

8
• Geographical features • Present Perfect Simple (ever, never, • Quiz: Are you adventurous
• Equipment before) enough?
page 105 • Points of the compass • Present Perfect Simple vs Past • A brochure: All about Peru
• Action sports Simple • A brochure: Extreme
Adventure • Phrases related to misfortunes • Reported Speech (Commands- Summer Camp
Requests)
Video Activities page 116

Speaking Section p. 119 / CLIL and Culture pages p. 126 / Songs p. 134 / Grammar Reference p. 136

Traveller_Rev_Elem_TB.indb 14 16/6/2020 3:27:22 µµ

 Speaking 21st century
Listening (Pronunciation*) Writing Functions competencies

• Pair work • Greeting and saying goodbye

• A short dialogue
(understanding personal
information)
• A short dialogue
(understanding specific
information)
• Three short dialogues
(understanding specific
information)
• A dialogue (understanding gist
and specific information)
• A survey (understanding
specific information)
• An announcement
• Introducing oneself
• Asking about one’s health
• Exchanging basic personal information
• Identifying objects
• Understanding classroom language
• Pair work • Sentences about one’s • Introducing oneself and others
• Group work abilities • Exchanging basic personal information
• Guessing game • A paragraph about oneself • Identifying objects and colours
• Role play giving personal information • Spelling
Developing skills: • Describing people (personality)
Punctuation and capital • Expressing possession
letters • Expressing ability
• Pair work • Sentences about daily • Discussing habitual actions and routines
• Class survey routines • Talking about jobs
* Third-person • A paragraph about working • Talking about free-time activities
singular -s habits • Expressing likes and dislikes
* Intonation of • A blog post about free time • Talking about forms of entertainment

s
(understanding gist and questions • A paragraph about likes/dislikes • Making plans
specific information) Developing skills: Word • Stating a desire

n
order
• Three short dialogues • Guessing game • A paragraph giving news • Talking about current activities,

(understanding specific
information)
• A monologue (understanding
gist and specific information)
• A dialogue (understanding
specific information)
• Three short dialogues
io
• Pair work • An email describing one’s temporary states and future plans
* Word stress neighbourhood and house/flat • Giving reasons
* /b/, /v/, /w/ Developing skills: Set • Expressing possession
phrases for emails at • Distinguishing between current events
and habitual actions
• Referring to location
lic
• Describing one’s house and town
• Giving news and responding to news
• Role play • A paragraph about people’s • Ordering food and taking an order
b

(understanding main ideas) • Pair work eating habits • Making, accepting and refusing offers
• A telephone conversation * /Ι /, /i:/, /aΙ / • A paragraph giving advice • Talking about food preferences and eating
Pu

(understanding specific * Differentiating • An email asking for advice habits

information)
• Three monologues
(understanding gist and
specific information)
• Two monologues (transferring
between the Developing skills: Linking • Asking and answering about quantity
pronunciation words (and, but, so, • Talking about ailments
of should and because) • Asking for and giving advice
shouldn’t • Expressing opinion
• Pair work • A paragraph about last year’s • Talking about past events / past holidays
M

from verbal to visual • Information gap holiday • Talking about school days
information) activity • A short biography • Narrating events / a story
• A dialogue (understanding * -ed endings: • A story • Talking about famous people
M

specific information)
• The continuation of a story
(understanding gist and specific
information)
©
/t/, /d/, /Ιd/ • An email about a night out • Expressing ability in the past
* The reduced Developing skills: Advice on • Describing feelings
form how to write a story • Describing the manner in which
of did you something happens

• A dialogue (understanding gist
and specific information)
• A part of a radio show
(understanding specific
information)
• Four short dialogues
(understanding main ideas)
• Pair work • An email to a friend giving
• Group work information about an event
• Role play • An email of invitation
*Intonation • An email refusing an
* invitation
Developing skills: Set
phrases to invite and accept
or refuse an invitation
• Talking about events and special days
• Making future plans
• Making requests and responding to them
• Expressing obligation
• Making suggestions
• Inviting, accepting and refusing an
invitation
• Wishing people well in different situations

• A radio phone-in programme
(understanding gist and
specific information)
• A dialogue (understanding gist
/ understanding directions and
locating places on a map)
• Three monologues
(understanding gist and
specific information)
• A dialogue (understanding
specific information)
• A dialogue (understanding
specific information)
• A radio show (understanding
specific information)
• Role play • Sentences comparing
• Pair work people/films/books, etc.
• Presenting people • An email giving information
*Sentence stress about a place and giving
* directions
• A description of a person
Developing skills:
Paragraphing
• Pair work • Sentences about one’s
• Group survey experiences
• Information gap • A paragraph about a country
activity • An email to a friend giving
* Silent h news about a holiday
* Developing skills: Using
tenses / Avoiding repetition
• Identifying and describing clothes
• Expressing preference
• Talking about prices and sizes
• Asking for and giving opinion
• Describing appearance / personality
• Making comparisons
• Asking for and giving directions
• Distinguishing between British and
American English
• Talking about experiences / misfortunes
• Linking past and present time
• Narrating past events
• Expressing surprise
• Reporting commands and requests
• Talking about countries
• Describing a holiday

Irregular Verbs p. 144 / British and American English p. 145 / Project Skills p. 146 / Learning Tips p. 147 / Wordlist p. 148

Traveller_Rev_Elem_TB.indb 15 16/6/2020 3:27:22 µµ

 Hello
1. WHAT’S YOUR NAME?
A. Listen and read.

Hi, my name’s Chris.

I’m a student.
What’s your name?

Hello, my name’s
Miss Roberts.
I’m a teacher.

n s
io
B. Talk in pairs, as in the example.
at
NOTE

• Male: Mr + surname Hello, I’m Fred. What’s your name?

• Female: Miss / Mrs / Ms + surname
lic
Hi, my name’s Pauline.
b

2. GREETING AND SAYING GOODBYE

Pu

A. Listen and read.

Hello. How are you? Not bad. Bye.

Hi. How’s it going? So-so. Goodbye.
M

Good morning. What’s up? Not much. Good night.

Good afternoon. How’s everything? I’m OK, thank you. See you.
M

Good evening. Great! See you later.

I’m fine. See you tomorrow.
I’m very well. And you? Take care.
©

Have a nice weekend.

Have a nice day.

B. Talk in pairs, as in the example.

Hello.
Hi.
How are you?
I’m OK, thanks. And you?
I’m fine.
See you later, then.
Take care.

Traveller_Rev_Elem_TB.indb 16 16/6/2020 3:27:28 µµ


1. WHAT’S YOUR NAME? CD1 2 2. GREETING AND SAYING GOODBYE
Greeting and introducing oneself
Hello. Hi. student surname teacher
What’s your name? I’m... / My name’s...
Titles
Mr Mrs Miss Ms
A. Aims: • to present ways of introducing oneself
• I’m fine. I’m OK. I’m very well. Not bad.
• Introduce yourself to the class. Say: Hello, my name’s...
• Choose a student and say: What’s your name?
• Encourage the student to answer: Hi! My name’s...
• Ask Ss to look at the pictures.
• Play the recording. Have Ss listen and follow in their books.
• Draw Ss’ attention to the NOTE and explain it.
• Mr // is used before a man’s surname when you
are speaking or referring to him. It is an abbreviation
of the word ‘Mister’.
• Miss // is used before the surname of a girl or a
woman who is not married.
• Mrs // is used before the surname of a married
woman.
• Ms // is used instead of Miss/Mrs when you do
not wish to specify if the woman is married or not.
b
• Draw Ss’ attention to the pictures and ask them what the
Pu
names of the two people are (Miss Roberts, Chris).
• Play the recording again. Pause after each utterance and have
Ss repeat what they hear.
B. Aims: • to give Ss practice in introducing themselves
• • In informal situations, we can use Fine or Very well instead
M
• Ask Ss to read through the speech bubble.
• Divide Ss into pairs.
M
• Have Ss take turns to introduce themselves.
• Go round the class helping Ss when necessary.
• Choose some Ss to act out the exchange in class.
©
• Tell Ss to stand up and pretend that they are at a new
school/university/company where they don’t know
anybody.
• Encourage Ss to go round the class and introduce
themselves, shaking hands with the person they are
talking to if they wish.
Suggested answer
A: Hello, I’m Emily. What’s your name?
B: Hi, my name’s Jack.
Traveller_Rev_Elem_TB.indb 17
Hello
CD1 3
Greeting and saying goodbye
Asking about one’s health
Greeting and saying goodbye
And you? Bye. Good afternoon. Good evening.
Good morning. Good night. Goodbye. Great!
Have a nice day. Have a nice weekend.
How are you? How’s everything? How’s it going?
Not much. See you. See you later.
See you tomorrow. So-so. Take care. Thank you.
Thanks. What’s up?
s
A. Aim: to introduce greetings and different ways of saying
goodbye and asking about one’s health
n
• Draw Ss’ attention to the words/phrases in the boxes and
explain to them that the words/phrases are greetings and ways
io
of saying goodbye and asking about one’s health.
• Play the recording. Have Ss listen and follow in their books.
• Draw Ss’ attention to See you later. Explain to them that the
at
addition of the word later does not necessarily mean that we
will actually see the other person later.
lic
• It is morning until 12 p.m., afternoon from 12 p.m.
until 6 p.m. and evening from about 6 p.m. until midnight.
• What’s up? and How’s it going? are used as greetings and
are more informal than How are you?, which can be used in
both informal and formal situations.
• We tend to use Good morning, etc. in more formal situations.
• In colloquial speech we can also say Morning! instead of Good
morning!
of I’m fine or I’m very well.
• We usually say Thanks in informal situations and
Thank you in formal situations.
• Good night is used to say goodbye to someone late in the
evening or when someone is going to bed. Good evening is
used to greet someone when we meet them in the evening.
In informal situations we sometimes tend to say Night and
Evening.
B. Aims: • to give Ss practice in greeting and saying goodbye
and asking about one’s health
•
• Ask Ss to read through the speech bubble.
• Demonstrate the dialogue with a student.
• Divide Ss into pairs. You can have higher-performing Ss work
with lower-performing Ss.
• Have Ss take turns to greet each other, say goodbye and ask each
other how they are. To help lower-performing Ss, allow them
to tick the phrases from the boxes that they want to use.
• Go round the class helping Ss when necessary.
• Choose some Ss to act out the dialogue in class.
Suggested answer
A: Hello.
B: Hi. Good morning.
A: How’s it going?
B: Great, thanks. And you?
A: Not bad.
B: See you tomorrow, then.
A: Bye.
4 TB
16/6/2020 3:27:32 µµ
 Hello
3 B. Aims: • to give Ss practice in asking and answering about
3. COUNT RIE S A ND N AT ION A LIT IE S
CD1 4 shown above.
Asking for and giving personal information (nationality)
but I live in... Where are you from? I’m from...
Countries-Nationalities
Australia-Australian Brazil-Brazilian
Canada-Canadian China-Chinese
Colombia-Colombian France-French
Hungary-Hungarian Ireland-Irish
Italy-Italian Mexico-Mexican
New Zealand-New Zealander Peru-Peruvian
Poland-Polish South Africa-South African
their nationality and where they live
•
• Point to yourself and say: I’m from (country). I’m (nationality).
• Point to a student and ask: Where are you from?
• Explain that this question can be answered both ways, as
• Draw Ss’ attention to the NOTE and explain it.
• Ask Ss to read through the speech bubble.
• Have Ss work in pairs to ask and answer about each other’s
nationality and where they live.
• Encourage higher-performing Ss to act out the dialogue
without looking at the speech bubble. This will challenge
them. To help lower-performing Ss, allow them to write
down their dialogue first.
• Go round the class helping Ss when necessary.
Suggested answer
A: Where are you from?
B: I’m from Spain, but I live in France.

s
Spain-Spanish Turkey-Turkish 4 . NUMBER S CD1 5
UK-British USA-American

n
Venezuela-Venezuelan
Identifying numbers

io
A. Aims:• to present a number of countries and nationalities Asking for and giving personal information (phone
• number, age)

• Draw Ss’ attention to the countries and nationalities

and explain to them that the words in the first column
are countries and the words in the second column are Phrases
at
Numbers 0–100
lic
nationalities. How old are you? I’m... (years old).
• Ask Ss if they recognise any of them. What’s your phone number?
• Elicit answers and have Ss do the matching.
b

A. Aim: to present the numbers 0–100

• Play the recording. Have Ss listen and check their answers.
Pu

• Read out the numbers 0–100 slowly and clearly once.

• Play the recording and tell Ss to repeat.
1. m 8. q 15. a • Draw Ss’ attention to the NOTE and explain it.
2. o 9. g 16. n • Point out the difference in spelling: four-fourteen-forty.
3. p 10. b 17. c B. Aims: • to give Ss practice in asking for and giving their
M

4. i 11. r 18. f phone number

5. s 12. l 19. j •
6. h 13. d • Draw Ss’ attention to the speech bubble and read it out. Explain to
M

7. e 14. k Ss that the numbers in a phone number are read out one by one.
• Draw Ss’ attention to the NOTE and point out to them that
• Play the recording again for Ss to listen and repeat. the number 0 in a phone number is read oh and when a phone
• Explain any unknown words. number includes the same number twice successively, it is read
©

• Ask Ss which of the countries mentioned in the activity are
English-speaking countries (Australia, Canada, Ireland, New
Zealand, South Africa, UK, USA).
We use the definite article the before USA and UK and
while we say I’m Canadian / American / Irish / British /
South African / Australian, we say I’m a New Zealander.
EXTRA VOCABULARY CD4 24
There is an Extra Vocabulary section at the back of the
Workbook presenting new vocabulary items related to the
vocabulary presented in the lesson. There is also an Extra
Vocabulary Activities section practising the extra vocabulary.
The key for the Extra Vocabulary Αctivities section is
included in the Workbook Key section at the back of the
Τeacher’s Book.
5 TB
double + the number (e.g. 99 = double nine).
• Have Ss do the activity in pairs. To help lower-performing Ss,
allow them to write down their phone numbers.
• Go round the class, helping them when necessary.
Suggested answer
A: What’s your phone number?
B: It’s 01135 967143.
C. Aims:• to give Ss practice in asking and answering about
their age
•
• Say: I’m... years old. Then choose a student, make a guess
about his/her age and ask: How old are you? Are you + a
number? and write the questions on the board.
• Encourage him/her to answer.
• Point out to Ss that it is not necessary to say years old when
answering the question How old are you?.
• Have Ss do the activity in pairs and go round the class,
helping them when necessary.
Suggested answer
A: How old are you?
B: I’m 18 (years old).

Traveller_Rev_Elem_TB.indb 18 16/6/2020 3:27:34 µµ

 3. COUNTRIES AND NATIONALITIES
A. Match, then listen and check your answers.

COUNTRIES NATIONALITIES
1. Australia a. Spanish
2. Brazil b. Mexican
3. Canada c. British
4. China d. Polish
5. Colombia e. Hungarian
6. France f. American
7. Hungary g. Italian
8. Ireland h. French
9. Italy i. Chinese
10. Mexico j. Venezuelan
11. New Zealand k. South African
12. Peru l. Peruvian

s
13. Poland m. Australian

n
14. South Africa n. Turkish
15. Spain o. Brazilian

io
16. Turkey p. Canadian B. Talk in pairs.
17. UK
18. USA
q. Irish
r. New Zealander
at
Where are you from?
I’m from... but/and I live in...
NOTE
in + city/country
lic
19. Venezuela s. Colombian
I live in Boston.
b

4. NUMBERS
Pu

A. Listen and repeat.

0 zero 10 ten 20 twenty NOTE

1 one 11 eleven 30 thirty 21 twenty-one
M

2 two 12 twelve 40 forty 33 thirty-three

M

3 three 13 thirteen 50 fifty 45 forty-five

4 four 14 fourteen 60 sixty 57 fifty-seven
5 five 15 fifteen 70 seventy 68 sixty-eight
©

6 six 16 sixteen 80 eighty

7 seven 17 seventeen 90 ninety
8 eight 18 eighteen 100 one hundred
9 nine 19 nineteen

B. Talk in pairs. C. Talk in pairs.

What’s your phone number? How old are you?

It’s 01723 305899. I’m 26 (years old).
NOTE

for telephone numbers:

0 = oh, 99 = double nine

Traveller_Rev_Elem_TB.indb 19 16/6/2020 3:27:36 µµ

 Hello
5. IN THE CLASSROOM
A. Listen and repeat.

backpack book pen chair desk

n s
io
laptop notebook folder pencil dictionary

B. Read, then talk in pairs about objects in your classroom.

at
lic
THIS THAT
b

HERE THERE
Pu
M

What’s that? It’s a pencil.

What’s this? It’s a book.
M

6. CLASSROOM LANGUAGE
©

Listen and repeat. Who usually says these things? Teachers, students or both?

Speak in English. Don’t speak in... I don’t know.

What’s the answer to question...?
I don’t understand. Can you speak more slowly?
How do you say... in English?
What does this word mean? Can I go out?
Write sentences. Look at the board.
Be quiet, please. Can you repeat that?
Listen to the recording. Close your books.
That’s right. Read the text.
IMPERATIVE
NOTE

Open your books. Any questions?

affirmative  Close your books!
Turn to page... negative  Don’t close your books!
6

Traveller_Rev_Elem_TB.indb 20 16/6/2020 3:28:03 µµ

 Hello
5. IN THE CLASSROOM CD1 6

6. CLASSROOM LANGUAGE
Identifying objects CD1 7

this/that
Understanding and using classroom language
here there
Classroom objects The Imperative
backpack book chair desk dictionary
folder laptop notebook pen pencil
Classroom language
Any questions? Be quiet, please. Can I go out?
A. Aims: • to present classroom objects Can you repeat that? Can you speak more slowly?
• Close your books. How do you say... in English?
I don’t know. I don’t understand. Listen to the recording.
• Point to your book and ask Ss: What’s this? Look at the board. Open your books. Read the text.
• Elicit the answer: It’s a book. Speak in English. Don’t speak in... That’s right.
• Ask Ss to look at the words and identify the objects. Turn to page... What does this word mean?

s
• Play the recording and have Ss listen and repeat. What’s the answer to question...? Write sentences.
• For further practice point to different objects in the activity

n
and ask Ss the question What’s this?

io
B. Aims: • to present and give Ss practice in using this/that Aims: • to present classroom language
• • to present the Imperative
•
• Ask Ss to look at the pictures and read through the examples.
• Point to an object that is near you and ask a student: What’s
this? and elicit the answer: It’s a/an + object.
at
• Ask Ss to read through the phrases.
lic
• Play the recording and have Ss listen and repeat what they
• Point to an object that is not near you and ask a student: hear.
What’s that? and elicit the answer: It’s a/an + object. • Explain any sentences Ss may have difficulty with.
• Go round the class asking Ss these questions.
b

• Draw Ss’ attention to the NOTE and explain to them how

• Have Ss work in pairs and take turns to point to different we use the Imperative, affirmative and negative (Don’t +
objects in the classroom and ask questions.
Pu

base form), to ask somebody to do or not to do something.

• Refer Ss to the Grammar Reference at the back of the book.
The word notebook also means laptop.
M
• Refer Ss to the Grammar Reference at the back of the book.
• Ask Ss the questions in the rubric.
• Check the answers with the class.

Teachers: Speak in English. Don’t speak in..., What’s

the answer to question...?, Write sentences.,
Suggested answers Look at the board., Be quiet, please., Listen
M

A: What’s this? to the recording., Close your books., That’s

B: It’s a dictionary. right., Read the text., Open your books., Any
questions?, Turn to page...
A: Look! What’s that? Students: Can you speak more slowly?, Can I go out?
©

B: It’s a notebook. Both: I don’t know., I don’t understand., How do you

say... in English?, What does this word mean?,
Can you repeat that?

• Encourage Ss to use the phrases in class throughout the

year.

WORKBOOK LISTENING CD1 8

LISTENING TRANSCRIPT
1. How’s it going?
2. Goodbye!
3. How old are you?
4. Where are you from?
5. How are you?
6. Good night!

6 TB

Traveller_Rev_Elem_TB.indb 21 16/6/2020 3:28:15 µµ

 1a
1 Me, myself and I

Aims: • to introduce the topic of the module and

activate Ss’ background knowledge
• to present the learning objectives of the module
•
• Draw Ss’ attention to the title of the module and ask
them if they know any of the words.
• Elicit answers and ask Ss to look at the picture and tell
you what they can see (a young woman taking a picture of
herself).

s
• Elicit answers and ask Ss what they think the module
will be about.

n
• Ask Ss some questions:

io
Do you like taking pictures?
Why are selfies so popular nowadays?

• Ask Ss the questions in the Discuss section and elicit

answers.
at
lic
Suggested answers
b

My favourite things are my laptop, my backpack

and my guitar.
Pu

Yes, I do. I am a nurse and I work at the local hospital.

I think I’m quite active. I play sports three or four
times a week and I also walk to work every day.

• Read out the points listed in the Flick through the module
M

and find... section.

• Explain any unknown words.
M

• Then ask Ss to flick through the module and find where

these points are discussed.
©

a survey about things men and women prefer to

buy online: pp. 10-11
two women talking on the phone: p. 15
three advertisements for part-time jobs: p. 13
profiles of people on a social media website:
pp. 16-17
a college form asking for personal information: p. 9

• Read out the objectives listed in the In this module you

will learn... section.
• Explain any unknown words.

7 TB

Traveller_Rev_Elem_TB.indb 22 16/6/2020 3:28:17 µµ

 Me, myself and I 1
Discuss:
 What are your favourite things?
 Do you work?
 What kind of person are you?

Flick through the module and find...

 a survey about things men and women prefer to buy online
 two women talking on the phone
 three advertisements for part-time jobs
 profiles of people on a social media website

s
 a college form asking for personal information

n
io
at
b lic
Pu
M
M
©

In this module you will learn...

 to introduce yourself and others
 to exchange basic personal information
(job, address, email, marital status)
 to talk about your possessions
 to talk about ability
 to write about yourself
 to describe your personality

Traveller_Rev_Elem_TB.indb 23 16/6/2020 3:28:18 µµ

1a Pleasure to meet you
1. READ
A. Look at the picture. Where do you think the people are? Listen, read and check
your answers.

n s
io
at
b lic
Pu

Ellie Who’s that with Laura? Julio No, it isn’t. It’s J-U-L-I-O. It’s a Spanish
M

Steve I don’t know. Let’s see... Hi, Laura. name. I’m from Madrid.
Laura Hi, you two. This is Julio. He’s a new Laura Julio lives in Southfields, Ellie.
M

student. Julio, this is Steve and Ellie. Ellie Me too. Whereabouts?

Ellie Hi, Julio. Julio Near the park. At 24 Green Street.
Steve Pleasure to meet you. Laura Hey, Steve. Julio plays football, you know.
©

Julio Nice to meet you too. Are we all on the Steve Really? We need players for the college
same course? team. The coach is Spanish too. What’s
Ellie Yes, we are. Erm... How do you spell your your email?
name? Is it with an H? Julio It’s juliogomez@mail.com
Steve Thanks.

B. Read again and answer the questions.

What’s your address?
NOTE

1. Who’s new at the college? It’s 57 Bell Street.

2. Who’s on the same course? I live at 11 Thompson Road.
3. What’s Julio’s address?
4. Who’s Spanish?
maryevans@mail.com
NOTE

5. What’s Julio’s email address? for email addresses we say

Mary Evans ‘at’ mail ‘dot’ com

Traveller_Rev_Elem_TB.indb 24 16/6/2020 3:28:19 µµ

 1a
• Ask Ss some comprehension questions:
Greeting
Introducing oneself and others Who is with Laura? Julio
Asking for and giving personal information (address, Is Julio a teacher? No, he isn’t. He’s a student.
email) Is Julio on the same course as Steve? Yes, he is.
Where is Julio from? He’s from Spain/Madrid.
Who lives in Southfields? Julio and Ellie
The verb be Who lives near a park? Julio
Who plays football? Julio and Steve

all coach college course first name
near new park play player road same
street team with
Phrases
How do you spell...? I live at + address Me too.
Nice to meet you (too). Pleasure to meet you. Really?
This is... What’s your address? What’s your email?
Who...? You know...
WARM-UP
• Read the first NOTE and explain it. Make sure that Ss
understand that the preposition at follows the verb live when
we talk about our address. Go round the class asking Ss the
question and elicit answers in both ways.
• Read the second NOTE and explain it. Practise the way
email addresses are read in English by asking Ss to give you
their own.
• You can write some email addresses on the board and ask
Ss to read them. This will give lower-performing Ss extra
practice.

s
Aims: • to introduce the topic and one of the functions B. Aims: • to give Ss practice in identifying specific
of the lesson information in the dialogue by answering open-

n
• to activate Ss’ background knowledge ended questions
•

• Draw Ss’ attention to the title of the lesson and ask
them to tell you when we say Pleasure to meet you
(when we meet someone for the first time).
• Ask Ss to tell you what they think the lesson is about.
lic
• Activate Ss’ background knowledge by asking them
to tell you if they know of any similar phrases we can
use on the same occasion (Nice to meet you). Have
b
io
•
• Have Ss do the activity. For questions 1 and 2, you can
at
give Ss two options to choose from (e.g. 1) a. Steve b.
Julio). This will help lower-performing Ss.
• Check the answers with the class.
1. Julio
2. They are all on the same course. / Ellie, Steve,

higher-performing Ss work with lower-performing Laura, Julio

Ss in pairs. 3. 24 Green Street
Pu

4. Julio and the coach of the college football team

PRE-READING 5. juliogomez@mail.com
Aims: • to help Ss create expectations and make • Explain any unknown words and choose Ss to act out the
predictions about the dialogue by using visual dialogue.
M

information
•
M

• Draw Ss’ attention to the picture and ask them some

questions:
What are the people talking about?
©

Do you think they know each other?

1. READ CD1 9
A. Aims:• to present vocabulary, structures and
functions in the context of a dialogue
• to give Ss practice in identifying the main
idea of the dialogue
•
• Ask Ss the question in the rubric.
• Elicit answers (they are at college) but do not correct Ss at
this stage.
• Play the recording and ask Ss to read and listen at the
same time and check their predictions.
• Draw Ss’ attention to the questions Who’s that with
Laura? and What’s your email?
• Have Ss guess the difference between the usage of the
question words Who (asking about people) and What
(asking about things) and elicit answers.

TB 8

Traveller_Rev_Elem_TB.indb 25 16/6/2020 3:28:20 µµ

 1a
2. GRAMMAR with the man’s personal data.
Aims: • to present the verb be • Play the recording twice.
• • Check the answers with the class. If necessary, play the
recording again in order to clarify any questions Ss may
• Tell Ss to read through the examples and ask them the
have. This will help lower-performing Ss.
question in the rubric.
• Elicit the answer that the negative is formed by adding
not after the verb be and the question is formed by FIRST NAME: Sam
inverting the subject and the verb. SURNAME: Philbert
• Draw Ss’ attention to the short answers and remind Ss ADDRESS: 78 Ternville Road
that it is more common to use the short forms when TEL No.: 0789 456 2248
we talk and the full forms when we write, especially in EMAIL: samp33@mail.com
formal writing.
• Point out that isn’t = is not, aren’t = are not and ’m not = LISTENING TRANSCRIPT
am not. Woman Welcome to Chelmsford College. What’s your
• Refer Ss to the Grammar Reference at the back of the name, please?
book. Sam Sam Philbert.
• Ask higher-performing Ss to make sentences using the Woman OK, Sam. Is that F-I-L?
verb be in the affirmative, negative and question form. Sam No, it’s P-H-I-L-B-E-R-T.
This will challenge them. To help lower-performing Ss, Woman I see. And what’s your address?
you can give them prompts to make sentences (e.g. I / Sam It’s 78 Ternville Road.

s
not / Chinese). Woman Ternville? How do you spell that?

n
Sam T-E-R-N-V-I-double L-E.
3. PRACTICE Woman OK, 78 Ternville Road. And your phone

io
Aim: to give Ss practice in using the verb be in the number?
context of short dialogues Sam It’s 0789 456 2248. That’s my mobile, is that
OK?
• Ask Ss to read through the dialogues and do the
activity.
• Check the answers with the class.
Sam
at
Woman Yes, that’s fine. Can you repeat it, please?
Sure. 0789 456 2248.
Woman And your email address?
lic
Sam Ermm... Let me think... It’s samp33@mail.com.
Woman samp33@mail.com. Great. That’s all I need. If
1. ’s, Are, aren’t you’d like to...
b

2. ’m, isn’t
3. are, Is, is
Pu

4. Are, ’re, is, ’s 6. SPE A K

Aims: • to give Ss practice in asking for and giving
personal information
4. PRONUNCIATION CD1 10
A. Aim: to present and give Ss practice in pronouncing •
M

the letters of the English alphabet • Draw Ss’ attention to the speech bubble and the table.
• If necessary, demonstrate the dialogue with a student.
• Play the recording pausing after each letter.
M

• Have Ss work in pairs and ask each other questions to

• Ask Ss to repeat each letter as they hear it.
complete the table. You can have higher-performing
Ss work with lower-performing Ss. Go round the class,
B. Aim: to give Ss practice in spelling names
helping them when necessary.
©

• Write your name and surname on the board and spell • Choose some Ss to act out the dialogue in class.
them out in class.
• Ask a student: How do you spell your first name? and
elicit an answer. Suggested answers
• Follow the same procedure with the rest of the Ss. A: What’s your name?
B: Lawrence Williams.
• For further practice, you can ask higher-performing Ss
A: How do you spell your first name?
to spell the names and surnames of some of their family B: L-A-W-R-E-N-C-E.
members, their best friends, etc. This will challenge A: What’s your address?
them. To help lower-performing Ss, allow them to write B: It’s 91 Wellfield Street.
down the names before they spell them. A: What’s your phone number?
B: It’s 07911 512678.
5. LISTEN CD1 11 A: What’s your email?
Aims: • to give Ss practice in listening for specific B: It’s lwilliams@mail.com.
information by completing a form
•
• Draw Ss’ attention to the form and ask them if they have
ever completed a similar one and what it was for.
• Elicit answers.
• Tell Ss that they are going to listen to a dialogue between
a man and a woman and they should complete the form

9 TB

Traveller_Rev_Elem_TB.indb 26 16/6/2020 3:28:22 µµ

 4. PRONUNCIATION
2. GRAMMAR A. Listen and repeat the alphabet.
THE VERB be
Aa Bb Cc Dd Ee Ff Gg Hh
Read the examples. What do you notice about Ii Jj Kk Ll Mm Nn Oo Pp Qq
the formation of the negative and question Rr Ss Tt Uu Vv Ww Xx Yy Zz
form of the verb be?
A: Are you a football player? B. Now spell your name.
B: No, I’m not. I’m the coach.

A: Are you Mexican? 5. LISTEN

B: Yes, we are. We’re from Guadalajara. Listen and complete the form.

A: Is Jack in your class?

B: No, he isn’t. He’s in class 4A.
A: Is Jill a teacher? CHELMSFORD COLLEGE

s
B: Yes, she is. FIRST NAME:

n
A: Who are they? SURNAME:

io
B: They’re my friends.
ADDRESS:
A: Are they Hungarian?
B: No, they aren’t. They’re from Poland. at TEL No.:

EMAIL:
lic
3. PRACTICE
Complete the dialogues with the correct form of
b

the verb be.

Pu

1.
A: Who’s that with Iris?
B: That’s Vanessa. She a student at
the college.
M

A: Iris and Vanessa friends?

B: Well, yes, but they
M

best friends.
2.
A: Hello, my name’s Alan. 6. SPEAK
©

B: Hi, I Fred. Nice to meet you. Talk in pairs. Exchange personal information
A: Fred? Is that from Alfred? and complete the table.
B: No, it . It’s from Frederick.
First name
3.
A: Hello, you Simone Corbett? Surname

B: No, I’m Sally Colby. Address

A: Oh, sorry. your address 7 Phone number
Faraday Street?
Email
B: Yes, it .
4.
A: Look! There’s Greg and Bob. What’s your name?
B: they in the football team? James Whitton.
A: Yes, they great players. How do you spell your surname?
B: Who that? W-H-I-T-T-O-N
A: That’s Don Davis. He the coach.
9

Traveller_Rev_Elem_TB.indb 27 16/6/2020 3:28:23 µµ

 1b My favourites
1. VOCABULARY
Listen and repeat. Which of these things have you got? What colour are they?

My car is red.
car sunglasses My sunglasses are black.
red orange black white pink purple

NOTE
light blue
blue yellow green brown silver gold dark blue
watch bag smartphone

2. READ
A. Look at the words in the box and tick (4) the ones you usually buy online. Do you think men and
women buy different things online?

s
Travel and holiday accommodation Computers and gadgets Tickets for events

n
Clothes and shoes Food Books Medicine Furniture

io
B. Read and check your answers.
Survey Survey Survey Survey Survey Survey
Survey Online Shopping
Survey
Survey
Survey
Survey
Survey
Survey
Survey
Survey
Survey
Survey
Survey
at
lic
Many people prefer online shopping these days. What do men buy online?
What do women buy online? We asked European men and women between
b

the ages of 16 and 74 years old about their online shopping habits.
Pu

40%
40 37%
35 32%
30
M
men

25 22%
23%
20
M

15 14%
11%
10 8%

5
©

Travel and Furniture Tickets for Computers Food Clothes Books Medicine
holiday events and gadgets and shoes
accommodation

50
46%
45
40
35%
35
30%
30
women

25%
25
20 18%
16%
15
10%
10 7%
5

Travel and Furniture Tickets for Computers Food Clothes Books Medicine
holiday events and gadgets and shoes
accommodation

10

Traveller_Rev_Elem_TB.indb 28 16/6/2020 3:28:33 µµ

 1b
• Elicit answers and ask Ss which of the categories in the
Identifying objects and colours box they think a man/woman would be more interested
Reading a bar chart in.
Talking about men’s and women’s shopping habits • Elicit answers but do not correct Ss at this stage.
Expressing possession

A gadget is a small, usually electronic, device or

These/Those
Plurals
Possessive adjectives
Possessive Case
about bag car child - children dark
expensive favourite gadget have got light like
man - men mobile phone percent (%) really
shoes shopping some sunglasses thing
up to date watch (n.) woman - women
Colours
black blue brown gold green orange pink
machine with a particular purpose (e.g. mobile phones,
tablets, etc.).
B. Aims: • to present vocabulary, structures and
functions in the context of an article
• to give Ss practice in identifying the main
idea of an article
•
• Have Ss read the text and check their predictions.
• Ask Ss to look at the bar charts and explain that they
are often used when reporting the results of a survey in
order to show the percentages of the findings in a more

s
purple red silver white yellow realistic and comprehensible way.

n
• Ask Ss some comprehension questions. You can give
Ss two options to choose from to answer the questions.
WARM-UP

io
This will help lower-performing Ss.
Aims: • to introduce the topic of the lesson
rvey •
• Draw Ss’ attention to the title of the lesson and ask
at
Where are the people that took part in the survey from?
from Europe
rvey them to guess what it is about.
lic
How old are the participants? from 16 to 74 years old
• Elicit answers. What do most men and women buy online? clothes and
shoes
1. VOCABULARY CD1 12
b

What gadget is Bill’s favourite? his tablet

Aims: • to present objects and colours How many dresses does Lisa have? 45
Pu

• to give Ss practice in describing the colours of Which dress is Lisa’s favourite? the red one
different objects
•
C. Aim: to give Ss practice in identifying specific
• Play the recording and have Ss listen and repeat the
information in a survey
M

colours.
• Draw Ss’ attention to the NOTE and explain it. • Ask Ss to underline key words in sentences 1-6 (e.g. sentence
• Practise the colours by asking Ss what colour different 2: women, tickets). This will help lower-performing Ss find
M

objects in the classroom are. the information in the graph.

• Play the recording and have Ss listen and repeat the • Have Ss do the activity and check the answers with the
items. class.
©

• Point out to Ss that the word sunglasses has only got a

plural form. 1. books 4. 46%
• Ask Ss the first question in the rubric and elicit answers. 2. 16% 5. two
3. women 6. 45
• Ask Ss the second question in the rubric and draw their
attention to the speech bubble.
• For further practice, draw some more objects on the • Explain any unknown words and choose Ss to read out
board and follow the same procedure. the survey results.

Ask Ss to tell you what their favourite things are and

what colour they are.

2. READ CD1 13
A. Aims: • to help Ss make educated guesses by relying
on their knowledge of the world
•
• Ask Ss to read through the categories in the box and put
them in order according to what they prefer.
• Elicit answers and ask Ss the question in the rubric.

TB 10

Traveller_Rev_Elem_TB.indb 29 16/6/2020 3:28:35 µµ

1b
1. c 2. a 3. b
POS T- RE A DING
Aims: • to give Ss the opportunity to have a further discussion • Ask Ss to explain why the apostrophe is before the –s in the
on the topic of the article first two sentences: brother's, while in the third sentence it is
after the –s: brothers' (in the first two phrases the word brother
• is in the singular while in the third phrase the word brothers is
• Ask Ss some questions: in the plural form).
• Ask Ss to tell you how irregular plural nouns form the
Have you ever taken part in a (similar) survey? Possessive Case (we add ’s to the irregular plural, e.g. men’s
Do you agree with the findings of the survey? Why /Why not? gadgets, women’s watches, children’s bags).
What do you usually buy online? • Refer Ss to the Grammar Reference at the back of the book.
3. GRAMMAR
A. Aims: • to present these/those and plurals
• Write sentences on the board with the apostrophe missing.
• It could be either the genitive apostrophe or the apostrophe
• Draw Ss' attention to the tables, have them rely on their prior used in the short forms of the verb be.
knowledge of this/that and encourage them to deduce the • Ask Ss to add apostrophes where needed.
meaning of these/those.
• Demonstrate the difference between this/these and that/those
with objects in the classroom. 4. PRACTICE
• Have Ss complete the table and check answers. Aim: to give Ss practice in using the structures presented in
the lesson in the context of short dialogues
This is my watch. • Have Ss do the activity and check answers.

s
That is a silver car.
1. those, These, Ursula’s 3. women’s, those

n
• Ask Ss to tell you what they know about the formation of 2. sister’s, her, your, parents’ 4. Peter’s, His, man’s
regular plural nouns (We form the plural of most regular nouns

io
(car) by adding –s to the end of the word. Nouns ending in –ch
(watch) and –o (tomato) take –es, whereas nouns ending in a
5. SPEAK
consonant + y (baby), drop the –y and take –ies, and nouns
Aims: • to give Ss practice in using the structures, functions
and vocabulary presented in this lesson through a
Survey
ending in –f (wife) form their plural with –ves).
• Point out to Ss that my doesn’t change in the plural and a(n) is
used only with singular nouns.
at
pairwork activity
•
Sur
Survey
lic
• Draw Ss’ attention to the NOTE which shows how some
irregular nouns form the plural. • Divide Ss into pairs and tell them to go to the Speaking
• Refer Ss to the Grammar Reference at the back of the book. Section. You can have higher-performing Ss work with lower-
• Ask higher-performing Ss to make sentences using this and performing Ss.
b

that and then write them in the plural. This will challenge • Ask Ss to look at the respective pictures and the speech bubble.
them. To help lower-performing Ss, write some sentences • Have Ss take turns to ask and answer questions.
Pu

using this and that on the board and ask them to write them in • Go round the class helping Ss when necessary.
the plural (e.g. This isn’t my pencil.). • Choose some pairs to act out the exchange.
B. Aims: • to present Possessive Adjectives
Suggested answers
• A: Is Fred’s bicycle red in your picture?
M

• Ask Ss to read through the two columns and do the matching B: No, it isn’t. It’s black. Are Dave’s trousers orange in
activity. your picture?
• Check the answers with the class. A: No, they aren’t. His trousers are blue. Is Alison’s
M

sweater grey in your picture?

B: No, it isn’t. It’s red. Is Gayle’s jacket yellow in your
1. c 2. d 3. e picture?
4. b 5. a A: No, it isn’t. Her jacket is pink.
©

• Ask Ss to read through the sentences and draw their

attention to the words in bold. WORKBOOK LISTENING CD1 14
• Make sure that Ss understand that I, he, she, we and they
are personal pronouns while their, our, my, his, and her are
possessive adjectives. David It’s nice to have the family here for your birthday.
• Ask Ss the question in the rubric and elicit the answer that Carla Yes, it is. And look, here’s my new watch. It’s a
possessive adjectives are followed by nouns without articles. present from Uncle Greg.
• Point out to Ss that possessive adjectives are used to show David That’s very nice.
possession, and demonstrate this through examples. Point to Carla I don’t really like the colour.
things you have on your desk, and make sentences e.g. This is David Red is very nice for a watch.
my pen. This is my notebook. Carla Is that aunt Kelly’s bag over there?
• Refer Ss to the Grammar Reference at the back of the book. David Where?
Carla Here, this brown bag.
C. Aims: • to present the Possessive Case David Yes, it is. She’s still in the kitchen with Mum.
• Carla And whose mobile is this? Is it yours?
David No! My mobile isn’t white and purple. It’s uncle
• Write Milo is Lucy's cat on the board. Circle the apostrophe + s Greg’s.
and elicit the meaning (the genitive apostrophe + s is used after Carla Oh, he’s watching TV with Dad. I’ll let him know
names in order to show possession). If necessary, give further it’s here.
examples, e.g. pick up a student’s pen and say: This is …’s David Good idea.
book, etc.
• Ask Ss to match the phrases with the pictures.
• Check the answers with the class.

11 TB

Traveller_Rev_Elem_TB.indb 30 16/6/2020 3:28:37 µµ

 3. GRAMMAR B. POSSESSIVE ADJECTIVES
A. these/those - PLURALS
Match. What are the words in bold followed by?
Complete the table.
1. I’m Diane. a. Their coach is Mexican.
SINGULAR b. Our address is 33 Banbury
2. He’s Italian.
Road.
This . 3. She’s my best friend. c. My email is
4. We’re brothers. dianesmith@mail.com
a silver car. d. His surname is Alberti.
5. They’re football players. e. Her number is
020 8446 2035.
PLURAL
C. POSSESSIVE CASE
These are my watches.
Match the phrases with the pictures.
Those are silver cars. 1. my brother’s book a.

s
man - men 2. my brother’s books b.
NOTE

woman - women

n
child - children 3. my brothers’ books c.

io
rvey Survey Survey Survey
Survey
Survey
Survey Survey at
4. PRACTICE
Circle the correct options.
rvey Survey Survey
lic
These are the results of the survey. It is a fact 1.
that more women buy clothes and shoes, books, A: Are these / those your bags over there?
b

food, and medicine online than men. However, B: No, they aren’t. These / Those are my bags here.
Pu

more men like buying travel and holiday
accommodation, furniture, tickets for events and
computers and gadgets online than women.
M
A: Ah, I know. They’re Ursulas / Ursula’s.
2.
A: That’s your sister’s / sisters’ car, right?

B: No, her / your car’s light blue. That’s dark blue.

This is Bill. He really
A: Is that you / your car over there?
likes technology and he
M

always wants to be up to B: No, it isn’t. It’s my parents’ / parent’s car.

date. ‘I’ve got a laptop,
a desktop computer and 3.
©

two tablets, but this A: Are these women’s / womens’ shoes?

tablet is my favourite.’
This is Lisa and she
loves dresses. Some of
her dresses are quite
expensive. ‘I’ve got 45
dresses. This red one is
my favourite.’
B: No, they aren’t. But these / those over there are.
A: Thanks.
4.
A: Is that Peters’ / Peter’s mobile phone?
B: No. His / He’s mobile phone is silver. It’s that
man’s / men’s over there.

C. Read again and complete the sentences. 5. SPEAK

1. 23% of men buy online. GAME
Talk in pairs.
2. of women buy tickets online.
Students A & B: Go to the Speaking Section.
3. 7% of buy computers online.
4. of women buy shoes online.
5. Bill has got tablets.
6. Lisa has got dresses.
11

Traveller_Rev_Elem_TB.indb 31 16/6/2020 3:28:38 µµ

 1c I can do it
1. VOCABULARY

NOTE
Match. Then listen and check your a waiter
answers. an actor

What do they do?

1 2 3

photographer
7
tour guide

s
secretary

n
salesperson
actor/actress

io
5 6
delivery person
waiter/waitress
shop assistant
at 8
lic
2. READ
b

A. Look at the pictures. What do you

Pu

think the people are talking about?

Listen, read and find out.

Stacey Hello, I’m Stacey Greenford. I’m here

M

about the part-time photographer’s job.

Woman Hello, Stacey. Can you use a computer?
M

Stacey Of course. I can type really fast. I can do

photo editing too.
Man And how old are you?
©

Stacey I’m nineteen. I still go to university, but I CV

can work every day after my classes.
Woman I see.
Stacey I can take very nice pictures. Here, look.
Man Thank you, Stacey. We’ll call you.

Mr Stewart Good morning. I’m Donald Stewart. I’m here

about the job of a salesperson.
Woman Welcome to CarsEurope, Mr Stewart. How
many languages can you speak?
Mr Stewart I can speak Spanish and I can understand
French, but I can’t speak it very well.
Woman I see. Can you drive?
Mr Stewart I can ride a motorbike.
Man Yes, but can you drive a car?
Mr Stewart No, but I can learn.
Man Well, leave your CV, please, and we’ll call you.
12

Traveller_Rev_Elem_TB.indb 32 16/6/2020 3:28:55 µµ

 1c
Discussing jobs
• Point to the first picture in activity 1 and say: She’s a
Expressing ability
secretary.
• Encourage Ss to do the same with the rest of the pictures
in the activity.
The verb can
EXTRA VOCABULARY CD4 25
call (v.) camera do drive full-time language There is an Extra Vocabulary section at the back of the
learn look for motorbike part-time photo Workbook presenting new vocabulary items related to
the vocabulary presented in the lesson. There is also an
ride still take pictures type use very work Extra Vocabulary Activities section practising the extra
Jobs vocabulary.
actor actress delivery person photographer The key for the Extra Vocabulary Αctivities section is
salesperson secretary shop assistant tour guide included in the Workbook Key section at the back of the
waiter waitress Τeacher’s Book.
Phrases
How many...? I see Of course Welcome to... PRE-READING
What do you do? Aims: • to use visual information to introduce the topic
of the dialogues
•
WARM-UP

s
Aims: • to introduce the topic and one of the functions • Draw Ss’ attention to the two pictures and ask them

n
presented in the lesson some questions:
Where are the people in each picture? They are in an

io
•
office.
• Draw Ss’ attention to the title of the lesson and the Do all the people in each picture know each other? No,
pictures and ask them to guess what it is about.
• Elicit answers.
at
they don’t.
What is happening? The two people are interviewing the
person who is sitting/standing opposite them.
lic
1. VOCABULARY CD1 15
Aims: • to present vocabulary related to jobs 2. READ CD1 16
• to present a/an A. Aims: • to help Ss create expectations and make
b

• predictions about the two dialogues

Pu

• Draw Ss’ attention to the question What do they do? and
to the pictures.
• Ask Ss to tell you when we ask this question (we ask it
when we want to find out what someone’s job is).
• Ask Ss to read through the list of jobs and match them
M
• to present vocabulary, functions and
structures in the context of two dialogues
• to give Ss practice in identifying the main
idea of the two dialogues
•

with the corresponding pictures. • Ask Ss the question in the rubric.

• Play the recording. Have Ss listen and check their • Elicit answers (about what the person they are
answers. interviewing can do) but do not correct them at this
M

• Play the recording again and have Ss repeat the words stage.
they hear. • Play the recording and ask Ss to follow in their books
and check their predictions.
• Ask Ss some questions:
©

photographer 4 actor/actress 7
tour guide 8 delivery person 3 1st dialogue:
secretary 1 waiter/waitress 6 What is Stacey’s surname? Greenford
salesperson 5 shop assistant 2 Can Stacey edit photographs on a computer? Yes, she can.
How old is Stacey? She is nineteen.
• Draw Ss’ attention to the NOTE and say a waiter and an When can Stacey work? every day after her university
actor. classes
• Write the phrases on the board and underline the letter Can she take pictures? Yes, she can.
w in waiter and a in actor. 2nd dialogue:
• Explain to Ss that both a and an are articles and ask What does Donald want to do? He wants to work as a
them why they think the article is different in each salesperson.
What is the name of the company Donald wants to work
case (an is used before vowel sounds, a before consonant for? CarsEurope
sounds). How many languages can Donald understand? two
• Refer Ss to the Grammar Reference at the back of the (French and Spanish)
book. What are the interviewers asking him to do? to leave his
• Ask Ss some questions: CV
What do you do?
What does your mother/father/husband/wife, etc. do?
The initials CV stand for Curriculum Vitae (a short
written description of your education, qualifications,
work experience and personal interests, which you
send to an employer when you are trying to get a job).

TB 12

Traveller_Rev_Elem_TB.indb 33 16/6/2020 3:29:04 µµ

 1c
B. Aims:• to give Ss practice in identifying specific 5. SPE A K
information in the dialogues Aims: • to give Ss the opportunity to practise the
• structures, functions and vocabulary presented
in this lesson through a pair-work activity
• Have Ss do the activity. • to give Ss practice in speculating and making a
• As soon as they finish, have higher-performing Ss decision
work with lower-performing Ss in pairs and compare •
their answers. Encourage them to provide justification
by referring to specific parts in the dialogues. This will • Tell Ss to read through the job advertisement and make
build lower-performing Ss’ confidence to share their sure that they don’t have any unknown words.
answers in class. • Divide Ss into pairs and tell them to go to the Speaking
• Check the answers with the class. Section. You can have higher-performing Ss work with
lower-performing Ss.
Stacey Mr Stewart • Ask Ss to look at the respective notes made about each
use a camera  speak Spanish well  applicant.
use a computer  speak French well  • Ask Ss to read through the speech bubbles.
work full-time  drive a car  • Allow Ss some time to discuss in pairs and decide which
ride a motorbike  person is suitable for the job.
• Go round the class helping Ss when necessary.
• Explain any unknown words and choose Ss to act out • Choose some pairs to act out the exchange.

s
the dialogues.

n
Suggested answer
POST-READING A: Henry Peterson is 22 years old.

io
Aims: • to give Ss the opportunity to use the new B: Can he use a computer?
vocabulary to talk about themselves A: Yes, he can. He can also speak Spanish and Italian.
B: Can he drive?
•
• Ask Ss some questions about their job, qualifications, etc.
at
A: No, he can’t drive a car, but he can ride a motorbike.
B: Can he work full-time?
A: Yes, he can. Now, what about Joanna Miles? How old
lic
is she?
3. GRAMMAR B: She’s 34 years old and she can use a computer.
Aims: • to present the verb can A: Can she drive a car?
b

B: Well, yes, she can.

• A: OK. Can she type?
Pu

• Ask Ss to read through the examples.
• Ask Ss the question in the rubric.
• Elicit the answer that the negative is formed by adding
not (can’t) and the question is formed with inversion
M
B: Yes, she can type very well.
A: How many languages can she speak?
B: She can speak two languages, French and Italian.
A: Can she work full-time?
B: Yes, she can. I think Joanna Miles is the best person

(can I).
• Point out to Ss that can’t is the contracted form of for this job.
cannot. A: Yes, you are right.
M

• Refer Ss to the examples and help them deduce that we

use can to express ability and can’t to express a lack of
ability to do something 6. WRITE
• Refer Ss to the Grammar Reference at the back of the
©

Aims: • to give Ss practice in writing about their

book.
• Refer Ss to the dialogues and ask them to underline all
the sentences with can (Can you use...?, I can do..., I can
type..., I can work..., I can take..., can you speak?, I can
speak..., I can understand..., I can’t speak it..., Can you
drive?, I can ride..., can you drive...?, I can learn).
4. PRACTICE
Aim: • to give Ss practice in using the verb can in the
context of short dialogues
• Have Ss do the activity and check the answers with the
class.
abilities in the context of a job advertisement
•
• Ask Ss to read through the three job advertisements and
make sure that they don’t have any unknown words.
• Ask Ss to choose the advertisement they would like to
apply for.
• Explain to Ss that if they don’t have any of the
qualifications needed for the jobs they can make up
some information about themselves.
• Allow Ss some time to write their sentences.
• Have Ss read out their sentences to the class.

1. Can you speak, I can’t, can speak, Model answer

Can you write, I can’t I would like to work as a waitress at the Eiffel Tower
2. Can she ride, she can Café. I can make very nice coffee and I can speak
French well. I can work from 9 a.m. to 1 p.m. from
Monday to Friday, but I can’t work at weekends.

13 TB

Traveller_Rev_Elem_TB.indb 34 16/6/2020 3:29:05 µµ

 3. GRAMMAR 5. SPEAK
Talk in pairs. Read the advertisement. Imagine
THE VERB can that you work for Lifetecks International and
Read the examples. How do we form the that you’re looking for a new secretary. Each
negative and question form of the verb can? of you has interviewed an applicant for the
job. Discuss and decide who the best person
James and Ryan can read and write in Italian,
for the job is.
but they can’t speak the language very well.
Students A & B: Go to the Speaking Section.
Yes, she can.
Can Anna ride a motorbike?
No, she can’t. l
Lifetecks Internationa
needs a secretary
4. PRACTICE
The ideal applicant:
Complete the dialogues with the verb can
▶ is between 20 and 35
and the words in brackets. Give short
answers where possible. ▶ can use a computer well

s
s
▶ can speak two language
1.

n
▶ can drive
A: What do you do, Ms Archer? ▶ can work full-time

io
B: I’m a tour guide.
A: (you / speak) at Tel: 07789 245226
com
Email: lifetecks@business.
Spanish?
lic
B: No, , but
I (speak) French
6. WRITE
b

Read the advertisements and imagine that

and Chinese. you’re applying for one of these part-time
Pu

A: Wow! (you / write) jobs. Write a few sentences about what you
in Chinese too? can and can’t do.

B: No, .
M

2.
M

A: Is Kelly a pizza delivery person?

FIND A JOB…
B: Yes, she works at Pizza Palace.
A: (she / ride) a
©

INGLATERRA TOURS
motorbike? needs a tour guide
Can you speak Spanish?
B: Yes, . Can you work from 12 p.m. to 4 p.m. every day?
Call us at: 020 4445 7788

Big Pasta Restaurant

B. Read again and decide what Stacey and Mr DELIVERY PERSON NEEDED
Stewart can and can’t do. Put a () or an (). Can you ride a motorbike?
Can you speak Italian?
use a camera Can you work after 8 p.m.?
Stacey Then this is the job for you!
use a computer Email us at: bigpastarestaurant@mail.com
work full-time
THE EIFFEL TOWER CAFÉ
speak Spanish well is looking for a waiter/waitress
speak French well Can you make nice coffee?
Mr Stewart Can you speak French?
drive a car Can you work 9 a.m. – 1 p.m.?
ride a motorbike Then this is the job for you!
Call us at: 07789 754339
13

Traveller_Rev_Elem_TB.indb 35 16/6/2020 3:29:06 µµ

 1d What time?
1. VOCABULARY 2. READ
A. Match. Then listen and check A. Listen, read and match the dialogues 1-3
your answers. with the pictures a-c.

What’s the time? 1

Woman Excuse me, what’s the time?
Man Erm... It’s ten past eight.
It’s two o’clock. Woman Oh, it’s a bit early. The shop opens in
2:00 twenty minutes.

2
1. It’s a quarter to three. Joanne Hey, let’s go out tonight.
2:05 Faith No, I’m tired and I start work at
eight tomorrow.

s
Joanne Come on, I’m bored.

n
2. It’s half past two.
Faith OK, then. Let’s go to the new café on
2:15

io
Gilbert Street.
Joanne Sounds good. Is half past nine OK
3.
2:30
It’s five past two.
atFaith
with you?
Isn’t it a bit late?
lic
Joanne OK, what about half past eight?
Faith Fine. Meet you there.
b

4. It’s ten to three.

2:45
Pu

3
Mike Hey, Carla, what’s the time?
Carla It’s one o’clock. Half an hour till
5. It’s a quarter past two.
lunch break.
M

2:50
Mike I can’t wait. I’m hungry!
B. Match the adjectives with the pictures. Then Carla You’re always hungry! Now please
M

listen and check your answers. stop talking. I’m busy.

©

NOTE

a.m. = from midnight to noon

p.m. = from noon to midnight

1 2 3
B. Read again and answer the questions.
Choose a, b or c.
1. What time does the shop open?
a. 8.10 b. 8.20 c. 8.30
2. What time are Joanne and Faith meeting?
4 5 a. 8.00 b. 8.30 c. 9.30
3. Who’s tired?
busy a. Joanne b. Faith c. Joanne and Faith
4. What time is lunch break?
hungry
a. 12.30 b. 1.00 c. 1.30
thirsty
5. Who’s hungry?
tired
a. Mike b. Carla c. Mike and Carla
bored
14

Traveller_Rev_Elem_TB.indb 36 16/6/2020 3:29:14 µµ

 1d
• If necessary, use mimicry to help Ss deduce the meaning
of any unknown adjectives.
Telling the time
Making suggestions PRE-READING
Aims: • to help Ss create expectations and make predictions
about the dialogues by using visual information
a bit bored busy go out hungry lunch break
thirsty tired •
Words/Phrases related to time
• Ask Ss to look at the three pictures.
a.m. at/past/to early half half an hour late
• Ask Ss some questions about each picture:
midnight minute noon now o’clock p.m.
quarter till tonight What’s the time? What can you see in the picture?
Phrases Where are the people?
Come on. Excuse me. I can’t wait. Is... OK with you? What are they doing?
Let’s... Meet you there. OK, then. Sounds good.
Stop talking. What about...? • Elicit answers but do not correct Ss at this stage.

WARM-UP 2. READ CD1 19

Aims: • to introduce the topic and one of the functions A. Aims: • to present vocabulary and functions in the
presented in the lesson context of three short dialogues
• to give Ss practice in identifying the main idea
• of each dialogue
• Draw Ss’ attention to the title of the lesson and ask them to •
guess what it is about (asking about and telling the time).

s
• Ask Ss when we can use the question What time? • Play the recording and have Ss read and listen to the first
• Elicit answers (to ask about the time an event is scheduled to dialogue.

n
take place) and give some examples: • Ask Ss to match the dialogue with one of the pictures a-c.
• Check the answer with the class.

io
A: There’s a football match on TV tonight. • Follow the same procedure with the rest of the dialogues.
B: What time? • Alternatively, you can play the recording and have Ss read
A: At nine. and listen to the three dialogues.
1. VOCABULARY CD1 17, 18
A. Aims: • to present and give Ss practice in telling the
at
• Allow Ss some time to match the dialogues with the
corresponding pictures. Have higher-performing Ss work
with lower-performing Ss.
lic
time • Check the answers with the class. To challenge
• higher-performing Ss, ask them which key words in the
dialogues helped them do the matching.
b

• Draw Ss’ attention to the question What’s the time? and say:
It’s + the time.
Pu

• Then ask Ss when this question is used (when we want to 1. b 2. a 3. c

know what time it is).
• Point to the first clock and ask a student: What’s the time? • Ask Ss some comprehension questions:
• Elicit the answer: It’s two o’clock.
• Follow the same procedure with the rest of the clocks. 1st dialogue:
M

• Have Ss do the matching activity. Where does the woman want to go? She wants to go to
• Play the recording. Have Ss listen and check their answers. a shop.
Is the shop open? No, it isn’t.
M

1. It’s five past two.
3. It’s half past two.
5. It’s ten to three.
©
2. It’s a quarter past two. 2nd dialogue:
4. It’s a quarter to three. Who wants to go out? Joanne
Does Faith work in the morning? Yes, she does.
Why does Joanne want to go out? because she’s bored

Where do they decide to go? to a new café

• Point out the following: Where is the café? on Gilbert Street
3rd dialogue:
• We use o’clock only for whole hours (e.g. two o’clock). What does Mike want to do? He wants to eat.
• The word oh (= 0) goes between the hour and the
minutes 1 – 9.
Why is Carla telling Mike to stop talking? because
• The minutes precede the hour (e.g. five past two / a she’s busy
quarter past two / half past two / a quarter to three / ten • Draw Ss’ attention to the NOTE and explain it.
to three). • Refer Ss to the dialogues and ask them to tell you whether
the times mentioned in each dialogue are a.m. or p.m.
• For further practice, draw different clocks on the board and • Elicit answers (1st dialogue: 8.10 a.m., 2nd dialogue: 8 a.m.,
ask Ss to tell you the time. 9.30 p.m., 8.30 p.m., 3rd dialogue: 1.00 p.m.).
• Draw Ss’ attention to the sentence Let’s go to the new café on
B. Aim: to introduce adjectives Gilbert Street (2nd dialogue) and point out to Ss that we use
Let’s + base form of the verb to make suggestions.
• Ask Ss to read through the adjectives and match them • Say and demonstrate: Let’s close our books and encourage
with the pictures. higher-performing Ss to make their own sentences with Let’s.
• Play the recording. Have Ss listen and check their answers. This will challenge them. To help lower-performing Ss, you
can give them prompts to make sentences (e.g. open / books).
• Draw Ss’ attention to the question What about half past
busy 3 hungry 5 thirsty 4 tired 2 bored 1 eight? (2nd dialogue).
• Point out to Ss what we use What about + time? to arrange
a time to meet with someone.
TB 14

Traveller_Rev_Elem_TB.indb 37 16/6/2020 3:29:17 µµ

1d
B. Aims: • to give Ss practice in identifying specific
information in the dialogues through a 1. b 2. b 3. a
multiple-choice activity
•
Greg Hey, Tony what’s up?
• Have Ss do the activity. Tony Not much.
• Alternatively, to challenge higher-performing Ss, Greg Tired from work, eh?
you may modify the activity from multiple choice Tony Actually, I’m a bit bored. What can we do
to open-ended questions. Write questions 1-5 on the tonight?
board (without the options), ask Ss to cover Activity Greg I don’t know. Let’s go for pizza and then see.
B in their books, read and answer the questions. This Tony Where’s Maggie? She’s late again.
will challenge higher-performing Ss. To help lower- Greg She isn’t late. We’re here early. She still has ten
performing Ss, you may eliminate one incorrect option. minutes.
• Check the answers with the class. Tony Why? What’s the time?
Greg It’s ten to seven.
1. c 2. b 3. b 4. c 5. a Tony Is it? Oh there she is. Maggie over here!

5. SPEAK
• Explain any unknown words and choose Ss to act out Aims: • to give Ss practice in using the functions and
the dialogues. vocabulary presented in this lesson through a

s
pair-work activity
POST-READING •

n
Aims: • to give Ss the opportunity to use the new
functions to talk about themselves • Ask Ss to read through the phrases in the box.

• comprehension.
• Ask Ss some questions:
When do shops open/close where you live?
What time do you start work?
What time do you go out / meet with your friends?
What time do you have lunch?
b
io
• Ask Ss to read through the speech bubble and check
• Draw Ss’ attention to the TIP and explain it.
at
• In pairs, have Ss discuss and make plans. You can allow
Ss to tick the phrases they want to use. This will help
lic
lower-performing Ss.
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the dialogue.

3. PRONUNCIATION CD1 20 Suggested answers

Pu

Aim: to familiarise Ss with pronunciation and rhythm A: Hi. What’s up?

when asking and answering about the time
• Play the recording and pause after each exchange so
that Ss can repeat it.
M
B: Not much. I’m bored. Let’s go to that new Italian
restaurant tonight.
A: Sounds good. Is eight o’clock OK with you?
B: Isn’t it a bit late?

• Ask Ss to notice the pronunciation and rhythm. A: What about seven o’clock, then?
• If necessary, play the recording again. B: Fine. Meet you there.
M

A: Great. Bye.
4. LISTEN CD1 21
Aim: to give Ss practice in listening for specific
information
©

• Ask Ss to read through the sentences 1-3.

• Play the recording twice.
• Check the answers with the class.

15 TB

Traveller_Rev_Elem_TB.indb 38 16/6/2020 3:29:21 µµ

 3. PRONUNCIATION
Listen and repeat. Notice the
pronunciation and rhythm.
1. A: What’s the time?
B: It’s a quarter past two.

2. A: What’s the time?

B: It’s half past twelve.

3. A: What’s the time?

B: It’s ten to nine.

4. LISTEN
Listen to two friends talking and
complete the sentences. Choose

s
a
a or b.

n
1. Tony is .

io
a. tired b. bored
at 2. Maggie late.
lic
a. is b. isn’t
b

3. It’s .
Pu

a. 6.50 b. 7.10

5. SPEAK
Talk in pairs. Make plans for tonight
M

b or tomorrow night. Use some of the

phrases in the box.
M

Let’s...
Is eight/nine, etc. o’clock OK
©

with you?
Isn’t it a bit late/early?
No, I’m tired/busy/hungry, etc.
What about...?
Sounds good.
Fine. Meet you there.

I’m bored. Let’s go to Joe’s café tonight.

c ...
TIP

Don’t forget to use

the prompts given.

15

Traveller_Rev_Elem_TB.indb 39 16/6/2020 3:29:25 µµ

 1e Friends online Write down new words in your
notebook. Write the English word

TIP
as well as the translation in your
language and an example sentence.
1. VOCABULARY
Look at the emojis and find opposite adjectives.
Then listen and check your answers. Use some
of the adjectives to describe yourself.

active shy

outgoing
rude

funny

s
polite

n
serious

io
lazy
2. READ
A. Look at the people in the profiles of a social media website. What can you tell about them? Read and
check your answers. at
lic
cyberpal.com My profile Friends Inbox logout
b
Pu

Name Gary Hobbs

invite friends
Age 23
? find friends
About me I’m a student at university and I’m single.
M

online now I live in New Zealand. I’m very active and

I’m a sports freak. I love football, basketball
M

status updates and swimming. I also work part-time at the

sports centre as a lifeguard.
©

cyberpal.com My profile Friends Inbox logout

Name Fiona Goldsmith

invite friends
Age 30
? find friends
About me I’m newly married and my husband’s
online now name is Sam. We live in Dublin. Sam is
32 and he’s wonderful. He’s outgoing
status updates and very funny. We have so much fun
together.

16

Traveller_Rev_Elem_TB.indb 40 16/6/2020 3:29:28 µµ


Presenting oneself
age also band basketball brilliant called
check sth out engaged have fun husband
lifeguard love married musician single
sports centre sports freak swimming together
unemployed university website wonderful
Personality adjectives
active funny hard-working lazy outgoing
polite rude serious shy
Phrases
What is... like?
WARM-UP
Aims: • to introduce the topic of the lesson
• predictions about the text
• Draw Ss’ attention to the title of the lesson and ask
them what they think it is about.
• Explain that the word online means on the Internet.
• Elicit answers.
1. VOCABULARY CD1 22
Aims: • to present vocabulary describing people’s
personality
•
lic
• Ask Ss to look at the emojis and the words.
• Help Ss deduce the meaning of each adjective by relating
it to the corresponding emoji. Allow the use of L1 if
necessary. This will help lower-performing Ss.
b
• Ask Ss to find the opposite adjectives.
Pu
• Check the answers with the class.
active ≠ lazy
funny ≠ serious
shy ≠ outgoing
M
polite ≠ rude
• Ask Ss to describe themselves using some of the
M
adjectives in the activity. Encourage higher-performing
Ss to give examples that support the adjectives used.
This will challenge them.
©
• Elicit answers.
• Draw Ss’ attention to the TIP and explain it.
PRE-READING
Aims: • to introduce the topic of the text and activate
Ss’ background knowledge
•
• Ask Ss to look at the text and ask them what it is.
• Elicit the answer that it is a web page of a website called
cyberpal.
• Draw Ss’ attention to the word cyberpal. Explain that
it is a compound noun consisting of the words cyber
(=related to the Internet) and pal (=a friend). So, a
cyberpal is a person you meet on the Internet.
Traveller_Rev_Elem_TB.indb 41
1e
· A web page is a page of information on the Internet
about a particular subject that forms a part of a
website. A website is a set of web pages on the
Internet about a particular subject which have been
published by the same person or organisation.
· Social media sites are aimed at helping
people make friends on the Internet. They include
a variety of ways for users to interact, such as instant
messaging, sending emails, vlogging, etc. Examples of
these websites are Facebook, Instagram, Twitter.
2. READ CD1 23
A. Aims: • to help Ss create expectations and make
• to give Ss practice in identifying the main
idea of the text
s
•
n
• Draw Ss’ attention to the pictures of the three people.
• Ask Ss who these people are (people who have joined
io
the website cyberpal).
• Draw Ss’ attention to Gary, Fiona and Andy and ask
them the question in the rubric.
at
• Elicit answers but do not correct Ss at this stage.
• Have Ss read the text and check their predictions.
Suggested answer
Gary likes sports. Fiona is married. Andy is a
musician.
• Ask Ss some comprehension questions:
How old is Gary? He’s 23.
What does he do? He’s a university student and he also
works part-time as a lifeguard.
Where does he work part-time? at the sports centre
Which sports does Gary love? football, basketball,
swimming
How old is Fiona? She’s 30.
Where do Fiona and her husband live? in Dublin
How old is her husband? He’s 32.
How old is Andy? He’s 28.
Where does he live? in Liverpool
Is he single? Yes, he’s engaged to Julie Simms.
Does Andy’s band have a website? Yes, it does.
TB 16
16/6/2020 3:29:29 µµ
 1e
B. Aim: to give Ss practice in identifying specific 4. WRITE
information in the text Aim: to present Ss with the use of punctuation and
capital letters
• Have Ss do the activity.
• As soon as they finish, have higher-performing Ss • Ask Ss when full stops, question marks and
work with lower-performing Ss in pairs and compare exclamation marks are used and refer them to the
their answers. Encourage them to provide justification Punctuation box.
by referring to specific parts in the texts. This will build • Ask Ss when capital letters are used and write examples
lower-performing Ss’ confidence to share their answers on the board.
in class. • Tell Ss to read through the box with the cases of when
• Check the answers with the class. capital letters are used. If necessary, provide further
explanations and examples.
1. Gary and Andy A. Aim: to give Ss practice in using punctuation and
2. The Target capital letters
3. Fiona
4. Gary • Have Ss do the activity. You can have higher-
5. wonderful, outgoing and very funny performing Ss work with lower-performing Ss.
• Check the answers with the class.

• Explain any unknown words and choose Ss to read out

What’s up? I’m very busy with my French. My new

s
the text.
French teacher is great! His name is Henry Petit and

n
he’s from Paris. He can also speak a bit of Chinese.
POST-READING You see, Mr Petit is married to a woman from
Aims: • to give Ss the opportunity to have a further

io
China. They’re very polite and funny! They live
discussion on the topic of the text and talk near my house.
about themselves
•
• Ask Ss some questions:
at
B. Aims: • to give Ss practice in writing a paragraph
about themselves
lic
Do you use the Internet? •
Do you know of any websites where you can meet people
• Draw Ss’ attention to the TIP and explain it.
b

online?
• Allow Ss some time to write their paragraphs. Tell Ss
Do you have any online friends?
to use their ideas from activity 3. This will help lower-
Pu

What do you talk about when you contact them?

performing Ss.
• Choose some Ss to read out their paragraphs.
3. SPEAK
Aims: • to give Ss practice in presenting themselves Model answer
M

My name’s Lorna Brown and I’m 20 years old. I live

•
in Bristol, England. I’m single and I’m a student.
• Draw Ss’ attention to the form. Also, I work part-time as a waitress for a Spanish
M

• Point out to Ss that marital status refers to whether they restaurant. I’m outgoing and active and I love
are single, engaged or married, while in the personality swimming at the sports centre near my house.
box they should write a few adjectives describing
themselves.
©

• Ask Ss to read through the speech bubble.

• Allow Ss some time to fill in the form.
• In pairs, have Ss take turns to present themselves.
• Go round the class helping Ss when necessary.
• Choose some Ss to present themselves to the class.

Suggested answer
Hello, my name’s Sophie. I’m 28 and I am single.
I’m a salesperson and I work part-time at a shopping
centre. I’m polite and hard-working and I’m also a
bit shy.

17 TB

Traveller_Rev_Elem_TB.indb 42 16/6/2020 3:29:31 µµ

 3. SPEAK Capital letters
Complete the form and present yourself to
your partner or to the class. Use capital letters:
• at the beginning of a sentence
• with names/surnames
• with Mr/Mrs/Miss/Ms
Age • with languages
• with cities/countries/nationalities
• with streets and roads
Marital status • with the personal pronoun I

A. Read the email and add punctuation and

Job capitals.

s
Personality

n
what’s up i’m very busy with my

io
french my new french teacher
is great his name is henry petit
at and he’s from paris he can also
speak a bit of chinese you see,
lic
I’m 25 and I’m unemployed... mr petit is married to a woman
from china they’re very polite and
4. WRITE funny they live near my house
b
Pu

Punctuation B. Imagine you have a profile on a social

In English: media website like cyberpal in activity 2.
• affirmative and negative sentences end with a Write a paragraph presenting yourself.
M

full stop (.)

• questions end with a question mark (?) Remember to check
TIP

punctuation and capital

M

• sentences that express strong feelings end

letters in your writing.
with an exclamation mark (!)
©

cyberpal.com My profile Friends Inbox logout

Name Andy Ford

invite friends
Age 28
? find friends
About me I’m a musician and I live in Liverpool. I’m
online now engaged to Julie Simms. I’m unemployed
at the moment but I’m in a band called
The Target. We’re a hard-working band
status updates
and we are brilliant on stage. Check out
our website www.thetargetband.com
B. Read again and answer the questions.
1. Who isn’t married? 3. Who is Sam married to?
2. What’s the name of 4. Who’s a lifeguard?
Andy’s band? 5. What’s Sam like?
17
17

Traveller_Rev_Elem_TB.indb 43 16/6/2020 3:29:32 µµ

 1 Video activities
The British Isles
A. Look at the flags and complete the crossword with C. Watch Part 2 again and write what is
the correct nationalities. highlighted on the map.
ACROSS 1. 3.
1 4 5 2. 4.

2 D. Watch Part 2 1. Great Britain is the

1 F again and write name of an island.
T for True or F for 2. There are two
3
False. countries in the UK.
S
3. The Republic of
4 Ireland is not part

s
P
of the UK.

n
N
4. An English person
5

io
L
4
is from England
and from the UK.
6 Z
at 5. The Union Jack is
another name for
lic
the flag of the UK.
7 C 6. The flag of
3
b

Scotland is red.
Pu

6 7

1
2
DOWN
M

2 3
M
©

B. Look at the picture. Which country or countries
can you see? Watch Part 2 of the video and
check your answers.
E. Watch Part 2 again, pay attention to the details
and answer the questions.
1. In which city is the girl from England?
2. What is she doing?
3. How many flags does the Scottish girl have on
her face?
4. What colour is the dragon on the Welsh boy’s
face?
5. What colour T-shirt is the Irish boy wearing?

F. Discuss.

• What colour(s) is the national flag of your

country?
• What are the people from your country called?
• Can you describe your country? Is it big? Has
it got islands? Which countries are next to it?

18

Traveller_Rev_Elem_TB.indb 44 16/6/2020 3:29:35 µµ


Vocabulary
put together Russia union
Aims: • to familiarise students with certain aspects of
the British culture
•
A.
• Ask students to tell you where they are from and to
describe their country’s flag.
• Draw Ss’ attention to the flags 1-7. Have higher-
performing Ss work with lower-performing Ss. Write
the following countries on the board and ask Ss to match
them with the corresponding flags: Russia, China, Spain,
Canada, Italy, Brazil and France.
• Check the answers with the class.
• Then have Ss complete the crossword with the
nationalities corresponding to each flag.
Video activities 1
The British Isles
• Have higher-performing Ss work with lower-
performing Ss and correct the false sentences. This
will challenge higher-performing Ss and help lower-
performing Ss understand why these sentences are
false.
E.
• Draw Ss’ attention to the questions 1-5 and make sure
they understand everything.
• Explain to Ss that they should pay attention to the details
in the video in order to answer the questions 1-5.
• Have Ss watch the video again and do the activity.
• As soon as they finish, have higher-performing Ss work
with lower-performing Ss in pairs and compare their
answers. Encourage them to provide justification. This
will build lower-performing Ss’ confidence to share
their answers in class.
• Check the answers with the class.

s
• Check the answers with the class.

n
ACROSS: 1. FRENCH 1. London
4. SPANISH 2. She’s talking on the phone.

io
5. ITALIAN 3. two
6. BRAZILIAN 4. red
7. CHINESE
DOWN: 2. RUSSIAN
3. CANADIAN
at
5. green
lic
F.
• Ask Ss the questions.
B. • Elicit answers and initiate a short discussion.
b

• Draw Ss’ attention to the picture of the map and ask • Allow the use of L1 if necessary, to help lower-
them the question in the rubric. performing Ss express themselves.
Pu

• Elicit answers, but do not correct students at this stage.

Have Ss watch Part 2 of the video and check their Suggested answers
answers. • The national flag of Spain is red and yellow.
• Check the answers with the class. • The people from Spain are called Spanish.
M

• Spain is a country in Europe. It’s quite big and it

The United Kingdom of has got seven main islands and many smaller ones.
Great Britain and Northern Portugal and France are next to Spain.
M

Ireland – or the United Kingdom

(for short) – and Ireland.
TRANSCRIPTS
C.
©

Part 1
• Have Ss watch the video again and do the activity.
put together Russia union
• Check the answers with the class.
Part 2
1. England The British Isles is a geographical name for two islands
2. Wales in northern Europe. They are called Great Britain and
3. Northern Ireland Ireland. In the British Isles, there are two countries, the
4. Scotland United Kingdom and the Republic of Ireland. The United
Kingdom is a union of four countries. It is a ‘country of
D. countries.’ The four countries are England, Scotland, Wales
• Have Ss read through the sentences 1-6 and make sure and Northern Ireland. This is the island of Ireland. There
they understand everything. are two countries in Ireland. The Republic of Ireland and
• Play the video and have Ss do the activity. Northern Ireland. A person from the UK is British. But
• Check the answers with the class. they are also English, Scottish, Welsh, or Irish and often
prefer these nationalities. The national flag of the United
Kingdom is called the Union Flag or the Union Jack. It is
1. T actually three flags put together. The flag of England, the
2. F flag of Scotland and the flag of Ireland.
3. T
4. T
5. T
6. F
TB 18

Traveller_Brit_2nd_Elem_TB_M1.indd 45 17/9/2021 1:15:27 µµ

 1 Round-up
Aims: • to help Ss revise the structures, functions and
vocabulary presented in Module 1 through
various activities
•

VOCABULARY
A.

1. photographer 5. musician
2. shoes 6. tonight
3. funny 7. hard-working
4. hungry 8. ride

B.

5.05 It’s five past five.

8.00 It’s eight o’clock.

s
11.50 It’s ten to twelve.
It’s a quarter past nine.

n
9.15
7.30 It’s half past seven.

io
3.45 It’s a quarter to four.

GRAMMAR
at
lic
C.

1. c
b

2. a
3. a
Pu

4. a
5. c
6. b

D.
M

1. can you speak

M

2. I can’t
3. can learn
4. can you speak
5. can speak
©

6. can you use

7. can type

E.

1. Are, ’m not
2. isn’t, ’s
3. is, ’s, Is, isn’t, ’s
4. Are, are

COMMUNICATION
F.

1. b
2. a
3. a
4. b
5. b

19 TB

Traveller_Rev_Elem_TB.indb 46 16/6/2020 3:29:37 µµ

 Round-up 1
VOCABULARY
A. Circle the correct options. D. Complete the dialogue with the verb can
1. My sister can take really nice pictures. She’s a and the words in brackets. Give short
photographer / salesperson. answers where possible.
2. These bags / shoes aren't my size. I need A: Hello, Mr Atkins. You’re here about the job
bigger ones. of a secretary, right?
3. Our teacher is very funny / rude. We like her B: Yes.
a lot. A: So, (1) (you / speak)
4. I’m really hungry / busy. I can’t wait till lunch
Chinese?
break.
B: No, (2) . But I (3)
5. Gill is a(n) actress / musician. The name of
her band is GillC. (learn).
6. Let’s go out together midnight / tonight. A: I see. How many languages (4)

s
7. James is really hard-working / lazy. He has a (you / speak)?

n
full-time job as a graphic designer and a part- B: Two. I (5) (speak) French
time job as a waiter.

io
and Spanish.
8. Alan can’t ride / learn a motorbike, so he
A: And (6) (you / use) a
can’t work as a delivery person.
B. Complete the table.
at computer?
B: Of course. I (7) (type)
lic
5.05 really fast.
A: Thank you, Mr Atkins. We’ll call you.
b

8.00
E. Complete the dialogues with the correct form
Pu

It’s ten to twelve.

of the verb be.
9.15 1. A: you an actor?
It’s half past seven. B: No, I . I’m a waiter.
M

2. A: Can you ride a motorbike?

3.45
B: No, I can’t. This my motorbike.
M

GRAMMAR It my brother’s.
C. Choose a , b or c. 3. A: That my best friend, Ryan.
©

1. Look at watches over there. They’re He a football player.

really nice! B: Really? he British too?
a. these b. that c. those A: No, he . He
2. My mobile phone is black. It isn’t Australian.
purple. 4. A: Who are they? they actors?
a. wife’s b. wife c. wifes’ B: Yes, they .
3. We live in Oxford. address is 180
Banbury Road. COMMUNICATION
a. Our b. We c. Their F. Complete the dialogues. Choose a or b.
4. books here are my husband’s.
1. A: What do you do? 2. A: What’s the time?
a. These b. Those c. This
B: B:
5. That’s my best friend. name is Mary.
a. His b. She c. Her a. I’m fine, thanks. a. It’s a quarter past two.
6. That is the school over there. b. I’m a tour guide. b. Let’s meet at two
a. children b. children’s c. childrens’ o’clock.
19

Traveller_Rev_Elem_TB.indb 47 16/6/2020 3:29:37 µµ

 3. A: What are you like? LISTEN
B: I. Listen to three dialogues and choose a or b.
a. I’m polite and shy. 1. What can Louise do?
b. I like shoes and bags. a. use a computer b. speak Chinese

2. What’s Oliver like?

4. A: Is ten o’clock OK with you? a. He’s polite. b. He’s outgoing.
B:
3. What colour is Craig’s mobile phone?
a. In twenty minutes. a. silver b. gold
b. Sounds good. SPEAK
J. Talk in pairs.
5. A: Isn’t it a bit late?
B: Student A: Use the prompts in the table and ask
Student B questions. Complete the table and
a. Fine. Meet you there. decide which job from the ones in the box he/she is
b. OK, what about nine? suitable for according to his/her answers.

n s
G. Complete the dialogue with the phrases. tour guide secretary
delivery person shop assistant

io
a. Pleasure to meet you
b. I see
c. How do you spell that
at (be) married/single?
YES NO
lic
d. Excuse me
(can) drive a car?
A: (1) , are you Mr Smith?
b

B: Yes. And who are you? (can) ride motorbike?

Pu

A: I’m Angela Thomas. (2) . (be) outgoing/shy?

B: Nice to meet you too. Are you here about
(can) use a computer?
the job of a secretary?
M

A: Yes. I’m here to leave my CV. (can) speak Chinese/Spanish

B: Great! What’s your name again? Student B: Answer Student A’s questions.
M

A: Angela Thomas.
SELF-ASSESSMENT
B: (3) ? Read the following and tick (4) the appropriate
©

A: T-H-O-M-A-S. Thomas. boxes. For the points you are unsure of, refer
B: (4) . Leave your CV here, and we’ll back to the relevant sections in the module.
call you. Now I can...
A: Thank you.  introduce myself and others
H. Answer the questions.  exchange basic personal information
(job, address, email, marital status)
1. What’s your address?
 talk about my possessions
 describe objects
2. What’s your phone number?
 talk about my and other people’s abilities
 tell the time
3. What’s your email address?
 describe my and other people’s personality
4. What’s your favourite colour?  write about myself

5. Are you married? Culture page: The history behind a

name
20

Traveller_Rev_Elem_TB.indb 48 16/6/2020 3:29:37 µµ

 Round-up 1a
1
G. • Go round the class helping Ss when necessary.
• Choose some Ss to act out the interview.
1. d
2. a Suggested answer
3. c
4. b A: Are you single?
B: No, I’m married.
A: OK. Can you drive a car?
H. B: No, I can’t.
A: Can you ride a motorbike?
B: No, I can’t.
Open answers A: Are you outgoing?
B: Yes, I’m really outgoing.
A: Can you use a computer?
B: Yes, I can.
LISTEN CD1 24 A: Can you speak Chinese?
I. B: Yes, I can. I can also speak
• Ask Ss to read through the questions. Spanish.
• Play the recording. A: Well, I think that you are suitable
• Check the answers with the class. for the job of a tour guide.

s
SELF-ASSESSMENT

n
1. a 2. b 3. b
Aims: • to give Ss the opportunity to check their
progress

io
1. • to encourage learner autonomy
Gavin Hey Louise, come here. •
Louise What?
Gavin You’re good with computers. What’s this
at
• Draw Ss’ attention to the points and tell Ss to read them.
• Explain any unknown words.
lic
website about?
Louise I don’t know! I can’t speak Chinese. Let’s try • Have Ss tick the points they feel confident about. For the
to find it in English. points they are unsure of, they should refer back to the
relevant sections in the module.
b

Gavin Oh, thanks.

Pu

2.
Tony There’s Oliver. Let’s go and talk to him. Culture page:
Wendy No thanks. The history behind a name
Tony What’s wrong? The Teacher’s Notes can be found at the back
Wendy Well, I don’t really like Oliver. of the book.
M

Tony Really? I think he’s nice. He’s very outgoing.

Wendy Yeah, but he’s rude sometimes.
Tony Well, OK, he’s not always very polite. You’re
M

right.
GRAMMAR ACTIVITIES
3. There is a section at the back of the Workbook with
grammar activities providing Ss with further practice
©

Craig Hi, Steve.

Steve Hello, Craig. What’s that? of the grammar presented in the module. After each
Craig It’s my new mobile phone. Round-up section in the Workbook, it is advisable to do
Steve I can see that. What’s up with the colour? the corresponding activities in the Grammar Activities
Gold? section.
Craig Don’t you like gold? The key for the Grammar Activities section is included in
Steve Well, it’s a bit... the Workbook key at the back of the Teacher’s Book.
Craig A bit what?
Steve I don’t know.
Craig Well, I don’t like silver or black. They’re
boring colours.
Steve OK then.

SPEAK
J.
• Ask Ss to go through the jobs in the box and the prompts
in the table.
• Explain to Ss that they have to interview their partner to
see which job they are suitable for.
• Have Ss do the activity in pairs. You can have higher-
performing Ss work with lower-performing Ss.
TB 20

Traveller_Rev_Elem_TB.indb 49 16/6/2020 3:29:38 µµ

 2
2a
Day by day

Aims: • to introduce the topic of the module and

activate Ss’ background knowledge
• to present the learning objectives of the module
•
• Draw Ss’ attention to the title of the module and explain
to them what Day by day means (taking place each day,
all the time).
• Ask Ss to look at the picture and tell you what they can
see (a young man with a busy schedule).
• Elicit answers and ask Ss what they think the module

s
will be about.

n
• Ask Ss the questions in the Discuss section and elicit
answers. Allow the use of L1 if necessary to help lower-

io
performing Ss express themselves.

Suggested answers
I always get up early and go to the gym for about
at
lic
an hour. Then I go to work and I get back at around
5.00 p.m. I usually relax at home or go out with
friends in the evenings.
b

We often go to a local café or to the shopping centre.

I love listening to music and watching films at the
Pu

cinema. I also like going jogging.

• Read out the points listed in the Flick through the module
and find... section.
M

• Explain any unknown words.

• Then ask Ss to flick through the module and find where
these points are discussed.
M

a woman on her first day at a new job: p. 24

a university student helping an elderly woman:
©

p. 22
an interview with a karate champion: p. 30
a quiz about technology and gadgets: pp. 28-29
a survey about free-time activities: p. 27

• Read out the objectives listed in the In this module you

will learn... section.
• Explain any unknown words.

21 TB

Traveller_Rev_Elem_TB.indb 50 16/6/2020 3:29:44 µµ

 Day by day 2
Discuss:
 What’s your daily routine like?
 What do you do when you’re with your friends?
 What sort of free-time activities do you like?

Flick through the module and find...

 a woman on her first day at a new job
 a university student helping an elderly woman
 an interview with a karate champion

s
 a quiz about technology and gadgets

n
 a survey about free-time activities

io
at
b lic
Pu
M
M
©

In this module you will learn...

 to talk about your daily routine
 the days of the week
 to talk about your job
 to make arrangements for an evening out
 to talk about free-time activities
 to talk about your likes and dislikes
 to say how often you do things
 to write about your working habits
 to write about how you and people your age
spend their free time

21

Traveller_Rev_Elem_TB.indb 51 16/6/2020 3:29:55 µµ

 2a Home life
1. VOCABULARY
A. Listen and repeat. Which of these activities do you do every day?

clean the windows

hoover do the washing-up study / do homework

s
B. Put the days of the week in the

n
correct order. Write 1-7. Then listen
have breakfast /
and check your answers.

io
lunch / dinner
Wednesday Friday Monday
at Saturday
Sunday
Thursday
Tuesday
lic
cook mop the floor Before you read, try to
2. READ predict what the text is about
b

TIP
A. Look at the pictures. What do you think the young woman’s daily with the help of the title and
Pu

routine is like? Read and find out. the pictures.

A helping
M

hand
M

Anna Bishop is not like other university students. She

starts her day early in the morning. She gets up at
©

7.30, but she doesn’t go to the university. She goes to

Mrs Griffin’s house and they have breakfast together.
Mrs Griffin is 78 years old and needs help around the
house, but most of all she needs company. Anna does
volunteer work and helps out elderly people.

‘I cook, do a bit of housework, but Mrs Griffin and I

also chat or go to the park. We go there every day
and I help her walk,’ she says.

B. Read again and write T for True or F for False.

During the week, Anna doesn’t see her friends.
When she finishes work, she goes to the university.
She goes home at about 8 p.m. and then she studies.
She has a busy day but she doesn’t mind. ‘Mrs Griffin
is like a grandmother to me. I can see my friends at
the weekend,’ Anna says.
1. Anna goes to the university early in the morning.
2. Anna has breakfast with Mrs Griffin.
3. Anna helps Mrs Griffin to cook.
4. Anna goes to the park with Mrs Griffin every day.
5. Anna goes out with friends on weekdays.

22

Traveller_Rev_Elem_TB.indb 52 16/6/2020 3:30:16 µµ


Discussing habitual actions and routines
Present Simple (Affirmative – Negative)
Prepositions of time
about chat (v.) during every day finish from... to...
help (out) in the morning/afternoon/evening mind
need or other people say start then until
walk weekday weekend when
Everyday activities
clean the windows cook do homework do housework
do the washing-up get up have breakfast/lunch/dinner
hoover mop the floor study
Days of the week
Monday Tuesday Wednesday Thursday Friday
Saturday Sunday
WARM-UP
Aims: • to introduce the topic of the lesson
•
• Draw Ss’ attention to the title of the lesson and ask them to
guess what it is about.
• Elicit answers.
1. VOCABULARY CD1 27, 28
A. Aims: • to introduce vocabulary related to everyday
•
activities and chores
lic
• Ask Ss to look at the pictures and read through the phrases/
verbs.
• Help Ss deduce the meaning of any unknown words from
the content of the corresponding pictures.
b
• Play the recording and pause so that Ss can repeat.
• Ask Ss the question in the rubric and elicit answers.
Pu
EXTRA VOCABULARY CD4 26
There is an Extra Vocabulary section at the back of the
Workbook presenting new vocabulary items related to the
vocabulary presented in the lesson. There is also an Extra
M
Vocabulary Activities section practising the extra vocabulary.
The key for the Extra Vocabulary Αctivities section is
included in the Workbook Key section at the back of the
M
Τeacher’s Book.
B. Aims: • to present the days of the week
• house and company.
©
• Ask Ss to tell you if they know the days of the week in
English.
• Refer Ss to the days of the week in the book.
• Point out that they are jumbled up and ask Ss to put them
in order by numbering the boxes.
• Play the recording. Have Ss listen and check their answers.
KE
Y grandmother to her
Wednesday 3 Thursday 4
Friday 5 Sunday 7
Monday 1 Tuesday 2
Saturday 6
• Point out to Ss that Saturday and Sunday are known as the
weekend while the days from Monday to Friday are known
as weekdays.
Monday is the first day of the week in most of Europe,
parts of Africa, South America and Australia, as it is
the beginning of the working week. And according to
ISO 8601 (the international standard for date and time)
Monday is defined as the first day of the week. However,
in the USA and Canada it is the second day of the week
and its name in Arabic, Armenian, Georgian, Greek,
Hebrew and Portuguese means ‘second day’. In middle-
eastern countries the beginning of the week is Saturday,
and Thursday and Friday are considered the weekend.
Traveller_Rev_Elem_TB.indb 53
2a
• Point out to Ss that the days of the week always begin
with a capital letter.
• If necessary, play the recording again and have Ss repeat the
days of the week.
• You can have higher-performing Ss say the days of the
week without looking at their books. This will challenge
them.
• Ask Ss to tell you which of the activities in 1A they do
during the week and on which days.
• Elicit answers.
PRE-READING
Aims: • to introduce the topic of the text by activating Ss’
background knowledge
•
• Ask Ss to look at the layout of the text and decide what type
of text it is (an article).
• Ask Ss what they can see in the pictures (a young woman
s
helping an elderly woman with the chores in her daily
n
routine).
• Draw Ss’ attention to the TIP and explain it.
io
• Ask Ss to read through the title of the article. Relate it to the
content of the pictures and help Ss deduce the meaning of
the phrase A helping hand (people who help others in need).
at
2. READ CD1 29
A. Aims: • to give Ss practice in identifying the main idea
of the text
• to present vocabulary, structures and functions
in the context of a text
•
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Have Ss read the text and check their predictions.
• Ask Ss some comprehension questions:
What time does Anna get up? at 7:30
Where does she go after she gets up? She goes to Mrs Griffin’s
house.
How old is Mrs Griffin? She’s 78.
What does Mrs Griffin need? She needs help around the
Does Anna get paid for helping out Mrs Griffin? No, she
doesn’t.
Can Mrs Griffin walk on her own? No, she can’t.
What time does Anna go home? at about 8 p.m.
What does she do at home? She studies.
Does Anna like what she does? Yes, she does.
What does Anna think of Mrs Griffin? that she’s like a
B. Aim: to give Ss practice in identifying specific
information in the text
• Have Ss do the activity and check the answers with the
class.
KE
Y
1. F 2. T 3. F 4. T 5. F
• Explain any unknown words and choose Ss to read out the
text.
TB 22
16/6/2020 3:30:31 µµ
2a
POST-READING
Aims: • to give Ss the opportunity to have a further
discussion on the topic of the text
• pronounced /z/. When the verb ends in an unvoiced consonant
• Ask Ss some questions:
What do you think of what Anna does? Why?
Is it important to help out elderly people?
Have you ever done any volunteer work?
What kind of volunteer work would you be interested in?
Is it common for young people in your country to do volunteer work?
What are the benefits of volunteer work?
• Allow the use of L1 if necessary to help lower-performing Ss
express themselves.
3. GR A MM A R
Aims:• to present the Present Simple (Affirmative-Negative)
and prepositions of time
• 6. SPE A K
• Check Ss’ previous knowledge of the Present Simple. Ask them
when it is used (for habits or actions that happen regularly).
• Ask Ss to read through the examples in the two columns.
• Draw Ss’ attention to the words in blue in the second column.
• Ask Ss the question in the rubric.
• Elicit the answer that the affirmative form of the third person
singular (he, she, it) is formed by adding -s to the base form
of the main verb. However, verbs ending in –ch (e.g. watch)
and –o (e.g. go) take –es → watches, goes and verbs ending in a
consonant followed by –y (e.g. study) drop the –y and take –ies
→ studies). In the negative form we use doesn’t followed by the
base form of the main verb.
• Point out to Ss that don’t and doesn’t are the short forms of do
not and does not. We mainly use the short forms when we talk
or when we want to sound informal.
• Refer Ss to the Grammar Reference at the back of the book.
• Draw Ss’ attention to the words in red and explain to them that
b
they have to use some of them to complete the blanks in the
second part of the grammar. You can have higher-performing
Pu
Ss work with lower-performing Ss.
• Check the answers with the class.
on at in
M
• Draw Ss’ attention to the examples with the prepositions from...
to, during, until and help them deduce their meaning.
M
• Elicit answers, explain how they are used and ask Ss to come
up with their own examples using prepositions of time.
• Refer Ss to the Grammar Reference at the back of the book.
• Ask higher-performing Ss to make four sentences in the
Present Simple, both affirmative and negative. Point out to
©
them that two of the four sentences should be in the third
person singular. This will challenge them. To help lower-
performing Ss, you can write incomplete sentences on the
board and put the verbs needed to complete them in brackets.
Ask Ss to complete the sentences by putting the verbs in
brackets in the correct form (e.g. My brother (not
go) to bed early at the weekend.).
4 . PR AC T ICE
Aim: to give Ss practice in using the Present Simple and
prepositions of time
• Have Ss do the activity and check the answers with the class.
1. don’t play, at, play
2. finishes, at, in
3. don’t cook, on, go
4. studies, from, to
5. doesn’t do, on
5. PRONUNCIATION CD1 30, 31
A. Aim: to have Ss differentiate between the //, // and //
sounds of the endings of the 3rd person singular of
the Present Simple
• Play the recording and tell Ss to listen for the difference in
23 TB
Traveller_Rev_Elem_TB.indb 54
pronunciation between cooks, goes and uses.
• Elicit the answer: cooks ends in a /s/ sound, goes ends in a /z/
sound, while uses ends in an /z/ sound.
• Point out to Ss that when the verb ends in the sounds /s/,
/z/, //, /t/, //, or /d/ it takes -es and it is pronounced //.
When the verb ends in a vowel sound or after other voiced
consonants /b/, /d/, /g/, /l/, /m/, /n/, //, /r/, // or /v/ the -s is
/p/, /t/, /k/, /f/ or /θ/ the -s is pronounced /s/.
B. Aim: to give Ss practice in differentiating between the //,
// and // sounds of the endings of the 3rd person
singular of the Present Simple
• Play the recording and pause after each word.
• Ask Ss to repeat each word and tick the sound they hear.
• Check the answers with the class.
//: meets, mops
//: needs, cleans, drives
//: finishes, closes
A. Aims: • to give Ss the opportunity to practise the
structures, functions and vocabulary presented in
this lesson through a pair-work activity
s
•
• Ask Ss to complete the table about themselves.
n
• Ask Ss to read through the speech bubble.
• In pairs, have Ss take turns to ask and answer the questions
io
and complete the table about their partner. Encourage higher-
performing Ss to add more ideas to talk about their daily
routine. This will challenge them.
at
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the exchange.
lic
Suggested answer
A: I get up early on weekdays, but I don’t get up early at the
weekend. What about you?
B: I get up early every day and have a big breakfast. What
about you?
A: Me too. I don’t do the housework on weekdays, but I do it
at the weekend.
B: I do the housework on weekdays and cook on weekdays
too. What about you?
A: I cook on weekdays too, but I don’t cook at the weekend.
B: I go to bed late at the weekend, but I don’t go to bed late on
weekdays.
A: I never go to bed late.
B. Aims:• to give Ss practice in using the structures and
vocabulary presented in this lesson by reporting
information
•
• Choose some Ss to report their partner’s answers to the class.
Suggested answer
A: Mark gets up early every day and he always has a big
breakfast. He does the housework and cooks on weekdays.
He goes to bed late at the weekend, but he doesn’t go to
bed late on weekdays.
7. WRIT E
Aims:• to give Ss practice in writing about their and other
people’s daily routines
•
• Ask Ss to read through the example.
• Allow Ss some time to write their sentences.
• Choose Ss to read out their sentences.
Model answer
I don’t get up early on weekdays, but I get up early at the
weekend. My friend gets up early every morning. I have a big
breakfast at the weekend, but my friend has a big breakfast
on weekdays. I do the housework on Sunday mornings, but
my friend does the housework on Thursday evenings. I cook
on weekdays, but my friend cooks at weekends. I go to bed
late on Tuesdays and Saturdays, but my friend goes to bed
late on Mondays and Saturdays.
16/6/2020 3:30:31 µµ
 3. GRAMMAR
PRESENT SIMPLE (Affirmative-Negative) - PREPOSITIONS OF TIME
Read the examples. Look at the words in blue. How do Look at the words in red in the
we form the third person singular? examples and complete the boxes
• I get up at seven o’clock every • Harry gets up late on with prepositions of time.

morning.
• You work from nine to five.
• We don’t do the washing-up
{
Saturdays. Monday/Tuesdays, etc.
weekdays
• Julia works until eleven
Friday evenings, etc.
o’clock at night.
nine o’clock / half past three

{
in the evening. • Amanda doesn’t do the
• They don’t have breakfast washing-up at the weekend. the weekend
night/midnight
during the week. • Jack doesn’t have breakfast
on Saturday mornings. the morning/afternoon/evening

s
4. PRACTICE 6. SPEAK

n
Complete the sentences with the Present A. Complete the table to indicate which activities

io
Simple of the verbs in brackets and the boxes you do. Then talk in pairs, as in the example
with prepositions of time. and note down your partner’s answers.

1. I (not play) football

at You Your friend
lic
the weekend. I (play) get up early
tennis. have a big breakfast
b

2. Henry (finish) work do housework

Pu

3 o’clock the afternoon. cook

go to bed late
3. My parents (not cook)
Sunday evenings. They
M

(go) to a restaurant.
I get up early on weekdays, but I don’t get up
4. Jack (study) five
M

early at the weekend. What about you?

seven every day.
I get up early...
5. Sheila (not do)
©

housework weekdays. B. Report your partner’s answers to the class.

5. PRONUNCIATION
A. Listen and repeat. What’s the difference
between a, b and c? ... gets up early...
a. cooks b. goes c. uses

B. Now listen and tick (4) the sound you hear.

cooks // goes /z/ uses /Iz/ 7. WRITE
needs Write a few sentences using the information
meets from activity 6, comparing your daily routines.
finishes
closes I get up early on weekdays.
cleans ... gets up early at the weekend.
mops
drives
23

Traveller_Rev_Elem_TB.indb 55 16/6/2020 3:30:31 µµ

 2b First day on the job
1. VOCABULARY 2. READ
Match the jobs with the A. Look at the picture. What do you think the
workplaces. Then listen and man’s job is? Listen, read and find out.
check your answers.
hotel
hospital
news website

n s
doctor

io
2

receptionist
at
lic
3 Elliot Good morning. Laura Walker?
b

Laura Yes. Good morning.

reporter Elliot I’m Elliot Powell. Welcome to The Daily
Pu

News. Do you know your way around?

4
Laura No, I don’t.
Elliot OK, let me show you. That office over there is
editor
M

the photographers’ office.

Laura Do the reporters work there too?
Elliot No, they don’t. They’re on a different floor.
M

5 Through those doors is the cafeteria.

Laura When do we have a lunch break?
graphic designer Elliot Are you hungry already?
©

Laura No, it’s just...

Elliot I’m only joking. Lunch is from 1.30 till 2.30.
6
Now, the graphic designers are in that office
housekeeper and my office is just here.
Laura And where’s the editor’s office?
Elliot Erm... It’s here.
7 Laura Oh, so you’re the editor. You’re my boss.
Elliot That’s right. OK, let’s go upstairs and find
nurse your desk.
B. Read again and answer the questions.
1. Where are Elliot and Laura?
8
2. Do the reporters and photographers work in the same
bellboy office?
3. Where do people at The Daily News have lunch?
9 4. What time does the lunch break start?
5. Does Laura work on the same floor as the editor?
chef
24

Traveller_Rev_Elem_TB.indb 56 16/6/2020 3:30:52 µµ

 2b
PRE-READING
Talking about jobs, workplaces and working habits Aims: • to help Ss create expectations and make
Discussing habitual actions and routines predictions about the dialogue
•
Present Simple (Questions) • Tell Ss to look at the picture and ask them some
questions:

boss cafeteria different door find floor
hospital hotel just news website office so
upstairs
Jobs
bellboy chef doctor editor graphic designer
housekeeper nurse receptionist reporter
Phrases
I’m only joking. Let me show you. Over there.
When...?
What can you see in the picture?
What are the two people wearing?
What are they doing?
Why are they smiling at each other?
What are they talking about?
• Elicit answers but don’t correct Ss at this stage.
2. READ CD1 33
A. Aims: • to give Ss practice in identifying the main
idea of the dialogue
• to present vocabulary, structures and

s
functions in the context of a dialogue
WARM-UP

n
Aims: • to introduce the topic of the lesson •
• Ask Ss the question in the rubric.
•

• Draw Ss’ attention to the title of the lesson and ask them
to guess what it is about.
• Elicit answers.
• Ask Ss how they felt on their first day at work, at school,
io
• Elicit answers but don’t correct Ss at this stage.
• Play the recording. Have Ss read and listen at the same
at
time and check their predictions.

The man is an editor. He’s Laura’s boss.

lic
etc.
• Elicit answers.
• Ask Ss some comprehension questions:
b

1. VOCABULARY CD1 32
What is the name of the news website? The Daily
Aims: • to introduce vocabulary related to jobs and
Pu

News
workplaces Is it Laura’s first day at work? Yes, it is.
• Is Laura hungry? No, she isn’t.
• Ask Ss to tell you any jobs in English that they know of Do people who work at The Daily News have a lunch
and write them on the board. break? Yes, they do.
M

• Ask Ss to tell you where the people who do these jobs How long does it last? an hour
work. What time does it finish? at 2.30
Do the graphic designers and the editor work on the same
M

• Write the workplaces next to the jobs.

• Ask Ss to look at the pictures and the words. floor? Yes, they do.
• Help Ss deduce the meaning of any unknown words Does Laura know where her desk is? No, she doesn’t.
by relating them to the content of the corresponding
©

pictures. B. Aim: to give Ss practice in identifying specific

• Have Ss match the jobs with the workplaces. information in the dialogue
• Play the recording. Ss listen and check their answers. • Have Ss do the activity.
• As soon as they finish, have higher-performing Ss work
hotel: receptionist, housekeeper, bellboy, chef with lower-performing Ss in pairs and compare their
hospital: doctor, nurse, receptionist answers. Encourage them to provide justification by
news website: editor, reporter, graphic designer, referring to specific parts in the dialogue. This will build
receptionist lower-performing Ss’ confidence to share their answers
in class.
• Ask Ss some questions: • Check the answers with the class.
Who wears uniforms?
Do they all remain in the same workplace all day? 1. They are at The Daily News.
Which of these jobs would you like to have? Why? 2. No, they don’t.
Which of these jobs are tiring, boring, etc.? Why? 3. at the cafeteria
4. at 1.30
5. No, she doesn’t.

• Explain any unknown words and choose Ss to act out the

dialogue.

TB 24

Traveller_Rev_Elem_TB.indb 57 16/6/2020 3:31:05 µµ

2b John I have this letter.
3 Tanya Is it for Mr Baxter?
John Yes. Does he have an office?
GR A MM A R Tanya No, he doesn’t. He’s a chef. He works in the kitchen.
Aims: • to present the Present Simple (Questions) John Oh, I see.
Tanya Just give it to Pat. She can give it to him.
• John OK. Who’s Pat?
• Ask Ss to read through the examples. Tanya She’s the receptionist. Actually, I’m going to
• Draw Ss’ attention to the two categories of questions (When do reception now. Let’s go together.
you start work? / When does Adam start work? – Do you work John OK. Thanks for your help.
at a hotel? / Does Ellie work at a hospital?). Tanya No problem. Hey! There’s Mr Baxter with Pat.
• Ask Ss the question in the rubric (we add the auxiliary verb do/ John Great! Excuse me, Mr Baxter, this is for you.
does before the subject and the base form of the verb). Point out to Mr B. Oh, thanks. Are you the new bellboy?
Ss that questions can begin with a question word (When...?) or John That’s right.
with the auxiliary verb do/does. Mr B. Well, welcome aboard!
• Refer Ss to the dialogue to find examples of questions in the
Present Simple (e.g. Do you know your way around?, Do the
reporters work there too?, When do we have a lunch break?). 6. SPEAK
• Ask Ss what they notice about the formation of short answers Aims: • to give Ss practice in using the structures, functions
(Yes, subject + do/does or No, subject + don’t/doesn’t without and vocabulary presented in this lesson through a
the base form of the verb). pair-work activity
• Ask Ss the question: When do you start work/school? •
• Elicit answers and ask Ss to tell you what they notice about • Ask Ss if they have ever taken part in a survey, what kind of
the answers to questions beginning with question words (their survey it was, etc.
answers are not Yes/No as they request information - e.g. I start • Elicit answers.
work/school at 8.00. / At 8.00.). • Point out to Ss that this is a survey on people’s working habits
(information about their job and their workplace).

s
• Refer Ss to the Grammar Reference at the back of the book.
• Ask higher-performing Ss to make questions in the Present • Ask Ss to look at the form.
• In pairs, have Ss ask and answer questions about their working

n
Simple. This will challenge them. To help lower-performing Ss,
you can give them prompts to make sentences and then answer habits and a friend’s working habits.
• Go round the class helping Ss when necessary.

io
them (e.g. What time / your brother / start work / ?).
• Choose some pairs to act out the interview.
4. PRACTICE
Aims: • to give Ss practice in using the Present Simple in the
context of short dialogues
•
at
Suggested answers
A: What do you do?
B: I’m a chef.
lic
• Draw Ss’ attention to the two dialogues and explain to them A: Where do you work?
what they should do. B: I work at an Italian restaurant.
• To help lower-performing Ss do the activity, you can ask A: Do you have a part-time or a full-time job?
them to underline the words your husband in the first line B: I have a full-time job.
b

of the first dialogue. Point out to them that your husband is A: When do you start and finish work?
third person singular and ask them to tell you if the question B: I start work at 9 o’clock and I finish work at 7 o’clock in
Pu

should start with Do or Does. Refer them to activity 3 and the evening.
elicit the answer that it should start with Does. A: What time do you have a lunch break?
• Have Ss do the activity and check the answers with the class. B: We have our lunch break at 1 p.m.
A: Do you like your job?
B: Yes, I really like my job.
1. Does... work, he does, works, does... start, starts
M

2. do... clean, live, does, doesn’t work, Does... cook, cook A: What’s your friend’s name?
B: Her name is Bridget.
A: What does she do?
M

5. LISTEN CD1 34, 35 B: She’s a dentist.

A. Aim: to give Ss practice in listening for specific A: Where does she work?
information B: She works at the local hospital.
• Ask Ss to read through the names 1-4 and the jobs a-d. A: Does she have a full-time or a part-time job?
©

• Play the recording and have Ss match the names with the jobs.
• Check the answers with the class.
1. b 2. d 3. c 4. a
B. Aim: to give Ss practice in listening for specific information
• Ask Ss to read through the sentences 1-4.
• Play the recording and have Ss decide whether the sentences
1-4 are True or False.
• Check the answers with the class.
1. F 2. T 3. F 4. T
LISTENING TRANSCRIPT
John Excuse me, is Mr Baxter here today?
Tanya Errm... What day is it? Tuesday. Yes, he is. He works
late on Tuesdays. Are you new here?
John Yeah. It’s my first day. I’m John. I’m the new bellboy.
Tanya Welcome to The Palace Hotel. I’m Tanya. I’m a
housekeeper. Can I help you, maybe?
25 TB
B: She has a part-time job.
A: When does she start and finish work?
B: She starts work at 10 o’clock and finishes work at 4 o’clock in
the afternoon.
A: What time does she have a lunch break?
B: She has a lunch break at 1.30 p.m.
A: Does she like her job?
B: Hmmm... I don’t think so.
7. WRITE
Aims: • to give Ss practice in writing about their and a friend’s
working habits
•
• Ask Ss to look at the example and begin their paragraph
accordingly.
• Allow Ss some time to write their paragraphs.
• Choose some Ss to read out their paragraphs.
Model answer
I have a part-time job and I work in a large shoe shop. My
friend Jane has a full-time job and she works in an office. I’m
a shop assistant and Jane’s a graphic designer. I start work at
12 p.m. and finish at 6 p.m. Jane starts at 9 a.m. and finishes
at 5 p.m. I don’t have a lunch break, but Jane has a lunch
break from 1 p.m. to 2 p.m. I don’t like my job very much, but
my friend loves her job.

Traveller_Rev_Elem_TB.indb 58 16/6/2020 3:31:07 µµ

 3. GRAMMAR
PRESENT SIMPLE (Questions)
Read the examples. How do we form questions in the Present Simple?

When do you start work? When does Adam start work?

Do you work at a hotel? Does Ellie work at a hospital?

Yes, I do. / No, I don’t. Yes, she does. / No, she doesn’t.

4. PRACTICE 6. SPEAK
Complete the dialogues with the Present SURVEY
Simple of the verbs in brackets. Give short Talk in pairs.
answers where possible. Student A: Imagine that you are doing a survey on
1. Andrew your husband people’s working habits. Interview Student B and
complete the form. Then ask Student B questions

s
(work) at the hospital?
about a friend.

n
Karen Yes, . He’s a doctor. He
(work) until 1 a.m.

io
every day.
Andrew Really? And when he at WORK SURVEY
STUDENT B FRIEND
(start) work?
lic
Karen He (start) at 3 p.m. What / do / ?
Where / work / ?
b

2. Max When you have / part-time

Pu

(clean) your house, Belinda? or full-time job

/?
Belinda Oh, I don’t. You see, I
When / start
(live) with my sister and she and finish /
M

work / ?
(do) all the housework. She
What time /
(not work).
M

have lunch
Max Really? she break / ?

(cook) too? like / job / ?

©

Belinda Well, we (cook)

together.
Student B: Answer Student A’s questions about
5. LISTEN your working habits. If you don’t have a job, imagine
A. Listen to two people talking at a hotel and
that you do. Then answer the questions about a
match the people with the jobs.
friend of yours.
1. Mr Baxter a. receptionist
2. John b. chef 7. WRITE
3. Tanya c. housekeeper Write a paragraph about your working
4. Pat d. bellboy habits and a friend’s working habits. Use the
prompts in activity 6.
B. Listen again and write T for True or F for False.
1. Mr Baxter doesn’t work on Tuesdays.
2. John has a letter for the chef. I am a part-time waiter/waitress...
3. Mr Baxter has an office at the hotel.
4. John meets Mr Baxter at the hotel reception.
25

Traveller_Rev_Elem_TB.indb 59 16/6/2020 3:31:08 µµ

 2c Entertainment
1. VOCABULARY 2. READ
A. Match the two columns. Then A. Listen and read. Where would you hear
listen and check your answers. these dialogues?
1.
Karen What about a romantic comedy?
Julie I don’t know. I’d like to go home and watch a
film tonight. I’m tired.
Karen Come on! Oh look! IT: Chapter 2 is on. We
can watch that.
Julie But that’s a horror film. I can’t stand horror
films. They’re horrible!
Karen OK, OK. Two tickets for Star Wars: The Rise
1. watch a. to the cinema / to a concert of Skywalker please.
Julie Urghh!

s
2. go b. at home
3. listen c. TV / a film / videos on the Internet

n
2.
4. stay d. time with friends
Trudy So, Graham, how’s everything?

io
5. spend e. to music / to a song
Graham Not bad, but I’m hungry!
Trudy Me too. Let’s go in here.
at
Graham Good idea. This is my favourite place to
have lunch.
lic
Trudy I agree! The food here is brilliant! What do
you think of the music?
b

B. Write the words in the correct category. Then Graham It’s fantastic! I really enjoy listening to jazz.
listen and check your answers.
Pu

Trudy Do you want to come again next week?

Graham Yes, I’d love to.
comedy jazz R&B horror hip-hop
drama classical animated rock adventure 3.
Brad Listen to this song. Isn’t it great?
M

science-fiction traditional pop musical

Ruth Yeah, but that’s rock. Mark doesn’t like

Music Film
that kind of music.
M

Brad What kind does he like?

Ruth Well, I know that he enjoys listening to pop.
©

Brad What about this single here with Ed Sheeran?

Ruth Good idea! I think Ed Sheeran’s his
favourite singer.
Brad All right then. Buy it.

B. Read again and complete the sentences

with the correct names.
1. doesn’t like rock music.
2. buys tickets for a film.
3. likes horror films.
4. enjoys listening to jazz.
5. doesn’t want to go out.
6. , want to go to the same place again.
7. likes pop music.
8. hates horror films.
9. wants to buy something for a friend.
10. wants to go to the cinema.

26

Traveller_Rev_Elem_TB.indb 60 16/6/2020 3:31:12 µµ

 2c
PRE-READING
Talking about free-time activities Aims: • to activate Ss’ background knowledge
Expressing likes, dislikes and preferences •
Talking about forms of entertainment
Making plans • Ask Ss some questions:
What do you do when you go out?
would like / want + to Do you go to the cinema / to concerts, etc.?
like / love / enjoy / hate / can’t stand + -ing What kind of music/films do you like/dislike? Why?

2. READ CD1 38
again buy can’t stand come enjoy fantastic A. Aims: • to present vocabulary, structures and functions
food for good idea hate horrible place in the context of three dialogues
romantic singer song ticket want to watch
would like •
Free-time activities 1.
go to a concert listen to music • Play the recording and have Ss read and listen to the 1st
spend time with friends stay at home dialogue.
Types of music • Ask Ss the question in the rubric (at the cinema). Ask Ss to
classical hip-hop jazz pop R&B rock justify their answers.
traditional • Ask Ss some comprehension questions:
Types of films Why does Julie want to watch a film at home? because
adventure animated comedy drama horror she’s tired and wants to stay at home

s
musical science-fiction What kind of film is ‘IT: Chapter 2’? It’s a horror film.
What does Julie think of horror films? She thinks that they’re

n
Phrases horrible.
All right. I think... I’d love to... Which film does Karen decide to watch? ‘Star Wars: The Rise

io
What do you think of...? What kind of...? of Skywalker’
2.
WARM-UP
Aims: • to introduce the topic of the lesson
at
• Play the recording and have Ss read and listen to the 2nd
dialogue.
• Ask Ss the question in the rubric (at a restaurant). Ask Ss to
lic
•
• Draw Ss’ attention to the title of the lesson. justify their answers.
• Help Ss deduce the meaning of the word entertainment by • Ask Ss some comprehension questions:
b

pointing out to them that films, music, television, etc. are all Who is hungry? Trudy and Graham
forms of entertainment. What does Trudy think of the food? She thinks that it’s
Pu

• Ask Ss to tell you what the lesson is about. brilliant.

What does Graham think of the music? He thinks the
1. VOCABULARY CD1 36, 37 music is fantastic.
A. Aims: • to introduce collocations related to free-time
activities 3.
M

• • Play the recording and have Ss read and listen to the 3rd
• Ask Ss to read through the two columns. dialogue.
• Have Ss do the activity. • Ask Ss the question in the rubric (at a music shop). Ask Ss to
M

• Play the recording. Have Ss listen and check their answers.

justify their answers.
• Ask Ss some comprehension questions:
1. c 2. a 3. e 4. b 5. d
©

Do Brad and Ruth like the song that is playing? Yes, they do.
• Explain any unknown words, if necessary, and ask Ss which Which single does Ruth decide to buy for Mark? the single
of these activities they do in their free time. with Ed Sheeran
Who is Mark’s favourite singer? Ed Sheeran
B. Aims: • to introduce vocabulary related to films and
music B. Aim: to give Ss practice in identifying specific
• information in the dialogues
• Ask Ss to read through the words in the box. • Have Ss do the activity. For questions 1, 3 and 4 give lower-
• Have Ss do the activity. performing Ss two options to choose from (e.g. 3. a. Julie b.
• Play the recording. Have Ss listen and check their answers. Karen). This will help them.
• Check the answers with the class.
Music: jazz, R&B, hip hop, classical, rock, traditional, pop
Film: comedy, horror, drama, animated, adventure, 1. Mark 5. Julie 8. Julie
science-fiction, musical 2. Karen 6. Trudy, 9. Ruth
3. Karen Graham 10. Karen
• Make sure that Ss are familiar with the different kinds of 4. Graham 7. Mark
music and films. If necessary, provide Ss with examples (e.g.
titles of bands / songs / titles of films). • Explain any unknown words and choose Ss to act out the
dialogues.

The initials R&B stand for Rhythm and Blues. It is

a popular kind of music which combines jazz, gospel,
and blues.
TB 26

Traveller_Rev_Elem_TB.indb 61 16/6/2020 3:31:15 µµ

2c
3. GRAMMAR LISTENING TRANSCRIPT
Aims: • to present the structures would like / want + to and
the structures like / love / enjoy / hate / can’t stand Interviewer Excuse me, can I ask you a few questions for
+ -ing a survey?
• Woman OK. Why not? What’s it about?
Interviewer Free time. First of all... Do you enjoy
• Ask Ss to look at the first set of examples and draw their listening to music?
attention to the words in bold. Woman Of course.
• Ask Ss the question in the rubric and elicit answers (the Interviewer OK. And what kind of music do you usually
first sentence states a general preference while the second listen to? Pop? Rock?
one states a desire). Point out that like is followed by the -ing Woman Ermm... I don’t like pop but I listen to rock.
form and would like by to + base form. And I really like R&B.
• Ask Ss to read through the sentences 1-6 and the words in Interviewer OK. So, you don’t like classical music.
the box. Draw their attention to the words in bold and point Woman No way!
out that hate, enjoy, love and can’t stand are followed by the Interviewer And where do you listen to music? At home?
-ing form or a noun, and that want is followed by to + base In the car?
form. Woman Well, I always listen to music in the car. And
• Have Ss do the activity. You can have higher-performing Ss I like listening to music at work too.
work with lower-performing Ss. Interviewer Great. What about the cinema?
• Check the answers with the class. Woman Oh, yes. I love going to the cinema.

s
Interviewer What kind of films do you like?
1. We don’t like watching TV.

n
Woman Oh, I love anything with Jim Carrey.
2. I like listening to music. Interviewer So, you like comedies. What about science-

io
3. George and Sophie like science-fiction films. fiction films?
4. I would like to go to a concert. Woman No, not really. But I like horror films, too.
5. My parents don’t like R&B music. Interviewer I see. And when do you go to the cinema?
6. Tina would like to have lunch at this Mexican restaurant. at
Woman On Saturdays or Sundays.
Interviewer So, you don’t go during the week.
lic
• Refer Ss to the Grammar Reference at the back of the book. Woman No, I don’t.
• Ask higher-performing Ss to make sentences expressing Interviewer Great. Thanks a lot. You’ve been a great
general preference and desire. This will challenge them. help...
b

To help lower-performing Ss, you can give them prompts

to make sentences (e.g. cousin / can’t stand / watch / horror
Pu

films).
• In pairs, have Ss take turns to ask and answer the
4. PRACTICE questions in the survey.
Aim: to give Ss practice in using the structures presented • Go round the class helping Ss when necessary.
in the lesson in the context of short dialogues • Choose some pairs to act out the interview.
M

• Have Ss do the activity and check the answers with the

class.
M

6. SPEAK
Aims: • to give Ss practice in planning a night out
1. Would you like, to spend, spending, Do you like,
•
watching, to see
©

2. to go out, to stay, to watch, watching

• Ask Ss to read through the speech bubble.
• You can have higher-performing Ss work with lower-
performing Ss in pairs and take turns to ask and answer
5. LISTEN CD1 39
about their plans.
Aims: • to give Ss practice in listening for specific
• Go round the class helping Ss when necessary.
information in the context of a survey
• Choose some pairs to act out the exchange.
•
• Have Ss read through the survey and ask them what it is Suggested answer
about. A: Where would you like to go tonight?
• Elicit answers , but do not correct Ss at this stage. B: I’d like to go out to dinner.
• Make sure that Ss don’t have any unknown words. A: OK. What do you think of that Chinese restaurant on
• Play the recording twice. Victoria Street?
• Check the answers with the class. B: I think it’s a great place.
A: OK then, let’s go.
The following should be ticked:
1. Yes
2. Rock, R&B
3. Work, Car
4. Yes
5. comedy, horror
6. At the weekend

27 TB

Traveller_Rev_Elem_TB.indb 62 16/6/2020 3:31:15 µµ

 3. GRAMMAR 5. LISTEN
Listen to a woman answering questions
would like / want + to for a survey and complete the form.
like / love / enjoy / hate / can’t stand + -ing

Read the examples. What’s the difference

between the two sentences?
I like going to the cinema.
I’d like to go to the cinema tonight. SURVEY: FREE TIME
Use the words in the box to replace the words 1. Do you like listening to music?
in bold in sentences 1-6. Yes No
like don’t like would like 2. What kind of music do you like?
Pop Rock Jazz
1. We hate watching TV.
2. I enjoy listening to music. Classical Hip-hop
3. George and Sophie love science-fiction films. R&B Traditional

s
4. I want to go to a concert.
Other

n
5. My parents can’t stand R&B music.
3. Where do you listen to music?

io
6. Tina wants to have lunch at this Mexican
restaurant. Home Work

4. PRACTICE
at Car Other
4. Do you enjoy going to the cinema?
lic
Complete with the correct form of the
Yes No
verbs in brackets.
5. What kind of films do you like?
b

1.
Comedy Science-fiction
Pu

A: (you / like) to go to the

cinema with me tomorrow? Adventure Horror
B: Sorry, I can’t. I want Drama Other
(spend) some time with my sister tomorrow.
M

6. When do you go to the cinema?

A: Your sister?
On weekdays At the weekend
M

B: Yes. I like (spend) time

with my sister.
A: OK. What about Monday?
©

B: That’s fine. (you / like)

musicals?
A: Not really. I enjoy
(watch) science-fiction films only. I’d like
6. SPEAK
(see) Ad Astra.
Talk in pairs. Make plans for tonight.
B: OK. Let’s go see that then.
2.
A: Would you like (go out) What do you want to do tonight? /
Where would you like to go tonight?
tonight?
I want to... / I’d like to...
B: No, I’m tired. I’d like OK. What do you think of...?
(stay) at home. I think it’s a great/horrible, etc. place.
A: Oh, OK. Do you want OK then, let’s go...
(watch) a film?
B: Come on Ed. You know I can’t stand
(watch) films.
27

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 2d Techno world
4. READ
1. VOCABULARY Do the quiz.
Match. Then listen and check
your answers.
Do you spend your
1. check a. a text message / 1. How often do you watch
2. download an email videos on your mobile phone?
3. send b. apps/songs/

4. use
videos a. rarely
c. my emails b. once a day
d. the Internet c. five times a day or more

n s
io
2. GRAMMAR
2. How many films do you
ADVERBS OF FREQUENCY
Read the examples and use the words
at watch a week?
lic
in bold to complete the boxes. What a. 0-2
do you notice about the position of b. 3-5
b

adverbs of frequency? c. 6 or more

Pu

• Chloe always helps me with the

housework. She’s great!
• I don’t often download songs from the
Internet.
M

• Daniel is never at home in the morning.

He works from eight to five every day. 3. How often do you check
M

your emails?

a. once a week
©

Usually
b. a few times per day
c. every 15 minutes
Sometimes

Rarely

4. Do you play video games?

3. SPEAK a. no, never

Talk in pairs. Think about how often you
b. sometimes
do the things mentioned in the vocabulary
c. yes, every day
activity.

I usually download songs from the Internet.

I rarely check my emails.

28

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 2d
• Ask Ss to look at the examples again and indicate the position
Talking about habitual actions of adverbs of frequency in the sentences. Remind Ss that
adverbs of frequency usually come before the main verb but
they come after the verb be. Tell Ss that we can use some
Adverbs of frequency adverbs such as sometimes at the beginning or at the end of a
sentence to emphasise the meaning.
• Explain to Ss that never is already negative, so we can’t use it in
a negative sentence. Write an example on the board.
a lot of eat eye get health life more • Refer Ss to the Grammar Reference at the back of the book.
theatre wake up way • Ask higher-performing Ss to make their own sentences
Adverbs of frequency practising the position of adverbs of frequency. This will
always usually often sometimes rarely never challenge them. To help lower-performing Ss, you can give
them some sentences with the words in jumbled order (e.g.
Words/phrases related to technology never / I / late / am / school / for), and have them put the words
check emails / text messages in the correct order to form a sentence.
download (videos/apps/songs) play video games
screen send a text message use the Internet 3. SPEAK
Phrases Aims: • to give Ss practice in using the vocabulary and the
How often? Once /Twice /... times a day/week... structures presented in this lesson through a
pair-work activity
WARM-UP •
Aims: • to introduce the topic of the lesson • Draw Ss’ attention to the speech bubble.
• • In pairs, have Ss take turns to talk about how often they check

s
their emails, send text messages, etc.
• Draw Ss’ attention to the title of the lesson. • Go round the class helping Ss when necessary.

n
• Point out to Ss that techno is short for technology. • Choose some pairs to act out the exchange.
• Ask Ss to tell you what they think the lesson is about and elicit

io
answers.
• Ask Ss if they use modern technology, what their favourite Suggested answers
technological gadgets are, etc. A: I usually download apps and songs.

1. VOCABULARY CD1 41
Aims: • to introduce collocations related to technology
at
B: I always download songs and videos, but I rarely check my
emails.
A: I sometimes check my emails. Do you send text messages?
lic
B: No, I never send text messages because I always use the
• Internet.
A: Me too.
• Ask Ss to read through the words on the screen of the tablet.
b

Make sure that Ss don’t have any unknown words.

• Have Ss do the activity.
Pu

• Play the recording. Have Ss listen and check their answers. PRE-READING
Aims: • to activate Ss’ background knowledge
•
1. c 2. b 3. a 4. d
• Ask Ss to look at the text and decide what it is (a quiz) and
where it might be found (online).
M

• Ask Ss if they like doing quizzes and, if so, what about.

• When you download information, you copy or move 4. READ

M

it into a computer’s memory from the Internet. Aims: • to present vocabulary, structures and functions in the
• App is an abbreviation of application which refers to context of a quiz
computing software that users can download on their
mobile devices. •
©

• Draw Ss’ attention to the title of the quiz and ask them to tell
2. GRAMMAR you what they think the quiz is about (how long they spend in
Aims: • to present adverbs of frequency front of a screen / how they use technology in their everyday life,
etc.).
• • Ask Ss some questions:
• Ask Ss to read through the examples. What type of screens can you think of? TV/computer, etc.
• Explain to Ss that the words in bold are called adverbs of
Is it good to be in front of a screen for a long time?
frequency because they show the frequency at which an action
happens.
• Say and write on the board: I check my emails twice a day. How
• Ask Ss to put always, often and never next to the respective
often do you check your emails? a) once a day b) twice a day c)
batteries.
three times a day
• Help Ss deduce the meaning of each adverb of frequency by
• Go round the class asking Ss how often they check their
relating them to the respective batteries.
emails. Elicit answers and help Ss deduce the meaning of How
• Check the answers with the class.
often... and once, twice, three times, etc.
• Ask Ss to do the quiz and encourage them to guess the
meaning of any unknown words they may have.
Always
• Point out to Ss that there are no correct or incorrect answers.
Usually
The point of the quiz is to form a clearer picture of their habits.
Often
• Alternatively, have Ss do the quiz in pairs and take turns to ask
Sometimes
and answer the questions. Have Ss calculate their scores.
Rarely
• Have Ss read what their scores say about their habits.
Never
• Choose some Ss to read out the results of the quiz.
• Explain any new vocabulary.

TB 28

Traveller_Rev_Elem_TB.indb 65 16/6/2020 3:31:26 µµ

2d
POST-READING
Aims: • to give Ss the opportunity to expand on the topic
of the quiz by expressing their opinion Suggested answer
A: How often do you check your emails?
• B: Rarely. Only once a week.

Do you spend your

• Have Ss work in pairs and say if they agree or disagree with A: How often do you watch films?
the results of the quiz. B: Three times a week.
A: How often do you use the Internet?
B: Every day.
5. PRONUNCIATION CD1 43, 44
A: How often do you go to the theatre?
A. Aim: to have Ss distinguish between the rising and B: I never go to the theatre.
falling intonation of questions A: How often do you go to the cinema?
B: I usually go once a week.
• Play the recording and ask Ss to listen for the difference in A: How often do you listen to music on an MP4 player?
intonation between the two questions. B: I never listen to music on an MP4 player.
• Elicit answers.

a. rising intonation
b. falling intonation WORKBOOK LISTENING CD1 45

LISTENING TRANSCRIPT
• Explain to Ss that Yes/No questions have a rising intonation,

s
while Wh-questions have a falling intonation. 1.
• Play the recording again and ask Ss to repeat the questions Karen Hi Nat. It’s Karen. Where’s Ken?

n
while you make movements with your hand to show the Nat No idea. Send him a text message and find out.
Karen A text message? Oh, I hate sending text messages!

io
rising or falling tone in each question.
Nat What do you mean? You never use your mobile
B. Aim: to give Ss practice in distinguishing between the phone to send a text message?
rising and falling intonation of questions
• Play the recording and pause after each question.
• Ask Ss to repeat the questions and write the appropriate
Nat
at
Karen I sometimes send text messages but I usually call
my friends when I need them.
I see. Wait! Ken’s mobile is here on his desk, so
lic
don’t call him.
symbol next to each one. Karen Oh, OK.
• Check the answers with the class.
b

2.
1. falling intonation Molly Would you like to come with me to Ron’s house
Pu

2. rising intonation to watch a film, Peter?

3. rising intonation Peter Sure, I’d love to. Just give me a minute. I want to
4. falling intonation check my emails.
5. falling intonation Molly Oh, come on Peter. You can do that later.
6. rising intonation Peter No, I can’t, Molly. I always check my emails in the
M

evening. I like checking them once a day.

Molly Oh, OK. But I don’t understand. I check my
emails once a week. Do you need to do it now?
M

6. SPEAK Peter Yes, I do! I’m expecting an email from John about
Aims: • to give Ss practice in using the structures, our camping trip. We can go to Ron’s in half an
functions and vocabulary presented in this lesson hour.
through a pair-work activity
©

•
• Ask Ss to look at the table and complete it with information
about themselves by ticking the days on which they do the
activities mentioned.
• Draw Ss’ attention to the TIP and explain it.
• Ask Ss to read through the speech bubble.
• Have higher-performing Ss work with lower-performing
Ss in pairs and take turns to ask and answer questions
about how often they do the activities mentioned in the
table.
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the exchange.

29 TB

Traveller_Rev_Elem_TB_M2.indd 66 7/7/2020 11:54:12 πµ

 5. PRONUNCIATION
A. Listen and repeat. What’s the difference
between a and b?
a. Do you watch films?

life in front of a
b. How often do you watch films?

screen?
B. Listen and repeat. Is the intonation rising
() or falling () ?
1. When do you use the Internet?
2. Do you go to the theatre?
3. Does she play video games?
4. What do you download from the Internet?
5. How often do you post 5. How do you spend your free time?
something on social media? 6. Are you a reporter?

s
a. never

n
b. sometimes 6. SPEAK

io
c. three times a day or more Complete the table with information about
yourself. Then talk in pairs. Ask and answer
at
questions.
lic
M T W T F S S
check /
b

emails
Pu

6. How often do you eat your meal

watch /
in front of a screen? films
use /
a. rarely
M

Internet
b. sometimes
go /
c. always
M

theatre
go /
cinema
©

Your score is.. . listen /

music
Mostly a’s
You don’t spend time in front of screens. Wake
up, this is the 21st century. Technology can
help you in many different ways.
How often do you check your emails?
Mostly b’s Every day. / Rarely. Only once a week.
You have a nice balance. You don’t spend all How often do you watch films?
the hours of the day in front of a screen. You Three times a week. / I never watch films.
just use technology to help you in your daily
life.

Mostly c’s
Don’t be afraid to make
TIP

You spend a lot of time in front of a screen.

mistakes when you speak.
This is bad for your health and your eyes. Get
a life and get out there in the real world.

29

Traveller_Rev_Elem_TB.indb 67 16/6/2020 3:31:30 µµ

 2e At your leisure
1. VOCABULARY 2. READ
Match the pictures with the A. Read the interview quickly and match the
phrases. Then listen and check questions a-d with the paragraphs 1-4.
your answers.
a. What do your students think about their
famous karate champion teacher?
b. What about the future?
c. How do you spend your free time?
d. Mike, you are three times national karate
champion. What’s your secret?

MY BLOG

s
HOME INTERVIEWS ABOUT ME

n
4
Meet a sports star

io
This week I interview...
Mike Malik
at
karate
b lic

CHAMPION
Pu

5
2

1
M

Well, I train very hard every day. I also play sports

and I go to the gym four times a week. And of
M

course, I always eat healthy food.

2
©

Well, I don’t have much. You see, I’m also a part-

6
time teacher at a local school. I have my own little
Dojo there too. I teach children karate on
Tuesdays and Thursdays. On Saturday mornings, I
3
teach adults. Anyway, when I have some free time,
I do the usual. I hang out with friends, I go to the
take karate lessons cinema. And I love reading in the evenings.

go shopping 3
hang out with friends People in the neighbourhood recognise me on the
streets and say hello, but I can’t say I’m famous.
go to the gym / sports Learn whole My students love me and they all want to become
centre champions. I hope they do!
phrases (e.g.
talk on the phone verb + noun)
not just 4
read articles online isolated words. Well, I really want to go to the European
championships next year. And after that, it’s my
dream to go to the Olympics.

30

Traveller_Rev_Elem_TB.indb 68 16/6/2020 3:31:41 µµ

 2e
PRE-READING
Talking about free-time activities Aims: • to introduce the type and the topic of the text by
Talking about habitual actions and routines activating Ss’ background knowledge
•

Word order • Ask Ss to look at the layout of the text and decide what it is
(a blog interview) and where it may be found (online).
• Ask Ss:
adult anyway become champion famous Do you like reading interviews?
future hard hope interview (v.) little Who would you like to interview?
my own neighbourhood next year recognise
sports star teach train (v.). • Draw Ss’ attention to the title and the picture
accompanying the interview.
Free-time activities • Ask Ss to tell you who the interview is about (Mike
go shopping go to the gym hang out with friends Malik) and if they know anything about karate.
read articles online take karate lessons • Elicit answers.
talk on the phone
Phrase
Well,... 2. READ CD1 47
A. Aims: • to give Ss practice in reading for gist through
a multiple matching activity
WARM-UP

s
• to present vocabulary and functions in the
E Aims: ME
CONTACT • to introduce the topic of the lesson context of an interview

n
• •

• Draw Ss’ attention to the title of the lesson.
• Ask Ss to look at the pictures in the vocabulary activity
and tell you when people do the activities shown in the
pictures.
• Help Ss deduce the meaning of the phrase At your leisure
lic
by relating it to the pictures of the vocabulary activity (in
your free time / when you have free time).
• Ask Ss to guess what the lesson is about and elicit answers.
b
io
• Ask Ss to read through the questions a-d and explain any
unknown words.
at
• Allow Ss some time to read through the interview and
match the paragraphs 1-4 with the questions a-d. Point
out to Ss that they do not need to know all the words in
order to do the matching.
• Check the answers with the class.

1. d 2. c 3. a 4. b
1. VOCABULARY CD1 46
Pu

Aims: • to introduce phrases related to free-time

activities
•
• Ask Ss to read through the six phrases and match them A Dojo is a Japanese term which literally means ‘place
of the way’. Initially, Dojos were temples and the
M

with the pictures 1-6.

• Play the recording. Have Ss listen and check their term referred to a formal training place for any of the
answers. Japanese arts. Nowadays, it is considered the formal
M

• If necessary, play the recording again and have Ss repeat gathering place for students of martial arts. The
the phrases they hear. concept of a Dojo as a martial arts training place is a
Western one; in Japan, any physical training facility,
take karate lessons 3 including professional wrestling schools may be called
©

go shopping 5 Dojos as well, depending on the context.

hang out with friends 1
go to the gym / sports centre 2 • Ask Ss some questions:
talk on the phone 6
read articles online 4 How often does Mike go to the gym? four times a week
What kind of food does he eat? He eats healthy food.
• Explain any unknown words. Does he have much free time? No, he doesn’t.
• Draw Ss’ attention to the TIP and explain it. Is he a full-time karate teacher? No, he isn’t.
When does he teach children karate? on Tuesdays and
Thursdays
• Ask Ss which of the activities in exercise 1 they do in How does he spend his free time? He hangs out with
their free time, when or how often they do them, why friends, goes to the cinema and reads in the evenings.
they like doing them, etc.
• Elicit answers.

TB 30

Traveller_Rev_Elem_TB.indb 69 16/6/2020 3:31:43 µµ

2e
B. Aim: to give Ss practice in identifying specific information
in the interview through a reading comprehension
activity
• Ask Ss to read through the interview again and do the activity.
• As soon as they finish, have higher-performing Ss work with
lower-performing Ss in pairs and compare their answers.
Encourage them to provide justification by referring to
specific parts in the text. This will build lower-performing Ss’
confidence to share their answers in class.
• Check the answers with the class.
1. every day
2. at a local school
3. children and adults
4. people in the neighbourhood
5. They want to become champions.
6. next year
• Explain any unknown words and choose Ss to act out the
interview.
POST-READING
Aims: • to give Ss the opportunity to expand on the topic of
the interview and talk about themselves
• • Ask a student from each group to report his/her group’s
• Ask Ss:
Would you like to be famous in your field?
How would you feel if you were famous?
3. LISTEN CD1 48, 49
A. Aims: • to give Ss practice in listening for gist
• friends and family.
• Play the recording.
• Ask Ss the question in the rubric.
b
• Elicit answers and ask higher-performing Ss to provide
justification for their answers. This will challenge them and
Pu
help lower-performing Ss understand why this answer is
correct.
a. on the radio
M
B. Aim: to give Ss practice in listening for specific information
M
• Ask Ss to read through the sentences 1-5. Allow Ss some time
to think of what kind of information they expect to hear in
each sentence. To help lower-performing Ss, you can write Ss’
answers on the board.
• Play the recording. Have Ss listen and complete the sentences.
©
• Check the answers with the class.
1. twenty-four 4. (Sports) Café
2. tennis 5. Green Park
3. Saturdays
LISTENING TRANSCRIPT
Love sport? Well get down to Birchmoor Sports Centre!
The home of exercise!
We have the best gym in town, and it’s open all day, every
day. That’s right, 24 hours a day!
You can do lots of sports here too. Tennis, basketball,
football... you name it. You can also have karate lessons at
our very own Dojo. Karate lessons are on Thursdays and
Fridays at six o’clock or on Saturdays at three. The Sports
Café on the second floor is also very popular. It’s open
every day until nine in the evening. Here, you can hang
out with friends, have a coffee or relax with a book. So,
what are you waiting for?
Birchmoor Sports Centre is on London Road near Green
Park. It’s very easy to get there by bus or underground.
Also, we have a big car park.
Want sport? There’s lots more at Birchmoor!
31 TB
Traveller_Rev_Elem_TB_M2.indd 70
4. SPEAK
A. Aims: • to give Ss practice in talking about free-time
activities
•
• Draw Ss’ attention to the table.
• In groups of five, have Ss take turns to ask and answer the
questions and complete the table.
• Go round the class helping Ss when necessary.
• Choose some groups to act out the exchange.
Suggested answers
A: Do you like playing sports?
B: Yes, I love playing sports and my favourite sport is tennis.
Do you like going to the cinema?
C: Yes, I do.
D: What kind of films do you like?
C: I love comedies. Do you like watching TV?
D: Hmmm, yes, I like watching TV.
E: How often do you watch TV?
D: I watch TV every day. Do you like going to restaurants?
E: Of course. I go to restaurants every week.
C: Who do you go to restaurants with?
E: I go to restaurants with my friends and family.
B. Aims: • to give Ss practice in reporting the results of a
s
questionnaire
• HOME INTERVIEWS ABOUT ME
n
io
answers to the class.
Suggested answer
at
Mary likes playing sports and her favourite sport is tennis.
John likes going to the cinema and he loves comedies. Philip
likes watching TV and he watches it every day. Mike likes
lic
going to restaurants and he goes to restaurants with his
5. WRITE
Aim: to present word order
• Draw Ss’ attention to the box and explain the order of the
subject, verb and object in a sentence.
A. Aims: • to give Ss practice in word order
•
• Have Ss do the activity and check the answers with the class.
1. Tony cooks lunch every day.
2. I can’t stand watching science-fiction films.
3. My brother wants to become an editor.
4. Susan sends text messages to her friends.
5. We clean the windows once a week.
B. Aims: • to give Ss practice in writing about free-time
activities
•
• Draw Ss’ attention to the TIP and explain it.
• Allow Ss some time to write their blog posts using ideas from
the speaking activity. You can allow higher-performing Ss to
add their own ideas. This will challenge them.
• Choose Ss to read out their blog posts.
Model answer
I’m nineteen years old. People my age do lots of different
things in their free time. They are active and like playing
sports. I play tennis twice a week and go swimming at the
weekend. People my age don’t often go to the cinema, but I’m
different and really enjoy going. I usually go to see a comedy
or a drama on Fridays with my friends. I sometimes watch
TV in the evenings with my sister, but people my age rarely
watch TV. Restaurants are usually expensive, so people my
age don’t usually go there to eat. I sometimes go to restaurants
with my family at the weekend.
7/7/2020 11:55:21 πµ
 4. SPEAK
3. LISTEN CLASS SURVEY
A. Listen to an announcement. Where can A. Talk in groups of five. Look at the table.
you hear it? Choose a, b or c. Take turns to ask the other students in the
a. on the radio b. on the telephone group questions to find out what people
c. at a sports centre your age do in their free time.
B. Listen again and complete the sentences. play go / watch go /
1. The gym is open hours a day. sports cinema TV restaurants

2. You can play , basketball and football at

Do you
the sports centre. like...?

3. Karate lessons start at three o’clock on .

What
4. You can hang out with your friends at the . (kind
5. The sports centre is near . of) ... do
you like?

s
E CONTACT ME How

n
often do
you...?

io
Who do
at you...
with?
lic
B. Report your group’s answers to the class.

5. WRITE
b
Pu

Word order
In English, we always put the subject of a sentence
before the verb and the object after the verb.
M

Subject + verb + object

Jack reads books in the evenings.
M

A. Make sentences by putting the words in

the correct order.
©

1. day / Tony / cooks / every / lunch / .

2. stand / films / I / can’t / science-fiction /
watching / .
3. to / an / my / become / editor / wants /
brother / .
4. text / Susan / her / sends / to / messages /
friends / .
5. windows / week / we / the / once / clean / a / .
B. Read again and answer the questions.
B. Imagine that you are starting a blog. Write a
1. How often does Mike train? post talking about how you and people your
2. Where does Mike teach karate? age spend their free time. Use ideas from
3. What age groups does he teach? activity 4.

4. Who says hello to Mike on the streets? Before you begin writing, make notes
TIP

5. What do his students want to do? of the information you want to include.
Write your first draft and correct it.
6. When are the European championships? Then write your final draft.
31

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 2 Video activities
Top 5 hated chores

A. Match the words with the pictures.

1. car wash 2. dishwasher 3. dirty 4. window 5. garden

a b c d e

s
B. Look at the chores in the box and put them in order of the top five most hated. Number

n
1 is the worst. Then watch Part 2 of the video and compare your answers.

io
take out the rubbish mow the lawn do the washing-up wash the car clean the windows

1. 2.
at 3.
lic
4. 5.
b

C. Watch Part 2 again and write the correct name next to the statements.
Pu

1. ‘This chore doesn’t take very long.’

2. ‘I do this chore every month.’
3. ‘This chore is OK, when the weather is nice.’
M

4. ‘I do this chore every day.’ &

M

5. ‘I do this chore on Sunday.’

©

D. Watch Part 2 again and answer the questions.

1. Why does Steve hate mowing the lawn?
2. Why does Ray hate taking out the rubbish?
3. How often does Robert’s dad take his car to the car wash?
4. What makes Fay’s chore easier?
5. Why doesn’t Linda’s cousin do the washing-up?

E. Discuss.
• Which chore do you hate the most?
• Is there a chore that you like?

32

Traveller_Rev_Elem_TB.indb 72 16/6/2020 3:31:50 µµ

 Video activities 2
Top 5 hated chores
Vocabulary
1. because they have got a big garden
car wash dirty mow the lawn 2. because he does it every day
3. He takes his car there once a year.
4. She only does it once a month.
Aims: • to help Ss revise the language of the module in 5. because they have got a dishwasher
context
• E.
A. • Ask Ss the questions.
• Ask Ss if they live alone or with someone else and who • Elicit answers and initiate a short discussion.
does the chores in their house. • Allow the use of L1, if necessary, to help lower-
• Elicit answers and initiate a short discussion. performing Ss express themselves.
• Have Ss match the words with the pictures.
• Check the answers with the class Suggested answers
• I really hate doing the washing-up. It’s very
boring.
1. d • Yes, I like washing the car. I do it every two
2. c weeks and I enjoy it very much.

s
3. b
4. e

n
5. a TRANSCRIPTS

io
Part 1
B. car wash dirty mow the lawn
• Ask Ss to read through the chores in the box and put
them in the order of the top five most hated. Mention
that number 1 is the worst.
at
Part 2
Chores! Nobody likes them. But which is the worst? Here
lic
• Elicit answers, but do not correct Ss at this stage. are the top five HATED chores!
• Play Part 2 of the video and have Ss compare their At number five, we have ‘mowing the lawn’. Steve from
answers. London: ‘Some people don’t mind mowing the lawn, and on
b

a nice day it is sometimes OK. But we have a big garden, so

1. do the washing up I hate mowing the lawn every two weeks.’
Pu

2. clean the windows At number 4, it’s ‘taking out the rubbish’. Ray from
3. wash the car Canterbury: ‘I can’t stand it. I know it doesn’t take a long
4. take out the rubbish time, but I still don’t enjoy doing it because I do it every
5. mow the lawn day!’
At number 3, it’s ‘washing the car’. Robert from Leeds: ‘I
M

C. wash my dad’s car every Sunday. It’s so boring, and it takes

• Explain to Ss that they are going to watch Part 2 again to a long time. And it’s never really dirty! Also, there is a car
wash close to my house, but my dad only takes it there once
M

find out who made each of the statements 1-5.

• Have Ss read through the statements. a year!’
• Play Part 2 of the video and ask Ss to do the activity. At number 2, we have ‘cleaning the windows’. Fay from
You can have higher-performing Ss work with lower- Norwich: ‘Oh, it’s sooooo boring. It takes me a whole
©

performing Ss. afternoon! Luckily, I only clean the windows once a

• Check the answers with the class. month. And we live in a small flat, so it doesn’t have many
windows. Still hate it, though.’
And at number 1, the most hated chore is... ‘doing the
1. Ray washing-up’. Linda from Liverpool: ‘I do the washing-up
2. Fay every day. What is that about? My cousin never does the
3. Steve washing-up. You know why? They have a dishwasher!’
4. Ray, Linda
5. Robert

D.
• Ask Ss to read through the questions 1-5 and make sure
they understand everything.
• Play Part 2 of the video again and have Ss answer the
questions. Encourage Ss to note down key words that
helped them answer the questions.
• As soon as they finish, have higher-performing Ss work
with lower-performing Ss in pairs and compare their
answers. Encourage them to provide justification. This
will build lower-performing Ss’ confidence to share
their answers in class.
• Check the answers with the class.

TB 32

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2a
2 Round-up
Aims: • to help Ss revise the structures, functions and
vocabulary presented in Module 2 through
various activities
•

VOCABULARY
A.

1. c 2. e 3. a 4. f 5. d 6. b

B.

1. Sunday
2. comedy
3. receptionist
4. Fridays
5. graphic designer
6. musical

ns
GRAMMAR
C.

io
1. Do... like, I do, play, Do... have, I don’t, have

D.
2. does... go, usually goes, plays, doesn’t like at
lic
1. during, at
2. from, to
b

3. on
Pu

4. in
5. On
6. at
E.
M

1. Mary never does housework on Sundays.

2. Andrew wants to go to the cinema.
M

3. David doesn’t usually work on Fridays.

4. I don’t eat breakfast with my husband.
5. Does Andy always study in front of the TV?
6. Julia hates walking to work.
©

7. My sisters enjoy talking on the phone.

8. Would you like to take karate lessons?

33 TB

Traveller_Rev_Elem_TB.indb 74 16/6/2020 3:31:52 µµ

 Round-up 2
VOCABULARY
A. Match.
B: Well, he (usually / go) on
1. do a. shopping
2. clean b. dinner weekdays. At the weekend, he
3. go c. homework (play) basketball with his friends.
4. listen d. with friends A: What about football?
5. hang out e. the windows
B: He (not like) football.
6. have f. to music
D. Complete the sentences with the prepositions
B. Complete the sentences with the words in the box. in the box.

Fridays receptionist musical at from on in during on at to

comedy graphic designer Sunday
1. Do you usually go to the cinema the

s
week or the weekend?
1. I always do my homework on ,

n
just before the week starts. 2. My son plays video games every day,

io
2. Don’t watch that film. It’s a 5.00 6.00 p.m.

but it’s not funny.

3. My best friend is a at the
at
3. I never go out with friends
evening.
Sunday
lic
Grand Hotel. 4. What do you eat for breakfast the
4. I go to bed late on . You see, morning?
b

I don’t work on Saturdays. 5. Mondays, I teach karate at the sports

Pu

5. The editor wants a new centre.

for the website. 6. The jazz concert starts eight o’clock.
6. This has a lot of nice songs. I E. Use the prompts to make sentences.
M

really like it. 1. Mary / never / do / housework / Sundays / .

M

GRAMMAR
C. Complete the dialogues with the Present 2. Andrew / want / go / cinema / .
Simple of the verbs in brackets. Give short
©

answers where possible.

1. A: you 3. David / usually / not work / Fridays / .

(like) my new tablet?

4. I / not eat / breakfast / with / husband / .
B: Yes, .
A: I (play) a lot of games on it and
5. Andy / always / study / in front of / TV / ?
I watch videos too.
B: you
6. Julia / hate / walk / to work / .
(have) any good videos on it?
A: No, .
7. my sisters / enjoy / talk / on the phone / .
But I (have) some great games.
2. A: How often Jake
8. you / would like / take / karate lessons / ?
(go) to the gym?

33

Traveller_Rev_Elem_TB.indb 75 16/6/2020 3:31:53 µµ

 COMMUNICATION SPEAK
F. Complete the dialogue with the phrases. H. Talk in pairs about your likes and dislikes. Use
the ideas given.
a. I’m only joking. Free time
b. All right. cinema science-fiction films / comedies /
horror films, etc.
c. What kind of film is it?
restaurant Italian / Chinese / Mexican, etc.
d. I’d love to.
music rock / jazz / R&B, etc.
e. Let me show you.
At home
Joe Hey, there’s a great film on at the cinema. housework clean windows / hoover, etc.
Let’s go! friends hang out / watch films / listen to music,
etc.
Kyle (1)
computer check emails / use the Internet /
Joe It’s a science-fiction horror comedy. download music, etc.
Kyle What?

s
What do you like doing in your free time / at home?
Joe (2) It’s just a comedy. There’s an article

n
...
about it online. (3) So, do you want to Do you like...?

io
Yes, I do. I love... / No, I don’t. I can’t stand...
go?
What’s your favourite...?
Kyle (4)
Joe Meet you there at 7 p.m.? WRITE
at
lic
Kyle (5) See you later. I. Write a paragraph about your partner’s likes
and dislikes.
b

Lisa loves going to the cinema, but

Pu

G. Read the answers and complete the questions. she can’t stand...

1. A: dinner? SELF-ASSESSMENT
M

B: She always comes home late and has dinner Read the following and tick (4) the appropriate
at around 9 p.m. boxes. For the points you are unsure of, refer
M

back to the relevant sections in the module.

2. A:
shopping? Now I can...
©

 talk about my daily routine

B: We usually go on Saturdays.
 talk about my free-time activities
3. A: books?  use the Present Simple
B: No, he doesn’t.  use adverbs of frequency
 use prepositions of time
4. A: ?
 talk about my likes and dislikes
B: R&B and rock.
 talk and write about my working habits
5. A: the  make arrangements
washing-up?  write about how I and other people my
age spend their free time
B: Twice a week only.
6. A: karate
lessons?
CLIL: IT
B: Yes, they do. They love karate.
Song: Day by day
34

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 Round-up 2a
2
COMMUNICATION
F.

1. c 2. a 3. e 4. d 5. b
stand Italian or Spanish restaurants, but she
likes Chinese restaurants. She enjoys listening
G. to jazz and rock, but she doesn’t like classical
music. Frances hates mopping floors and
Suggested answers cleaning windows, but she likes cooking. She
1. When does she have loves hanging out with friends and reading
2. When do you go magazines. She likes downloading music and
3. Does he read using the Internet, but she can’t stand playing
4. What kind of music do you like video games.
5. How often do you do
6. Do they take
SELF-ASSESSMENT
Aims: • to give Ss the opportunity to check their
SPEAK progress
H. • to encourage learner autonomy
• Ask Ss to read through the two tables and the speech •
bubble.
• Draw Ss’ attention to the points and have Ss read them.

s
• In pairs, have Ss ask and answer questions about their
likes and dislikes using the ideas from the tables. You • Explain any unknown words.

n
can have higher-performing Ss work with lower- • Have Ss tick the points they feel confident about. For the
performing Ss. points they are unsure of, they should refer back to the

io
• To help lower-performing Ss, write some verbs used to relevant sections in the module.
express likes/dislikes on the board.
• Go round the class helping Ss when necessary.
• Choose Ss to act out the dialogue.
at CLI L : IT
The Teacher’s Notes can be found at the back
lic
of the book.
Suggested answer
A: Do you like going to the cinema?
b

B: Yes, I love it.

A: What kind of films do you like watching?
Song: Day by day CD1 52
Pu

B: I like science-fiction films very much.
A: Do you like going to restaurants in your free time?
B: Yes, I do. I often go to Italian and Mexican restaurants.
What do you like doing in your free time?
A: I like listening to music.
M
Aims: • to help Ss revise and consolidate the
structures, functions and vocabulary they
have already studied through a song
•

B: What’s your favourite kind of music? • Ask Ss to read the song once without worrying
A: I love rock music, but I hate jazz. about the correct answers.
• Ask Ss to try and choose the correct words before
M

B: Great. What do you like doing at home?

Do you like doing housework? listening to it.
A: No, I don’t. I hate doing housework. I prefer using my • Play the recording and ask Ss to listen to the song
computer to check emails and download music when carefully and check their answers.
©

I’m at home. What about you? • Check Ss’ answers and explain any unknown
B: I like doing housework sometimes. I really enjoy words.
hoovering. • Play the recording again and have Ss sing along.
A: Do you like hanging out with your friends at home?
B: Yes, I do. We sometimes watch films together and we KE
Monday Y
all love listening to music.
A: Do you like using your computer when you are at housework
home? gym
B: Yes, I do. I check my emails twice a day and use the nights
weekend
Internet all the time! late

WRITE
I.
• Ask Ss to write a paragraph about their partner’s likes
and dislikes.
• Allow Ss some time to write their paragraphs.
• Choose some Ss to read out their paragraphs.
Model answer
Frances enjoys going to the cinema and she
loves musicals and adventure films. She can’t
GRAMMAR ACTIVITIES
There is a section at the back of the Workbook with
grammar activities providing Ss with further practice
of the grammar presented in the module. After each
Round-up section in the Workbook, it is advisable to do
the corresponding activities in the Grammar Activities
section.
The key for the Grammar Activities section is included in
the Workbook key at the back of the Τeacher’s Book.
TB 34

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 3
3a
Changes

Aims: • to introduce the topic of the module and

activate Ss’ background knowledge
• to present the learning objectives of the module
•
• Draw Ss’ attention to the title of the module and the
picture and ask them what they think the module will be
about.
• Elicit answers and ask Ss to look at the picture and tell
you what they can see (somebody painting the wall orange
with a paint roller).

s
• Elicit answers and ask Ss what change in someone’s life

n
painting a wall might represent (moving to a new house/
flat, redecorating, etc.).

io
• Ask Ss the questions in the Discuss section and elicit
answers. Allow the use of L1 if necessary to help lower-
performing Ss express themselves. at
lic
Suggested answers
One of the biggest changes in my life was when I
changed schools in the middle of the school year
b

during Year 11.

Yes, I like changes. I think changes can be difficult
Pu

at first, but they can also be very good for you as a

person.
I would like to change my everyday routine and start
being more active.
M

• Read out the points listed in the Flick through the module
and find... section.
M

• Explain any unknown words.

• Then ask Ss to flick through the module and find where
these points are discussed.
©

a man designing a 3D plan of his house on a

computer: p. 39
a weather forecaster showing a funny picture: p. 42
a bus you can live in: p. 44
two friends talking: pp. 36-37
a city with a difference: p. 40

• Read out the objectives listed in the In this module you

will learn... section.
• Explain any unknown words.

35 TB

Traveller_Rev_Elem_TB.indb 78 16/6/2020 3:31:55 µµ

 Changes 3
Discuss:
 What do you consider to be big changes in your life?
 Do you enjoy changes or not?
 What would you like to change about your life?

Flick through the module and find...

 a man designing a 3D plan of his house on a
computer
 a weather forecaster showing a funny picture
 a bus you can live in

s
 two friends talking
 a city with a difference

n
io
at
b lic
Pu
M
M
©

In this module you will learn...

 to talk about your family
 to talk about things that are happening now
 to talk about temporary situations
 to talk about future arrangements
 to write an informal email giving your news
 to talk about furniture, appliances and rooms
 to express possession
 to describe your neighbourhood/town/city
 to talk about the weather and seasons
 to write an email describing your neighbourhood/
house/flat
 to identify the location of objects

35

Traveller_Rev_Elem_TB.indb 79 16/6/2020 3:31:57 µµ

 3a Life changes
1. VOCABULARY
Look at the family tree and complete
the activity with the words in the box.
Then listen and check your answers.

Fred June

Kelly Sam Tom Angie

Lee Rob Alison

husband grandparents cousin sister

s
mother grandson wife daughter aunt

n
io
1.
Rob Alison
brother
at
lic
2.
2. READ
Fred Rob
b

A. Listen and read. What is Amber’s big news?

grandfather Alison Lucy So, Amber. Long time no see! What are
Pu

June
you doing here?
grandmother granddaughter Amber I’m shopping with my cousin. She’s
( ) (grandchildren) looking for a dress at the moment. She’s
3. in that shop over there.
M

Lucy Do you have the day off?

Tom Rob Amber Actually, I have the week off and I’m
M

father Angie son Alison spending a lot of time in shops.

Lucy Are you looking for anything in
mother
(parents) particular?
©

(children/kids)
4. Amber Actually I am. I’m looking for white
shoes.
Sam Rob Lucy There’s a lovely pair of pink shoes in that
uncle nephew Alison shop on Bosley Street.
Kelly
niece Amber No, I need white. Guess what! I’m getting
married!
5.
Lucy Oh, that’s wonderful news.
Lee Rob Congratulations! When’s the big day?
Alison Amber In two months. We’re having the wedding
cousin cousin
in Swindon.
6. Lucy So, who’s coming?
June Kelly Amber Well, all my family, including my aunt
and uncle from Australia. My friends
- in-law daughter-in-law from work are coming, and you’re
7. coming, right?
Kelly Sam Lucy Of course!
Amber And you can bring your brother too. The
more, the merrier!
36

Traveller_Rev_Elem_TB.indb 80 16/6/2020 3:31:59 µµ


Talking about one’s family members
Talking about current activities
Talking about temporary states
Talking about future arrangements
Giving news
Responding to sb’s news
Present Progressive
actually at the moment bring dress get married
have a day off lovely month news wedding
Family
aunt cousin daughter grandchildren
granddaughter grandparents grandson kids
mother-in-law nephew niece son uncle wife
Phrases
Congratulations! Guess what!
Long time no see.
WARM-UP
Aims: • to introduce the topic of the lesson
•
• Draw Ss’ attention to the title of the lesson.
• Ask Ss to tell you what they think the lesson will be
about and elicit answers.
lic
• Ask Ss to tell you what things or events have brought
about changes in their lives.
b
1. VOCABULARY CD1 53
Pu
Aims: • to present vocabulary related to family
• • to give Ss practice in identifying the main
• Draw Ss’ attention to the family tree. Make sure that Ss
understand what a family tree is (a diagram showing the
M
relationships between the different members of a family).
• Help Ss see the relationships between the different
members of the family. Ask them what they think the
M
horizontal lines indicate (married to) and what the
vertical lines indicate (their children).
• Ask Ss to read through the words in the box.
©
• Ask Ss to look at the relationships examined in the
activity. Ask Ss what they think the symbol ↔ indicates
(how the two people are related to each other).
• Have Ss do the activity. You can have higher-performing
Ss work with lower-performing Ss.
• Play the recording. Have Ss listen and check their
answers.
1. sister
2. (grandparents), grandson
3. daughter
4. aunt
5. cousin
6. mother
7. wife, husband
• Play the recording again and pause after each word so
that Ss can repeat what they hear.
• Explain any unknown words.
Traveller_Rev_Elem_TB.indb 81
3a
• There are formal and more informal ways of
addressing members of the family. For example,
mum/mummy, dad/daddy, grandma/nan and
grandpa/granddad are the informal equivalents
for mother, father, grandmother and grandfather
respectively.
• The word cousin is used for both male and female.
• Ask Ss to draw their own family tree.
• After they have finished, ask Ss to present it to the
rest of the class.
PRE-READING
Aims: • to help Ss create expectations and make
predictions about the dialogue by using visual
information
s
•
n
• Tell Ss to look at the picture and ask them some
io
questions:
What can you see in the picture?
at
Where are the two women?
What are they doing?
What are they talking about?
What do they look like?
2. READ CD1 54
A. Aims: • to present vocabulary, structures and functions
in the context of a dialogue
idea of the dialogue
•
• Play the recording. Have Ss read and listen at the same
time and check their predictions from the pre-reading.
• Ask Ss the question in the rubric (Amber is getting
married).
• Ask Ss some comprehension questions:
Who is Amber shopping with? She’s shopping with her
cousin.
Is her cousin with her while she’s talking to Lucy? No, she
isn’t.
Where is Amber’s cousin? She’s in a shop.
Why isn’t Amber at work? because she has the week off
Where are they having the wedding? in Swindon
Are Amber’s friends from work going to the wedding?
Yes, they are.
Is Lucy going to Amber’s wedding? Yes, she is.
• Draw Ss’ attention to Long time no see, Congratulations
and The more, the merrier and help them deduce their
meaning from the context of the dialogue.
• Elicit the answer that Long time no see is said when you
meet someone who you haven’t seen for a long time,
Congratulations is said when we want to congratulate
someone for graduating, getting married, etc. and The
more, the merrier is used to say that an occasion will be
more enjoyable if lots of people attend.
• Ask Ss to tell you the equivalent expressions in their L1.
TB 36
16/6/2020 3:31:59 µµ
3a
1. are... doing, ’m cleaning, is coming
B. Aims: • to give Ss practice in identifying specific 2. ’re getting, are... going
information in the dialogue through a 3. isn’t working, ’s looking for
comprehension activity
•
• Ask Ss to do the activity. To help lower-performing Ss, for 5. SPEAK
questions 2, 4 and 5 you can give them two options to choose Aims: • to give Ss practice in using the structures and
from (e.g. For item 2, give the options pink shoes and white functions presented in this lesson through a
shoes.). pair-work activity
• Check the answers with the class. •

1. She’s looking for a dress. • Refer Ss to the Speaking Section at the back of the book.
• Draw Ss’ attention to the picture and the speech bubble. To
2. (She’s looking for) white shoes. help lower-performing Ss, encourage them to note down what
3. a (lovely) pair of pink shoes each person is doing (e.g. Jim – dancing, etc.).
4. in two months • In pairs, have Ss play the guessing game.
5. her aunt and uncle • Go round the class helping Ss when necessary.
6. her brother
Suggested answers
B: Is it a man or a woman? B: Is it a man or a woman?
3. GRAMMAR A: It’s a woman. A: It’s a woman.
Aims: • to present the Present Progressive B: Is she taking pictures B: Is she taking a photo
• next to Billy? too?

s
• Ask Ss to read through the examples. A: No, she’s not. A: Yes, she is.
• Draw Ss’ attention to the first two examples and ask them what B: Is she eating next to B: Is it Anne?

n
they notice about the formation of the Present Progressive Steve? A: Yes, it is.
affirmative form (we form it with the present tense of the verb

io
A: Yes, she is. B: Is it a man?
be (am, are, is) and the main verb with the ending -ing). B: Is it Amy? A: Yes, it is.
• Point out to Ss that ’m and ‘s are the short forms of am and is
respectively.
A: Yes, it’s Amy. B: Is he dancing with
• Ask Ss what they notice about the formation of the Present
Progressive negative form (we form it with the negative form of
the present tense of the auxiliary verb be (am not, aren’t, isn’t)
at
B: Is it a man or a woman?
A: It’s a man.
B: Is he eating?
Karen?
A: Yes, he is.
B: Is it Martin?
lic
and the main verb with the ending –ing). A: Yes, he is. A: Yes, it is.
• Point out that we usually use the short forms when we talk or B: Is it Steve? B: Is it a woman?
when we want to sound informal. A: Yes, it is. A: No, it isn’t.
b

• Draw Ss’ attention to the other two examples and ask B: Is it a man or a woman? B: Is he next to Karen?
them what they notice about the formation of the Present A: It’s a woman. A: No, he isn’t.
Pu

Progressive question form (we put the present tense of the B: Is she dancing with B: Is he dancing with Fay?
auxiliary verb be (am, is, are) before the subject, followed by the
main verb with the ending –ing). Martin? A: Yes, he is.
• Point out to Ss that in short answers we only use subject + A: No, she isn’t. B: Is it Jim?
am/are/is or ’m not/aren’t/isn’t, without the main verb and the B: Is it Fay? A: Yes, it is.
ending –ing. A: Yes, it is. B: Is it a man or a woman?
M

• Ask Ss to underline all the examples of the Present Progressive B: Is it a man or a woman? A: It’s a man.
in the dialogue (What are you doing here?, I’m shopping..., She’s A: It’s a man. B: Is he between Billy and
looking for..., I’m spending..., Are you looking for...?, I’m looking B: Is he taking a photo? Karen?
M

for..., I’m getting..., We’re having..., So, who’s coming? My friends A: Yes, he is. A: Yes, he is.
from work are coming and you’re coming, right?). B: Is it Billy? B: Is it Daniel?
• Ask Ss to read through the examples 1-3 and the sentences a-c.
If necessary, explain any unknown words.
A: Yes, it is. A: Yes, it is.
©

• Have Ss do the matching and check the answers with the class.
1. b 2. c 3. a
• Ask Ss to tell you what the difference is between the first two
examples and the third (the first two examples refer to the
present while the third one refers to the future).
• Ask Ss to look back at the dialogue and tell you how the Present
Progressive is used in each one of (What are you doing here?
b, I’m shopping...b, She’s looking for…b, ...I’m spending...c, Are
you looking for...? b, I’m looking for...b, I’m getting...a, We’re
having...a, So, who’s coming? a, My friends from work are coming
and you’re coming, right? a).
• Refer Ss to the Grammar Reference at the back of the book.
• Ask higher-performing Ss to provide examples of the different
uses of the Present Progressive. This will challenge them. To
help lower-performing Ss, you can give them prompts to make
sentences (e.g. future arrangements: fly / Paris / tomorrow).
4. PRACTICE
Aim: to give Ss practice in using the Present
Progressive in the context of short dialogues
• Have Ss do the activity and check the answers with the
class.
37 TB
6. WRITE
Aims: • to give Ss practice in writing a paragraph giving
their news
•
• Draw Ss’ attention to the email and the ideas in the box. Make
sure that Ss don’t have any unknown words.
• Point out to Ss that they can use the ideas in the box.
• Encourage higher-performing Ss to add their own ideas. This
will challenge them.
• Allow Ss some time to write their paragraph as instructed.
• Choose some Ss to read out their paragraphs.
Model answer
Dear Maria,
How are you? I’m writing to tell you my news.
Guess what! I’m starting driving lessons next week,
and in July I’m buying a car. I’m taking the driving
lessons three times a week in the evenings. I’m also
learning Italian at a college near my flat, and the
teacher is really good. What about coming with me?
Take care,
Jennifer

Traveller_Rev_Elem_TB.indb 82 16/6/2020 3:32:00 µµ

 4. PRACTICE
Complete the dialogues with the Present
Progressive of the verbs in brackets.
1.
Lynn Hey, what you
(do) at home? It’s Saturday. Let’s go out for
coffee.
Joan I can’t. I (clean) the house.
You see, my mother-in-law
(come) tomorrow.
2.
Josh Where are Uncle Harry and Aunt
Beatrice?
Will They (get) ready for their

s
trip.

n
Josh Where they

io
(go)?
B. Read again and answer the questions.
Will To China.
1. What is Amber’s cousin doing?
2. What is Amber looking for in the shops?
3. What’s in the shop on Bosley Street?
at3.
Ethan Is Laura in her office?
lic
4. When is Amber getting married? Suzie No, she isn’t. She (not
5. Who lives in Australia? work) this week.
b

6. Who can Lucy bring to the wedding?

Ethan Really?
Pu

Suzie Yes. She (look for) a new

3.GRAMMAR flat.

PRESENT PROGRESSIVE 5. SPEAK

M

GUESSING GAME: WHO IS IT?

Read the examples. What do you notice about Go to the Speaking Section.
M

the formation of the Present Progressive?

I’m doing housework and the children are eating ice 6. WRITE
cream at the moment. Write a paragraph giving your news to
©

complete the email. You can use some of the

Lily isn’t going to Italy next week. She’s going in
ideas in the box.
June.
Are you going shopping tomorrow? get engaged/married buy a car/house/flat
Yes, I am. / No, I’m not. take karate/driving lessons
Is your niece studying French at university? learn French/Spanish/Italian, etc. start university
Yes, she is. / No, she isn’t.

What does the Present Progressive refer to?

Match. Dear ...,
1. My parents are having dinner at the moment. How are you? I’m writing to tell you my
2. Mia is looking for a new job these days. news.
3. I’m getting married next year.
Guess what!
a. it refers to a future arrangement
b. it refers to something happening now Take care,
c. it refers to a temporary state

37

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 3b Let’s move it
1. VOCABULARY
A. Listen and repeat. Which of these items do you have in your home?

Put words in groups to

TIP
learn new vocabulary.
1. bed
2. painting 2
6
3. rug
4. bedside table 5

5. mirror 1 4 5
6. wardrobe 4 2
3
room
bed

n s
io
1

1. sofa
2. armchair
at 3
udy
lic
6
3 3. lamp st
4 4. fireplace
1. desk 2. bookcase 3. drawer
b

5. coffee table
2 6. curtains 4. clock 5. wall
Pu

5
liv
ing 1
roo
m
M
M

B. Look and label with the prepositions of place in the box. Then listen and check your answers.
in next to under on
©

in front of behind

above opposite between

38

Traveller_Rev_Elem_TB.indb 84 16/6/2020 3:32:09 µµ


Asking about and identifying the location of objects
Making suggestions and expressing opinion
Expressing possession
Whose...?
Possessive Pronouns
after all bedroom curtains decide drawer
fireplace living room move problem
put rearrange special study (n.) wall
Furniture
armchair bed bedside table bookcase clock
coffee table lamp mirror painting rug sofa
wardrobe
Prepositions of place
above behind between in in front of
next to on opposite under
Phrases
How’s that? It looks... So what? We need a change.
That’s out of the question! Whose...?
WARM-UP
Aims: • to introduce the topic of the lesson
• Where is Faith’s computer? It’s on the desk in the study.
• Draw Ss’ attention to the title of the lesson.
• Ask Ss when they would say Let’s move it (when moving the
furniture around / when we want to get started with something).
• Ask Ss to tell you what they think the lesson is about.
lic
1. VOCABULARY CD1 55, 56
A. Aim: to introduce vocabulary related to furniture and
b
rooms
• Draw Ss’ attention to the three pictures and ask them what
Pu
they can see (three rooms — a bedroom, a living room and a
study — with furniture in them).
• Ask Ss what other rooms they know in English
(e.g. kitchen, bathroom, dining room). Have higher-performing
Ss work with lower-performing Ss in pairs.
M
• Play the recording. Have Ss listen and repeat the words they hear.
• Help Ss deduce the meaning of any unknown words by relating
them to the content of the corresponding pictures.
M
• Ask Ss the question in the rubric.
• Ask Ss if they have any other furniture in their home which is
not shown in the pictures.
• Draw Ss’ attention to the TIP and explain it.
©
B. Aims: • to introduce and give Ss practice in using
prepositions of place
• order to sound more colloquial.
• Ask Ss to look at the pictures and the prepositions of place
accompanying them.
• Help Ss deduce the meaning of the prepositions by relating
them to the corresponding pictures.
• Ask Ss to read through the prepositions of place in the box.
• Have Ss do the activity.
• Play the recording. Have Ss listen and check their answers.
next to under in on
• Play the recording again and pause so that Ss can repeat what
they hear.
• Have higher-performing Ss work with lower-performing Ss in
pairs. Ask Ss to make sentences combining the furniture from
activity 1A with the prepositions of place from activity 1B.
• Elicit answers (e.g. The clock is on the wall.).
• For further practice, you can give Ss a list of objects they
know, e.g. books, a TV set, a laptop, etc., and ask them to make
suggestions as to where to place them in the rooms in activity 1A.
Traveller_Rev_Elem_TB.indb 85
3b
PRE-READING
Aims: • to help Ss create expectations and make predictions
about the dialogue by using visual information
•
• Tell Ss to look at the picture and ask them some questions:
What can you see in the picture?
Where are the people?
What are they doing?
What are they talking about?
2. READ CD1 57
A. Aims: • to present vocabulary, structures and functions in
the context of a dialogue
• to give Ss practice in identifying the main idea of
the dialogue
•
• Play the recording. Have Ss read and listen at the same time
and check their predictions from the pre-reading.
• Ask Ss the question in the rubric (they are talking about the
living room and the study).
• Ask Ss some comprehension questions:
s
What are Brian and Faith looking at? They are looking at a 3D
n
plan of their house.
What kind of program is this? It’s a special computer program.
io
Does Faith like where her computer is? No, she doesn’t.
What are they going to do first? They’re going to rearrange the
at
furniture in the study on the 3D plan.
What are they going to do next? They’re going to move
the furniture around in the study.
In a 3D (= three-dimensional) film, picture or plan, the
objects look real and solid because they appear to have three
dimensions (= length, width and height).
• Draw Ss’ attention to Whose...? and ask them when we use it (to
ask who something belongs to).
• If necessary, provide Ss with further examples, e.g. Pick up a
book and say: Whose book is this?
• Go round the class, point to different objects (e.g. a pen, a
pencil, a pencil case, a rubber, a notebook, etc.) and have Ss ask:
Whose is this?
• Draw Ss’ attention to the responses Looks fantastic! and Great!
and ask Ss to tell you when we use them (when we want to show
our enthusiastic agreement in response to someone’s suggestion).
Sometimes, especially when we talk, we can avoid using
personal pronouns (Looks great! instead of It looks great!) in
B. Aim: to give Ss practice in identifying specific information
in the dialogue
• Have Ss do the activity.
• As soon as they finish, have higher-performing Ss work with
lower-performing Ss in pairs and compare their answers.
Encourage them to provide justification by referring to specific
parts in the dialogue. This will build lower-performing Ss’
confidence to share their answers in class.
• Check the answers with the class.
1. It helps you rearrange the furniture in different rooms.
2. Faith and Brian
3. It’s next to the sofa.
4. They decide to put it opposite the fireplace.
5. Brian
• Explain any unknown words and choose Ss to act out the
dialogue.
TB 38
16/6/2020 3:32:11 µµ
3b
• Alternatively, play the recording and pause after each dialogue
for Ss to choose their answers.
• Play the recording a second time. Have Ss check their answers.
POST-READING • Check the answers with the class.
Aims: • to give Ss the opportunity to use the new functions
and vocabulary to talk about their furniture
• 1. a 2. a 3. c
• Ask Ss some questions:
LISTENING TRANSCRIPT
What changes would you make to the furniture in your
home/room, etc.? 1.
Man So, what exactly do you want to buy for the wall
Would you buy any new furniture? above the fireplace?
Where would you put it? Woman I’m not sure. Any suggestions?
Man Well, what about a nice, modern painting? It’ll
look great there.
3. GRAMMAR Woman Another painting? We have one above the sofa.
Aims: • to present possessive pronouns and Whose...? Man So what? Anyway, what about a mirror?
• Woman No, no. I wouldn’t like to have a mirror there.
• Ask Ss to read through the short dialogue and draw their Man Look at this painting! It’s the same colour as our
attention to the question word Whose. wall.
Woman It’s not bad. Not bad at all. I think you’re right.
• Refer Ss to the dialogue and ask them to underline more Let’s buy it. It’s not very expensive.
examples of the question word Whose (Whose computer is that Man OK.
on the desk?).
• Ask Ss when we use the question word Whose, and elicit the 2.
answer (to ask about possession).

s
Man I know, let’s put the rug under the bed.
• Make sure that Ss understand the difference between the use Woman No! We can’t put it under the bed. Look! You can’t
of the question words Who (nominative case, to ask about a

n
even see it.
person’s identity) and Whose. Have Ss practise the difference Man Exactly, it’s horrible.
by asking them questions. Explain that Who’s means Who is

io
Woman Don’t be silly. Let’s put it in front of the bed or
and Whose is used to ask about possession. next to the bookcase. But what about the door?
• Draw Ss’ attention to the words your and yours and ask them to Can it open? Help me a bit, please...
tell you which one is the possessive adjective (your). Point out
that yours is a possessive pronoun. Use Ss’ previous knowledge
of possessive adjectives to answer the question in the rubric
(you is used before a noun, without an article, to show
Man

Man
atThere! Do you like it in front of the bed or not?
Woman No, the door doesn’t open.
Let’s try next to the bookcase... It’s OK. And we
don’t have a problem with the door.
lic
possession, while yours is used instead of a possessive adjective Woman OK, then.
+ noun and it is not followed by a noun).
• Refer Ss to the Grammar Reference at the back of the book. 3.
b

• Ask Ss to read through the two columns in the table and the Lenny Karen! I’m looking for my camera but I can’t find
words in the box. it. Can I use yours?
Pu

• Point out the relation between possessive adjectives and Karen Sure. It’s in the drawer.
possessive pronouns to Ss, e.g. my - mine, your - yours, etc. and Lenny Ermm... Are you sure?
have them complete the table. Karen What do you mean?
• Write the possessive pronoun its on the board and it’s. Explain Lenny Well, there’s a camera here, but it’s not yours.
to Ss that ’s is not used with the possessive pronoun. It’s means Karen You’re right, mine is in my bag. Whose is that,
‘it is’ then?
M

• Check the answers with the class (possessive adjectives: my, Lenny Hey, it’s dad’s new camera.
her, their, possessive pronouns: his, ours, yours). Karen It looks really good. Use that one.
Lenny No way, he’d get angry!
M

4. PRACTICE
Aim: to give Ss practice in using Whose...?, the possessive 6. SPEAK
adjectives and the possessive pronouns Aims: • to give Ss practice in using the vocabulary and some
of the functions and structures presented in this
©

• Have Ss do the activity. lesson through a pair-work activity

• Ask higher-performing Ss to cover the fourth dialogue in
their books and write it on the board without the options (e.g.
4. A: Is that the children’s camera? B: No, it isn’t . • Refer Ss to the Speaking Section at the back of the book.
camera is new.)
• Ask them to complete the gaps with a possessive adjective or a
possessive pronoun. This will challenge them.
• Have Ss do the activity and check answers.
1. Whose, mine 3. Who’s, her
2. his 4. theirs, Their
•
• Ask Ss to look at the picture and read through the speech
bubble.
• In pairs, have Ss take turns to make suggestions and express
their opinion. To help lower-performing Ss, allow them to
refer back to the vocabulary activities (A and B).
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the dialogue.

5. LISTEN CD1 58
Aim: to give Ss practice in listening for specific information
• Ask Ss to read through the questions and the options.
• Alternatively, to challenge higher-performing Ss, you may
modify the activity from multiple choice to open-ended
questions. Write questions 1-3 on the board (without the
options) and ask Ss to cover the activity in their books and
answer the questions. To help lower-performing Ss, you may
eliminate one incorrect option.
• Play the recording twice.
Suggested answers
A: The small table with the lamp is between the leather sofa
and the armchair. Let’s put it next to the window.
B: Good idea. Now, the TV’s near the window. Let’s put it
opposite the two pictures of flowers.
A: Yes. The coffee table’s in front of the sofa. Let’s put it
between the armchair and the sofa.
B: Hmm..., I don’t think so. Let’s put the armchair next to the
small table with the lamp.
A: That’s a great idea. And let’s put the sofa opposite the
window.
B: That’s fantastic.

39 TB

Traveller_Rev_Elem_TB.indb 86 16/6/2020 3:32:12 µµ

 2. READ 3. G R A M M A R
A. Listen and read. Which two rooms from
activity 1 are the man and woman talking about?
POSSESSIVE PRONOUNS
Read the dialogue. What’s the difference
between your and yours?
Carol Whose mobile phone is this? Is it
your mobile phone?
Tom No, it isn’t. Isn’t it yours?
Complete the table with the words in the
box.
his my yours her their ours
POSSESSIVE POSSESSIVE
ADJECTIVES PRONOUNS
mine
your yours

s
his

n
hers

io
its –
our

Brian Check this out! It’s a 3D plan of our house.

at your
theirs
lic
Faith So what?
Brian It’s a special computer program. It helps you
4. PRACTICE
b

rearrange the furniture in different rooms.

Circle the correct options.
Faith That’s good. We really need a change in here.
Pu

Brian Look. The sofa is next to the lamp now, 1. A: Whose / Who’s books are these?
right? Well, I can put it opposite the B: They aren’t my / mine. They’re Kelly’s.
fireplace. How’s that? 2. A: Is this Leo’s USB flash drive?
M

Faith Looks fantastic! B: No, it isn’t his / he’s.

Brian OK. What about this room?
3. A: Whose / Who’s that? Is he Amy’s brother?
M

Faith Looks good, but I have a problem.

Whose computer is that on the desk? Is it B: No, he’s her / hers husband.
yours or mine? 4. A: Is that the children’s camera?
©

Brian Yours, of course. B: No, it isn’t their / theirs. Their / Theirs

Faith That’s out of the question! I don’t want my
camera is new.
computer there. You work in the study after all.
Brian Oh, OK. Let’s decide how to rearrange the 5. LISTEN
furniture in the study too. Listen to three short conversations and
Faith Great! I can help you with that and then we choose the correct answer a, b or c.
can move the furniture around. 1. What do the man and woman decide to buy?
a. a painting b. a mirror c. a painting
B. Read again and answer the questions. and a mirror
1. What’s special about the computer program 2. Where do they put the rug?
Brian has? a. next to the b. in front c. under the bed
bookcase of the bed
2. Who wants to rearrange the furniture?
3. Whose camera is in the drawer?
3. Where’s the lamp in their house now?
a. Karen’s b. Lenny’s c. Dad’s
4. Where do they decide to put the sofa?
5. Who works in the study? 6. SPEAK
Go to the Speaking Section.
39

Traveller_Rev_Elem_TB.indb 87 16/6/2020 3:32:13 µµ

 3c Around town
1. VOCABULARY 2. READ
Match. Then listen and check. A. Look at the pictures. What can you
guess about Montreal’s underground
city? Read and compare your answers.

1 2

M NTREAL’S

s
3 4

n
io
UNDERGROUND CITY
at
La ville souterraine is an underground city in and around the
lic
city centre of Montreal, Canada. The underground city is 12
6
5 km² and has 33 km of tunnels. It is the biggest underground
complex in the world.
b

The tunnels link ten underground stations, two bus stations,

Pu

two train stations, a lot of offices, restaurants, banks, cinemas,

hotels, universities, entertainment places like Place des Arts,
the Bell Centre and many others. As for shopping, there are
7 8
M

many shopping malls and around 2,000 shops. In fact, there

aren’t many shops above the ground in the area any more.
M

There are also 178 entrances to the underground city.

500,000 people use the underground city every day and they
find it very convenient. They don’t need to go above the ground
©

9
at all. It is very popular with Montrealers especially during the
10 cold winter months, but many tourists also visit it.

stadium
bank B. Read again and complete the sentences.
shopping centre 1. Montreal’s underground city is very big. It’s .
bookshop 2. Montreal’s underground city has underground
underground station stations.
art gallery 3. You can visit shops in Montreal’s underground
museum city.
post office 4. Montreal’s underground city has entrances.
library 5. Half a people visit the underground city every
car park day.
6. Montrealers find the underground city convenient
especially in .

40

Traveller_Rev_Elem_TB.indb 88 16/6/2020 3:32:26 µµ


Talking about buildings/places in your city/town/
neighbourhood
There is / There are
a/an, the
any more area around building bus city centre
convenient especially ground in fact many
popular tourist town visit world
Places in a city
art gallery bank bookshop car park library
museum post office shopping centre/mall
stadium underground station
WARM-UP
Aims: • to introduce the topic of the lesson
• • Point out to Ss that the name of the city is in French
• Draw Ss’ attention to the title of the lesson and the pictures
3c
2. READ CD1 60
A. Aims: • to help Ss create expectations and make
predictions about the text by using visual
information
• to give Ss practice in identifying the main
idea of the text
• to present vocabulary, structures and
functions in the context of a text about
Montreal’s underground city
•
• Draw Ss’ attention to the layout of the text and ask them to
tell you what kind of text it is (an article) and where it can
be found (in an online magazine).
• Ask Ss to look at the pictures accompanying the text.
• Ask Ss what they can see (skyscrapers and buildings / a city
by a river, an underground station).
• Draw Ss’ attention to the title of the text and ask them what
they think the text is about (Montreal’s underground city,
La ville souterraine).
because it is the official language of Quebec.
• Ask Ss where Montreal is.

s
and ask them what they think the lesson is about.

n
• Elicit answers and ask Ss to tell you what visitors can see if
they walk around their city/town. • Montreal is the largest city in the Canadian province of

io
Quebec and the second-largest city in Canada.
1. VOCABULARY CD1 59
Aim: to present vocabulary related to buildings and • Ask Ss the question in the rubric.
places in a city
• Ask Ss to look at the photos 1-10 and read through the list
at
• Elicit answers. You can allow the use of L1 if necessary
to help lower-performing Ss express themselves. Do not
correct Ss at this stage.
lic
of buildings and places. • Play the recording. Have Ss listen and check their
• Allow Ss some time to do the activity. To help lower- predictions.
performing Ss, encourage them to start with the ones they
• Ask Ss some comprehension questions:
b

are already familiar with.

• Play the recording. Have Ss listen and check their answers. How long are the tunnels of Montreal’s underground
Pu

city? They’re 33 km long.

stadium 2 art gallery 7 Are most shops above the ground or underground
bank 10 museum 5 nowadays? Most shops are underground.
shopping centre 9 post office 6 During which time of year is the underground city most
bookshop 8 library 1 popular with Montrealers? Why? It is during the winter
M

underground station 3 car park 4 when the weather is cold.

How many people use the underground city every day?
• Play the recording again and have Ss repeat the words they 500,000
M

hear. Why? Because they find it convenient.

• Ask Ss some questions:
B. Aim: to give Ss practice in identifying specific
Which of these buildings are there in your city/town?
information in the text through a gap-filling
Have you ever been to a stadium / museum / art gallery? If
©

so, did you like it?

activity
Do you like shopping in shopping centres? Why / Why not? • Have Ss do the activity and check the answers with the
Do you use the underground? Why / Why not? class.
1. 12 km² 4. 178
2. ten 5. million
A shopping centre is a group of shops with a common 3. 2,000 6. winter
area for cars to park, which usually provides goods and • Explain unknown vocabulary and choose Ss to read out the
services (e.g. restaurants, cafés) for shoppers. (Shopping)
text.
mall is the American word for shopping centre. However,
nowadays, shopping centres and malls are both common
in the UK.
POST-READING
Aims: • to give Ss the opportunity to have a further
discussion on the topic of the text
EXTRA VOCABULARY CD4 27
•
There is an Extra Vocabulary section at the back of the
Workbook presenting new vocabulary items related to the • Ask Ss some questions:
vocabulary presented in the lesson. There is also an Extra What do you think of Montreal’s underground city?
Vocabulary Activities section practising the extra vocabulary. Would you like to visit it?
The key for the Extra Vocabulary Αctivities section is What do you think of living under the ground?
included in the Workbook Key section at the back of the Have you heard of any other underground city?
Τeacher’s Book.

TB 40

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3c
3. GRAMMAR
A. Aims: • to present there is / there are
• information through a True/False activity
• Remind Ss of the use of there is / there are.
• To help lower-performing Ss, ask them to read through the
sentences. Draw Ss’ attention to the sentence in the second
bullet point and ask them to underline the following: art
galleries. Ask Ss if this noun is singular or plural. Elicit the
answer plural. Then ask them to complete the gap and share
their answer in class. Draw their attention to the sentence
in the third bullet point and ask them to circle the question
mark. Have Ss tell you the question form of there is / there
are and complete the gap. For the last example ask Ss to pay
attention to the way the question is formed. Elicit answers.
• Check the answers with the class (There are, Is there, there
aren’t).
• Say: There’s a pen on my desk. There are two books on my
desk, etc.
• Choose a student and ask: Is there a book on your desk? Are
there three pens on your desk?
• Elicit answers (Yes, there is / No, there isn’t. / Yes, there are. /
No, there aren’t.).
• Ask Ss when we use there is / there are (we use there is
before singular nouns and there are before plural nouns).
• Refer Ss to the Grammar Reference at the back of the book.
B. Aims: • to present the indefinite article a /an and the
•
definite article the
• Have Ss read through the sentences again and draw their
attention to the words in blue. Ask them the question in
the rubric (a(n) is used to refer to an item for the first time,
b
whereas the refers to an item we have mentioned before, i.e.
a specific item).
Pu
• Refer Ss to the Grammar Reference at the back of the book.
4. PRACTICE
Aim: to give Ss practice in using there is / there are and
the indefinite/definite article in the context of short
M
dialogues
• Have Ss do the activity. To help lower-performing Ss, for
M
the first dialogue you can give them two options to choose
from to complete the gaps.
• Check the answers with the class. Ask Ss to justify their
answers.
©
1. Is there, a, are, There’s, a, the, -
2. -, -, -, a, is, a, the, Is, an, the, isn’t
5. LISTEN CD1 61, 62
A. Aims: • to give Ss practice in listening for gist
• Ss in pairs and take turns to ask and answer questions.
• Tell Ss that they will hear a woman talking and that they
should try to figure out the woman’s job and where she is.
Encourage Ss to note down key words that helped them
answer the questions.
• Point out to Ss that they should look for words which will
help them decide on the woman’s job and where she is.
• Play the recording. Have Ss listen carefully.
• As soon as they finish, have higher-performing Ss work
with lower-performing Ss in pairs and compare their
answers. Encourage them to provide justification. This
will build lower-performing Ss’ confidence to share their
answers in class.
• Check the answers with the class.
41 TB
Traveller_Brit_2nd_Elem_TB_M3.indd 90
The woman is a tour guide and she’s on a tour bus
(in Liverpool).
B. Aim: to give Ss practice in listening for specific
• Ask Ss to read through the sentences 1-5. Make sure that Ss
don’t have any unknown words.
• Play the recording. Have Ss listen carefully and decide
whether the sentences are True or False.
• Check the answers with the class.
1. T 2. F 3. F 4. T 5. F
• Have higher-performing Ss work with lower-performing Ss
and correct the false sentences. This will challenge higher-
performing Ss and help lower-performing Ss understand
why these sentences are false.
• If necessary, play the recording again in order to clarify any
questions Ss may have.
LISTENING TRANSCRIPT
s
Good morning, ladies and gentlemen and welcome
n
to Liverpool Bus Tours. At the moment, we are going
along Thomas Steers Way. We can see the hotel Hilton
io
Liverpool City centre on the right. Liverpool One is in
front of us. For all those shoppers with us, Liverpool
One has got more than 170 shops and restaurants. Lots
at
of people eat and shop here every day. Now you can see
Canalside Park, where hundreds of people spend their
lic
free time every day walking by the Leeds and Liverpool
Canal. We are now passing Anfield on your left. As you
probably know, Liverpool Football Club plays at this
stadium. In fact, I think there’s a match tonight against
Manchester City. Now, that big building over there is
Lime Street Station. You can get trains to cities all over
the country from this station. Now, we are turning onto
William Brown Street where there are some beautiful
buildings with a long and interesting history. The one on
your left is the Walker Art Gallery which is very popular
with tourists. Now, that building over there is the Tate
Liverpool. It is another of Liverpool’s many galleries and,
at the moment, you can see paintings by German artists.
OK, now we’re going down Strand Street...
6. SPEAK
Aims: • to give Ss practice in using the structures,
functions and vocabulary presented in this
lesson through a pair-work activity
•
• Draw Ss’ attention to the speech bubble.
• Have higher-performing Ss work with lower-performing
• To help lower-performing Ss, tell them to choose a building
from activity 1. Encourage them to use prepositions of place
to indicate where the building is in their neighbourhood/
town/city.
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the dialogue.
Suggested answer
A: Is there an art gallery in your city?
B: Yes, there is.
A: Where is it?
B: It’s opposite the post office.
A: Are there two banks in your city?
B: No, there aren’t. There are five.
A: Is there a stadium in your city?
B: No, there isn’t.
17/9/2021 1:21:42 µµ
 3. GRAMMAR
A. there is / there are
Read and complete.
• There is a museum in the city centre. The museum is next
to a supermarket.
• two art galleries in the area.
• A: a post office next to the library?
B: Yes, there is. / No, there isn’t.
• A: Are there two stadiums in the city?
B: Yes, there are. / No, .

B. a/an, the
Read the examples again. What’s the difference
between a(n) and the?

n s
4. PRACTICE
Circle the correct form of there is / there are and

io
complete the blanks with a, an or the where necessary.
1. at
A: There’s / Is there car park near here?
lic
B: Yes, there is / are two. There’s / Is there car park
on Kingston Street and another one on Bell Road, but
b

car park on Kingston Street is small.

A: OK, thanks.
Pu

2.
A: Hi, Ryan! What are you doing here?
M

B: I need books for my project on

China. I’m looking for bookshop.
M

A: There is / isn’t bookshop in shopping

centre.
B: Really? Is / Are there underground station near
©

shopping centre?
A: No, there isn’t / aren’t, but you can take bus B48.
B: Great!
5. LISTEN
A. Listen to a woman talking. What’s the 6. SPEAK
woman’s job and where do you think she is? Talk in pairs about your neighbourhood/
town/city, as in the example.
B. Listen again and write T for True or F for False.
1. There is a hotel on Thomas Steers Way. Is there a library in your town?
2. There aren’t many shops in Liverpool One. Yes, there is.
3. Liverpool Football Club is playing at the Where is it?
moment at Anfield. It’s next to the supermarket.
4. There are beautiful buildings on William Are there two shopping centres in
Brown Street. your town?
5. You can see paintings by German artists at No, there aren’t.
the Walker Art Gallery.
41

Traveller_Rev_Elem_TB.indb 91 16/6/2020 3:32:34 µµ

 3d Rain or shine
1. VOCABULARY 2.READ
Match the pictures with the phrases. A. Listen and read. Match the texts 1-3
Then listen and check your answers. with the weather symbols a-c.
What's the weather like?
a b c

s
2

n
io
at
1.
Ned Hey, Steven, what’s wrong with you?
lic
3 Steven I’m a bit down, that’s all.
Ned Why?
Steven Because it’s cloudy. I’m always depressed
b

when the weather’s like this.

Pu

4 Ned It’s raining now too.

Steven Just great. I don’t have an umbrella today.
Ned Don’t worry, I can give you a lift home.
Steven Really? That’s kind of you.
M

Ned No problem.
5
M
©

a. It’s snowing.
b. It’s windy and it’s raining.
c. It’s cloudy and I think it’s starting to rain.
d. It’s not very cold. It’s a bit chilly.
e. It’s winter, but it’s warm and sunny today.
f. It’s very hot. The sky is clear and blue.
g. You can’t see very well today. It’s foggy.
42
2.
Weather forecaster: And before I bring you the
weather, here’s a picture from Kenneth Robson
of his cat eating an ice cream. Well, temperatures
around Southern England are about 36 °C and
the usual temperature for this time of year is
about 28 °C . So, we’re looking at a heatwave. OK,
let’s go to...

Traveller_Rev_Elem_TB.indb 92 16/6/2020 3:33:00 µµ


Talking about the weather
Distinguishing between current events and habitual
actions
Present Simple vs Present Progressive
at this time of year beautiful because depressed
documentary exactly give sb a lift
interesting outside quite the news
today umbrella
Seasons
spring summer autumn winter
Words related to the weather
chilly cloudy cold degrees foggy heatwave
hot rain snow sunny temperature warm
windy
Phrases
Any good? Don’t worry. I mean... I’m a bit down.
No problem. That’s all. That’s kind of you.
That’s true. What’s wrong (with you)? Why...?
WARM-UP
Aims: • to introduce the topic of the lesson
•
• Draw Ss’ attention to the title of the lesson and ask them
lic
to guess what the lesson is about.
• Point out to Ss that the words rain and shine do not only
refer to the respective weather conditions.
b
• Explain to Ss that they are used in the expression (come)
rain or shine which means whatever happens (=no matter
Pu
what the weather conditions are), e.g. (Come) rain or
shine, I’ll see you on Saturday.
• Ask Ss to give you the equivalent expression in their L1.
M
1. VOCABULARY CD1 64
Aims: • to introduce phrases describing the weather
•
M
• Draw Ss’ attention to the question What’s the weather
like? and the pictures and ask them when we ask this
question (when we want to find out about the weather).
©
• Ask Ss to match the pictures 1-7 with the phrases a-g.
• Play the recording. Have Ss listen and check their
answers.
1. e 2. c 3. f 4. d 5. a 6. b 7. g
• Help Ss deduce the meaning of any unknown words by
relating them to the corresponding pictures.
• Point out to Ss that we use the impersonal It (e.g. It’s
windy, It’s snowing, etc.) to introduce phrases describing
the weather.
• Ask higher-performing Ss to work with lower-
performing Ss in pairs and tell each other what their
favourite kind of weather is.
• Ask Ss: What’s the weather like today? and elicit answers.
Traveller_Rev_Elem_TB.indb 93
3d
2. READ CD1 65
A. Aims: • to introduce the topic of the texts
• to give Ss practice in identifying the main
idea of the texts
• to present vocabulary, structures and
functions
•
• Ask Ss to look at the weather symbols and tell you what
each one of them means.
• Play the recording and have Ss read and listen to the
first dialogue and decide which weather symbol best
describes its content.
• Follow the same procedure with the other two dialogues.
• Check the answers with the class.
a. 3 b. 2 c. 1
• Ask Ss some comprehension questions:
1.
What’s wrong with Steven? He’s a bit down.
s
What’s the weather like? It’s cloudy and it’s raining.
n
Does Steven have an umbrella today? No, he doesn’t.
2.
io
Why is the cat eating an ice cream? because it’s hot
What is the temperature in Southern England today?
It’s 36 0C.
at
3.
What is the documentary Lucy is watching about? It’s about
climate change.
What does Lucy think of the documentary she is watching?
She thinks it’s interesting.
What is the weather usually like at this time of the year? It
usually rains.
• Draw Ss’ attention to the first dialogue and help them
deduce the meaning of Why, because and give you a lift.
• Draw Ss’ attention to the second dialogue and explain
to them that 0C stands for degrees Celsius (a scale of
temperature).
B. Aims: • to give Ss practice in identifying specific
information
•
• Draw Ss’ attention to the first sentence and ask them to
underline the name (Lucy).
• Ask Ss to tell you which text this sentence corresponds
to (to the third text). Then have Ss tell you why this
sentence is wrong by referring to (a) specific part(s) in
the text.
• To help lower-performing Ss, ask them to follow the
same procedure with the rest of the sentences.
• You can also tell Ss that the only sentence corresponding
to the second text is sentence 4.
• Have Ss do the activity and check the answers with the
class.
1. ... it’s a documentary about climate change.
2. I’m always depressed when the weather’s like this.
3. ... but it isn’t raining today. It’s a beautiful sunny day.
4. Well, temperatures around Southern England are about 36 0C
and the usual temperature for this time of year is about 28 0C.
5. ... I can give you a lift home.
• Explain unknown words and choose Ss to act out the
dialogues and the short weather forecast.
TB 42
16/6/2020 3:33:16 µµ
3d
• Ask Ss to read through the questions 1-6. Make sure that Ss
don’t have any unknown words.
POST-READING • Play the recording twice.
Aims: • to give Ss the opportunity to have a discussion • To help lower-performing Ss, you can choose two
about climate change questions and give Ss two options to choose from to answer
the questions.
•
• Check the answers with the class.
• Ask Ss some questions:
Do you think that the climate is changing? 1. It’s usually warm and 4. T-shirts
What kind of climate change have you noticed? sunny. 5. her sister
What can we do to slow down or even reverse climate 2. It’s raining. 6. Toby’s mum / Mary’s
change? 3. It’s about 22 0C. aunt
Does the weather affect you?
LISTENING TRANSCRIPT

3. GRAMMAR Mary Hello?

Aims: • to have Ss differentiate between the Present Toby Hi, it’s Toby. Are you ready for your trip?
Simple and the Present Progressive Mary Just about. What’s the weather like there in
Milan?
•
Toby Not good.
• Choose a student and ask him/her the following question Mary What? But it’s usually warm and sunny at this
about something you know he/she does, e.g. Tom, do you time of year.
watch TV in your free time? (Yes, I do). Then ask him/her, Toby Yeah, well, I’m looking out of the window and
it’s raining at the moment.

s
e.g. Are you watching TV now? (No, I’m not).
• Ask Ss a few more similar questions and report their Mary Oh no. Is it cold?
Toby

n
answers to the class, e.g. Lucy plays tennis at the weekends, Not really. It’s about 22 0C today, I think.
but she isn’t playing tennis now. Mary Do I need to bring warm clothes then? Because I

io
• Have Ss read through the examples and ask them the only have T-shirts in my bag.
Toby Yes, take some warm clothes.
question in the rubric (we use the Present Simple for
Mary What about an umbrella? My sister has mine.
everyday activities or routines and the Present Progressive for
actions happening now, at the moment of speaking).
• Refer Ss to the Grammar Reference at the back of the book.
at
Toby
Mary
Don’t worry, I can give you an umbrella.
Thanks. By the way, are you coming to the
airport?
lic
• Ask higher-performing Ss to provide examples of the use Toby No, I can’t. But I’ll meet you at home later.
of the Present Simple and the Present Progressive. This will Mary So, who’s coming? Uncle Charlie?
challenge them. To help lower-performing Ss, you can give Toby No, my dad’s busy. My mum’s meeting you at
Ss prompts to make the examples (e.g. everyday activities or
b

the airport, OK?

routines: My brother / play tennis / every Tuesday ). Mary No problem. See you later!
Pu

Toby Bye!
4. PRACTICE
Aim: to give Ss practice in using the Present Simple and
the Present Progressive in the context of two short
7. SPEAK
Aims: • to give Ss practice in using the structures,
dialogues
functions and vocabulary presented in this
M

• Have Ss do the activity and check the answers with the class. lesson through a pair-work activity
•
M

1. are you doing, never go, ’m not working, always go

2. ’s snowing, always snows, rarely go out • Draw Ss’ attention to the picture to revise the four
seasons of the year.
• Point out to Ss that we use the preposition in with the
©

5. PRONUNCIATION CD1 66, 67 seasons of the year.

A. Aim: to have Ss identify the stressed syllable in a word
• Play the recording and tell Ss to listen for the stressed
syllable in the words heatwave and because.
• Elicit the answer that heatwave is stressed on the first
syllable while because is stressed on the second syllable.
B. Aim: to give Ss practice in identifying stressed syllables
• Ask Ss to read each word in the box and underline the
stressed syllables.
• Play the recording.
• Check the answers with the class. Write the words on the
board and underline the stressed syllables.
temperature documentary around interesting
outside problem rarely beautiful
6. LISTEN CD1 68
Aim: to give Ss practice in listening for specific
information
• Ask Ss to read through the speech bubble.
• You can have higher-performing Ss work with lower-
performing Ss in pairs and take turns to ask and answer
questions about the weather in each season and the
weather today. Encourage Ss to talk about the weather in
the four different seasons in other countries too.
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the dialogue.
Suggested answer
A: What’s the weather like in winter?
B: It’s always cold. It sometimes snows.
What’s the weather like in spring?
A: It’s usually warm. What about the weather in
summer?
B: It’s usually really hot. It rarely rains.
What’s the weather like in autumn?
A: It’s often windy and it sometimes rains.

43 TB

Traveller_Rev_Elem_TB.indb 94 16/6/2020 3:33:20 µµ

 4. PRACTICE
3. GRAMMAR Circle the correct options.
Present
PRESENTSimple vs (he,
SIMPLE Present
she,Progressive
it) 1.
Questions A: Hey, Chris. What do you do / are you doing here?
Read the examples. What’s the
difference between the two sentences? You never go / are never going shopping on weekdays.
My sister goes to the gym every day. B: Well, I don’t work / ’m not working today.
Now she’s at home and she’s watching TV. A: That’s great. Let’s go and have lunch at Fabricio’s.
B: I don’t know. We always go / are always going there.
Let’s go to the new Chinese restaurant near my place.
2.
A: Hey, look. It snows / ’s snowing!
B: Yeah, it always snows / ’s always snowing here in
February.

s
A: Come on. Let’s go out.

n
B: Oh, no. I rarely go out / ’m rarely going out when it

io
snows. I hate snow.

5. PRONUNCIATION
at
A. Listen and repeat. Notice the syllable that is
stressed in words a and b.
lic
a. heatwave b. because

B. Read the words and underline the stressed syllable.

b

Then listen and check your answers.

Pu

temperature documentary around interesting

3. outside problem rarely beautiful
Elsie Are you watching the news?
M

Lucy No, it’s a documentary about climate 6. LISTEN

Listen to two cousins talking and answer the questions.
M

change.
Elsie Any good? 1. What’s the weather usually like in Milan at this time
Lucy Yes, it’s quite interesting. I mean, of year?
©

just look outside. It usually rains at 2. What’s it like today?

this time of year. 3. What is the temperature?
Elsie That’s true, but it isn’t raining today. 4. What has Mary got in her bag?
It’s a beautiful sunny day.
5. Who has Mary’s umbrella?
Lucy Exactly.
6. Who’s meeting Mary at the airport?
B. Read again and find statements which 7. SPEAK winter summer
prove that these sentences are wrong. Talk in pairs. Discuss
1. Lucy is watching the news. the weather in the four
2. Steven likes cloudy weather. different seasons and
3. It’s raining outside Lucy and Elsie’s the weather today.
house. What’s the weather
4. The temperature in Southern like in spring?
England today is 28 oC. It usually...
spring autumn
5. Ned doesn’t have a car. / It’s usually...

43

Traveller_Rev_Elem_TB.indb 95 16/6/2020 3:33:21 µµ

 3e Home sweet home
shower
bath
1. VOCABULARY
ceiling
Match. Then listen and check
your answers.
11

1 6
10
8 7

5 2 9
12

4 13

s
fridge dishwasher stairs garden

n
washing machine microwave balcony garage

io
cupboard air conditioner

2. READ
A. Read the text quickly and choose the best title a, b or c.
at Read the text quickly to

TIP
lic
understand the main idea.
a. Moving to a new house
b

b. A house on wheels
Pu

c. The life of a bus driver

B. Read.
M

On the inside, Derek Hobbs’

house is quite normal. But
M

ask Derek for his address

and he answers, ‘Wherever
©

I can find a big parking

space.’ You see, Derek’s
house is a bus;
that’s right, a red, 1978
double-decker bus.
Downstairs, there’s a small bathroom with a shower, a kitchen and a living room. The living room has a leather
sofa and a large TV. The kitchen has everything you need: a fridge, a microwave and even a washing machine!
Like all double-decker buses, Derek’s bus has stairs to the upper deck. Here, you can find the bedrooms. There
is a small bedroom with a single bed and a large bedroom with a double bed. They both have windows on the
ceiling.
Derek is very happy with his house and he says, ‘If I don’t like the view out of the window, I move the bus
somewhere else.’

44

Traveller_Rev_Elem_TB.indb 96 16/6/2020 3:33:38 µµ


Describing your neighbourhood
Describing your house/flat
Writing an email
answer (v.) ask balcony bath bathroom
both bus driver ceiling cupboard downstairs
even garage garden happy inside kitchen
large leather shower stairs suburbs tell view
Appliances
air conditioner dishwasher fridge microwave
washing machine
Phrases for emails
Best wishes, Bye for now, Dear... How’s life?
Say hello to everyone. Write back soon. Yours,
WARM-UP
Aims: • to introduce the topic of the lesson
• • Check the answer with the class and ask higher-performing
• Draw Ss’ attention to the title of the lesson.
• Help Ss deduce that the expression home sweet home is used
to say how pleasant your home is. In particular, it can be said
after returning home from a trip to show how much you have
missed it or how much you like being back.
• Ask Ss to tell you the equivalent expression in their L1.
• Ask Ss to guess what the lesson is about.
• A house is a building where you live and which you own
lic
or rent.
• A home is a more general term used to refer to the place
— house, city, town, village — where you live and feel
b
that you belong to.
Pu
1. VOCABULARY CD1 69
Aim: to introduce vocabulary related to household
appliances/furniture and parts of a house/flat
• Ask Ss to match the pictures with the words.
M
• To help lower-performing Ss, you can tell them the correct
number for one item in each picture.
• To challenge higher-performing Ss, you can ask them to cover
M
the words under the first picture, look at the items 1-5 and tell
you the English word for each item.
• Play the recording. Have Ss listen and check their answers.
• Help Ss deduce the meaning of any unknown words by relating
©
them to the content of the corresponding pictures.
• Play the recording and have Ss repeat the words they hear.
fridge 5
washing machine 3
cupboard 1
dishwasher 4
microwave 2
stairs 10
garden 9
balcony 7
garage 8
air conditioner 6
shower 12
bath 13
ceiling 11
Traveller_Brit_2nd_Elem_TB_M3.indd 97
3e
PRE-READING
Aims: • to introduce the topic of the text
• to help Ss create expectations and make predictions
about the text
•
• Draw Ss’ attention to the picture accompanying the text and
ask them to tell you what they can see (a double-decker bus
turned into a house).
• Ask Ss to tell you what they think the text will be about.
• Elicit answers but do not correct Ss at this stage.
2. READ CD1 70
A. Aims: • to give Ss practice in identifying the main idea of
the text
• to present vocabulary and functions in context
•
• Ask Ss to read through the titles a-c and explain any unknown
words.
• Draw Ss’ attention to the TIP and explain it.
• Have Ss do the activity.
Ss to provide justification for their answer. This will challenge
them and help lower-performing Ss understand why this
s
answer is correct.
n
The best title is b. A house on wheels because it best
io
conveys the basic idea of the text.
at
B. Aim: to present vocabulary and functions in context
• Play the recording. Have Ss listen and read at the same time.
• Ask Ss some comprehension questions:
What is Derek’s house? It’s a double-decker bus.
What colour is the bus? It’s red.
Is it new? No, it isn’t.
What is there downstairs? the bathroom, the kitchen and the
living room
What is there in the living room? a leather sofa and a large TV
Does the bus have stairs to the upper deck? Yes, it does.
Are there two small bedrooms on the upper deck? No, there
aren’t. There is one small bedroom and one large bedroom.
What is there in the small bedroom? a single bed
What is there in the large bedroom? a double bed
What does Derek do if he doesn’t like the view? He moves the
bus somewhere else.
C. Aim: to give Ss practice in identifying specific information
in the text through a True/False activity
• Draw Ss’ attention to the TIP and explain it.
• Have Ss do the activity.
• Check the answers with the class.
1. T 2. F 3. T 4. F 5. T
• Have higher-performing Ss work with lower-performing Ss
and correct the false sentences. This will challenge higher-
performing Ss and help lower-performing Ss understand why
these sentences are false.
• Explain any unknown words and choose Ss to read out the
text.
POST-READING
Aims: • to give Ss the opportunity to have a further discussion
on the topic of the text
•
• Ask Ss some questions:
What do you think of Derek’s house?
Would you like to live in it?
What unusual house would you choose to live in?
Have you heard of any other unusual houses?
TB 44
17/9/2021 1:26:54 µµ
3e
• Have Ss do the activity and check the answers with the class.

1. what 3. all, back

3. PRONUNCIATION CD1 71, 72
A. Aim: to have Ss differentiate between /b/, /v/ and /w/
sounds
• Play the recording and have Ss listen and repeat each word they
hear.
• Help Ss understand the difference between the three sounds.
B. Aims: • to give Ss practice in differentiating between /b/,
/v/ and /w/ sounds
• to give Ss practice in spelling words with /b/, /v/
and /w/ sounds
• Play the recording and pause after each word.
• Ask Ss to repeat the word, tick the sound they hear and write
the full word in the last column.
• Check the answers with the class.
1. lovely /v/ 2. wife /w/ 3. bank /b/ 4. balcony /b/
5. diswasher /w/ 6. video /v/ 7. problem /b/
4. SPEAK
Aims: • to give Ss practice in talking about their
2. Dear, life, fine 4. going
B. Aims: • to give Ss practice in writing an email to a friend
or family member about their neighbourhood and
their house/flat
•
• Draw Ss’ attention to the TIP and explain it.
• To help lower-performing Ss, point out to them that they can
use the ideas they talked about in activity 4.
• Allow Ss some time to write their emails.
• Choose some Ss to read out their emails.
Model answer
Dear Uncle Peter,
How are you? I’m writing to tell you about my new flat.
I’m living in a large flat with three friends now. It’s in the
suburbs, but it’s convenient because it’s near an underground
station. Actually, I really like the neighbourhood. There’s an
art gallery, two bookshops and a library in my street. There’s
also a small cinema near the flat and lots of shops. Opposite
the art gallery there’s a lovely park, and I often go there at

s
neighbourhood and their house/flat through a weekends. It’s beautiful at this time of year.
pair-work activity The flat has two balconies with views of the garden. There’s a

n
• fantastic living room with two sofas and an armchair, a coffee
table and a bookcase. Above the fireplace there’s a beautiful

• Draw Ss’ attention to the prompts and make sure they don’t
have any unknown words.
• Ask Ss to read through the speech bubble.
• Point out to Ss that they should use the prompts to make full
questions.
• You can have higher-performing Ss work with lower-
lic
performing Ss in pairs and take turns to ask and answer
questions about their neighbourhood, their house/flat, etc.
• Go round the class helping Ss when necessary.
b
io
painting. My bedroom’s small, but I like the furniture and
the colour of the walls. They’re green, and there’s a green rug
too. It’s next to the bed. On the bedside table there’s a blue
at
lamp. I’ve also got a desk and chair, and they’re in front of the
window. We’ve got a very nice kitchen, and we often cook there
together. There’s a washing machine and dishwasher in the
kitchen, so that’s great! There are two bathrooms, and they’ve
both got showers.
Well that’s all for now. Write back soon,

• Choose some pairs to act out the dialogue. Take care,

Tom
Pu

Suggested answers
A: Do you live in the city centre or the suburbs? WORKBOOK LISTENING CD1 73
B: I live in the city centre.
A: What kind of buildings does your neighbourhood have?
B: There are two banks, a post office and three bookshops. 1.
A: Do you live in a flat or a house? Estate agent So, what do you think of the house, Mr
M

B: I live in a flat. Brooks? Do you like it?

A: What’s it like? Mr Brooks Actually, I love it. It’s exactly what I wanted.
B: It’s not very big. There’s a kitchen, a living room, Estate agent That’s great! A big kitchen and living room...
M

a bedroom and a small bathroom. Mr Brooks And three bedrooms... but my favourite part is
A: Do you like your flat? the garden.
B: Yes, I love it. Estate agent I understand. I have a big garden at the back
of my house, too and I spend most of my free
©

time there.
A: Do you live in the city centre or the suburbs?
Mr Brooks Exactly. I don’t like houses that have front
B: I live in the suburbs.
gardens only.
A: What kind of buildings does your neighbourhood have?
Estate agent Congratulations Mr Brooks! The house is
B: It’s got a small art gallery, a library, some shops and a post
yours then.
office.
Mr Brooks Thank you!
A: Do you live in a house or a flat?
2.
B: I live in a house.
Charlie And this is the living room.
A: What’s your house like?
Adam This is a great place you have, mate.
B: It’s quite big and it’s got a large garden. There are three
Charlie Thanks, Adam.
bedrooms and two bathrooms upstairs and the living room
Adam There’s only one problem. This place is quite
and the kitchen are downstairs.
big and I’m a bit lost, ha, ha. Ermm... I need to
A: Do you like your house?
use the bathroom.
B: Yes, I like it very much.
Charlie Ha, ha. I know it’s big. Everybody has the
same problem.
5. WRITE Adam Well? The bathroom?
Aim: to present set phrases for emails to family and friends
Charlie Oh, yeah. Well, there’s a small bathroom
• Draw Ss’ attention to the box containing set phrases for emails
here next to the kitchen and a big bathroom
to family and friends.
upstairs, between my bedroom and Ken’s
• Make sure that Ss understand the set phrases and how they are
bedroom.
used.
Adam Great! I’m going to the one next to the kitchen.
A. Aim: to provide practice in using set phrases for emails to
See you in a bit.
family and friends
• Ask Ss to read through the parts of the emails 1-4 and the
words in the box.

45 TB

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 3. PRONUNCIATION 4. SPEAK
A. Listen and repeat. Talk in pairs. Ask and answer questions using
a. bed b. very c. window the prompts.
• you / live / city centre or suburbs / ?
• what kind of buildings / your neighbourhood / have / ?
B. Listen and tick (4) the sound you hear. • you / live / house or flat / ?
Then write the word you hear. • what / it / be / like / ?
• you / like / your house/flat / ?
bed /b/ very /v/ window /w/ Word
1 Do you live in the city centre or in the suburbs?
I live in the...
2
3 5. WRITE
4 Set phrases for emails
5
When you write an email to family and friends,
6

s
don’t forget:

n
7 • to start with Dear or Hi/Hello + first name
Dear Aunt Mary, Hi Lucy, Hello Gary,

io
• to begin your email with set phrases:
at
How are you? How’s it going? How’s life?
I hope you’re fine. Thanks for your email.
lic
I’m writing to tell you about... Guess what! I’ve got
some great news.
b

• to end your email with set phrases:

Pu

Well, that’s all for now. Say hello to everyone.

• to sign off with a set phrase and your first name under this
Yours, Love, Bye for now, See you soon,
M

Best wishes, Write back soon, Take care,

M

A. Complete the parts of the emails with the words

in the box.
©

back tell what dear going life all fine

1. Guess ! I have new furniture and I even

Read the text carefully to have a new TV too.
TIP

understand specific details.

2. John, How’s ? I hope
you’re .
C. Read again and write T for True or F 3. Well, that’s for now. Write
for False. soon, Carla
1. Derek Hobbs doesn’t have an address. 4. Hi, Alex. How’s it ? I’m writing to you
2. There is a bath on Derek’s bus. about my new house.
3. The washing machine is in B. Write an email to a friend or family member
the kitchen. telling him/her about your neighbourhood
4. There’s a small bathroom and your house/flat.
on the upper deck.
Start and finish your email in
TIP

5. Derek likes his house.

an appropriate way.

45

Traveller_Rev_Elem_TB.indb 99 16/6/2020 3:33:47 µµ

 3 Video activities
London museums

A. Look at the pictures and the words in the box and do the crossword.
dinosaur
2 fossil
1 2
scientist
1
photograph
furniture

s
4

n
io
5
3
at
lic
4
b

5
Pu

B. Watch Part 2 of the video and answer. Which D. Watch Part 2 again and write T for True or F for
museums are mentioned? False.
M

1. The Natural History Museum is

in London.
C. Watch Part 2 again and complete the table.
M

2. The Darwin Centre closed in 1881.

year opened visitors per year 3. You can only find objects from the UK
©

at the Victoria and Albert Museum.

Natural
History 4. The National Art Library is at the
Museum Victoria and Albert Museum.
5. The British Museum has got a collection
Victoria
of animals and dinosaurs.
and Albert
Museum 6. You can see objects from Egypt at the
British Museum.
British
Museum E. Discuss.

• Would you like to go to any museums in

London?

• Have you got a favourite museum?

46

Traveller_Rev_Elem_TB.indb 100 16/6/2020 3:33:48 µµ

 Video activities 3
London museums
Vocabulary D.
• Ask Ss to read through the sentences 1-6 and make sure
dinosaur fossil furniture photograph scientist they understand everything.
• Have Ss watch Part 2 of the video and do the activity.
• Check the answers with the class.
Aims: • to familiarise Ss with certain aspects of the
British culture
1. T
• 2. F
A. 3. F
• Ask Ss to look at the pictures and do the activity. 4. T
Encourage Ss to start with the ones they feel more 5. F
confident about. To help lower-performing Ss, you 6. T
can suggest that they count the number of letters in the
words and the number of boxes for each number in the • Have higher-performing Ss work with lower-
crossword to find the answers. performing Ss and correct the false sentences. This
• Check the answers with the class. will challenge higher-performing Ss and help lower-
performing Ss understand why these sentences are false.
1. fossil E.

s
2. scientist • Ask Ss the questions.

n
3. furniture • Elicit answers and initiate a short discussion. Allow
4. photograph the use of L1 if necessary to help lower-performing Ss

io
5. dinosaur express themselves.

B.
• Ask Ss the question in the rubric. Have Ss watch
Part 2 of the video and answer the question.
at
Suggested answers
• I would like to visit the British Museum. I’m very
interested in Egyptian and Roman history.
lic
• Check the answers with the class.
• My favourite museum is the Louvre Museum in Paris.
It has a huge collection of art and you can spend all day
Natural History Museum exploring it.
b

Victoria and Albert Museum

British Museum
Pu

TRANSCRIPTS
C. Part 1
• Draw Ss’ attention to the table and the three museums. dinosaur fossil furniture photograph scientist
• Explain to Ss that they are going to watch Part 2 of the
M

video again and complete the table with the appropriate Part 2
information. This is the Natural History Museum. It has lots of animals...
• Play Part 2 of the video and have Ss do the activity. and dinosaurs. But don’t worry, they aren’t alive. You can
M

• If necessary, play Part 2 of the video again and pause it see lots of fossils of ancient animals. There are about eighty
after each answer. This will help lower-performing Ss. million objects in the museum and over five million people
• Check the answers with the class. visit every year. The museum opened in 1881, and now it
©

has the new Darwin Centre. Lots of scientists work there

and you can go and see them.
This is the Victoria and Albert Museum. It opened in 1852
year opened visitors per year and you can find over four and a half million different
objects from different times in history, and from different
Natural countries. There are photographs, furniture, clothes, just
History 1881 5,000,000 about anything. It is a really interesting place with about
Museum three million visitors every year. At the museum there is
also the National Art Library with over 750,000 books.
The British Museum opened in 1759. It has over six million
Victoria
visitors every year and it has about eight million objects in
and Albert 1852 3,000,000 its collection. When it opened, the museum had a collection
Museum of animals, but this became the Natural History Museum.
Today, the British Museum has objects from 2,000,000
British years ago until modern times. There are Egyptian rooms,
1759 6,000,000 Greek rooms, Roman rooms, and many more.
Museum

TB 46

Traveller_Brit_2nd_Elem_TB_M3.indd 101 17/9/2021 1:28:50 µµ

 3 Round-up
Aims: • to help Ss revise the structures, functions and
vocabulary presented in Module 3 through
various activities
•

VOC A BUL A RY
A.

1. e
2. b
3. a
4. f
5. c
6. d
Β.
1. nephew
2. uncle
3. stadium
4. drawer

s
5. cloudy

n
C.

io
1. convenient
2. chilly
3. building
4. especially
5. daughter
at
lic
6. bring
D.
b

1. in
2. under
Pu

3. between
4. opposite
5. on, above
6. next to
M

GR A MM A R
E.
M

1. are... doing, ’m getting, are... going, ’m visiting,

are... going, are going
2. Is... working, Is... visiting, isn’t visiting, ’s looking for,
©

Is... buying
F.

1. a
2. b
3. c
4. b
5. b
6. b
7. a

47 TB

Traveller_Rev_Elem_TB.indb 102 16/6/2020 3:33:49 µµ

 Round-up 3
VOCABULARY GRAMMAR
A. Match. E. Complete the dialogues with the Present
1. bedside a. gallery Progressive of the verbs in brackets.
2. living b. room 1.

3. art c. driver A: Hey, Kevin. What you (do)?

B: I (get) my backpack ready for my trip.
4. city d. machine
A: Really? Where you (go)?
5. bus e. table
B: I (visit) my cousin.
6. washing f. centre
A: So, you (go) to Scotland?
B. Complete with the words in the box. B: Yes, I am. My brother and I (go) together.
2.
stadium uncle cloudy nephew drawer

s
A: Kyle (work) today?
1. My Timmy is my sister’s son.

n
B: No, he has the day off.
A: Oh, so where is he? he

io
2. Is that your over there or your dad?
(visit) his parents?
3. England and France are playing at Wembley

tomorrow.
at
B: No, he
He’s at the furniture shop. He
(not visit) his parents.
(look
lic
4. Hey, come and see what’s in this ! for) furniture for his new flat.
5. It isn’t raining today but it’s a bit . A: Really? he (buy) a
b

new TV too?
Pu

C. Circle the correct options.

B: I don’t know. Why?
1. Fay’s flat is very depressed / convenient because it’s
A: Because I want his old one.
near the underground station.
M

2. It’s a sunny day but the temperature is around 7 oC ,

F. Choose a, b or c.
M

so it’s quite warm / chilly. 1. This clock isn’t . Is it yours?

3. Visit the museum. It’s a beautiful building / ceiling. a. ours b. our c. my
©

4. I love Paris, special / especially in the spring. 2. There’s John and Phillipa. I can see car.

5. My son / daughter has lots of fun when her cousins a. theirs b. their c. his
3. A: mobile phone is this?
come to our house.
B: It’s Jerry’s.
6. Don’t decide / bring your umbrella. It never rains at
a. Who’s b. What c. Whose
this time of the year. 4. three bedrooms in my new house.
a. There is b. There are c. They are
D. Circle the correct options.
1. Is my backpack in / between the cupboard? 5. My sister is getting married next month.
wedding dress is beautiful.
2. There’s a book under / opposite the bed. Whose is it?
a. She b. Her c. Hers
3. The lamp is between / on the sofa and the armchair.
6. an armchair in your study?
4. My house is above / opposite a big park. a. Are there b. Is there c. There is
5. Put this painting on / in the wall under / above the bed. 7. Is there dishwasher in your kitchen?
6. Let’s put the mirror behind / next to the bookcase. a. a b. an c. the

47

Traveller_Rev_Elem_TB.indb 103 16/6/2020 3:33:49 µµ

 G. Circle the correct options. SPEAK
1. I. Talk in pairs.
A: Are you watching / Do you watch this documentary? Student A: Imagine you have moved to the new
B: No, I’m not / I don’t. house in the picture. Look at the picture and answer
Student B’s questions.
A: Let’s watch the football then. Manchester United and
Student B: Look at the picture and ask Student A
Chelsea play / are playing tonight.
questions about his/her new house. Ask about:
B: But you don’t watch / aren’t watching football.
• number of rooms
A: I know, but it’s a big game.
• balcony
2.
• furniture in the house
A: Hey, Cindy. I rearrange / ’m rearranging the • buildings in the neighbourhood
furniture in my bedroom today. Can you help?
B: Sorry, I can’t. Tina and I spend / are spending the day
together. We go / ’re going shopping and then to an

s
art gallery.

n
A: But you never go / are never going to art galleries!
B: Well, I am today. Where’s your brother? Can’t he help

io
you? How do you like your new house?
...
A: No, he rarely helps / ’s rarely helping around the
house. He just cooks / ’s just cooking.
at
How many rooms...?
There are...
Is there...?
lic
Yes, there is... / No, there isn’t...
COMMUNICATION What is there in the...?
There is...
b

H. Complete the dialogue with the phrases a-e.

What’s the neighbourhood like?
Pu

a. Don’t worry. ...

b. Long time no see. WRITE
c. No problem. J. Write an email to a friend giving him/her your
d. What’s wrong with you? news about your new house. Use the ideas you
M

e. That’s kind of you. discussed in activity I and mention what you

are doing at the moment.
M

A: Hi, Richie. (1)

B: Hello there. How’s it going?
SELF-ASSESSMENT
Read the following and tick (4) the appropriate
A: Great! Hey, I have a free ticket for a concert
©

boxes. For the points you are unsure of, refer

tonight. Do you want to come? back to the relevant sections in the module.
B: (2) But I can’t. You see, I’m going to Now I can...
the hospital tonight.  talk about my family
A: Why? (3)  talk about things that are happening now
 talk about temporary situations
B: Oh, I’m OK. (4) My wife’s coming
 talk about future arrangements
home with our new baby.
 write to a friend giving my news
A: That’s great!  talk about furniture, appliances and rooms
B: Yeah. Thanks anyway.  talk about my possessions
A: (5) Maybe another time.  describe my neighbourhood/town/city
B: Sure.  talk about the weather
 say where things are located

Culture page: Life in Tornado Alley

48

Traveller_Rev_Elem_TB.indb 104 16/6/2020 3:33:50 µµ


G.
1. Are you watching, I’m not, are playing, don’t watch
2. ’m rearranging, are spending, ’re going, never go,
rarely helps, just cooks
COMMUNICATION
H.
1. b
2. e
3. d
4. a
5. c
SPEAK
I.
• Ask Ss what they can see in the picture (a house).
• Draw Ss’ attention to the speech bubble.
• Have Ss do the activity in pairs. You can have higher-
performing Ss work with lower-performing Ss.
• Go round the class helping Ss when necessary.
• Choose some Ss to act out the dialogue in class.
Suggested answer
B: How do you like your new house?
A: I love it!
B: How many rooms are there in your new house?
lic
A: There are six. There are two bedrooms, a living
room, a dining room, a kitchen and a bathroom.
B: Is there a balcony?
b
A: No, there isn’t, but there’s a lovely big garden. It’s got
lots of beautiful flowers and trees in it.
Pu
B: That’s great! What furniture is there in your living
room?
A: There are two leather sofas and three armchairs
in the living room. There is also a large bookcase,
a coffee table, a TV and two lamps. There’s a big
M
fireplace opposite the bookcase.
B: What furniture is there in your bedroom?
A: Well, next to the bed there’s a small bedside table and
M
there’s a mirror near the bed too. There’s a desk and
a chair in front of the window and a big wardrobe
opposite the window.
B: What’s the neighbourhood like?
©
A: There are lots of small shops near my house. There’s
also a post office and two banks and next to the
post office there’s a wonderful art gallery. There’s
a fantastic museum too. It’s between a bookshop
and the library. I love my neighbourhood because
everything’s so convenient.
WRITE
J.
• Tell Ss to write their email using the ideas in the
speaking activity. Encourage higher-performing Ss to
add their own ideas. This will challenge them.
Traveller_Rev_Elem_TB.indb 105
Round-up 3
Model answer
Hi Louise,
How’s it going? Long time no see! I’m busy at the
moment because I’ve got a full-time job. I’m working
at the hospital in the city centre five days and two
nights a week. Are you still working at the French
restaurant next to the museum?
I really like my new house. It’s small, but it’s got
a lovely big garden. I can walk to work in half an
hour, but my cousin usually gives me a lift. In the
neighbourhood there’s a bank, a post office and a
small shopping centre. The house has four rooms.
The living room is downstairs and has beautiful
new furniture, and on the floor there’s a really nice
purple rug. Opposite the fireplace, there’s a coffee
table and a sofa. There are lots of paintings on the
walls and there are also two big windows. In the
kitchen, there’s a fridge next to the washing machine,
but there isn’t a microwave. There’s a large table and
there are lots of cupboards. My bedroom’s upstairs,
next to the bathroom, and I love it.
s
The ceiling’s blue and there’s a fantastic lamp
n
between the bed and a wardrobe. Would you like to
visit me next week?
io
Say hello to everyone.
Write back soon,
Sophia
at
SELF-ASSESSMENT
Aims: • to give Ss the opportunity to check their
progress
• to encourage learner autonomy
•
• Draw Ss’ attention to the points and have Ss read them.
• Explain any unknown words.
• Have Ss tick the points they feel confident about. For the
points they are unsure of, they should refer back to the
relevant sections in the module.
Culture page:
Life in Tornado Alley
The Teacher’s Notes can be found at the back
of the book.
GRAMMAR ACTIVITIES
There is a section at the back of the Workbook with
grammar activities providing Ss with further practice
of the grammar presented in the module. After each
Round-up section in the Workbook, it is advisable to do
the corresponding activities in the Grammar Activities
section.
The key for the Grammar Activities section is included in
the Workbook key at the back of the Teacher’s Book.
TB 48
16/6/2020 3:33:51 µµ
4a
4 Feeling good

Aims: • to introduce the topic of the module and

activate Ss’ background knowledge
• to present the learning objectives of the module
•
• Draw Ss’ attention to the title of the module and the
picture and ask them what they think the module will be
about.
• Ask Ss what makes them feel good.
• Ask Ss to look at the picture again and tell you what
they can see (a woman getting ready to start exercising

s
outdoors).

n
• Elicit answers and ask Ss:

io
Do you go jogging?
Why do people exercise?

• Ask Ss the questions in the Discuss section and elicit

answers. Allow the use of L1 if necessary to encourage
at
lic
lower-performing Ss express themselves.

Suggested answers
b

I exercise many times a week and I eat healthy food.

Yes, I am a vegetarian. I don’t eat meat or fish.
Pu

I eat out once a week.

I play basketball three times a week.

• Read out the points listed in the Flick through the module
M

and find... section.

• Explain any unknown words.
• Then ask Ss to flick through the module and find where
M

these points are discussed.

a man visiting a doctor: pp. 56-57

©

a pleasant way to stay fit: p. 58

a flyer about an organisation that helps children in
need: p. 54
a menu from a restaurant: p. 50
an article about fruit and vegetables: pp. 52-53

• Read out the objectives listed in the In this module you

will learn... section.
• Explain any unknown words.

49 TB

Traveller_Rev_Elem_TB.indb 106 16/6/2020 3:33:53 µµ

 Feeling good 4
Discuss:
 What do you do to stay healthy?
 Do you follow a specific type of diet? If yes,
what is it?
 Do you eat out?
 What do you do for exercise?

Flick through the module and find...

 a man visiting a doctor

s
 different ways to stay fit
 a flyer about an organisation that helps children

n
in need

io
 a menu from a restaurant
 an article about fruit and vegetables
at
b lic
Pu
M
M
©

In this module you will learn...

 to give and take an order at a restaurant
 to ask and answer about quantity
 to talk about food preferences
 to talk and write about your eating habits
 to express an opinion
 to ask for and give advice
 to talk about ailments
 to write a paragraph giving advice

49

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 4a What’s on the menu?
1. VOCABULARY 2. READ
A. Complete the menu with the words A. Listen and read. What kind of restaurant
in the box. Then listen and check are the people eating at?
your answers.
B. Read again and write T for True or F for
Salads Desserts Drinks False.
Starters Main courses
1. Diane orders mushroom soup for

Poppy’s
a starter.
2. The Classic pizza has onions on it.
3. Diane and Oliver order mineral water.

Restaurant 4. There is some meat in the lasagne.

5. The lasagne comes with a garden salad.
chicken soup 6. Oliver orders dessert.
1.

s
mushroom soup

n
tomato salad

io
2.
garden salad

steak and chips

at
lic
3.
vegetarian pizza
lasagne
b

grilled fish
Pu

with rice
club sandwich
M

apple pie
4. Waitress Are you ready to order?
ice cream
M

Diane Yes, we’re ready. I’d like some

chocolate cake
mushroom soup for a starter.
©

water Waitress I’m afraid we don’t have any

5.
orange juice mushroom soup. We only have
coffee tomato soup.
tea Diane OK. I’d like some of that. What
cola toppings are on the Classic pizza?
Waitress It’s just cheese and tomato.
Diane So, there aren’t any onions on it.
B. Match to make as many phrases as possible.
Waitress No, but we can add some onions.
Then listen and check your answers.
Diane Great. I’d like a medium please.
1. a bottle of... a. coffee Waitress Is that all?
2. a glass of... b. water Diane Yes, I think so.
3. a cup of... c. cola Waitress What would you like to drink?
4. a can of... d. pizza Diane We’d like a bottle of mineral
5. a slice of... e. soup water, please.
6. a bowl of... f. milk

50

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 4a
The key for the Extra Vocabulary Αctivities section is included
Ordering food in the Workbook Key section at the back of the Τeacher’s Book.
Taking an order
Reading a menu B. Aims: • to introduce phrases related to food and drink
Making offers and express quantity
Accepting and refusing offers •
• Ask Ss to read through the words in the box.
• Draw Ss’ attention to the expressions of quantity and ask
Countable and uncountable nouns them to guess their meaning by looking at the corresponding
some/any/no pictures.
• Have Ss do the activity.
• Play the recording and have Ss check their answers.
add dish drink medium menu slice take 1. b, c, f
vegetarian 2. b, c, f
Containers 3. a, f
a bottle of... a bowl of... a can of... a cup of... 4. c, e
a glass of... 5. d
Food and drink 6. e
apple pie cheese chicken chips club sandwich
cola fish garden salad lasagne meat milk • Encourage higher-performing Ss to make more phrases using
mushroom onion orange juice pasta pepper rice their own ideas. This will challenge them. To help lower-
salad salt soup steak tea tomato water performing Ss, you can allow them to use ideas from activity
Food courses 1A.

s
starters main course dessert PRE-READING
Phrases Aims: • to help Ss create expectations and make predictions

n
Anything else? Are you ready to order? about the dialogue by using visual information
Here you are. I think so. I’m afraid... Is that all? • to introduce the topic of the dialogue

io
Maybe later. One more thing. There you go. •
What does that come with? Would you like...? • Tell Ss to look at the pictures and ask them:

WARM-UP
at
Where are the people in the pictures? at a restaurant
Who is the woman standing up? She’s the waitress.
Who are the people sitting at the table? They’re the customers.
lic
Aims: • to introduce the topic of the lesson
• What is the waitress doing? She’s taking their order.

• Draw Ss’ attention to the title of the lesson and ask them where 2. READ CD2 4
b

they are likely to hear this question (at a restaurant) and who A. Aims: • to present vocabulary, structures and functions in
may say it (a customer to a waiter/waitress). the context of a dialogue
Pu

• Ask Ss what they think the lesson is about. • to give Ss practice in identifying the main idea
of the dialogue
1. VOCABULARY CD2 2, 3 •
A. Aims: • to introduce vocabulary related to food and drink • Play the recording and have Ss follow in their books.
in the context of a restaurant menu • Ask Ss the question in the rubric.
M

• • Check the answer with the class and ask higher-performing

Ss to provide justification (The people are eating at an Italian/
• Draw Ss’ attention to the menu and ask them to tell you the vegetarian restaurant because they are ordering pizza and
M

name of the restaurant (Poppy’s Restaurant).
• Ask Ss to read through the menu and try to guess the meaning
of any unknown words by relating them to the corresponding
pictures.
©
lasagne and the waitress says that there’s no meat in the
restaurant’s dishes). This will challenge them and help lower-
performing Ss understand why this answer is correct.
• Ask Ss some comprehension questions:

• Draw Ss’ attention to the blanks 1-5 and explain to them

that the words missing are categories they would find on a What is Diane ordering for a starter? (tomato) soup
restaurant menu. What is Diane having for her main course? (a medium
• Ask Ss to guess what each category is and tell you what they Classic) pizza
are called in their L1. Why is there no meat in the dishes? because it’s a vegetarian
• Draw Ss’ attention to the words in the box and explain to them restaurant
that they should use them to complete the blanks 1-5. What is Oliver having for his main course? lasagne (and a
• Play the recording and have Ss check their answers. Explain garden salad)
any unknown vocabulary. What is Oliver asking the waitress to bring to their table?
salt and pepper
1. starters
2. salads
B. Aim: to give Ss practice in identifying specific information
3. main courses in the dialogue through a T/F activity
4. desserts
5. drinks • Have Ss do the activity.
• Check the answers with the class.
• Point out to Ss that a meal in a restaurant usually consists
of three different parts which are served separately (starters,
main courses, desserts). 1. F 2. F 3. T 4. F 5. T 6. F

EXTRA VOCABULARY CD4 28 • Have higher-performing Ss work with lower-performing Ss

There is an Extra Vocabulary section at the back of the
Workbook presenting new vocabulary items related to the
vocabulary presented in the lesson. There is also an Extra
Vocabulary Activities section practising the extra vocabulary.
and correct the false sentences. This will challenge higher-
performing Ss and help lower-performing Ss understand why
these sentences are false.
• Explain any unknown vocabulary and choose Ss to act out the
dialogue.
TB 50

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4a
• Ask Ss to find examples of some, any, no in the dialogue
(some mushroom soup, any mushroom soup, some of that,
POST-READING any onions, some onions, any meat, no meat, no salt and
Aims: • to give Ss the opportunity to have a further pepper).
discussion on the topic of the dialogue • Refer Ss to the Grammar Reference at the back of the book.
•
4. PRACTICE
• Ask Ss some questions: Aim: to give Ss practice in using some/any/no in the
Do you like eating out? context of short dialogues
What kind of restaurants do you usually eat at? • Draw Ss’ attention to the four dialogues and explain to
Do you go to Italian/vegetarian restaurants? them what they should do.
What makes a good restaurant? • To help lower-performing Ss, tell them to pay attention to
Do you like pizza? the verbs in the sentences.
How do you eat it? • Draw their attention to the first sentence and ask them:
Is the verb of this sentence in the affirmative, negative or
3. GRAMMAR question form?
Aims: • to present countable and uncountable nouns • Elicit the answer in the negative form.
and some/any/no • Then ask them: Can we use ‘no’ in this sentence?
• • Elicit the answer No, because in sentences including ‘no’ the
verb is in the affirmative form.
• Ask Ss to read through the examples. • Ask Ss: Which word do we use in negative sentences?
• Check Ss’ previous knowledge of countable and uncountable • Have lower-performing Ss tell you the correct answer (any).

s
nouns. Remind them that countable nouns can be counted • Ask them to follow the same procedure for the rest of the
while uncountable nouns can’t. sentences.

n
• Explain to Ss that uncountable nouns do not have a plural • Have Ss do the rest of the activity.
form and we don’t use a/an with these nouns.

io
• Check the answers with the class.
• Ask Ss to tell you which of the nouns in the examples are
countable and which are uncountable (countable: tomatoes, 1. any, some 3. no
mushrooms, onions, salad, sandwich – uncountable:
chicken, pizza, water, cola, cheese).
at
2. some, any, no 4. any, no, some
lic
5. SPEAK
The nouns chicken, pizza and cheese can be both countable Aims: • to give Ss practice in ordering food and taking
and uncountable. e.g. I always have some cheese with my an order at a restaurant
b

lunch. − I like all kinds of cheeses. •

Pu

• Ask Ss to read through the first and the third examples and
draw their attention to the words in bold. Explain that we
use some when we don’t want/need to determine the exact
number/amount of something.
M
• Ask Ss to read through the boxes and the speech bubble. To
help lower-performing Ss, allow them to tick the phrases
they want to use.
• Refer Ss to the menu of Poppy’s Restaurant in activity 1A.
Encourage higher-performing Ss to add their own ideas.

• Point out to Ss that some is most commonly used in

affirmative sentences, but it can also be used in questions This will challenge them.
when we want to offer or request something. • In groups of three, have two Ss act as customers ordering
M

• Have Ss work in pairs and practise using some in questions.
• Ask Ss to read through the second and fourth examples.
• Point out that any is most common in questions and
negative sentences.
©
food and the other as a waiter/waitress taking the pair’s
order. You can have higher-performing Ss work with
lower-performing Ss.
• Go round the class helping Ss when necessary. Tell Ss to

• Check Ss’ understanding and provide them with further swap roles.
clarification if necessary. • Choose a group to act out the dialogue in class.
• Point out that we can use some and any without a noun
(A: Would you like some tea? B: Yes, I’d like some.).
• Ask Ss to read through the last set of examples. Explain to Suggested answer
them that no is used in affirmative sentences in order to A: Welcome to Poppy’s restaurant. Are you ready to
give a negative meaning to the sentence. order?
• Point out to Ss that we cannot use no in a negative sentence. B: Sure. I’d like some chicken soup.
• Write the following examples on the board: We haven’t got A: Of course. And for you?
any orange juice in the fridge. / We have no orange juice in C: I’d like the lasagne.
the fridge. A: I’m afraid we don’t have any lasagne. Would you like
• Ask Ss to tell you if these two sentences have the same or the vegetarian pizza maybe?
a different meaning (the same). Explain that we can use no C: OK. I’d like that.
instead of not any to emphasise the negative meaning. A: Is that all?
• Ask Ss to read through the rules a-c and make sure they B: No, we’d like the garden salad, please.
don’t have any unknown words. A: Good. Anything else?
• Have Ss complete the rules with some, any, no. C: No, that’s all.
• Check the answers with the class. A: Would you like anything to drink?
B: We’d like some coffee, please.
A: Would you like some dessert?
a. some C: No, thank you. Maybe later.
b. any A: Can I take your menus?
c. no B: Of course, there you go. Thank you.
A: Thank you.
51 TB

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 4. PRACTICE
3. GRAMMAR Complete the dialogues with some, any or no.
COUNTABLE AND UNCOUNTABLE NOUNS – 1. Α: I’m hungry. What’s for dinner?
some/any/no B: I’m afraid there isn’t food here.
Read the examples and complete the rules Let’s order.
with some, any or no. A: No! You know I hate ordering food. Let’s
• There are some tomatoes in the fridge. make sandwiches.
• There is some chicken on the pizza, but there
aren’t any mushrooms. 2. A: Would you like pizza?
• Would you like some water? B: Erm... are there mushrooms on
• Is there any cola in the fridge? it? You know I don’t like mushrooms.
• There are no onions in the salad. A: Don’t worry. There are
• There is no cheese in the sandwich.
mushrooms. Here take a slice.
a. We use with uncountable and plural 3. A: Do you like the rice, Mum?
countable nouns in affirmative sentences and offers.
B: Well, it’s not bad, but there’s salt in it.
b. We use with uncountable and plural countable

s
4. A: Is there orange juice in the
nouns in questions and negative sentences.

n
c. We use instead of not any with uncountable fridge?

io
and plural countable nouns in affirmative sentences. B: Let me see. Hmm... There’s
orange juice, but there is cola.
at
5. SPEAK
lic
ROLE PLAY
Talk in groups of three. Look at the menu
b

in activity 1.
Pu

Student A: Imagine you are a waiter/waitress

at Poppy’s Restaurant. Take Student B’s and C’s
orders. Use the phrases in the box.
M

Are you ready to order?

Anything else?
M

And for you?

I’m afraid we don’t have any...
Waitress And for you? Would you like...?
©

Oliver Is there any meat in the lasagne? Is that all?

Waitress No, this is a vegetarian restaurant. There’s What would you like
no meat in our dishes. to drink / for dessert?
Oliver OK. I’d like the lasagne. What does that Can I take your menus?
come with?
Waitress All our pasta dishes come with a garden Students B and C: Imagine you are at Poppy’s
salad. Restaurant. Look at the menu, decide what you
Oliver Good. want to eat and give Student A your order. Use the
Waitress Anything else? phrases in the box.
Oliver No, that’s all. I’d like...
Waitress Would you like to see the dessert menu? Are you ready
Yes, please. / No, thank you.
Oliver Maybe later. One more thing. There’s no to order?
Is there any...?
salt and pepper. Yes, I’d like
What does that come with?
Waitress Oh, I’m sorry... There you go. Can I take some...
No, that’s all.
your menus? Maybe later.
Oliver Here you are.
51

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 4b Eat right
1. VOCABULARY
Listen and repeat. Which of these do you like?
spinach
Vegetables:
peas
peppers

lettuce
carrots aubergines potatoes

watermelons
strawberries lemons
Fruit:
blueberries
apricots
cherries

s
plums
peaches

n
apples grapes bananas
oranges

io
2. READ
at
A. Read the title of the article. What do you think it means? Read and check your answers.

A rainbow
lic

on your plate
b
Pu

‘Eat five meals a day, including lots of fruit and

vegetables,’ nutritionists say. It’s important to include
M

different kinds of fruit and vegetables in each meal.

Try to make your meals colourful. It’s easy!
M

Red fruit and vegetables, like tomatoes and

watermelon, protect you against some types of
©

cancer. Some others, like strawberries and red

grapes, help keep your heart healthy.
A lot of orange and yellow fruit and vegetables,
like carrots, are rich in vitamin A and help you have
healthy eyes. They also protect you against some
types of cancer and heart disease. Citrus fruit, like
oranges, aren’t rich in vitamin A, but they are rich in
vitamin C and a type of B vitamin. They help keep
your heart healthy.
Green fruit and vegetables, like spinach, green
peppers and green apples, help keep both your eyes
and heart healthy, and protect you against some
types of cancer.
Blue and purple fruit and vegetables, like grapes
and aubergines, protect you against some types of
cancer and heart disease. Blueberries also help you
have a good memory.

52

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Talking about food preferences and eating habits
Asking and answering about quantity
How much...? / How many...?
much / many / a lot of / lots of / a few / a little
cancer colourful each easy healthy heart
important include keep meal memory
plate protect (against) try type of vitamin
Fruit
apple apricot banana blueberries cherry
grapes lemon orange peach plum
strawberry watermelon
Vegetables
aubergine carrot lettuce peas pepper
potato spinach
WARM-UP
4b
• Have Ss look at the layout of the text and ask them what
type of text it is (an article).
• Ask Ss to look at the title of the article and draw their
attention to the different colours of the letters that make up
the word rainbow.
• Help Ss deduce the meaning of the word rainbow (=an
arch of different colours that appears in the sky when rain is
followed by sunshine
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Have Ss read the text and check their predictions.
• Ask Ss some comprehension questions:
How many meals a day should we eat? five
Why are tomatoes and watermelon good for us? because
they protect us against some types of cancer
Are carrots rich in vitamin C? No, they aren’t. They are rich
in vitamin A.
Why are carrots good for us? because they help us have
healthy eyes
Why are oranges good for us? because they help keep our
heart healthy
Which green vegetables are mentioned in the text?
spinach and green peppers

s
How do they help us? They help keep both our eyes and
Aims: • to introduce the topic of the lesson and activate Ss’ heart healthy, and protect us against some types of cancer.

n
background knowledge What do grapes and aubergines protect us against? They
• protect us against some types of cancer and heart disease.

io
• Draw Ss’ attention to the title of the lesson and ask Ss to What do blueberries help us have? a good memory
tell you what they think the lesson is about (eating the right B. Aims: • to give Ss practice in identifying specific
kind of food / healthy food).
• Ask Ss some questions about their eating habits.
at •
information in the article

• Draw Ss’ attention to the table and ask them to underline

lic
What do you like eating?
Do you think you eat healthy food? the word cancer in the first box. Explain to Ss that they can
Do you eat junk food? How often? scan the text and focus on finding the word cancer in order
to tick the correct fruit and vegetables in the table.
b

• To help lower-performing Ss do the activity, ask them

1. VOCABULARY CD2 5
to underline the following in the rest of the boxes: heart
Pu

Aims: • to introduce vocabulary related to vegetables and disease, healthy eyes and good memory.
fruit • Have Ss do the activity.
• • Check the answers with the class.
• Ask Ss to tell you if they know any vegetables in English.
• Ask Ss to look at the pictures of the vegetables and read
M

through the words.

• Help Ss deduce the meaning of any unknown vegetables by
relating them to the content of the corresponding pictures. protect
M

against cancer 4 4 4 4 4
• Follow the same procedure with the fruit.
• Play the recording and pause after each word so that Ss can protect
repeat what they hear. against heart 4 4 4 4 4
disease
©

• Ask Ss the question in the rubric.

help you have
EXTRA VOCABULARY CD4 29 healthy eyes 4 4
There is an Extra Vocabulary section at the back of the help you
Workbook presenting new vocabulary items related to the have a good 4
vocabulary presented in the lesson. There is also an Extra memory
Vocabulary Activities section practising the extra vocabulary.
The key for the Extra Vocabulary Αctivities section is
included in the Workbook Key section at the back of the
Τeacher’s Book. • Explain any unknown vocabulary and choose Ss to read out
the article.
2. READ CD2 6 POST-READING
A. Aims: • to help Ss create expectations and make Aims: • to give Ss the opportunity to have a further
predictions about the article discussion on the topic of the article
• to give Ss practice in identifying the main idea •
of the article
• to present vocabulary, structures and functions • Ask Ss some questions:
in the context of an article about fruit and
vegetables How many meals a day do you have?
• Do you eat lots of vegetables and fruit?
• Ask Ss to name the vegetables and fruit they can see in Do you agree with what the article says?
the picture (bananas, strawberries, cherries, kiwis, grapes, What else should we eat in order to protect our health?
lemons, carrots).

TB 52

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4b
3. GRAMMAR
Aims: • to present How much...? / How many...? and much
/ many / a lot of / lots of / a few / a little
•
• Briefly revise countable and uncountable nouns
• Ask Ss to read through the dialogues (1-3) and draw their
attention to the words in bold.
• To help lower-performing Ss do the activity, draw their
attention to the nouns next to the words in bold and ask Ss
to tell you which are countable and which are uncountable
(countable: tomatoes, peas – uncountable: fruit, lemon juice,
salt).
• Have Ss do the activity.
• Check the answers with the class.
countable: How many, many, a few
uncountable: How much, much, a little
both: a lot of, lots of
• In pairs, have Ss ask and answer questions about the
items of food/drink they have at home using How
much...? /How many...?
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the dialogue.
5. LISTEN CD2 7
(for the listening transcript, go to the back of the book)
Aim: to give Ss practice in listening for the main ideas
• Ask Ss to read through the sentences 1-3 and the options
given.
• Make sure that Ss don’t have any unknown words.
• Play the recording twice.
• Alternatively, to help lower-performing Ss, play the recording
and pause after each dialogue for Ss to choose their answers.
• To challenge higher-performing Ss, you can write sentences
1-3 on the board without the options, ask them to cover the
activity in their books, listen and complete the sentences.
• Check the answers with the class.

• Point out to Ss that we use How much…? to ask about the 1. b 2. a 3. a

s
amount of something while we use How many…? to ask

n
about the number of something.
• Point out to Ss that much is used with singular uncountable 6. SPEAK
Aims: • to give Ss practice in talking about quantities of

io
nouns and many with countable plural nouns. Also, explain
to them that in everyday language much and many are food
usually used in questions and in negative sentences, while a •
lot of and lots of are usually used in affirmative sentences.
• Remind Ss that while some nouns like water, tea, etc. are
uncountable (How much tea…?) they can be counted when
at
• Refer Ss to the Speaking Section at the back of the book.
• Ask Ss to look at the pictures and read through the speech
bubbles.
lic
used with quantity nouns such as bottle/glass/cup of (e.g. • In pairs, have Ss discuss as in the example.
two cups of tea). • Go round the class helping Ss when necessary.
• Explain to Ss that a little and a few have a positive meaning. • Choose some pairs to act out the dialogue.
b

They mean some but not much/many.

• Make a Venn Diagram on the board labelling the circle on Suggested answers A: OK, then. We need
Pu

the left countable and the circle on the right uncountable. A: How many tomatoes do three, so we need to buy
• Ask Ss to copy it in their notebooks and put the following we have? two. Do we have any
words/phrases in the correct circle: How much…? / How B: We have two. cheese?
many…? / Much / Many / A lot of / lots of / A few / A little. A: Great. So, we don’t need B: Yes, we do.
• Explain that in the inner circle they should write the words to buy any. How many A: That’s great. Now, how
that can be used both with countable and uncountable carrots do we have? many mushrooms do we
M

nouns. B: We don’t have any have?

carrots. B: We have four and a half.
A: OK. Let’s buy one. How A: Well, we need five, so
M

many onions do we have? let’s buy one more. How

B: We have one and a half. much chicken do we
A: Good. We only need one. have?
How many peppers do B: We have one chicken.
©

COUNTABLE we have? A: That’s good. We don’t

BOTH UNCOUNTABLE need to buy any chicken.
B: We have one.

7. WRITE
Aims: • to give Ss practice in writing about their eating
habits
•
• This will help both higher-performing Ss and lower-
performing Ss organise the new information. • Ask Ss to read through the questions.
• Point out to Ss that we can also use How much… ? to ask • Point out to Ss that these are questions to help them while
about the price of something. writing about their eating habits.
• Refer Ss to the Grammar Reference at the back of the book. • Have higher-performing Ss work with lower-performing Ss
in pairs and discuss the questions first.
4. PRACTICE • Allow Ss some time to write their paragraphs.
Aim: to give Ss practice in using How much...? / How • Encourage higher-performing Ss to add their own ideas.
many...? and much / many / a lot of / lots of / a few / a This will challenge them.
little • Choose some Ss to read out their paragraphs.
• Have Ss do the activity. Model answer
• Check the answers with the class. I have three meals a day. I always have breakfast when I wake
up in the morning. I have lunch at about 1 p.m.,
1. a lot of 3. much 5. many, a few and in the evening I usually have dinner at 7 p.m. I eat lots
2. many 4. much 6. a little of fruit, but I don’t eat many vegetables. I drink four or five
glasses of water a day and two glasses of milk. I don’t eat
much junk food because it isn’t healthy. I eat a little chocolate
53 TB every day because I really like it.

Traveller_Rev_Elem_TB.indb 114 16/6/2020 3:34:53 µµ

 4. PRACTICE
3. GRAMMAR
Circle the correct options.
How much? / How many? 1. Drink a lot of / much water in the summer.
much / many / a lot of / lots of / a few / a little It’s good for you.
Read the dialogues. Look at the words in bold 2. How much / many hours do you work every
and complete the table. day?
1. A: How much fruit do you usually eat? 3. Let’s go! We don’t have much / many time.
B: I don’t eat much fruit. 4. How much / many milk do you drink a day?
2. A: How many tomatoes do you need for the salad? 5. A: We don’t have much / many vegetables in the
B: I don’t need many tomatoes. fridge.
A: Well, I usually eat a lot of / lots of tomatoes. B: Well, I can go to the supermarket and buy
3. A: Would you like a few peas in your salad? a little / a few carrots and some spinach.
B: No thanks, but I’d like a little lemon juice on it. 6. A: Do you want any salt on your salad?
A: Me too, but I’d also like a lot of / lots of salt.
B: Just a little / a few.
B: It’s not good for you, you know.
COUNTABLE UNCOUNTABLE BOTH 5. LISTEN

s
How many Listen to three short dialogues and

n
complete the sentences. Choose a or b.
1. White fruit and vegetables help keep our

io
healthy.
a. eyes b. heart
at
2. The man and woman don’t need to buy any
lic
.

So, add a. strawberries b. cherries

b

3. The man orders for dessert.

a little a. a fruit salad b. ice cream
Pu

colour 6. SPEAK
Talk in pairs.

t o yo u r Students A & B: Go to the Speaking Section.

M

meals.
7. WRITE
M

How healthy is your diet? Look at the

questions and write a paragraph about
your eating habits.
©

• How many meals do you have a day?

• Do you eat fruit and vegetables?
• How much water do you drink?
• How much milk do you drink?
• Do you eat junk food?
• How much chocolate do you eat?

B. Read again
and tick (4).
protect against
cancer
protect against
heart disease
help you have
healthy eyes
help you have a
good memory
53

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 4c Helping others
1. READ
A. Read the flyer. Would you like to become a member of this organisation? Why? /
Why not?

Get Involved: NEP L

Become a volunteer and experience
Nepali culture for 10 days!
Come and help us change children's lives!
Date:
25th November - 5th December

• Visits to orphanages

s
• Workshops:

n
Children make and learn how to play

io
musical instruments.
Children learn how to paint pictures.

• at
Fundraisers:
We organise puppet shows, plays, etc.
lic
We make and sell cakes.

@ For more information contact:

freepic .com

info@getinvolved.net
Pu

B. Read the email. Why is Beth writing to Angela?

M
M

Dear Angela,
©

I have some good news. I’m officially a member of the Get Involved volunteer organisation.
Let me tell you all about it.
Get Involved helps orphans around the world. Volunteers visit different orphanages, they
organise events to raise money, they have workshops and they even help build new
schools in poor countries. This year about twenty volunteers are going to Nepal for ten days
and I’m going with them. Can you believe it?
We need to work really hard to have everything ready but I’m really excited about going
there. I’m doing the art workshop and I’m trying to find some interesting activities for the
children. Any ideas? Another volunteer, Kelly, is organising the street puppet show. Maybe I
can work with her.
That’s all for now. See you when I get back. Wish me luck!
Take care,
Beth

54

Traveller_Rev_Elem_TB.indb 116 16/6/2020 3:34:55 µµ


Discussing volunteer work and fund-raising events
Expressing opinion
Object Personal Pronouns
activity another believe build change (v.)
culture event excited (about) experience (v.)
get involved information member
musical instrument organisation organise
orphan paint play (n.) poor puppet show
raise money sell visit (n.) volunteer (n.)
Phrases
Any ideas? Wish me luck.
WARM-UP
Aim: • to introduce the topic of the lesson
4c
performing Ss’ confidence to share their answers in
class.
• Elicit answers and ask Ss to provide justification for their
answers. This will challenge higher-performing Ss.
B. Aims: • to give Ss practice in reading for gist
•
• Have Ss read the text.
• Ask Ss the question in the rubric.
• Check the answer with the class. Ask higher-performing
Ss to justify their answers. This will challenge them and
help lower-performing Ss understand why this answer is
correct.
Beth is writing to Angela to tell her that she has
become a member of the ‘Get Involved’ organisation, to
inform her about the work of the organisation and ask
for ideas about interesting activities for children.
• Ask Ss some comprehension questions:

s
•
Who does ‘Get Involved’ help? orphans around the

n
• Draw Ss’ attention to the title of the lesson. world
• Ask Ss to tell you what they think the lesson is about. What do volunteers visit? They visit different

io
• Elicit answers and ask Ss: orphanages.
What do volunteers help build? They help build schools
Do you help people who are in need?
How do you help them?
at
in poor countries.
Is Beth excited about going to Nepal? Yes, she is.
What kind of workshop is Beth doing? She’s doing the art
lic
1. READ CD2 8, 9 workshop.
A. Aims: • to introduce the topic of the reading activity What is Kelly organising? the street puppet show
• to help Ss become familiar with a volunteer
b

organisation
Pu

•
• Ask Ss to look at the flyer (=a leaflet containing
information about an event, organisation, etc.).
• Ask Ss what they can see in the pictures (Asian children,
a puppet show, etc.).
M

• Draw Ss’ attention to the title of the flyer (Get involved:

NEPAL).
M

• Ask Ss where Nepal is (in Asia), what they know about

the country, etc.
©

Nepal is a country in South Asia bordered by China

to the north and by India to the south, east and west.
The Himalaya mountain range runs across Nepal’s
northern and western parts, and eight of the world’s
ten highest mountains, including the highest, Mount
Everest, are within its territory.

• Ask Ss to read through the first three lines of the flyer

and ask them what it is about (a volunteer organisation
for helping children in Nepal).
• Play the recording and have Ss listen and follow in their
books.
• Draw Ss’ attention to the three coloured bullets in the
flyer and explain to them that the colours in the bullets
correspond to the pictures.
• Help Ss deduce the meaning of any unknown words by
relating them to the corresponding pictures.
• Ask Ss the question in the rubric.
• Allow Ss some time to think of their answers. Then have
higher-performing Ss work with lower-performing Ss
in pairs and exchange opinions. This will build lower-

TB 54

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4c
• Check the answers with the class.

C. Aim: to give Ss practice in identifying specific 1. her, She 4. them, they

information in the email 2. it, it 5. I, me/us
• Have Ss do the activity. 3. he, him 6. we, us
• Check the answers with the class.
4. PRONUNCIATION CD2 10, 11
A. Aim: to help Ss differentiate between //, /:/ and //
1. Beth sounds
2. They organise events.
3. She’s going to Nepal with other volunteers. • Play the recording and tell Ss to listen for the difference in
4. some interesting activities for children
5. She knows Kelly. NEP L
pronunciation between wish, need and time.
Get Involved:
• Elicit the answer that wish has a short // sound, need has a
long /:/ sound and time has an // sound.
D. Aims: • to give Ss practice in identifying elements of
cohesion in the text B. Aim: to give Ss practice in differentiating between //,
/:/ and // sounds
•
• Play the recording and pause after each word.
• Ask Ss to read through the email again and look at the
• Ask Ss to repeat each word and tick the sound they hear.
highlighted words.
• Check the answers with the class.
• Draw Ss’ attention to the TIP and explain it.
• Explain to Ss that the words they are looking for can be
either in the same sentence as the highlighted words or in //: build, winter

s
the previous one(s). /:/: meal, screen, niece
• To build lower-performing Ss’ confidence to do the //: try, organise, twice

n
activity, draw their attention to the word there in the email

io
and explain to them that it refers to a particular place. Ask 5. LISTEN CD2 12
Ss to find the place it refers to and share their answers in Aim: to give Ss practice in listening for specific
class (Nepal). information
• Have Ss do the activity.
• Check the answers with the class.
at
• Ask Ss to read through the sentences and explain any
unknown words.
lic
• Point out to Ss that the dialogue they are about to hear is
1. volunteers (of the ‘Get Involved’ organisation)
2. volunteers (going to Nepal) a continuation of activity 1B.
3. Nepal • Draw Ss’ attention to the TIP and explain it.
b

4. Kelly • Play the recording twice.

• Check the answers with the class.
Pu

POST-READING 1. puppets 3. people

Aims: • to give Ss the opportunity to have a further 2. Saturday 4. camera
discussion on the topic of the reading activity
M

•
Angela Hello?
• Ask Ss some questions: Beth Angela, it’s me, Beth.
Angela What a surprise! Wait a minute, where are you?
M

Have you heard of any other volunteer organisations?

Beth I’m calling from Nepal.
What do you think of volunteer work?
Angela Really? Wow! How’s it going out there?
Beth It’s an amazing experience.
2. GRAMMAR
©

Angela Are you at one of the orphanages?

Aims: • to present object personal pronouns Beth Yeah. By the way, thanks for your idea. The
• children are making puppets at the moment
and they love it.
• Ask Ss to read through the examples and draw their Angela So, when is the puppet show?
attention to the words in bold. Beth Well, we want to finish the puppets on
• Explain to Ss that they are object personal pronouns. Friday because the show is on Saturday.
• Check Ss’ previous knowledge of subject personal pronouns Angela Exciting. What else?
and explain the relation between subject and object personal Beth Well, tomorrow we’re painting one of the
pronouns (e.g. I – me, You – you, He – him, etc.). walls of the orphanage.
• Ask Ss to read the first example and tell you what they Angela That sounds like fun. What colour?
notice about the words I and me. I goes before the verb Beth Well actually, we’re painting a big picture on it.
(used as the subject) while me goes after the main verb We’re painting people from all over the world.
(used as an object). Angela Nice idea.
• Ask Ss the questions in the rubric (they refer to the subjects Beth Yes, I’m looking forward to it. The children
of the first sentences and we use them after verbs as objects or want to paint the whole building, but that’s a
after prepositions). lot of work.
• Refer Ss to the Grammar Reference at the back of the book. Angela I can imagine. Listen, I want to see lots of
photos from your trip, when you get back.
3. PRACTICE Beth Well, I’m not taking any pictures because
Aim: to give Ss practice in using subject and object my camera doesn’t work, but my friends are
personal pronouns in context taking lots. Don’t worry.
Angela Great.
• Have Ss do the activity.
Beth Listen, I can’t really talk for much longer...
55 TB

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 C. Read again and answer the questions. D. Read again and look at the highlighted words.
1. Who is a member of Get Involved? Who or what do these words refer to?
2. How does Get Involved raise money? 1. they
2. them
3. Where’s Beth going and who with? 3. there
4. What is Beth looking for? 4. her
5. Does Beth know any other volunteers?
Words like he, it, them, there, this,
etc. are very important in a text.
Make sure you understand who or
what they refer to.

2. GRAMMAR
4. PRONUNCIATION
OBJECT PERSONAL PRONOUNS A. Listen and repeat. What’s the difference
between a, b and c?
Read the examples. What do the words in
a. wish b. need c. time
bold refer to? What do you notice about
their position in the sentences? B. Listen and tick (4) the sound you hear.

s
I don’t understand this exercise. Can you help

n
wish /Ι/ need /i:/ time /Ι/
me?
try

io
Jim is going to the cinema tonight. I’m going
with him. build
Mary is my cousin. Do you know her?
My room is horrible. I want to paint it.
at meal
screen
lic
We want to go to the shopping centre. Can you organise
take us there? winter
b

Those puppets are nice. Let’s buy them, Mum! niece

Pu

twice

3. PRACTICE 5. LISTEN
M

Complete with the correct subject or object Listen to a telephone

personal pronouns. conversation between
M

1. Janet is Tom’s sister, but I don’t like . Angela and Beth from
activity 1B and complete
is rude.
the sentences.
©

2. A: Where is my bag? I can’t find .

B: I think ’s in your wardrobe. 1. The children are making .
3. A: Is Mike working today? 2. The puppet show is on .
B: No, has the day off. Let’s call . 3. The children are painting
4. A: These are my new shoes. Do you like ? from all over the world on one of the
B: Yes, ’re really nice. orphanage walls tomorrow.
5. A: Excuse me, ’m here for the job 4. Beth doesn’t have a with
interview. her.
B: Of course. Please tell your name.
6. Greg and I are members of an organisation that Before you listen, try
to predict what kind of
helps poor people and want to raise information is missing.
money. Help , please.

55

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 4d Healthy body, healthy mind
1. VOCABULARY
Look and complete the bubbles with the words in the box. Then listen and check
your answers.
My back hurts. I have
backache My head hurts. I have a(n) (3) .
(1) .
I have a(n)
ill (2) .
stomach ache
toothache
My throat hurts. I have a(n) I’m (5) .
headache
(4) . I think I have the flu.
temperature
sore throat

s
My stomach hurts. I have a(n)

n
(7) .

io
My tooth hurts. I have (6) .

I have a rash.
I feel dizzy. at
b lic
Pu

2. READ
A. Listen and read. What advice does the doctor give
to Mr Hill?
M

Doctor So, Mr Hill, what seems to be the problem?

M

Mr Hill Well, I have this rash on my arm.

Doctor Hmmm... Do you have any allergies?
Mr Hill I’m allergic to strawberries, but I never eat them.
©

Doctor Do you have any other problems?

Mr Hill I have a stomach ache at the moment and backache as
well. But I’m taking medication for that and I’m OK.
Doctor Do you ever feel dizzy?
Mr Hill Actually, yes I do. What do you think it is, doctor?
Doctor I’m not sure. Maybe it’s stress. Do you work long hours?
Mr Hill Yes, I have a lot of work these days and I don’t
sleep much. So, it’s not serious, then.
Doctor You shouldn’t say that. Stress can be very harmful.
Mr Hill What should I do?
Doctor Well, let’s do some tests to check that you’re OK.
But you should try to find ways to relax. I find
that exercise helps.
Mr Hill What about my rash? Should I take any medicine?
Doctor I can give you a cream.
Mr Hill Thank you very much.

56

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 4d
PRE-READING
Talking about ailments Aims: • to help Ss create expectations and make
Asking for and giving advice predictions about the dialogue
•
• Draw Ss’ attention to the picture accompanying the
The verb should
dialogue and ask them some questions:

Who are the people?

allergic as well cream do tests exercise feel Where are they?
give harmful hurt medication medicine What are they talking about?
relax sleep stress What advice is the doctor giving to the man?
Parts of the body
arm back head stomach tooth • Elicit answers but do not correct Ss at this stage.
Ailments
allergy backache dizzy headache ill rash 2. READ CD2 15
sore throat stomach ache temperature the flu A. Aims: • to give Ss practice in identifying the main
toothache idea of the dialogue
• to present vocabulary, structures and
functions in the context of a dialogue
WARM-UP between a doctor and a patient

s
Aims: • to introduce the topic of the lesson
• • Play the recording and have Ss follow in their books and

n
check their predictions.
• Draw Ss’ attention to the title of the lesson. • Ask Ss the question in the rubric.

io
• Ask Ss what they think the lesson is about. • Check the answers with the class. You can ask
• Elicit answers and initiate a short discussion on the higher-performing Ss to justify their answers. This
connection between a healthy body and a healthy mind.

1. VOCABULARY CD2 14
at
will challenge them and help lower-performing Ss
understand why this answer is correct.
lic
Aims: • to present vocabulary related to ailments The doctor advises Mr Hill to do some tests and to
• find ways to relax.
b

• Ask Ss to read through the words in the box.

• Ask Ss to read through the speech bubbles. Explain to Ss
Pu

• Ask Ss some comprehension questions:

that this activity refers to aches and illnesses.
• Help Ss deduce the meaning of any unknown words by
looking at the corresponding pictures. Why is Mr Hill taking medication? because he has a
• Draw Ss’ attention to the first speech bubble and stomach ache and backache
ask them to underline the word head. Then draw Ss’ Does Mr Hill ever feel dizzy? Yes, he does.
M

attention to the words in the box and ask them which Does Mr Hill work long hours? Yes, he does.
word from the box completes gap number 1 and why. Does Mr Hill sleep much? No, he doesn’t.
What does the doctor think about stress? that it can be
M

Elicit the answer that the word headache completes the

first gap as it refers to the head. very harmful
• To help lower-performing Ss, you can explain to them Why is the doctor telling Mr Hill to do some tests?
that they can follow the same procedure to complete because he wants to check that Mr Hill is OK
©

most of the speech bubbles.

• Have Ss do the activity.
• Play the recording and have Ss listen and check their
answers.

1. headache
2. temperature
3. backache
4. sore throat
5. ill
6. toothache
7. stomach ache

• Draw Ss’ attention to the fact that we say I have a

headache/temperature/stomach ache but I have backache/
toothache.

TB 56

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4d
B. Aim: to give Ss practice in differentiating between the
pronunciation of should and shouldn’t
B. Aim: to give Ss practice in identifying specific • Play the recording. Pause after each sentence and have Ss
information in the dialogue repeat it and circle the word they hear.
• Have Ss do the activity. • Check the answers with the class.
• Check the answers with the class.
1. shouldn’t
1. because he has a rash on his arm 2. should
2. because he’s allergic to them 3. shouldn’t
3. He has a stomach ache and backache and he feels 4. should
dizzy.
4. He thinks that it’s stress. 6. SPEAK
5. a cream Aims: • to give Ss the opportunity to practice the
structures, functions and vocabulary presented in
• Explain any unknown vocabulary and choose Ss to act out this lesson through a pair-work activity
the dialogue. •
POST-READING • Ask Ss to read through the speech bubble and the ideas in
Aims: • to give Ss the opportunity to have a further the box.
discussion on the topic of the dialogue • Have higher-performing Ss work with lower-performing Ss
• in pairs and take turns to ask for and give advice using some
of the ideas in the box.
• Ask Ss some questions: • Encourage higher-performing Ss to use their own ideas.

s
This will challenge them.
Do you suffer from stress? • Go round the class helping Ss when necessary.
What stresses you out?

n
• Choose some pairs to act out the dialogue.
What do you do when you feel stressed out?
Do you think that stress can be harmful?

io
Suggested answers
B: So, Andy, what seems to be the problem?
3. GRAMMAR A: I’m not feeling very well. My throat hurts really
Aims: • to present the verb should
•
at
badly and I have a temperature.
B: Hmmm… Do you have any other problems?
A: Yes. My back hurts too. What should I do?
lic
• Ask Ss to read through the examples and draw their B: You should take some vitamins and drink lots of
attention to the words in bold. warm tea. You shouldn’t work hard or exercise for a
• Ask Ss to tell you what they notice about it (should forms few days. You should also get some sleep.
b

the negative form without an auxiliary verb, the question

form by inversion, and it is followed by the base form of the
Pu

verb). WORKBOOK LISTENING CD2 18

• Ask Ss the question in the rubric and elicit answers (we
use should and shouldn’t to ask for and give advice, express
opinion and make suggestions). 1.
• Refer Ss to the dialogue and have them underline all the Doctor So, what seems to be the problem?
M

examples of should or shouldn’t (You shouldn’t say that, Patient I have a temperature and a bit of a stomach ache.
What should I do?, But you should try to find ways to relax, Doctor Anything else?
Should I take any medicine?). Patient Yes, my throat hurts a bit too. It stops me from
sleeping.
M

• Refer Ss to the Grammar Reference at the back of the book.

• Ask higher-performing Ss to make sentences using should Doctor OK, let me take a look.
and shouldn’t. This will challenge them. To help lower-
performing Ss, you can write incomplete sentences on 2.
Dentist OK, let me see. Hmmm... do you drink a lot of
©

the board and ask them to complete them with should or

shouldn’t. (e.g. You go to work today. You don’t coffee?
Patient Yes, I do actually. My teeth are a bit yellow, eh?
look well.).
Dentist Yes, they are.
4. PRACTICE Patient Is that why I have toothache?
Aim: to give Ss practice in using the verb should Dentist No, I think it’s something else. Let me have another
look.
• Ask Ss to read through the sentences 1-4 and write
sentences using should or shouldn’t. 3.
• Check the answers with the class. Doctor So, how are you feeling today?
Patient I feel good. I don’t have a temperature and my head
feels fine.
1. He should get up (now). Doctor That’s good.
2. She shouldn’t play tennis. Patient When can I go home?
3. He should buy a new one. Doctor Oh, I think you can leave tomorrow.
4. She shouldn’t go shopping. Patient That’s great.
Doctor I just need you to read this and sign it.
Patient OK.
5. PRONUNCIATION CD2 16, 17
A. Aim: to present the difference in pronunciation between 4.
should and shouldn’t Mother Come on Davie.
Son No, way. It’s horrible!
• Play the recording and have Ss notice the difference in Mother But you have a temperature and you need to take
pronunciation between should and shouldn’t. your medicine.
Son OK, can I have some chocolate afterwards, though?
• Play the recording again and pause after each sentence so Mother Yes, you can. Now, come on.
that Ss can repeat what they hear. Son Yurrrghhh!
57 TB

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 3. GRAMMAR 5. PRONUNCIATION
A. Listen. Notice the difference in pronunciation
THE VERB should between should and shouldn’t.
a. You should go to the gym.
Read the examples. When do we
use should and shouldn’t ? b. You shouldn’t go to the gym.

A: I have backache. What should I do?
B: You should stay in bed and you shouldn’t
exercise today.
4. PRACTICE
Read the sentences and write what the
people should or shouldn’t do.
1. Andy starts work at 9.00. It’s 8.45 and he’s still
in bed.
B. Listen. Do you hear should or shouldn’t ?
Circle.
1. You should / shouldn’t eat strawberries.
2. You should / shouldn’t stay in bed.
3. You should / shouldn’t take medication.
4. You should / shouldn’t get up early.
6. SPEAK

s
(get up) ROLE PLAY

n
Talk in pairs.
2. Sheila wants to play tennis but her arm hurts.
Student A: Imagine that you have one of

io
(play) the problems in activity 1 and that you go to
3. Terry’s car is very old.
(buy)
at
Student B who is a doctor. Tell him/her what’s
wrong with you and ask him/her for advice.
Student B: Imagine that you are a doctor.
lic
4. Ruth wants to go shopping but she has Student A has a problem with his/her health.
the flu. Ask what’s wrong. Listen to him/her and give
b

(go) advice. Use should and shouldn’t and some of

Pu

the ideas in the box.

take medication get some sleep

M

drink / water go / school or work

drink warm tea or stay in bed
M

milk
relax
have / warm soup
work hard
©

eat fruit and

vegetables go / gym

take vitamins exercise

have / shower

B. Read again and answer the questions.
1. Why does Mr Hill go to the doctor?
2. Why doesn’t Mr Hill eat strawberries?
3. What else is wrong with Mr Hill?
4. What does the doctor think the problem is?
5. What does the doctor give Mr Hill for his rash?
What seems to be the problem?
I’m not feeling very well. I...
Do you have any other problems?
Yes, I... / No. What should I do?
You should / shouldn’t...

57

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 4e Get in shape
1. VOCABULARY
Read the sentences. Match the words in bold with their meanings a-d. Then listen and check.

1. I work out at the gym three times a week.
2. My friends and I like dancing so we go to the
gym and do aerobics.
3. Janet wants to take up tennis or volleyball.
4. John wants to be fit so he goes jogging every morning.
a. to learn or start something (e.g. sport, hobby)
b. to be healthy and strong
c. to exercise
d. to do exercises usually in classes with music

2. READ
A. Read Amy’s post asking for advice from Kenny Adams. Can you suggest any solutions to
Amy’s problem? Read and compare your answers.

www.keepfit_stayfit.com

n s
Keep fit, stay fit with

io
Kenny
Adams

at
lic
Dear Kenny,
I really want to keep fit and stay healthy, but I’m really lazy and exercise is boring! I’m bored of the
gym and I don’t play sports because I don’t like them. What should I do?
b

AMY WILLIS, FALKIRK

Pu

Dear Amy,
This is a common problem and I often receive emails like this from my readers. Many people get bored
of the gym after a while, so don’t worry. You’re not the only one. Here are some interesting ways to stay
fit and strong. It is important to find an activity you enjoy. Nowadays, ‘exergaming’ is very trendy because
M

you have fun and exercise at the same time. With ‘exergaming’, you play video games, but not sitting on
the sofa. You stand and move around while you play. And the best part? You don’t need to go anywhere!
M

You do it at home, so it’s perfect for people of all ages and fitness levels. If you are interested, you can
get information on the Internet. There are a lot of games to choose from. Another great way to stay in
shape is to make exercise part of your everyday life. Ride your bike to your job or to classes. Don’t take
©

the lift; take the stairs. Walking is great too. You can listen to music while walking to make it more fun.
Just make sure your music isn’t too loud — it’s important to hear what’s going on around you! These
things are easy enough to do every day and will help you stay in shape.
I hope these ideas are useful to you and that you will enjoy keeping fit.
KENNY ADAMS

B. Read again and write T for True or F for False.

1. Amy Willis is very active.

2. Kenny Adams reads many posts like Amy’s.
3. ‘Exergaming’ is a popular way to keep fit.
4. You need to be fit for ‘Exergaming’.
5. Listening to music can make activities fun.

58

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Talking about a problem
Asking for and giving advice
after a while at all be/get bored of before
boring choose common dance interested level
machine make sure nowadays receive sit stand
strong trendy
Words related to fitness
be/keep fit do aerobics go jogging
take up (a sport) work out
WARM-UP
Aims: • to introduce the topic of the lesson
• music
• Draw Ss’ attention to the title of the lesson.
• Explain to Ss that the phrase get in shape means
exercising and eating healthy food in order to become
4e
• Elicit answers but do not correct Ss at this stage.
• Have Ss read Kenny’s reply in order to check their
predictions.
• Draw Ss’ attention to Exergaming and explain what it
means (Exercise + Gaming = Exergaming).
• Ask Ss some comprehension questions:
Does Amy like going to the gym? No, she doesn’t.
Why doesn’t Amy play sports? because she doesn’t like
them
Why is ‘Exergaming’ popular nowadays? because you
have fun and exercise at the same time
Do you sit on the sofa when you play video games with
Exergaming? No, you don’t.
How can you exercise while going to your job/college? by
riding a bike
How can you make walking more fun? by listening to
Why shouldn’t your music be too loud? because it’s
important to hear what’s going on around you

s
physically fit. B. Aim: to give Ss practice in identifying specific
• Ask Ss to tell you what they think the lesson is about. information in the text

n
• Elicit answers. • Have Ss do the activity.

io
• Check the answers with the class.
1. VOCABULARY CD2 19
Aims: • to introduce vocabulary related to sports and

•
fitness at
1. F 2. T 3. T 4. F 5. T
lic
• Have higher-performing Ss work with lower-
• Ask Ss to read through a-d and explain any unknown performing Ss and correct the false sentences. This
words. will challenge higher-performing Ss and help lower-
• Have Ss do the matching.
b

performing Ss understand why these sentences are false.

• Play the recording and have Ss listen and check their • Explain any unknown words and choose Ss to read out
Pu

answers. the text.

• Check the answers with the class.
POST-READING
1. c 2. d 3. a 4. b Aims: • to give Ss the opportunity to have a further
discussion on the topic of the text
M

• Make sure that Ss have understood what the words in •

bold mean.
• Ask Ss some questions:
M

• For further practice, ask Ss to make their own sentences

using the words in bold. What do you do to keep fit?
PRE-READING Do you go to the gym?
Aims: • to introduce the topic of the text Have you tried Exergaming?
©

• Why do you think Exergaming is so popular nowadays?

• Ask Ss to look at the layout of the reading activity and
point out to them that this is an online problem page.
• Ask Ss if they know what an online problem page is and
if they have ever read one or written to one.
• Ask Ss to look at the heading and the small picture of the
man next to it.
• Ask Ss what they think the heading means (to get and be
in a good physical condition by working out regularly).
• Ask Ss who Kenny Adams is (a fitness specialist).
Do you think that it is as good as the traditional
workout?
Do you walk or cycle to work?
Do you usually take the stairs or the lift?
• Allow the use of L1 if necessary to encourage lower-
performing Ss express themselves.

2. READ CD2 20
A. Aims: • to help Ss create expectations and make
predictions
• to present vocabulary and functions in the
context of an online problem page
•
• Ask Ss to read what a reader, Amy Willis, wrote to Kenny
Adams.
• Ask Ss the question in the rubric.

TB 58

Traveller_Brit_2nd_Elem_TB_M4.indd 125 17/9/2021 1:47:47 µµ

4e
3. LISTEN CD2 21. 22
A. Aims: • to give Ss practice in listening for gist
• shouldn’t do using some of the prompts given.
• Ask Ss to read through the names and the options.
• Play the recording and have Ss match the names with the
sentences. Encourage Ss to note down key words that helped
them match the people with the leisure activities.
• Alternatively, to help lower-performing Ss, play the first
monologue and pause so that Ss can choose their answer.
• Do the same with the rest of the monologues.
• As soon as they finish, have higher-performing Ss work with
lower-performing Ss in pairs and compare their answers.
Encourage them to provide justification. This will build lower-
performing Ss’ confidence to share their answers in class.
• Check the answers with the class.
1. b
2. c
3. a
B. Aim: to give Ss practice in listening for specific information
• Ask Ss to read through the sentences 1-6.
• Allow Ss some time to think of what kind of information they
expect to hear in each sentence. You can write Ss’ answers on the
board. This will help lower-performing Ss.
• Play the recording and have Ss complete the sentences.
• Alternatively, play the first monologue and pause so that Ss can
complete the first two sentences.
• Do the same with the rest of the monologues.
• Check the answers with the class.
1. (news website) editor
2. 9.00 p.m.
b
3. do aerobics
4. a tennis game
Pu
5. (the) summer
6. swim
Drake
I’m a news website editor and I work long hours. I sit at
M
a desk for most of the day and I really need to do some
exercise. I finish work at nine in the evening and when I get
home I’m really tired. I have no time for sports. My doctor
M
told me to join a gym because it gives you energy. There isn’t
a gym near my house, so I want to get a few machines and
put them in my spare bedroom. Bring the gym to my house.
Maybe that’ll help me.
©
Lucy
A lot of my friends do aerobics at the local gym. I know it’s
good exercise, but I just don’t like it. I can spend time on the
machines at a gym, but even that gets boring after a while.
My husband plays basketball twice a week and he’s fit and
healthy. I’d like to try a sport, but which one? I play a tennis
game on my computer and that’s good fun. Maybe I can get a
real racket and get out there on the court.
Keith
I play football for a local Sunday morning football team and
it’s very good exercise. But, in the summer, when there’s no
football, what do I do? I want to stay fit, but how? I don’t
like other sports because I get bored of them quickly. So, my
only answer is the gym. There is a new sports centre in my
neighbourhood and it looks quite good. It’s got a swimming
pool and everything. I can go there and work out or swim,
until the football season starts, that is.
4. SPEAK
Aims: • to give Ss practice in giving advice
• It’s important to sleep for seven or eight hours a night, but it’s
• Ask Ss to read through Andy’s problem.
59 TB
Traveller_Rev_Elem_TB.indb 126
• Ask Ss to read through the prompts in the box and the speech
bubble.
• Have higher-performing Ss work with lower-performing Ss
in pairs and take turns to talk about what Andy should and
• To help lower-performing Ss, allow them to tick the phrases
they would like to use. Encourage higher-performing Ss to use
their own ideas. This will challenge them.
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the dialogue.
Suggested answer
A: I don’t think he should spend hours in front of a
computer.
B: You’re right. Maybe he should go to a doctor to check his
eyes.
A: That’s a good idea. He should also take up a sport.
B: Yes. Getting more active is a great idea.
A: I also think that he should sleep more at night and relax
during the day when he’s at home.
• Tell Ss to think of a problem they have.
s
• In pairs, have one of the students tell his/her problem and
ask for advice and the other student tell him/her
n
what he/she should / shouldn’t do.
• Go round the class helping Ss and telling them to swap
io
roles.
• Choose some pairs to act out the dialogue.
at
5. WRITE
Aim: to present linking words
lic
• Draw Ss’ attention to the linking words in the box.
• Explain to Ss how linking words are used.
• If necessary, provide Ss with further examples and/or
clarification.
• Ask Ss to come up with their own examples using linking
words.
A. Aims: • to give Ss practice in using linking words
•
• Ask Ss to read through the text.
• Have Ss do the activity.
• Check the answers with the class.
1. but
2. and
3. but
4. because
5. so
6. because
B. Aims: • to give Ss practice in writing a
paragraph giving advice
•
• Draw Ss’ attention to the TIP and explain it.
• Refer Ss to activity 4.
• Allow Ss some time to write their paragraphs.
• Choose some students to read out their paragraphs.
Model answer
Hi Andy! I’ve got some advice for you. It is harmful to spend
hours in front of a screen, so you shouldn’t play computer
games at home on weekdays. Maybe you should get active and
take up a new sport. What about basketball? I also think it’s
a good idea to work out at a gym because it’s a great way to
keep fit. You should definitely go to see a doctor, and make
sure you tell him the medication for your headaches isn’t
working. I think you should ask him to check your eyes, too.
also good for your health to relax in the day.
16/6/2020 3:35:18 µµ
 3. LISTEN 5. WRITE
A. Listen to three people talking about leisure
activities. What do they want to do? Match. Linking words

1. Drake a. wants to work out at the gym. • We use and to join similar ideas.
2. Lucy b. wants to buy some exercise I think you should take your medicine and go to
machines. bed.
3. Keith c. wants to take up a sport. • We use but to join two opposite ideas.
My brother loves jogging, but I think it’s boring.
• We use so to express result or consequence.
B. Listen again and complete the sentences. Julie wants to keep fit so she goes to the gym five
1. Drake is a(n) and works a times a week.
lot. • We use because to show reason.
I’m bored of this computer game because I play it
2. Drake finishes work at .
every day.
3. Lucy’s friends go to the gym and

s
.

n
4. Lucy plays on the computer. A. Circle the correct options.
5. Keith doesn’t play football in .

io
6. At the new sports centre, Keith can work
out and also . at A q u a r obi c s
lic
4. SPEAK
Talk in pairs. Read about Andy’s problem and Aquarobics is the same as aerobics,
discuss what he should / shouldn’t do. Use
b

some of the prompts given. (1) because / but you exercise in

Pu

water. You listen to music (2) so /

and move around in the water. It’s
I’m a graphic designer and I spend very good for you, (3) and / but
M

hours in front of my computer you can’t do it in every gym (4) and

at work and at home. You see, I
M

/ because you need a swimming

love playing all kinds of computer
games. The problem is that I get bad pool. Some people don’t like working
©

headaches. I take medication but it out at gyms, (5) because / so

doesn’t work. What should I do? they take up aquarobics (6) but /
because they don’t get hot. It’s also
good for people who get backaches.
spend hours / computer
play / computer games take up / sport
go / doctor relax
get active check / eyes do tests
B. Write a short paragraph giving advice to
exercise sleep
Andy in activity 4.

I think he shouldn’t spend... Do not write very short

sentences. Join your
TIP

You’re right. Maybe he should... sentences with and, but,

That’s a good idea. He should... so or because.

59

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 Pizza
4 Video activities
Scuba diving
A. Complete the sentences with the words in the box.

flippers mask wetsuit aqualung jellyfish kill

1. I can’t see well because there is water in my .

2. With his new , Mark can swim very fast.
3. You can’t breathe underwater without a(n) .
4. are beautiful animals but they can be dangerous.
5. A(n) is great because it keeps you warm in cold
water.

s
6. Be careful! There’s a crab over there. Don’t it!

n
B. Watch Part 2 of the video and answer. Who was Jacques Cousteau?

io
C. Watch Part 2 again and write T for True or F for False.
1. Jacques Cousteau made the first aqualung in 1943.
at
lic
2. People say the Great Barrier Reef is one of the best places to
go scuba diving.
b

3. Whale sharks are very dangerous to humans.

Pu

4. More humans kill sharks than sharks kill humans.

5. Scuba divers usually swim down to more than thirty metres.
M

D. Complete the sentences with the words in the box.

M

332 metres 100 million ten metres twelve metres

1. The whale shark is about long.

©

2. Humans kill about sharks every year.

3. Scuba divers usually swim down to deep.
4. The record for the deepest scuba dive is .

E. Discuss.
• Would you like to go scuba diving? Why? / Why not?
• What other water sports do you like?

60

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 Video activities 4
Scuba diving
Vocabulary
1. twelve metres
aqualung crab flippers jellyfish mask 2. 100 million
kill (v.) wetsuit
3. ten metres
4. 332 metres
Aims: • to give Ss practice in using the language of the
module in context E.
• • Ask Ss the questions.
• Elicit answers and initiate a short discussion. Allow Ss to
A. use L1 if necessary to help lower-performing Ss express
• Ask Ss what their hobbies are and if they like themselves.
adventurous free-time activities.
• Draw Ss’ attention to the words in the box and have Ss
do the activity. Suggested answers
• Allow Ss some time to think of what kind of information • I would love to go scuba diving because I am a fan of
they expect to hear in each sentence. You can write Ss’ adventurous activities and I enjoy swimming a lot.
answers on the board. This will help lower-performing • I go surfing in the summer and it’s a very exciting
Ss. sport.

s
• Check the answers with the class.

n
TRANSCRIPTS
1. mask

io
2. flippers Part 1
3. aqualung aqualung crab flippers jellyfish mask wetsuit
4. Jellyfish
5. wetsuit
6. kill
at
Part 2
In 1943, Jacques Cousteau, a Frenchman, wanted to explore
lic
the underwater world of the sea. So, he made the first
aqualung. He learnt all about underwater animals and
B. found new ones. It became a sport and today millions of
b

• Ask Ss the question in the rubric. Elicit answers, but do people go scuba diving as a hobby. All you need is some
not correct students at this stage. equipment: a wetsuit, an aqualung, a mask and you’re away.
Pu

• Play Part 2 of the video and have Ss check their answers. There are lots of great places to go scuba diving around
• Check the answers with the class the world. One of the most popular is the Great Barrier
Reef in Australia. Scuba divers are excited when they see
He was a man from France colourful fish, crabs and even jellyfish. Some scuba divers
who made the first aqualung love swimming next to whale sharks too. The whale shark
M

and explored the underwater is the biggest fish in the sea, about twelve metres long, but
world of the sea. it’s not really dangerous. Some people don’t go scuba diving
because they are scared of sharks. But in fact, sharks only
M

kill about ten people every year, and humans kill about 100
C. million sharks every year. Most scuba divers go down about
• Have Ss read through the sentences 1-5 and make sure ten metres. More than thirty metres is dangerous. However,
©

they understand everything. the record for the deepest scuba dive is 332 metres.
• Have Ss watch Part 2 of the video and do the activity. Scuba divers also like exploring shipwrecks, and with an
• Check the answers with the class. underwater camera, it’s easy to save all your memories.

1. T
2. T
3. F
4. T
5. F

• Have higher-performing Ss work with lower-

performing Ss and correct the false sentences. This
will challenge higher-performing Ss and help lower-
performing Ss understand why these sentences are false.
D.
• Draw Ss’ attention to the phrases in the box and ask
them to read sentences 1-4.
• Have Ss do the activity.
• Check the answers with the class.

TB 60

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 4 Round-up
Aims: • to help Ss revise the structures, functions and
vocabulary presented in Module 4 through
various activities
•

VOCABULARY
A.

Suggested answers
carrots, lettuce, spinach
apricot, banana, cherry
backache, headache, toothache
cola, milk, tea

Β.

1. build
2. raise

s
3. allergic
4. rash

n
5. trendy
6. harmful

io
7. bowl

GRAMMAR
at
lic
C.

1. some, any, no
b

2. some, some, any, some

Pu

D.

1. b
M

2. b
3. c
4. a
M

5. b
6. a
©

E.

1. They, it
2. I, them, her
3. us
4. he, him

F.

1. but
2. and
3. because
4. and
5. so

61 TB

Traveller_Rev_Elem_TB.indb 130 16/6/2020 3:35:20 µµ

 Round-up 4
VOCABULARY
A. Write D. Choose a, b or c.

three vegetables: 1. There isn’t salt in the rice. I don’t like it.

, , a. some b. much c. a little

three kinds of fruit: 2. My favourite dessert is ice cream with

blueberries on top.
, ,
a. a little b. a few c. a lot
three ailments:
3. people are allergic to aubergines.
, ,
a. A little b. Much c. Lots of
three drinks:
4. Jack is shy and doesn’t have friends. I
, ,
think only two.

s
B. Circle the correct options. a. many b. a few c. any

n
1. They should build / organise a new sports 5. When I come back from the gym, I usually drink

io
centre in our town. glasses of water.
2. The volunteers want to raise / change money
for the organisation.
at
a. much
6. Would you like
b. a few c. a little
milk in your tea?
lic
3. No ice cream for Larry. He’s allergic / allergy to a. a little b. much c. many
chocolate. E. Complete with the correct subject or object personal
b

pronouns.
4. I have a horrible rash / flu on my arm.
Pu

5. Mary always buys strong / trendy clothes. 1. Diane and Tony go jogging every morning.

6. Drinking the water from this river can be love .

harmful / dizzy to your health. 2. A: Would you like some grapes?

M

7. Ronald is ill in bed. Give him this bowl / bottle B: No, thanks. don’t like .
M

of soup to eat. Sheila loves grapes. Give some to .

3. Bring a menu, please. We’d like to order.
GRAMMAR 4. A: How does Henry get to work?
©

C. Complete the dialogues with some, any or no.

B: Well, doesn’t have a car so Felicity
1. gives a lift every day.
A: Do you want orange juice?
F. Circle the correct options.
B: No, thanks. Do we have cola?
1. I like cherries, but / so I don’t like cherry ice cream.
A: Well, there’s cola in the fridge but
there’s a can in the cupboard. 2. When I work long hours, I get tired but / and I have
B: No, thanks. I can’t drink it warm. stress.
2. 3. Hillary is really fit but / because she goes jogging
A: Let’s make chicken sandwiches. every day.
We’ve got chicken in the fridge.
4. I usually put lots of salt but / and pepper on my
B: Great. Oh no! We don’t have cheese.
pasta.
A: Go to the supermarket and get
cheese, then. 5. I never finish a pizza, so / because I put some in the
fridge for later.
61

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 COMMUNICATION Student A: You’re at a restaurant with Student B
G. Complete the dialogues with the phrases a-f. and you want to decide what to order. Discuss.
Student B: You’re at a restaurant with Student A
a. What does that come with? and you want to decide what to order. Discuss.

b. What seems to be the problem?

c. You shouldn’t eat lots of chocolate.

d. Are you ready to order?

e. I’m afraid we don’t have any today.

f. What about the food you eat? Student A: You don’t feel very well and you’re at
home. Student B is visiting you.
1. Student B: Student A is ill so you decide to visit

s
Waiter (1)
him/her and help him/her out.

n
Woman Yes, I am. I’d like the lasagne.

io
Waiter (2) WRITE
Woman That’s OK. I. You want to keep fit and you are thinking of
Waiter
Woman
The mushroom soup is very good.
(3)
at
taking up a sport or joining a gym. Write an
email to a friend asking for advice.
lic
Waiter A garden salad.
SELF-ASSESSMENT
Woman OK, that sounds nice.
Read the following and tick (4) the appropriate
b

boxes. For the points you are unsure of, refer

Pu

2. back to the relevant sections in the module.

Man Good afternoon, Doctor.
Doctor Hello. (4) Now I can...
Man It’s my head. I get headaches all the time.  order food
M

Doctor Do you work a lot?  take an order

M

Man No, and I sleep for eight hours every night.  talk about my food preferences
Doctor (5)  offer something
Man I know I should eat lots of fruit and  accept and refuse an offer
©

vegetables, so I do. But I also love  talk and write about my eating habits
chocolate.  ask and answer about quantity
Doctor Hmm... (6) It can give you  express an opinion
headaches, you know.  ask for and give advice
Man Really? I should stop eating it, then.  talk about ailments
SPEAK
H. Look at the pictures, read the situations and
talk in pairs.
CLIL: Home Economics

Song: Feeling good

62

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 Round-up 4
COMMUNICATION SELF-ASSESSMENT
G. Aims: • to give Ss the opportunity to check their
progress
1. d 2. e 3. a 4. b 5. f 6. c • to encourage learner autonomy
•

SPEAK • Draw Ss’ attention to the points and have Ss read them.
H. • Explain any unknown words.
• Ask Ss to look at the people in the pictures. • Have Ss tick the points they feel confident about. For the
• Ask Ss to read through the situations. points they are unsure of, they should refer back to the
• Have Ss do the activity in pairs. You can have higher- relevant sections in the module.
performing Ss work with lower-performing Ss. To help
lower-performing Ss, ask them to make notes of the
ideas they want to use.
• Go round the class helping Ss when necessary. CLI L : H om e Economic s
The Teacher’s Notes can be found at the back
Suggested answers of the book.
A: Let’s see. What are we going to order?
B: I think I’d like some pasta.
A: Hmmm, yes, pasta sounds good. What about
the chicken sausage too? Song: Feeling good CD2 25

s
B: Well I don’t think so. Would you like the dish Aims: • to help Ss revise and consolidate the
structures, functions and vocabulary they

n
with the fish maybe?
A: Sure, why not? have already studied through a song

io
B: Great. What are we going to drink? •
A: I’d like a cola. What about you?
B: Me too. Are we going to have dessert? • Ask Ss to read through the song once without
Cheesecake maybe?
A: Hmmm, that sounds nice.
at worrying about the missing words.
• Ask Ss to try and complete the song with the
lic
words in the box before listening to it.
A: Hello, Julia, thanks for coming. • Play the recording and ask Ss to listen to the song
B: Hi, Jennifer, nice to see you. How are you carefully and check their answers.
b

feeling? • Check Ss’ answers and explain any unknown

A: Well I’m not feeling very well. I have a sore words.
Pu

throat and a terrible headache. • Play the recording again and have Ss sing along.
B: Oh I’m so sorry to hear that. KE
A: I feel really hot too. I think I have a temperature. people Y
B: OK. Listen… You should relax on the sofa and I go
can make you some warm tea. good
M

A: Really? Thanks a lot. should

B: You shouldn’t go to work tomorrow. harmful
A: I guess you’re right. Thanks a lot for your help. fruit
M

work
place
WRITE
I.
©

• Tell Ss to write an email to a friend asking for advice.

Model answer GRAMMAR ACTIVITIES

Hi Craig, There is a section at the back of the Workbook with
How’s life? I’m writing to ask you for some advice grammar activities providing Ss with further practice
about how to keep fit. I know you’re a really active of the grammar presented in the module. After each
person and do lots of different sports. I’m afraid I Round-up section in the Workbook, it is advisable to do
don’t do any exercise even though my doctor says I the corresponding activities in the Grammar Activities
should. section.
Do you think I should take up a sport or join a The key for the Grammar Activities section is included in
gym? I can’t decide! My brother goes jogging the Workbook key at the back of the Teacher’s Book.
every morning, but I can’t stand it. My cousins play
basketball twice a week and think I should go with
them, but I’m not interested at all. I enjoy watching
tennis on TV, but I think it’s very difficult to play.
There’s a new gym next to the university, but gyms
are usually expensive. I’d really like to be strong, fit
and healthy. What do you think I should do?
Write back soon,
Best wishes,
Gordon

TB 62

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5a
5 Thinking back

Aims: • to introduce the topic of the module and

activate Ss’ background knowledge
• to present the learning objectives of the module
•
• Draw Ss’ attention to the title of the module and help
them deduce its meaning by asking them to look at the
picture.
• Ask Ss what they think the module will be about.
• Ask Ss the questions in the Discuss section and elicit
answers. Allow the use of L1 when necessary to

s
encourage lower-performing Ss to express themselves.

n
Suggested answers

io
Yes, it was very different. I was still at school
and I had fewer things to worry about.
I was around five years old. I was at my grandparents’
house and I was playing with their cat. I loved that big
white cat.
at
lic
I would like to forget when I left my schoolbag at
the bus station. I was about 12 years old. I had very
important things in it and I was really sad for days.
b
Pu

• Ask Ss to think of the best moments in their life so far.

• Read out the points listed in the Flick through the module
and find... section.
• Explain any unknown words.
• Then ask Ss to flick through the module and find where
M

these points are discussed.

M

two people on a ski lift: p. 68-69

an extract from a book: p. 72
an article about famous people: p. 70
someone who is allergic to mushrooms: p. 64
©

two people talking while walking together: pp. 66-67

• Read out the objectives listed in the In this module you

will learn... section.
• Explain any unknown words.

63 TB

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 Thinking back 5
Discuss:
 Was your life different ten years ago? How?
 What is your earliest memory?
 Is there anything that you would like to forget?

Flick through the module and find...

 two people on a ski lift
 an extract from a book
 an article about famous people

s
 someone who is allergic to mushrooms

n
 two people talking while walking together

io
at
b lic
Pu
M
M
©

In this module you will learn...

 to talk about past events/experiences
 to talk about embarrassing moments
 to talk about your school/college/
university years
 to talk and write about past holidays
 to talk and write about famous people
 to express ability in the past
 to talk about talents and abilities
 to narrate a story
 to write a story

63

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 5a How embarrassing!
1. READ
A. Read the title and look at the pictures. What are the texts about?
Read and check your answers.

www.storiestomakeyoulaugh.com

Red in the face?

s
           
             

n
                 

io
               
             
           
at

b lic
Pu

         

        
        
M

        

      
M

      

       
       
©

  



B. Read again and complete the sentences.

1. Before the interview, Rosie had a sandwich with and got a .

2. She saw her face in .
3. Rosie went to the interview and, luckily, she got .
4. Carl started running on when he saw some .
5. The treadmill stopped when went out.
6. When the teenagers saw Carl fly into the window, they .

64

Traveller_Rev_Elem_TB.indb 136 16/6/2020 3:35:39 µµ

 5a
5a
Talking about past events
Talking about embarrassing moments B. Aim: to give Ss practice in identifying specific
information in the texts through a gap-filling
activity
Past Simple (affirmative – negative) • Have Ss do the activity.
• Check the answers with the class.
a couple of ago all over explain face get scared
get tired go out (lights) last week, etc. laugh leave 1. mushrooms, rash
lift (n.) luckily run side suddenly teenager 2. the mirror (in the lift)
terrible treadmill unfortunately yesterday 3. the job
Phrase 4. the treadmill, fit teenagers
How embarrassing! 5. the lights
6. started laughing

WARM-UP • Explain any unknown vocabulary and choose Ss to read

Aims: • to introduce the topic of the lesson out the texts.
•
• Draw Ss’ attention to the title of the lesson and help them POST-READING
elicit the meaning of the word embarrassing Aims: • to give Ss the opportunity to have a further
(= making someone feel uncomfortable or ashamed), e.g. discussion on the topic of the online magazine

s
describe an embarrassing situation and then say How page

n
embarrassing! •
• Ask Ss to tell you what the lesson is about. • Ask Ss some questions:

io
1. READ CD2 26 Have you ever had an embarrassing moment?
What happened?
A. Aims: • to help Ss create expectations and make
predictions about the texts by using visual
information
at
How did you react?
lic
• to introduce the topic of the texts • Allow the use of L1 when necessary to encourage lower-
• performing Ss to express themselves.
b

• Draw Ss’ attention to the title of the online magazine

page (Red in the face?) and the pictures accompanying it.
Pu

• Help Ss deduce that someone goes red in the face when

they experience something embarrassing.
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
Encourage Ss to justify their answers.
M

• Have Ss read the texts in order to check their predictions.

M

The texts are about two people’s embarrassing

moments.

• Ask Ss some comprehension questions:

©

When did Rosie eat a sandwich? just before a job

interview
Did she go to the job interview? Yes, she did.
What did she explain to the interviewer? her problem
How did the interviewer react? He saw the funny side
of it.
Where did Carl have an embarrassing moment? at the
gym
Why did Carl start running on the treadmill? because
he saw some fit teenagers and didn’t want to look bad
What happened to Carl when the treadmill stopped?
He went flying into the window.

• Help Ss deduce the meaning of the word rash by drawing

their attention to the picture of the woman.

TB 64

Traveller_Rev_Elem_TB.indb 137 16/6/2020 3:35:42 µµ

5a
2. GRAMMAR
Aims: • to present the Past Simple (affirmative –negative)
• a // sound and started ends in an // sound.
• Have Ss read the dialogue and ask them the first question
in the rubric (the Past Simple of regular verbs is formed by
adding –ed to the base form, while each irregular verb forms the
affirmative form in a different way).
• Point out to Ss that the affirmative form of the Past Simple of
both regular and irregular verbs is the same for all the persons
in the singular and in the plural.
• Ask Ss the second question in the rubric (we use the auxiliary
verb did - we add didn’t/did not before the base form of the
main verb). Point out that we usually use the short form
(didn’t) when we talk.
• Draw Ss’ attention to the table with the regular verbs.
• Remind Ss of the spelling irregularities in the formation of the
regular verbs in the Past Simple.
• Point out to Ss that verbs ending in -e take -d (decide –
decided), one-syllable verbs ending in one vowel + one
consonant, double the consonant before the -ed (stop –
stopped) and verbs ending in one consonant + -y, drop the -y
and take -ied (study – studied).
• Refer Ss to the text and ask them to complete the Past Simple
of the irregular verbs in the table.
• Check the answers with the class.
have Õ had
get Õ got
go Õ went
see Õ saw
come Õ came
eat Õ ate
• Refer Ss to the list of irregular verbs at the back of the book.
• Write the following verbs on the board: walk, take, live, visit, carry,
b
eat, come, put.
• Make two columns on the board with the headings regular verbs
Pu
and irregular verbs. Have Ss work in pairs and write the verbs
in the correct column in the Past Simple (Regular verbs: walked,
lived, visited, carried / Irregular verbs: took, ate, came, put.)
• Refer them to the list of the irregular verbs if they don’t remember
any of the verbs. This will help lower–performing Ss.
• Draw Ss’ attention to the Time Expressions. Point out that we use
M
these time expressions with the Past Simple.
• Refer Ss to the Grammar Reference at the back of the book.
• Ask higher-performing Ss to make sentences using the
M
affirmative and negative form of the Past Simple. This will
challenge them. To help lower-performing Ss, you can give
them prompts to make sentences (e.g. go on a cruise / last
summer).
©
3. PRACTICE
Aim: to give Ss practice in using the affirmative and negative
form of the Past Simple of regular and irregular verbs
in context
• Have Ss do the activity.
• Check the answers with the class.
1. left, didn’t go, went out
2. had, danced
3. didn’t have
4. used
5. painted, didn’t like, changed
4. PRONUNCIATION CD2 27, 28
A. Aim: to have Ss differentiate between //, // and //
sounds of the -ed ending of regular verbs in the
Past Simple
• Play the recording and tell Ss to listen for the difference in
pronunciation of the -ed endings between looked, loved and
65 TB
Traveller_Rev_Elem_TB.indb 138
started.
• Elicit the answer that looked ends in a // sound, loved ends in
• Point out to Ss that when the verb ends in a //, //, //, //, //,
/t/, // sound, -ed is pronounced /t/. When the verb ends in a
/d/ or /t/ sound, -ed is pronounced /d/. When the verb ends in
any other sound, -ed is pronounced /d/.
B. Aim: to give Ss practice in differentiating between //, //
and // sounds of the -ed ending of regular verbs in
the Past Simple
• Play the recording and pause after each verb.
• Ask Ss to repeat each verb and tick the sound they hear.
• Check the answers with the class.
//: stopped, talked, finished
//: tried, enjoyed, cleaned
//: decided, needed, painted
5. LISTEN CD2 29
Aims: • to give Ss practice in listening for specific information
s
• to give Ss practice in transferring from verbal to
visual information
n
• Draw Ss’ attention to the TIP and explain it.
io
• Ask Ss to look at the two sets of pictures and notice differences.
• Play the recording twice.
• Alternatively, play the first monologue twice and have Ss
at
decide on the picture which best describes the situation.
• Do the same with the second monologue.
• Check the answers with the class.
lic
1. b 2. a
LISTENING TRANSCRIPT
1.
Man Last Saturday, I went out with one of my
workmates. We went to a restaurant near our
work. Anyway, I started talking about our boss
and I said a few funny stories about him. Well,
my workmate started laughing a lot. That’s when
I looked round and saw our boss behind me. I
laughed too. He did too...
2.
Woman I went out for dinner with some friends last week.
I had a really nice time. Just before we left, I saw
a girl by the door. She looked like a girl I know
from university. I went to talk to her but she didn’t
recognise me. She said ‘I’m sorry, but I don’t know
you.’ And just walked out. My friends laughed
about it all the way home.
6. SPEAK
Aims: • to give Ss practice in using the structures and the
functions presented in this lesson through a pair-
work activity
•
• Draw Ss’ attention to the speech bubble.
• To help lower-performing Ss, allow them some time to note
down their ideas.
• In pairs, have Ss take turns to talk about a night out.
• Go round the class helping Ss when necessary.
• Choose Ss to act out the dialogue.
Suggested answer
A: Last Saturday I went out with friends from football
practice. We went to a restaurant and we ate pizza,
our favourite. What about you?
B: I went to the cinema with my sister and we saw a
science-fiction film, the Passengers.
16/6/2020 3:35:42 µµ
 2. GRAMMAR 4. PRONUNCIATION
A. Listen and repeat. What’s the difference
PAST SIMPLE (affirmative – negative) between a, b and c?
Read the dialogue. How do we form the a. looked b. loved c. started
affirmative of the Past Simple? Which
B. Listen and tick (4) the sound you hear.
verb do we use in the negative form?
A: Last night I stayed at home. I didn’t go out. looked // loved // started //
What about you? tried
B: I went to the cinema with Mike, but we decided
didn’t like the film. stopped
Regular Verbs enjoyed
look  looked stop  stopped talked
decide  decided study  studied needed
painted
Find irregular verbs in the texts in activity

s
cleaned
1A to complete the table.

n
finished
Irregular Verbs

io
have  run  ran 5. LISTEN
get  do  did Listen to two people talking about their
go 
leave  left
come 
eat 
at
embarrassing moments and choose the
correct picture, a or b.
lic
see  say  said 1.
Time Expressions
b

• yesterday / yesterday evening, etc.

Pu

• last night/weekend/Friday, etc.

• two days/years, etc. ago
M

a b
3. PRACTICE 2.
M

Complete the sentences with the Past

Simple of the verbs in brackets.
©

1. Kelly (leave) work at 7 o’clock yesterday,

but she (not go) home.
She (go out) with Peter.
2. Andy and his wife (have) a great time at
a b
the concert last night. They (dance) a lot.
3. I’m really hungry. I (not have) breakfast Before you listen, look at the pictures
TIP

carefully. Try to predict what the speakers

this morning. are going to talk about.
4. Yesterday I (use) the Internet to find
information about hotels in Paris. 6. SPEAK
5. Last weekend Stacey (paint) her Talk in pairs about a night out.
bedroom light blue, but she (not like) it. Last Saturday I went out with... We went to
So, she (change) it to yellow. a restaurant and we ate... What about you?
I went to the cinema and I saw...

65

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 5b School days
1. VOCABULARY
A. Match the collocations with the pictures.
Then listen and check your answers.

1 2

3 4

s
a. take an art course c. fail an exam / a test

n
b. pass an exam / a test d. get a degree

io
B. Label the pictures with the school subjects in
the box. Then listen and check your answers.
geography Information Technology (IT)
at
lic
history maths foreign language
b

2. READ
A. Listen and read. What is the relationship
Pu

between Kyle and Jim?

Jim Hi, Kyle. Why didn’t you come yesterday?
Physical Kyle Where?
1. 2. Education (PE)
M

Jim The school reunion! The class of 2006!

Kyle Oh, I completely forgot about that.
Jim Well, you missed out. We had a great
M

time.
Kyle Did lots of people go?
4. Jim Yes, they did. I met up with some of our
©

3. physics
old friends. Do you remember Alicia?
Kyle Yeah.
Jim Well, she took a course in Sports Science
and now she’s a PE teacher at the school.
Kyle Wow! What about teachers? Did you see
5. biology 6. chemistry Mrs Armstrong? She taught biology.
Jim No, she left the school in 2011.
Kyle What about Mr Wilkins?
Jim Yeah, I spoke to him. He’s exactly the
same and he still teaches geography. He
told me to tell you ‘Suva’, but I didn’t
7. 8. really understand.
Kyle It’s a city. Wow! How did he remember
SPANISH that?
GERMAN Jim What?
Kyle Well, I failed an exam once because I
didn’t remember the capital of Fiji. I
9. 10. business always found geography difficult.
studies
66
Jim Me too.

Traveller_Rev_Elem_TB.indb 140 16/6/2020 3:36:01 µµ

 5b
PRE-READING
Asking and answering about past events Aims: • to help Ss create expectations and make
Talking about school days predictions about the dialogue
•
• Ask Ss to look at the picture. Introduce the people in it (Kyle
Past Simple (Questions) and Jim).
• Ask Ss some questions:
Business Management exactly exam result Where are Kyle and Jim?
fail an exam / a test find something difficult forget What are they doing?
get a degree have a great time pass an exam / a test
remember reunion take a course
School subjects 2. READ CD2 32
biology business studies chemistry foreign language A. Aims: • to present vocabulary, structures and functions
geography history Information Technology (IT) in the context of a dialogue
maths Physical Education (PE) physics •
Phrase • Play the recording. Have Ss follow in their books and check
You missed out. their predictions from the pre-reading.
• Ask Ss the question in the rubric.
• Check the answer with the class. Ask higher-performing Ss
WARM-UP to justify their answers. This will challenge them and help

s
Aims: • to present the topic of the lesson lower-performing Ss understand why the answer is correct.
•

n
• Draw Ss’ attention to the title of the lesson and ask them to Kyle and Jim were schoolmates / old friends.

io
tell you what they think the lesson is about.
• Ask Ss to tell you what they can remember from their school • Ask Ss some comprehension questions:
days.
1. VOCABULARY CD2 30, 31
A. Aims: • to present collocations related to school/college/
atWhen did Kyle and Jim finish school? in 2006
Why didn’t Kyle go to the school reunion? because he
lic
forgot about it
university Did Jim have a good time at the school reunion? Yes, he
•
did.
b

• Ask Ss to look at the pictures 1-4. Did lots of people go to the school reunion? Yes, they did.
• Ask Ss to read through the collocations (=words that are used What does Alicia do? She’s a PE teacher.
Pu

together) a-d. What did Mrs Armstrong teach? biology

• Have Ss do the activity. You can have higher-performing Ss
work with lower-performing Ss.
• Play the recording. Have Ss listen and check their answers.
• Help Ss deduce the meaning of any collocations they do not
M
Did Jim speak to Mr Wilkins? Yes, he did.
Has Mr Wilkins changed? No, he hasn’t.
What was Mr Wilkin’s message for Kyle? ‘Suva’
What is ‘Suva’? the capital of Fiji

know by relating them to the content of the corresponding Was Kyle good at geography? No, he wasn’t.
pictures.
• Play the recording again and have Ss listen and repeat the
M

• Draw Ss’ attention to the NOTE and explain to Ss that years

collocations.
up to 1999 are read as two-digit numbers, years from 2000
to 2009 are read as thousands while years from 2010 and
a. 3 b. 2 c. 4 d. 1
onwards are read both ways.
©

• Point out to Ss that years are preceded by the preposition in.

B. Aims: • to introduce school/academic subjects • Say: I finished school in...
• • Go round the class asking Ss: When did you / your mother/
• Draw Ss’ attention to the pictures. father finish school?
• Ask Ss to read through the subjects in the box. • If necessary, continue in the same way with other questions
• Have Ss do the activity. to make sure that Ss have understood how to read years.
• To help lower-performing Ss, encourage them to start with
the ones they are already familiar with. B. Aim: to give Ss practice in identifying specific
• Play the recording. Have Ss listen and check their answers. information in the dialogue
• Help Ss deduce the meaning of any subjects they do not • Have Ss do the activity.
know in English by relating them to the content of the • Check the answers with the class.
corresponding pictures. KE
• Play the recording again and have Ss repeat the subjects. Y
1. to the school reunion of the class of 2006
• Ask Ss to tell you which subjects they are/were good at.
2. with some of his old friends
3. She took a course in Sports Science.
1. geography 6. chemistry 4. in 2011
2. Physical 7. maths 5. the geography teacher
Education (PE) 8. Information 6. Yes, he did.
3. physics Technology (IT) 7. in Fiji
4. history 9. foreign language
5. biology 10.business studies

TB 66

Traveller_Rev_Elem_TB.indb 141 16/6/2020 3:36:10 µµ

5b
6. LISTEN CD2 35
Aim: to give Ss practice in listening for specific
C. Aims: • to give Ss practice in identifying the Past Simple information
of regular and irregular verbs in the dialogue
• • Ask Ss to read through the questions.
• Play the recording twice.
• Draw Ss’ attention to the verbs in the boxes. • Check the answers with the class.
• Refer Ss to the dialogue and have them do the activity.
• Check the answers with the class. 1. Adam
2. chemistry
took, failed, forgot, found, told, taught, spoke, met 3. physics
4. at Cardiff University (in Wales)
5. a doctor
3. GRAMMAR
Aims: • to present the Past Simple (Questions) LISTENING TRANSCRIPT
• Jenny Hi, Adam.
Adam Hello Jenny. So, how did you do?
• To help lower-performing Ss do the activity, refer them to the Jenny What do you mean?
dialogue in activity 2A and draw their attention to the phrases Adam Did you get your exam results?
Did lots of people go? Yes, they did. Ask Ss to tell you which verb Jenny Not yet. Are they out?
is used to form the question in the Past Simple and give short Adam Yes, and I did quite well.
answers. Elicit the answer that did is used before the subject Jenny Really? Oh, I want my results too. Anyway,
and the base form of the main verb. did you pass chemistry?
• Ask Ss to read through the examples and complete the blanks. Adam Of course. I found the exam really easy, actually.

s
What about you?
Jenny What do you mean? I didn’t take chemistry,
did, Did, did, didn’t

n
remember?
Adam That’s right, you took physics.

io
• Ask Ss what they notice about the two questions (the first Jenny I think I passed that.
question begins with a question word requesting information Adam I hope so.
and is followed by a full answer, while the second question is Jenny So what’s next for you, then? University?
followed by Yes/No short answers without the base form of
the main verb).
at
Adam Yeah, I want to study Business Management.
Jenny That sounds interesting. At which university?
Adam Cardiff University, probably.
lic
• Ask Ss to find examples of questions in the Past Simple
in the dialogue (Why didn’t you come yesterday?, Did lots Jenny That’s a long way from London. It’s in Wales,
of people go?, Did you see Mrs Armstrong?, How did he right?
remember that?). Adam Yeah, but I heard it’s nice there. What about you?
b

• Refer Ss to the Grammar Reference at the back of the book. Do you still want to be a reporter?
• Ask higher-performing Ss to come up with their own Jenny No, I want to study medicine now.
Pu

examples of questions in the Past Simple. This will Adam Hmmm... Doctor Jenny, eh? I can see that.
challenge them. To help lower-performing Ss, you can Jenny You reckon? We’ll see.
give them prompts to make the questions (e.g. go bowling
/ last weekend / ?).
• Ask Ss questions practising the Past Simple, e.g. Did you go 7. SPEAK
Aims: • to give Ss practice in using the structures,
M

out on Saturday?, Did you watch TV last night?, Where did

you go on holiday last year? functions and vocabulary presented in this lesson
through a pair-work activity
M

•
4. PRACTICE
Aim: to give Ss practice in using the Past Simple in the • Draw Ss’ attention to the prompts in the box.
context of short dialogues • Ask Ss to read through the speech bubble.
©

• Have Ss do the activity. • Have higher-performing Ss work with lower-performing

• Check the answers with the class. Ss in pairs and take turns to ask and answer questions
about their school years.
• Go round the class helping Ss when necessary.
1. Did... pass, I didn’t, failed, Did... study, I did, • Choose some pairs to act out the dialogue.
found
2. Did... get, he didn’t, went Suggested answer
3. did... take, took, Did... like, I did A: When did you start school?
B: I started in 2003.
5. PRONUNCIATION CD2 33, 34 A: What subjects did you like best?
A. Aim: to familiarise Ss with the reduced form of did you B: I really liked maths and history.
A: How many hours did you study?
• Play the recording and ask Ss the question in the rubric. B: I studied for two hours a day.
• Elicit the answer that did you is pronounced as / A: When did you finish school?
• Play the recording again so that Ss can repeat what they B: I finished school in 2015.
hear. A: Did you go to college or university?
B: Yes, I studied at London South Bank University.
B. Aim: to give Ss practice in pronouncing the reduced A: Did you get a degree?
form of did you B: Yes, I did. I got a degree in Economics in 2018.
• Ask Ss to say the questions. A: What kind of courses did you take?
• Play the recording and have Ss check if they’ve pronounced B: I took Maths and Marketing courses.
the questions correctly. A: Did you like them?
• Play the recording again and pause after each question for B: Yes, both courses were very interesting.
Ss to repeat what they hear.

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 4. PRACTICE
Complete the dialogues with the Past Simple of
the verbs in brackets. Give short answers where
possible.
1. A: you (pass) your biology
exam?
B: No, .I (fail).
A: you (study) at all?
B: Yes, of course , but I (find)
it difficult.
2. A: your dad (get) his
History degree at Columbia University?
B: No, . He (go) to Harvard.
3. A: What courses you (take) at
college?

s
B: I (take) Art History and Film Studies.

n
A: you (like) them?

io
B: Yes, .
5. PRONUNCIATION
at
NOTE

1999 We say: nineteen ninety-nine

2009 We say: two thousand and nine A. Listen and repeat. What do you notice about the
2020 We say: two thousand and pronunciation of did you in the question?
lic
twenty or twenty twenty Did you take an art course?
I got my degree in 2008.
B. Say the questions. Then listen and check.
b

B. Read again and answer the questions. 1. When did you start school?
Pu

1. Where did Jim go yesterday? 2. Did you pass your exams?

3. Did you go out last night?
2. Who did Jim meet up with?
4. Who did you see at the reunion?
3. What did Alicia do to become a PE teacher?
M

5. Did you study for the test?

4. When did Mrs Armstrong leave the school?
5. Who is Mr Wilkins? 6. LISTEN
M

6. Did Mr Wilkins remember Kyle? Listen to Adam and Jenny talking about their
exam results and answer the questions.
7. Where is Suva?
1. Who has his/her exam results?
©

C. Find the Past Simple of these verbs in the 2. What did Adam pass?
dialogue. 3. What course did Jenny take?
4. Where does Adam want to study?
take fail forget find
5. What does Jenny want to become?
tell teach speak meet 7. SPEAK
Talk in pairs. Use the prompts in the box to ask
each other questions about your school years.
3. GRAMMAR
• when / start / school / ? • go to college / university / ?
PAST SIMPLE (Questions)
• what subject / like best / ? • get / degree / ?
Read the examples and complete. • how many hours / study / ? • take / any courses / what / ?
A: Who you see at the reunion? • when / finish / school / ? • like / courses / ?
B: I saw Miss Charles, our maths teacher.
When did you start school?
Yes, he . I started in ...
Mike fail the exam?
No, he . What subjects did you like best?
...
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 5c How was your holiday?
1. VOCABULARY
Match the holiday activities with the
pictures. Then listen and check your
answers. Which of these activities
do you do when you go on holiday?

2
1

n s
io
2. READ
A. Listen and read. Did Michelle have a

4
at good time on her holiday last year?
lic
3
Lucas Wow! Nice view!
Michelle I suppose so.
b

Lucas What’s the matter? Are you afraid of

heights? Ha ha ha!
Pu

Michelle Don’t laugh. I’m a bit scared, that’s all.

Lucas I thought you liked skiing and all the
adventure. You came here last year with
M

6 Tonia.
5 Michelle Yeah, but you weren’t here last year, so
you don’t know what happened.
M

Lucas Why? What happened?

Michelle It was our last day here, and we were on
©

the ski lift. Suddenly, there was a loud

noise and the ski lift stopped. We were
stuck up there for three hours!
Lucas You spent three hours up here?
Michelle Yes. We were terrified! Tonia panicked
7 and wanted to jump, but we were fifty
8
metres above the ground!
go hiking
Lucas What did you do?
go sightseeing Michelle We waited. We just sat up here and sang.
go scuba diving It was a terrible experience.
go skiing Lucas I can imagine.
go camping Michelle Oh, why did I come skiing again?
go mountain biking Lucas OK, calm down. Let’s think about next
9
go horse riding year. We can spend our holidays on a
go windsurfing tropical island and sunbathe by the sea
go fishing or do water sports.
Michelle OK, that doesn’t sound dangerous.

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 5c
Where are the people in the picture?
Narrating events What are they doing?
Asking and answering about past holidays Have you ever been on a ski lift?
How did you feel?
Past Simple of the verb be

be afraid of heights be stuck dangerous
experience (n.) happen imagine island jump
loud noise panic (v.) sea sing ski lift
sunbathe terrified tropical
Holiday activities
do water sports go camping go fishing
go hiking go horse riding go mountain biking
go scuba diving go sightseeing go skiing
go windsurfing
Phrases
Calm down. I suppose so. What’s the matter?
2. READ CD2 37
A. Aims: • to give Ss practice in identifying the main
idea of the dialogue
• to present vocabulary, structures and
functions in the context of a dialogue
•
• Play the recording and have Ss follow in their books.
• Ask Ss the question in the rubric.
• Check the answer with the class and ask Ss to provide
justification for their answers.
No, she didn’t because she and her friend Tonia

s
WARM-UP were stuck on the ski lift for three hours.

n
Aims: • to introduce the topic of the lesson
• • Ask Ss some comprehension questions:

io
• Draw Ss’ attention to the title of the lesson. Is this Michelle’s first time on a ski lift? No, it isn’t.
What did Michelle and Tonia hear before the ski lift
• Ask Ss to tell you what they think the lesson is about.
• Go round the class asking Ss the question in the title.
at
stopped? a loud noise
How did they feel? They were terrified.
lic
How many metres above the ground were they? 50
1. VOCABULARY CD2 36
What did they do while they waited? They sang.
Aims: • to introduce holiday activities
Where does Michelle want to go next year? to a tropical
•
b

island
• Ask Ss to look at the pictures and then read through the
Pu

list of holiday activities. B. Aim: to give Ss practice in identifying specific

• Have Ss do the activity. information in the dialogue
• Play the recording and have Ss follow in their books in
order to check their answers. • Have Ss do the activity.
• Help Ss deduce the meaning of any holiday activities • As soon as they finish, have higher-performing Ss work
M

they do not know by relating them to the content of the with lower-performing Ss in pairs and compare their
corresponding pictures. answers. Encourage them to provide justification by
• Ask Ss the question in the rubric. referring to specific parts in the dialogue. This will build
M

• Elicit answers. lower-performing Ss’ confidence to share their answers

• Ask Ss an extra question (e.g. Would you like to try any in class.
of these activities? Why? / Why not?). Allow the use of • Check the answers with the class.
©

L1 if necessary to help lower-performing Ss express

themselves. 1. L
2. T
go hiking 7 3. M and T (in any order)
go sightseeing 9 4. M
go scuba diving 2 5. M and L (in any order)
go skiing 5
go camping 6
go mountain biking 4
go horse riding 8
go windsurfing 1
go fishing 3

PRE-READING
Aims: • to introduce the topic of the dialogue
•
• Draw Ss’ attention to the picture accompanying the
dialogue.
• Ask Ss some questions:

TB 68

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5c
5. SPEAK
Aims: • to give Ss the opportunity to practise the vocabulary,
C. Aims: • to give Ss practice in using the Past Simple of functions and structures presented in this lesson
regular and irregular verbs through a pair-work activity
• •

• Draw Ss’ attention to the verbs in the boxes. • Draw Ss’ attention to the prompts in the box.
• Refer Ss to the dialogue and have them do the activity. • Ask Ss to read through the speech bubble.
• Check the answers with the class. • You can have higher-performing Ss work with lower-
performing Ss in pairs and take turns to ask and answer about
last year’s holiday.
thought, sang, waited, happened, sat, spent, stopped • Go round the class helping Ss when necessary.
• Choose some pairs to act out the dialogue.
• Explain unknown words and choose Ss to act out the dialogue.
Suggested answers
POST-READING A: Where were you last summer?
Aims: • to give Ss the opportunity to expand on the topic of B: I was in Brighton.
the dialogue A: Who were you with?
• B: I was with my friends from university, Mark and Brian.
A: Where did you stay?
• Ask Ss some questions: B: We stayed at Mark’s house. His father is from Brighton and
he’s got a house there.
Are you afraid of heights? A: How many days did you stay?
What would you have done if you were stuck on a ski lift? B: We stayed for a week.
What kind of winter holiday do you prefer? A: What did you do there?

s
B: We went swimming, we played a lot of football and we
3. GRAMMAR

n
went shopping.
Aims: • to present the Past Simple of the verb be A: What was the weather like?
• B: The weather was hot and sunny. We were really lucky.

io
A: Were there lots of people there?
• Ask Ss to read through the short dialogue. B: Oh yes, Brighton is really busy during the summer.
• Have Ss do the activity.
• Check the answers with the class.
• Ask Ss what they notice about the formation of the Past
Simple of the verb be (We use was in the first and third person
at
A: Did you have a good time?
B: Yes, I had a great time. I can’t wait to go back again.
lic
singular and were in all other persons).
6. WRITE
Aims: • to give Ss practice in writing a paragraph about last
• Point out that wasn’t is the short form of was not and weren’t is year’s holiday
the short form of were not •
b

• Allow Ss some time to write their paragraph using ideas from

Pu

Affirmative Negative activity 5. Encourage higher-performing Ss to add more ideas.

I/he/she/it was wasn’t This will challenge them.
we/you/they were weren’t • Choose Ss to read out their paragraphs.
there was/were wasn’t / weren’t
Model answer
M

Last summer I was in France, and I had a great time.

• Refer Ss to the Grammar Reference at the back of the book. A couple of friends and I went camping near a lake with a
• Ask higher-performing Ss to make sentences using the Past beautiful forest behind it. Luckily the weather was fantastic,
M

Simple of the verb be. This will challenge them. To help
lower-performing Ss, you can give them prompts to make
sentences (e.g. PE teacher / ill / last week).
©
so we went swimming every morning before breakfast. One
day we went windsurfing on the lake and fell into the water
lots of times – we all laughed a lot! We also went mountain
biking a few times. It was a bit dangerous, but really good

4. PRACTICE fun. There were lots of other young people there, and we went
Aim: to give Ss practice in using the Past Simple of the verb be hiking with some of them a few times. I’d love to go there
in the context of short dialogues again sometime.
• Draw Ss’ attention to the first line in dialogue 1 and ask them
to circle the personal pronoun you. Refer Ss to activity 3 and WORKBOOK LISTENING CD2 38
ask them to tell you the correct answer. Elicit the answer
(were). LISTENING TRANSCRIPT
• Then ask Ss to circle the personal pronoun I in the second line
and complete the gap. To help lower-performing Ss, encourage 1.
them to follow a similar procedure to complete the rest of Man So, what did you think?
the gaps. Also, tell Ss to carefully read through the dialogues Woman I had a great time.
in order to understand if they have to use the negative forms Man Me too. The sea was lovely, but the weather was a
wasn’t/weren’t. bit windy.
• Have Ss do the activity. Woman So what? We were under the water all the time.
• Check the answers with the class. Man Yeah, but when we got out it was a bit cold.
Woman I didn’t mind.

1. were, was, was, Were, was, were 2.

2. was, wasn’t, were Man At last, we’re back.
3. was, weren’t, was, wasn’t Woman I’m so tired, but it was great.
Man Yeah. We saw lots of things today.
Woman How many pictures did you take?
Man A lot. There’s so much to see here.
Woman And tomorrow we’re going home.
Man Yeah, back to work. How boring!

69 TB

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 4. PRACTICE
Complete the dialogues with was, were, wasn’t
or weren’t.
1. A: Where you last weekend?
B: I in New York City and it
fantastic!
A: you there with friends?
B: I with Jack. We went sightseeing every
day. The museums wonderful.
2. A: We went horse riding with the kids yesterday.
B: And how it?
A: Well, let’s just say it a good experience.
B: Why? What happened?

s
A: Well, Brian loved it, but the girls

n
B. Read again and write M for Michelle, terrified of the horses. Can you believe it?
3. A: Did you like the hotel?

io
L for Lucas or T for Tonia.
1. This person didn’t know what B: No! It horrible! There any
happened last year.
2. This person didn’t jump because they
were high above the ground.
at air conditioners and it so hot.
And I also needed to download some files but
lic
3. This person was at this place with a there a computer in the hotel!
friend last year.
b

4. This person is afraid of the ski lift. 5. SPEAK

5. This person would like to go to a
Pu

Talk in pairs. Ask and answer questions about

tropical island. last year’s holiday. Use the prompts in the box.

C. Find the Past Simple of • Where / you / be / last summer / ?

M

these verbs in the dialogue. think sing • Who / you / be / with / ?

• Where / you / stay / ?
M

wait happen sit spend stop

meet • How many days / you / stay / ?
• What / you / do / there / ?
• What / weather / be / like / ?
3.GRAMMAR
©

• there / be / lots of people / there / ?

PAST SIMPLE of the verb be • you / have / good time / ?

Read the examples and complete the table

with the correct form of the verb be. Where were you last summer?
I was...
A: Where were you yesterday? Who were you with?
B: I was at the beach. I was...
A: The beach? Were there many people there?
B: No, there weren’t. You see, it was a bit cold
6. WRITE
and it wasn’t sunny at all.
Write a paragraph about last year’s holiday.
Affirmative Negative Use ideas from activity 5.
I/he/she/it
we/you/they
Last summer...
there was/were

69

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 5d Fame
1. VOCABULARY
Match the professions with the sentences a-f.
Then listen and check your answers.
a. Alexander Graham Bell invented the telephone.
b. Mikhail Baryshnikov joined the New York City Ballet in 1978.
c. Henri Matisse painted The Dance in 1909.
d. Steven Spielberg directed Indiana Jones and the Kingdom
of the Crystal Skull.
e. George Orwell wrote Animal Farm in 1945.
f. Usain Bolt broke his own 100 m Olympic record in 2009. 1. dancer 4. artist
2. writer 5. athlete
2. READ

s
3. scientist 6. director
A. Read the names on the books a -e. Do you know

n
anything about these people?

io
B. Read and match the books with the paragraphs 1-5.

at
They
4.
lic
He was one of America’s famous
musicians. When he was five, he
couldn’t see very well and at the
b

made it!
age of seven he was completely
Pu

blind. Luckily, he never gave up.

He went to school, he learnt how
to write music and started working
as a musician.
M

5. a
M

She has asthma, but she took

1.
up running at the age of seven.
He was born in 1879. He couldn’t talk until
Today, she’s a famous marathon
the age of four. He couldn’t read until he was
©

runner. In 2003, she broke the

nine. He failed the entrance exam to the Swiss
world record and she won the New
Federal Institute of Technology, but he became
York City Marathon in 2004, 2007
a very important twentieth-century scientist.
and 2008.
2.
He became famous in the late 1980s and
he now stars in Hollywood films. When he b
was young, he couldn’t speak clearly, but
he got over his problem and became a very
successful actor.

3.
She was dyslexic, but she could write amazing
stories. She wrote many mystery novels and
they became bestsellers. She died in 1976
but her books still sell four million copies a
year.
c d e

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 5d
• Ask Ss some comprehension questions:
Talking about famous people
When was Albert Einstein born? in 1879
Expressing ability in the past What was the problem with him until the age of four? He
Talking about talents and abilities couldn’t talk.
What was the problem with him until the age of nine? He
couldn’t read.
The verb could What did he become? a very important twentieth-century
Adjectives - Adverbs of manner scientist

When did Bruce Willis become famous? in the late 1980s

amazing at the age of be born blind break a record
century clearly completely die direct fast get
over give up invent join million mystery novel
sell star (v.) story successful win young
Professions
artist athlete dancer director runner scientist
writer
What does he do now? He stars in Hollywood films.
What did he become? a very successful actor
What was Agatha Christie’s problem? She was dyslexic.
What kind of novels did she write? mystery novels
What did her novels become? bestsellers
When did she die? in 1976
Do people still buy her books? Yes, they do.
How many copies do her books sell a year? four million

WARM-UP What was the problem with Ray Charles when he was five?
Aims: • to introduce the topic of the lesson He couldn’t see very well.
• What happened to him at the age of seven? He became
completely blind.
• Ask Ss to look at the title of the lesson. What did he do before he started working as a musician?

s
• If necessary, help Ss deduce the meaning of the word fame by He went to school and learnt how to write music.
drawing their attention to the pictures of the famous people on

n
the page. What is Paula Radcliffe’s problem? She has asthma.
• Ask Ss to tell you what they think the lesson is about. How old was she when she took up running? seven

io
What kind of runner is she? She’s a marathon runner.
1. VOCABULARY CD2 39 What did she do in 2003? She broke the world record.
Aims: • to present vocabulary related to professions What did she do in 2004, 2007 and 2008? She won the New
•
• Ask Ss to read though the list of professions. Explain to Ss that a
at
York City Marathon.
lic
profession requires special training or a particular skill.
C. Aim: to give Ss practice in identifying specific information
• Ask Ss to read through the sentences a-f.
in the text
• Draw Ss’ attention to the picture in order to help them deduce
the meaning of unknown words in sentences a-f. • Have Ss do the activity.
b

• Ask Ss if they have heard of the famous people mentioned in • Check the answers with the class.
the sentences.
Pu

• Have Ss do the activity.

• To help lower-performing Ss, point out to them that they 1. F 2. T 3. T 4. F 5. T
should look out for key words which will help them decide on
the famous people’s professions (e.g. dancer – Ballet).
• Play the recording and have Ss follow in their books in order to • Have higher-performing Ss work with lower-performing Ss
M

check their answers. and correct the false sentences. This will challenge higher-
performing Ss and help lower-performing Ss understand why
1. b 2. e 3. a 4. c 5. f 6. d these sentences are false.
M

D. Aims: • to give Ss practice in identifying the Past Simple

of regular and irregular verbs in the text
2. READ CD2 40
•
A. Aims: • to introduce the topic of the text and activate Ss’
©

background knowledge • Draw Ss’ attention to the verbs in the boxes.

• • Refer Ss to the text and have them do the activity.
• Ask Ss to look at the pictures and the names of the people on
the books.
• Ask Ss the question in the rubric (Bruce Willis is an actor, Ray
Charles was a musician, Paula Radcliffe is an athlete, Albert
Einstein was a scientist, Agatha Christie was a writer).
• Elicit answers but do not correct Ss at this stage.
B. Aims: • to give Ss practice in identifying the main ideas of
the text through a matching activity
• •
• Draw Ss’ attention to the title They made it! (=they managed to
succeed). Point out to Ss that these people became famous and
achieved significant things despite their physical disabilities or
various difficulties they faced during their lives.
• Ask Ss to read through the texts and match them with the
pictures.
• To help lower-performing Ss, point out to them that they
should look out for key words which will help them match the
people with the paragraphs 1-5.
• Check the answers with the class.
1. d 2. a 3. e 4. b 5. c
• Check the answers with the class.
won, became, died, learnt /learned, gave, wrote, broke
• Explain unknown words and choose Ss to read out the text.
POST-READING
Aims: • to give Ss the opportunity to elaborate on the topic
of the text
• Ask Ss some questions:
Would you be interested in reading any of the books presented
here?
Do you know of any other autobiographies/biographies that
you would be interested in reading?
Have you heard of any other people who became famous and
successful despite their physical disabilities or other kinds of
difficulties they faced?
What do the actions of these people teach us?
• Allow the use of L1 when necessary to encourage lower-
performing Ss to express themselves.
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5d
3. GRAMMAR
Aims: • to present the verb could
• to help Ss differentiate between the verbs can and
could
• lower-performing Ss, you can write the following prompts on
• Ask Ss to read through the two short dialogues and draw
their attention to the words in bold.
• Ask Ss to underline the following in the dialogue: at the age of
4 and now.
• Ask Ss the question in the rubric. Explain to Ss that the
underlined items will help them answer the question. (The first
dialogue refers to ability / lack of ability in the past while the
second dialogue refers to ability / lack of ability in the present).
• Refer Ss to the Grammar Reference at the back of the book.
• Ask higher-performing Ss to make sentences using can and
could in the affirmative, negative and question form. This will
challenge them. To help lower-performing Ss, you can write
incomplete sentences on the board and ask Ss to complete
them with the correct form of can or could (e.g. he
swim when he was five years old?).
4. PRACTICE
Aim: to give Ss practice in differentiating between the
verbs can and could in the context of short dialogues
• Have Ss do the activity. To help lower-performing Ss, encourage
them to find time expressions or other phrases that will help
them decide if a sentence refers to the present or the past.
• Check the answers with the class.
1. could run, can’t go
2. Can you speak, I can, couldn’t speak,
Can you write, I can’t
5. GRAMMAR
Aims: • to present adjectives and adverbs of manner
• B: He was born in 1915.
b
• Ask Ss to read through the examples and draw their attention
Pu
to the words in bold.
• Ask Ss to tell you which of the words in bold are adjectives
and which are adverbs and have them complete the rules.
Remind Ss that adjectives usually come before nouns and they
give extra information about them, e.g. an expensive gadget, a
boring film.
M
• Ask Ss what the adjective nice in the first example describes
(a song) and what the adverb nicely describes (how the singer
sings).
• Check the answers with the class (nice and terrible are
M
adjectives and define nouns, nicely and terribly are adverbs and
describe how something happens).
• Point out to Ss that adjectives are the same in the singular
and the plural.
©
• Ask Ss what they notice about the formation of the adverbs
of manner.
• Elicit the answer that we form most adverbs of manner
by adding –ly to the adjective e.g. nice - nicely). However,
adjectives ending in a consonant +y, drop the –y and take –ily
e.g. happy – happily and adjectives ending in –le, drop the –e
and take only –y e.g. terrible–terribly.
• Refer Ss to the Grammar Reference at the back of the book for
further spelling irregularities concerning the formation
of adverbs.
• Draw Ss’ attention to the table.
• Explain to Ss that the adjective good forms its adverb irregularly
(well), while the adjectives fast, late and early form their
respective adverbs by keeping the same form.
• Draw a Venn diagram on the board and have Ss write the
adjectives and the adverbs in the outer circles.
• Point out that in the inner section they should write the adjectives
that form their adverbs by keeping the same form.
adjectives adverbs
71 TB
Traveller_Rev_Elem_TB.indb 150
• Encourage Ss to use the adjectives and adverbs in the table to
form their own sentences. You can write the following on the
board to help lower–performing Ss good/singer, sing/well – fast/
runner, run/fast, late / for work, early/bus.
• Point out to Ss that we can use adjectives without nouns after
the verbs be, look, feel, etc. (e.g. She’s nice, He’s late/early, etc.).
• Ask higher-performing Ss to make sentences using adjectives
and adverbs of manner. This will challenge them. To help
the board: good/football player, play football/well – careful/driver,
drive/carefully.
6. PRACTICE
Aim: to give Ss practice in using adjectives and adverbs of
manner in the context of short dialogues
• Have Ss do the activity.
• Check the answers with the class.
1. beautifully, good, well, 2. badly, dangerous, easily
7. SPEAK
Aims: • to give Ss practice in talking about a famous person
through an information-gap activity
•
• Refer Ss to the Speaking Section at the back of the book and
s
allocate roles for SA and SB.
• Ask Ss to look at the table containing information about
n
Anthony Quinn.
• Ask Ss to read through the prompts.
• Have higher-performing Ss work with lower-performing
io
Ss in pairs and take turns to ask and answer questions about
Anthony Quinn in order to complete the missing information
in their tables.
at
• Go round the class helping Ss when necessary.
• Choose Ss to act out the dialogue.
lic
Suggested answers
A: When was Antony Quinn born?
A: When did he star in La Strada?
B: He starred in La Strada in 1954.
A: When did he star in Lawrence of Arabia?
B: He starred in Lawrence of Arabia in 1962.
A: How many children did he have?
B: He had 13 children.
A: Where did he die?
B: He died in the USA.
B: Where was Antony Quinn born?
A: He was born in Mexico.
B: When did he star in The Guns of Navarone?
A: He starred in The Guns of Navarone in 1961.
B: When did he star in Zorba the Greek?
A: He starred in Zorba the Greek in 1964.
B: How many Oscars did he win?
A: He won two Oscars.
B: When did he die?
A: He died in 2001.
8. WRITE
Aims: • to give Ss practice in writing a short biography about
a famous person by elaborating on the speaking
activity
•
• Allow Ss some time to write a short biography about Anthony
Quinn using the information from activity 7.
• Choose Ss to read out the biographies.
Model answer
Anthony Quinn was born in Mexico in 1915. He was an
actor, painter and writer and he was in some successful
films. In 1954 he was in La Strada, in 1961 The Guns of
Navarone, in 1962 Lawrence of Arabia and in 1964 Zorba
the Greek. He won Oscars in 1952 and 1956. He had
thirteen children and died in 2001 in the USA.
16/6/2020 3:36:59 µµ
 3. GRAMMAR 5. GRAMMAR
THE VERB could ADJECTIVES - ADVERBS OF MANNER
Read the examples. What’s the difference Read the examples and complete the rules with
between the first and the second dialogue? the words in bold.
A: Could Andy write at the age of 4? • This is a nice song and the singer sings it nicely.
B: No, he couldn’t. But he could read. • Kathy dances terribly. She’s a terrible dancer.
A: Jessica is 4 years old now. Can she write? and are adjectives and
B: No, she can’t. But she can read. define nouns.
and are adverbs and
4. PRACTICE describe how something happens.
Complete the dialogues with the correct form of the
verbs can or could and the words in brackets. Give Irregular Adverbs
short answers where possible. Adjectives Adverbs
1. good well

s
A: Here is an old picture from a sports day.
fast fast

n
B: Do you still go running? You
late late
(run) really fast at school. I remember.

io
A: No, I broke my leg last year, so I early early
(not go) running any more.
2.
A: (you / speak) Japanese?
at
6. PRACTICE
lic
B: Yes, . Circle the correct options.
A: But you (not speak) 1.
b

Japanese a few years ago.

A: Your sister plays the piano beautiful /
B: I know. I spent a year in Japan.
Pu

A: (you / write) in Japanese beautifully.

too? B: Yes, she’s very good / well. She learnt from my
B: No, .
uncle.
M

A: Really? Does he play good / well too?

B: Yes, he does.
M

C. Read again and write T for True or F for False.

2.
A: Dave gave me a lift home last night. He drives
©

1. Albert Einstein got over his speaking problem very bad / badly.
at the age of nine.
B: I know. He’s dangerous / dangerously.
2. Bruce Willis had problems speaking when he
A: And you know, he passed his driving test easy /
was young.
easily.
3. Only one of Agatha Christie’s mystery novels
became a bestseller. B: You’re joking!

4. Ray Charles was born blind.

7. SPEAK
5. Paula Radcliffe started running at a INFORMATION GAP ACTIVITY
young age. Talk in pairs.
Students A & B: Go to the Speaking Section.
D. Find the Past Simple of these verbs in the text.
8. WRITE
win become die learn
Use the information from activity 7 about
Anthony Quinn and write a short biography
give write break about him.
71

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 5e A story to tell Try to guess the

TIP
meaning of unknown
words.
1. VOCABULARY
Look, listen, read and guess
what the words in bold mean.

There was a burglary at the museum

last week. A man stole a golden
statue. The security guard saw him.
He shouted ‘Stop!’ but the man got
away. He went to the park but there,
he fell down and hit his head. And
luckily the police caught him.

n s
io
2. READ Chapter 1: Who am I?
A. Read the extract from a mystery novel.
What’s wrong with Mr Minter?
at Suddenly I woke up. My head really
hurt but there was something else
lic
wrong. Where was I? I looked around
the bedroom. Was it mine? I couldn’t
b

remember a thing. But why? How did I

Pu

lose my memory? I looked in the mirror

and I was shocked. Who was that man? I
had a huge bump on my head. Who am I?
M

I wondered.
Suddenly, the phone rang. I picked it
M

up slowly and heard an excited voice:

‘Oscar! Morning mate! Are you ready? I’m
©

downstairs. Come on!’

I looked outside. There was a man in the
driveway next to a sports car. He waved
at me and I waved back. Suddenly, four
men dressed in black ran out from behind
the trees. ‘Look out!’ I shouted, but they
grabbed him and took him away.
One of the four men ran into the house.
I heard him coming up the stairs. I
panicked and looked for a place to hide,
but he entered the room in no time. ‘It’s
OK, Mr Minter. You’re safe now. It was a
trap. He wanted to kill you, but, luckily, we
caught him.’ All I could say was ‘Thanks.’
Then he left the room.

72

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Narrating a story
Describing feelings
bump dressed in enter fall (down) hear huge
in no time lose my memory mate pick up the phone
ring (v.) safe security guard shocked shout
slowly tree voice wave (v.) wonder (v.)
Words related to crime
burglar burglary catch get away grab
hide hit police steal
Phrases
All I could say was... Look out!
WARM-UP
Aims: • to introduce the topic of the lesson
• Where was Mr Minter when he woke up? in a bedroom
• Draw Ss’ attention to the title of the lesson and ask them to tell
you what they think the lesson is about.
• Ask Ss if they prefer telling a story or listening to / reading one.
1. VOCABULARY CD2 42
Aims: • to present the vocabulary of the lesson
• Who ran out from behind the trees? four men dressed in black
• Draw Ss’ attention to the TIP and explain it.
• Play the recording and have Ss look at the pictures and read
lic
through the story at the same time.
• Help Ss deduce the meaning of the words in bold from the
content of the corresponding pictures.
• Draw Ss’ attention to the verbs in the Past Simple and ask them
b
to tell you the Present Simple of these verbs.
• Check the answers with the class.
Pu
KE
Y
Suggested answers
burglary = the act of entering a building illegally
steal – stole = to take sth without the permission of its
owner
M
security guard = sb whose job involves preventing
people from entering a place without prior permission or
protecting goods from being stolen
M
shout – shouted = to say sth in a very loud voice
get away – got away = to escape
fall – fell = to drop oneself to the ground
hit – hit = to touch with great force
©
catch – caught = to arrest
EXTRA VOCABULARY CD4 30
There is an Extra Vocabulary section at the back of the
Workbook presenting new vocabulary items related to the
vocabulary presented in the lesson. There is also an Extra
Vocabulary Activities section practising the extra vocabulary.
The key for the Extra Vocabulary Αctivities section is included
in the Workbook Key section at the back of the Τeacher’s Book.
PRE-READING
Aims: • to introduce the topic of the story
• to help Ss make predictions and create expectations
about the story
•
• Draw Ss’ attention to the picture of the man and ask them
some questions:
What is the man doing? He’s looking at himself in the mirror.
How do you think he feels? Why?
Traveller_Rev_Elem_TB.indb 153
5e
2. READ CD2 43
A. Aims: • to give Ss practice in identifying the main
idea of the story
•
• Ask Ss to look at the layout of the text and tell you
what kind of text it is (an extract from a mystery novel).
• Point out to Ss that this is the first chapter of the story.
• Have Ss read the text.
• Ask Ss the question in the rubric.
• Check the answer with the class. Ask higher-performing Ss to
justify their answers. This will challenge them and help lower-
performing Ss understand why this answer is correct.
Mr Minter can’t remember where he is, his name / who
he is and has a huge bump on his head. / He’s lost his
memory.
• Ask Ss some comprehension questions:
How did he feel when he looked in the mirror? He was shocked.
What is Mr Minter’s first name? It’s Oscar.
s
What did the man who called Mr Minter ask him? If he was
ready.
n
Did Mr Minter reply to the man? No, he didn’t.
What did Mr Minter see when he looked outside? a man in the
io
driveway next to a sports car
What did they do? They grabbed the man and took him away.
at
What did one of the four men do? He ran into the house where
Mr Minter was.
What did Mr Minter try to do? He tried to find a place to hide.
Why did he try to find a place to hide? because he panicked
What did the man tell Mr Minter when he entered the room?
that the man in the driveway wanted to kill him / that he was
safe
• Ask Ss to read through the story again and find all the
examples of verbs in the Past Simple.
• Check the answers with the class.
B. Aims: • to give Ss practice in understanding text cohesion
•
• Have Ss do the activity. To help lower-performing Ss, you can
tell them to start with picture d.
• Check the answers with the class.
a. 4 b. 2 c. 5 d. 1 e. 3
• Explain any unknown vocabulary and choose Ss to read out
the story.
• Have Ss work in pairs or small groups.
• Explain to them that they have to come up with the
continuation of the story.
• Encourage higher-performing Ss to write it in the form of a
dialogue. This will challenge them.
• To help lower-performing Ss, ask them to note down their
ideas first. This will build their confidence.
• Have Ss present their dialogues/ideas to the class.
TB 72
16/6/2020 3:37:03 µµ
5e
POST-READING
Aims: • to give Ss the opportunity to expand on the topic Story B
of the text A: So, when did it happen?
• B: It happened two weeks ago.
A: Where were you?
• What would
Ask Ss someyou do if you lost your memory?
questions: B: I was in the mountains, skiing.
Do you know anyone who has lost their memory? A: Who were you with?
B: I was with one of my friends.
• Allow the use of L1 when necessary to encourage lower- A: So, what happened?
performing Ss to express themselves. B: Well, as you know, I’m not very experienced in skiing
and at some point I lost control of the skis and had an
3. LISTEN CD2 44, 45 accident.
A: Oh no! Did you get hurt?
(for the listening transcript, go to the back of the book) B: Yes, I did. I hurt my leg and I was in terrible pain.
A. Aims: • to give Ss practice in listening for gist A: So, what did you do next?
• B: There was nothing I could do. I just sat there waiting for
someone to see me and help me.
• Before playing the recording, point out to Ss that they A: How did you feel?
should pay attention to key words which will help them B: I felt scared and I was cold too.
decide who Mr Minter is talking to. A: That’s terrible! What did you do in the end?
• Play the recording once. B: I was lucky because just before it got dark my friend
• Check the answer with the class. found me and helped me.
A: What an experience!

s
Mr Minter is talking to a police officer.

n
5. WRITE
Aim: to give Ss tips for writing a story

io
B. Aim: to give Ss practice in listening for specific
information • Draw Ss’ attention to the box containing tips for writing a
story.
• Ask Ss to read through the sentences. Make sure that Ss
don’t have any unknown words.
• Play the recording again.
at
• Make sure that Ss understand how the adverbs and the
Direct Speech should be used.
lic
• Check the answers with the class. A. Aim: to give Ss practice in using adverbs
• Have Ss do the activity.
1. F 2. T 3. T 4. T 5. T 6. F 7. F
b

• Check the answers with the class.

Pu

4. SPEAK 1. luckily 2. Unfortunately 3. Suddenly

Aims: • to give Ss practice in creating and narrating a story 4. suddenly 5. unfortunately
•
B. Aims: • to give Ss practice in writing a story by
M

• Have higher-performing Ss work with lower-performing

elaborating on the speaking activity
Ss in pairs and take turns to ask and answer questions
•
about one of the pictures using the prompts in the box.
M

• To help lower-performing Ss, allow them some time to note

• Draw Ss’ attention to the TIP and explain it.
down key words which will help them answer the questions.
• Allow Ss some time to write their stories.
• Go round the class helping Ss when necessary.
• Choose Ss to read out their stories.
• Choose some pairs to act out the dialogues.
©

Suggested answers Model answer

Story A David and Michael were on holiday in Austria. They went
A: When did it happen? sightseeing one day and got back to their hotel at six o’clock.
B: It happened two days ago, on Monday. It was a beautiful sunny evening, so the friends decided to
A: Where were you? go skiing on the mountain near their hotel. They went up
B: I was at the Science Museum in Victoria Street. on the ski lift and skied down a few times. ‘It’s getting late.
A: Who was with you? Maybe we should stop now,’ said David. ‘Let’s ski down
B: I was with my mother. the mountain one more time. We’re having fun and the
A: What happened? weather’s fantastic,’ said Michael. ‘OK,’ said David.
B: I saw a strange man trying to steal a very important They started skiing, when suddenly it became very windy
painting from the museum. and also began to snow. It was difficult to see well, and
A: Oh no! Really? What did you do? unfortunately the boys had an accident. Michael bumped
B: I told my mother and we decided to call the police. into David, and they both fell down. David’s leg was hurt
A: How did you feel? and he couldn’t stand up. It was after eight o’clock and it was
B: I got scared, but my mum helped me stay calm. cold and dark. Michael started to panic. ‘Oh, no! What can
A: What did you do in the end? we do? I’m scared!’ said Michael. ‘Calm down,’ said David.
B: We called the police and after a few minutes we left. ‘Luckily, I have my phone with me, so we can ring the hotel.’
In no time, the friends were safe and warm in the hotel. The
next day, they went to the hospital to check David’s leg, but
luckily it was OK.

73 TB

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 3. LISTEN 4. SPEAK
A. Listen to the continuation of the story in Talk in pairs. Imagine you were at one of the
activity 2A. Who is Mr Minter talking to? places shown in the pictures and something
B. Listen again and write T for True or F for strange happened. Ask and answer questions
False. using the prompts and the words given.
1. Mr Minter and the man go downstairs
to talk.
2. The house isn’t Mr Minter’s.
3. Mr Minter works at a hotel.
4. Mr Minter saw the burglar.
a b
5. Mr Minter remembers something
from his life. strange man mountain skiing
burglar museum accident hurt
6. The burglar hit Mr Minter in the face.
steal police dark cold
7. The burglar stole money from the hotel.

n s
• When / it / happen / ? • What / you / do / ?
• Where / be / you / ? • How / you / feel / ?

io
• Who / be / with you / ? • What / you / do / in
B. Read again and put the pictures in • What / happen / ? the end / ?
the correct order. Write 1-5. at
5. WRITE
lic
A story
b

When writing a story:

• use adverbs like suddenly, luckily, unfortunately.
Pu

a
Suddenly, four men dressed in black ran out from
behind the trees.
He wanted to hurt you, but luckily, we caught him.
The burglar hit me on the head and, unfortunately, I
M

lost my memory.
• use direct speech to make it more interesting.
M

b
‘Look out!’ I shouted, but the man didn’t hear me.
©

A. Complete the sentences with suddenly, luckily or

unfortunately.
1. I was shocked when I saw the burglar but,
c , he didn’t see me.
2. , Debbie lost her concert ticket.
3. Yesterday, I was at a friend’s house. ,
the lights went out.
4. We were in the park when, , we saw
d a huge spider in front of us. We were terrified!
5. Last weekend I decided to go swimming but,
, it started raining.
B. Choose one of the pictures in activity 4 and
write a story.
Write the events in chronological order.
e
TIP

Use the Past Simple and the adverbs

suddenly, luckily, unfortunately.
73

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 5 Video activities
Ferdinand Magellan

A. Complete the sentences with the words in the box.

1. We took a boat ride from the town to the . spices
2. The says that we are near the hotel. island
3. It was a cold day so the children didn’t swim in the . map
4. This soup is delicious! What did you use? penguin
5. We saw a cute baby at the zoo yesterday. ocean

B. Watch Part 2 of the video and answer.

Did Ferdinand Magellan sail around the world?

n s
C. Watch Part 2 again and put the sentences in order. Write 1-6.

io
Magellan left Spain and sailed across the Atlantic.
Magellan died.
Magellan saw some penguins for the first time.
Magellan worked as a mapmaker.
at
lic
Magellan travelled east to the Philippines.
Magellan sailed across the Pacific.
b
Pu

D. Watch Part 2 again and write T for True or F for False.

1. Magellan was from Spain.
M

2. Magellan travelled to the Philippines because he wanted to find spices.

3. The voyage around the world began with more than one ship.
M

4. 1,519 sailors went on the voyage around the world.

5. Magellan died before he reached the Pacific Ocean.
©

6. Only one of Magellan’s ships travelled around the world.

E. Discuss.
• Would you like to travel around the world?
• Which country or countries would you like to visit?

74

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 Video activities 5
Ferdinand Magellan
Vocabulary
1. F
ocean penguin sail spices voyage 2. T
3. T
4. F
Aims: • to give Ss the opportunity to expand on the 5. F
language of the module 6. T
•
• Have higher-performing Ss work with lower-
A. performing Ss and correct the false sentences. This
• Ask Ss if they know about any explorers and initiate a will challenge higher-performing Ss and help lower-
short discussion. performing Ss understand why these sentences are false.
• Draw Ss’ attention to the words in the box and have Ss
do the activity. To help lower-performing Ss, encourage E.
them to start with the words they are already familiar • Ask Ss the questions.
with. • Elicit answers and initiate a short discussion. Allow
• Check the answers with the class. the use of L1 if necessary to help lower-performing Ss
express themselves.

s
1. island KE
Y

n
2. map Suggested answers
3. ocean • I would like to travel around the world when I

io
4. spices finish my studies. I would love to explore different
5. penguin countries and learn about different cultures.
• I would like to visit Japan. I watch a lot of Japanese
B.
• Ask Ss to read the question in the rubric and make sure
atfilms and I am interested in the Japanese culture.
lic
they understand it. TRANSCRIPTS
• Play Part 2 of the video and have Ss answer the question.
• Check the answers with the class. Part 1
b

ocean penguin sail spices voyage

Pu

He organised and was Part 2

the leader of the trip, Ferdinand Magellan was an explorer. He was the first
but he died before person to travel around the world by ship. Or was he?
returning to Spain. Ferdinand Magellan was born in 1480 in the north of
Portugal. He worked as a mapmaker and enjoyed going on
M

long voyages. He travelled east, around Africa, to India and

the Philippines to find expensive spices and bring them
C.
M

home. However, Magellan also wanted to sail west to reach

• Ask Ss to read through the sentences 1-6.
the Spice Islands in Asia. So, in 1519, he left Spain with five
• Explain to Ss that they are going to watch Part 2 again
ships and 270 sailors. It was a long, hard voyage across the
and put the senteces in the correct order.
Atlantic Ocean. Just off the south coast of South America,
©

• Play Part 2 of the video and have Ss do the activity. You

Magellan was the first European to see penguins – they are
can tell Ss which one is the first sentence. This will help
now called Magellanic penguins. He was also the first to go
lower-performing Ss.
around South America and so that area of water took his
• Check the answers with the class.
name too – the Magellan Straits.
Soon, Magellan entered a new ocean. When he first saw it,
3 he called it ‘Mar Pacifico’, which means ‘peaceful sea’, and
6 that’s how the Pacific Ocean got its name. Magellan and
4 his sailors sailed across the Pacific for months and finally
1 reached the Philippines. However, Magellan and forty of his
2 men died in a fight with some natives. The others continued
5 the voyage, but when they reached Spain, there was one
ship left, and only eighteen men.
It was the first trip around the world, but Magellan never
D. made it all the way.
• Ask Ss to read through the sentences 1-6 and make sure
they understand everything.
• Have Ss watch Part 2 again and do the activity.
• Check the answers with the class.

TB 74

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 5 Round-up
Aims: • to help Ss revise the structures, functions and
vocabulary presented in Module 5 through various
activities
•

VOCABULARY
A.

1. e
2. g
3. a
4. d
5. b
6. f
7. c

Β.

1. take

s
2. Hide

n
3. die
4. stole

io
5. stars
6. directed

C.
at
lic
1. a
2. c
3. c
b

4. c
Pu

5. b
6. a

GRAMMAR
M

D.
M

1. saw 7. didn’t sleep

2. was 8. Did you have
3. thought 9. heard
©

4. taught 10. woke up

5. wasn’t 11. couldn’t
6. failed 12. was

E.

1. well
2. successful
3. clearly
4. safe
5. loud
6. easily

75 TB

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 Round-up 5
VOCABULARY GRAMMAR
A. Match. D. Complete the dialogues with the Past Simple
1. pass a. of heights of the verbs in brackets.
2. go b. a record 1.

3. be afraid c. the phone A: Guess what! I (1) (see) Mrs Jackson

last night!
4. do d. water sports
B: Who’s she?
5. break e. an exam
A: Don’t you remember her? She (2) (be)
6. lose f. my memory
the maths teacher at our school.
7. pick up g. sightseeing B: Really? I (3) (think) her name was
Jones.

s
B. Circle the correct options.
A: No. Mrs Jones (4) (teach) English.

n
1. What courses did you get / take at college?
B: Oh, yeah, you’re right! I (5) (not be)

io
2. Shhh! Hide / Wave in the wardrobe and don’t
very good at maths. I (6) (fail) lots of
come out! There’s a burglar in our house!
3. When did Agatha Christie die / happen?
4. That man over there stole / sold my bag! Let’s call
at
2.
Mrs Jackson’s tests.
lic
the police. A: What’s wrong? You look very tired.
5. Who stars / wins in La La Land? Is it Ryan B: I (7) (not sleep) well last night.
b

Gosling? A: Why? (8) (you / have) work to do?

Pu

6. Joe Wright invented / directed Darkest Hour. It’s B: No, but I (9) (hear) a loud noise at
an interesting film. around 2 a.m. and (10) (wake up). I
(11) (not can) sleep after that.
C. Choose a, b or c.
M

A: What (12) (be) it?

1. , when I got to the gym last night, the
B: I don’t know.
M

lights went out and I couldn’t work out.

a. Unfortunately b. Luckily c. Suddenly
E. Circle the correct options.
©

2. Fred Astaire was a great , singer and

1. Charlie speaks Japanese very good / well. He lived
actor. His musicals were very popular.
in Japan when he was a teenager.
a. burglar b. writer c. dancer
3. Please, don’t to ring Kelly tonight. 2. Tom wants to become a successful / successfully
a. remember b. imagine c. forget marathon runner and break the world record
4. This mystery is a bestseller. It sold over some day.
a million copies last year. 3. Vicky is still a baby. She can’t speak clear / clearly.
a. story b. course c. novel 4. That lift isn’t safe / safely. We should use this one.
5. It’s not to swim in the sea when there 5. The music is really loud / loudly in here. Let’s go
isn’t a lifeguard on the beach. outside. I need to talk to you.
a. successful b. safe c. shocked
6. I can easy / easily pass the biology test but I need
6. My sister was born blind but she never .
your help in physics.
She went to school, got a degree in biology and
now she’s a scientist.
a. gave up b. got over c. got away
75

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 F. Choose a, b or c. H. Read the answers and complete the questions.
1. run fast when you were 5 years old? 1. A: your degree?
a. Can you b. Could you c. Were you B: I got it in 2013.
2. A: fishing yesterday?
2. Kathy terrified after the burglary at her
B: No, we didn’t, but we went scuba diving.
house.
3. A: when you were
a. wasn’t b. were c. was
four years old?
3. Ben and Harry got their degree three years B: No, of course I couldn’t read!
. 4. A: ?
a. last b. ago c. yesterday B: I was born in 2002.
4. What time Jack leave this morning? 5. A: Where the burglar?
a. was b. could c. did B: The police caught him in the park.
5. Did you basketball at the age of seven? SPEAK
I. Talk in pairs.

s
a. take up b. took up c. taking up
Student A: Imagine that you went out with your

n
6. Mary her sunglasses. Do you know
cousins last night. Tell Student B about it.

io
where they are?
Student B: Student A went out with his/her cousins
a. could find b. can’t find c. can find last night and you want to know about his/her night
at
out. Ask him/her:
• where they went
lic
COMMUNICATION • what they did
G. Choose a or b.
• who else was with them
b

1. I was very tired and fell asleep in class yesterday. • if anything interesting happened
Pu

a. How embarrassing! WRITE

b. For a couple of hours. J. Write an email to a friend of yours giving
2. I’m going to the school reunion tonight! him/her your news about the night out you
M

discussed in the speaking activity.

a. Look out!
SELF-ASSESSMENT
M

b. Have a great time!

Read the following and tick (4) the appropriate
3. What’s the matter? boxes. For the points you are unsure of, refer
a. You missed out. back to the relevant sections in the module.
©

b. I failed the test. Now I can...

4. Oh, no! There’s a burglar in the house!  use the Past Simple
a. OK. Calm down and call the police!  talk about past experiences and events
b. All I could say was ‘Help!’.  talk about my school/college/university years
5. The phone is ringing.  talk and write about past holidays
a. Pick it up!  talk and write about famous people
b. Give up!  say what I could do in the past
 talk about my talents and abilities
 tell a story
 write a story

Culture page: The British Education System

76

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 Round-up 5
F.
SELF-ASSESSMENT
1. b Aims: • to give Ss the opportunity to check their
2. c progress
3. b • to encourage learner autonomy
4. c •
5. a
6. b • Draw Ss’ attention to the points and have Ss read them.
• Explain any unknown words.
COMMUNICATION • Have Ss tick the points they feel confident about. For the
G. points they are unsure of, they should refer back to the
relevant sections in the module.
1. a
2. b
3. b Culture page:
4. a The British Education System
5. a
The Teacher’s Notes can be found at the back
H. of the book.

Suggested answers
GRAMMAR ACTIVITIES

s
1. When did you get your degree?
2. Did you go fishing yesterday? There is a section at the back of the Workbook with

n
3. Could you read when you were four years old? grammar activities providing Ss with further practice
4. When were you born? of the grammar presented in the module. After each

io
5. Where did the police catch the burglar? Round-up section in the Workbook, it is advisable to do
the corresponding activities in the Grammar Activities
SPEAK
I.
• Have Ss talk in pairs about a night out.
at
section.
The key for the Grammar Activities section is included in
the Workbook key at the back of the Teacher’s Book.
lic
• Go round the class helping Ss when necessary.

Suggested answer
b

B: What did do last night?

A: I went out with my cousins, Kathy and Meryl.
Pu

B: Great. Where did you go?

A: We went to the shopping centre on Sherfield Street.
B: What did you do there?
A: We had dinner at a Chinese restaurant.
M

B: Who else was with you?

A: Kathy’s friend Scarlet was with us too.
B: Did anything interesting happen?
M

A: Yeah, it was Scarlet’s birthday and they gave us free

dessert at the restaurant.
©

WRITE
J.
• Tell Ss to write an email to a friend giving him/her their
news about the night out they discussed in the speaking
activity.
Model answer
Hi Tania,
How are things? I had a great night out with my cousins
yesterday. You really missed out!
Kathy and Meryl asked me to go out for dinner with
them. There’s a new Chinese restaurant in the shopping
centre in Sherfield Street, so we decided to try it. Kathy’s
friend Scarlet met us at the restaurant, so there were four
of us for the meal. We had really nice starters and then
delicious main courses. I had chicken with mushrooms,
peppers and rice, and we all drank orange juice. Then
the waiter brought us a very special dessert. He said it
was free because it was Scarlet’s birthday!
Well, that’s all for now,
See you soon,
Rosie

TB 76

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6a
6 Events

Aims: • to introduce the topic of the module and activate

Ss’ background knowledge
• to present the learning objectives of the module
•
• Draw Ss’ attention to the picture and ask them:
What can you see in the picture?
Do you like attending sporting events?

• Elicit answers and ask Ss to look at the title of the

s
module and tell you what they think the module will be

n
about.
• Ask Ss the questions in the Discuss section and elicit

io
answers. Allow the use of L1 when necessary to
encourage lower-performing Ss to express themselves.

Suggested answers
I attend sports events, business events and family
at
lic
events.
Yes, I like celebrating important events in my life
with my friends and family.
b

We usually go out for dinner.

Pu

• Read out the points listed in the Flick through the module
and find... section.
• Explain any unknown words.
• Then ask Ss to flick through the module and find where
M

these points are discussed.

a protest march: p. 84
M

people talking on the phone: p. 80

an email inviting someone to a party: p. 86
a strange race: p. 82
©

a poster advertising a music festival: p. 78

• Read out the objectives listed in the In this module you

will learn... section.
• Explain any unknown words.

77 TB

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 Events 6
Discuss:
 What kind of events do you attend?
 Do you celebrate important events in your life with
other people?
 How do you celebrate important events in your life?

Flick through the module and find...

 a protest march
 people talking on the phone
 an email inviting someone to a party

s
 a strange race

n
 a poster advertising a music festival

io
at
b lic
Pu
M
M
©

In this module you will learn...

 to talk about future arrangements
 to write an email giving information
 to make requests and respond to them
 to express obligation
 to describe an event
 to make suggestions
 to talk about animals
 to wish people well in different situations
 to invite someone to an event
 to accept and refuse an invitation
 to write an email of invitation

77

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 6a Don’t miss it! Dates:

NOTE
We write: 23 May or 23rd May
We say: the twenty-third of May
1. VOCABULA RY in + seasons/months
Complete the calendar with the words in the box. 0n + dates
Then listen and check your answers.

M T W T F S S January
tenth February
1st 2nd 3rd 4th 5th 6th 7th
July first second third fifth sixth seventh March
November 8th 9th 10th 11th 12th 13th 14th
thirty-first eighth ninth eleventh twelfth thirteenth fourteenth May
June
twenty-fifth 15th 16th 17th 18th 19th 20th 21st
fifteenth sixteenth seventeenth eighteenth nineteenth twentieth twenty-first
April
August
fourth 22nd 23rd 24th 25th 26th 27th 28th

s
twenty- twenty- twenty- twenty- twenty- twenty-
September third

n
second fourth sixth seventh eighth
October
29th 30th 31st

io
twenty- thirtieth
ninth December
December

2. READ
at
lic
A. Read the poster. Then listen and read the dialogue. Which of the events are Dylan, Max
and Jessica going to attend?

Brigh t on College
b
Pu

Music Fes ti val

M
M

T h u r s d a y, 18 t h J u n e
T h e C olleg e Sy mp h o n y Or ches t r a – 9 p . m . , c olle ge t h e a t r e
©

F R OM B A CH T O BO W IE : Clas sical music and moder n r ock

F r id a y, 19 t h J u n e
S enior Cla s s J a z z Q uar t e t – 8 . 3 0 p . m . , c olle ge t h e a t r e
F o r all y o u ja z z lo v er s o u t t h er e!
L e a r n mor e a b ou t :
S a t u r d a y, 2 0 t h J u n e • mu s ic cou r s e s a n d clu b s a t t he colleg e
B r ig h t o n B a n g er s M a r ching B a nd – • h o w t o s u p p or t s t u d en t b a n d s
4 p . m . , c olle ge s t a diu m • h o w t o g e t a job in mu s ic
S u p p o r t o u r t e am s - Su p po r t o u r b an d!
Su n d a y, 2 1 s t J u n e
M a s t er cla s s – f r o m 1 2 p . m . , c olle ge t h e a t r e
T h a t ’s r igh t ! B r igh t o n C olle ge in s t r u c t o r s o r ganis e a w h ole d a y
e v en t w i t h m u sic cla s s e s f o r be gin n er s , a s o n g c o m pe t i t io n an d
in t er e s t in g p r i z e s !
78

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Talking about festivals/events
Making future plans
Reading a poster
Talking about dates
Future be going to
attend competition definitely embarrass
enter (a competition) festival miss perform
poster prize stage take place whole
Months
January February March April May June
July August September October November
December
Ordinals
first, second, third, etc.
Phrases
Which...? Yeah, right.
WARM-UP
Aims: • to introduce the topic of the lesson
• College theatre and stadium
• Draw Ss’ attention to the title of the lesson and explain it to
them.
• Ask Ss to look at the pictures and tell you what they think the
lesson is about.
lic
1. VOCABULARY CD3 2 Will the festival be interesting to those who want to work
Aims: • to present months and ordinal numbers
• to present dates
b
• • Ask Ss some questions:
• Draw Ss’ attention to the calendar and ask them what the
Pu
capital letters at the top of the calendar stand for (the days of
the week).
• Ask Ss to tell you which day each letter represents
(e.g. M=Monday).
• Ask Ss to look at the numbers. Make sure that Ss understand
M
the difference between ordinal and cardinal numbers.
M
Ordinal numbers (first, second, third, etc.) are used to
show the position of something in a list of items (e.g.
the order of the days in a month) as opposed to cardinal
©
numbers (1, 2, 3, etc.) which are used to show quantity.
• Ask Ss what they notice about the formation of ordinal
numbers (they are formed with the ending -th, except first,
second, third) and point out the exceptions and spelling
irregularities (fifth, eighth, ninth, twelfth, twentieth, thirtieth).
• Draw Ss’ attention to the list of the months.
• Ask Ss to read through the words in the box.
• Have Ss do the activity.
• Play the recording and have Ss follow in their books and
check their answers.
fourth, tenth, twenty-fifth, thirty-first
April, July, September, November
• Draw Ss’ attention to the NOTE and explain it.
• For further practice, ask a student What’s the date today? and
elicit the answer It’s the (+ the date). Ask another student
When’s your birthday? and elicit the answer It’s in (+ the
month). It’s on (+ the date).
• Go round the class asking Ss the above questions and elicit
Traveller_Rev_Elem_TB.indb 165
6a
answers.
PRE-READING
Aims: • to introduce the topic of the reading activity by
activating Ss’ background knowledge
•
• Draw Ss’ attention to the title of the poster and ask them to
tell you what it is about (a music festival).
• Ask Ss some questions:
Have you ever been to a music festival?
Are music festivals popular in your country?
Do you like going to music festivals?
What kind of music festivals do you like going to?
2. READ CD3 3
A. Aims: • to present vocabulary, structures and functions in
the context of a dialogue and a poster
• to give Ss practice in identifying the main idea of the
dialogue
•
• Tell Ss to read through the poster and ask them some
s
questions:
n
Where is the music festival taking place? at Brighton
io
When is it taking place? from 18th to 21st June
What kind of music does the College Symphony Orchestra
play? classical music and modern rock
at
What will the last day’s event include? music classes for
beginners, a song competition and interesting prizes
in the music industry? Yes, it will.
• Play the recording and have Ss read and listen to the dialogue.
Who believes that will win the first prize? Dylan
What do his friends think? that he’s going to embarrass
them
• Ask Ss the question in the rubric.
• Check the answer with the class. Ask higher-performing Ss
to justify their answer. This will challenge them and help
lower-performing Ss understand why this is the correct
answer.
Dylan, Max and Jessica are going to attend the
concert by the Brighton Bangers Marching Band.
Dylan is also going to enter the song competition.
B. Aim: to give Ss practice in identifying specific information
in the dialogue
• Have Ss do the activity.
• Check the answers with the class.
1. on Friday 19th June
2. classical music and modern rock
3. You can learn about music courses and clubs at the college,
how to support student bands and how to get a job in music.
4. He saw the poster.
5. on Saturday and Sunday
6. No, he isn’t.
• Explain unknown words and choose Ss to act out the
dialogue.
Have Ss make their own posters advertising an event and
the cause for which it is being organised.
TB 78
16/6/2020 3:37:14 µµ
6a
3. GRAMMAR
Aims: • to present the Future be going to
• going to perform.
• Ask Ss to read through the dialogues and draw their attention
to the words in bold.
• Check Ss’ previous knowledge of the Future be going to by
saying: I’m going to cook for my friends on Friday. Then ask Ss:
What are you going to do?
• Elicit answers and ask Ss to find examples of the Future be
going to in the dialogue (When is it going to take place?, ... are
going to play., There’s also going to be a song competition on
the last day, and I’m going to enter., Are you actually going to
get on the stage and sing?, ... and I’m going to win first prize.,
You’re just going to embarrass us!).
• Point out to Ss that questions beginning with question words
(e.g. What are you going to do this summer?) ask for specific
information, while questions beginning with Am/Are/Is (e.g.
Is the concert going to take place next weekend?) are usually
followed by short answers (Yes/No).
• Have Ss complete the rule and check the answer with the
class.
verb be + going to + base form of the verb
• Point out to Ss that the Future be going to remains the same
in all persons.
• Ask Ss when the Future be going to is used (we use the Future be
going to for something we intend to do in the future).
• Refer Ss to the Grammar Reference at the back of the book.
• Ask higher-performing Ss to make sentences using the
Future be going to. This will challenge them. To help lower-
performing Ss, you can give them prompts to make sentences
(e.g. visit grandparents / next weekend).
• Point out to Ss that it isn’t necessary to say or write to go with
the Future be going to. Give an example from the dialogue
b
(We’re definitely going.).
• Draw Ss’ attention to the sentence Yeah, they’re performing
Pu
on Saturday... and explain to them that the tense used is the
Present Progressive with future meaning. Draw Ss’ attention
to the subtle difference between the Future be going to and
the Present Progressive with future meaning: the former is
used to describe actions we intend to do in the future, while
the latter is used to describe actions we have arranged to
M
do in the near future. Point out to them, however, that in a
number of cases they can be used interchangeably depending
on the speaker’s intentions: e.g. I’m going to play football with
M
my friends next week and I’m playing football with my friends
next week communicate, more or less, the same message.
4. PRACTICE
©
Aim: to give Ss practice in using the Future going to in context
• Have Ss do the activity.
• Check the answers with the class.
1. are... going to have 4. aren’t going to buy
2. are going to build 5. am going to be
3. isn’t going to attend 6. Is... going to come
5. SPEAK
Aims: • to give Ss practice in using the functions, structures
and vocabulary presented in this lesson through a
pair-work activity
• Liz Of course, your cousin lives near Paris. Hey, when you
• Refer Ss to the poster in activity 2.
• Ask Ss to read through the prompts and the speech bubble.
• Have higher-performing Ss work with lower-performing Ss
in pairs and take turns to ask and answer questions about
which events they are going to attend next week.
• Go round the class helping Ss when necessary.
• Tell Ss to swap roles.
• Choose some pairs to act out the dialogue.
79 TB
Traveller_Rev_Elem_TB.indb 166
Suggested answer
B: What are you going to do next week?
A: I’m going (to go) to a music festival.
B: Which bands are going to perform?
A: The College Symphony Orchestra, the Senior Class Jazz
Quartet and the Brighton Bangers Marching Band are
B: On which days are you going to attend?
A: Hmm... I’m only going to attend on Thursday.
B: What time are you going (to go)?
A: At around 8 p.m.
B: Who are you going (to go) with?
A: I’m going (to go) with my sister and her friends.
6. WRITE
Aims: • to give Ss practice in writing an email to a friend
giving information about a music festival
•
• Point out to Ss that they should use the ideas they discussed
in the speaking activity and information from the poster in
activity 2.
• Allow Ss some time to write their emails.
• Choose Ss to read out their emails.
s
Model answer
n
Hello Ricky,
How are you? I’m writing to tell you about a fantastic music
festival I found out about. I have all the information and
io
it looks cool! I’m not going every day, but there are a few
events I really want to attend.
Anyway, the festival’s taking place at Brighton College
at
theatre and stadium from 18th to 21st June, and there are
going to be lots of different kinds of music there. On the
first day, the College Symphony Orchestra are performing
lic
at 9 p.m. I’d like to see them because I love classical
music. I’m also going to the festival on the 20th because my
favourite band, the Brighton Bangers Marching Band, are
playing. I’m so excited about seeing them!
At the festival, you can also learn about music courses and
clubs at the college, how to support student bands and how
to get a job in music. I think that’s really important. On the
last day, there’s going to be a song competition with prizes.
You’re a brilliant singer, so you should definitely enter the
competition!
Would you like to go to the festival with me? Write back
soon!
Bye for now,
Charlie
WORKBOOK LISTENING CD3 4
LISTENING TRANSCRIPT
Liz Fay, you look really tired. I think you need to relax.
Fay Oh, I know, Liz. But I’m so busy with this concert at
the moment.
Liz Are you going to give a concert? That’s great! When is
it?
Fay It’s on 15th May.
Liz OK, after that, I’m going to organise a nice trip for you.
Fay That’s really nice of you, Liz. But after the 15th I’m
going to go to France.
Liz Another concert?
Fay A music festival is taking place in Paris from the 18th
until the 21st of May.
Liz So, are you going to come home after that?
Fay Actually, I’m going to stay there for a while. I’m going
to visit my cousin on the 24th.
get back, maybe we can visit Paul. You know, he
bought a cool house right by the beach.
Fay I know, I know. And it sounds like a great idea but...
Liz But what?
Fay It’s my brother’s birthday on the 29th and I told him
I’m going to spend that weekend with him.
Liz That’s OK. We can visit Paul some other time. At least
you’re going to relax.
Fay Not really! We’re going camping and you know how
much I hate it.
Liz Oh dear!
16/6/2020 3:37:17 µµ
 4. PRACTICE
3.GRAMMAR Complete the sentences with the Future be going
FUTURE be going to to and the verbs in the box.
Read the examples and complete the rule. build not buy be have come not attend
A: What are you going to do this summer?
B: I’m going to visit my cousins in Canada in July. 1. What time you
your lunch break?
A: Is the concert going to take place next weekend?
B: Yes, it is, but it isn’t going to take place at the 2. They a new
stadium. It’s going to take place in the park. supermarket in my neighbourhood next year.

verb be + + base form of verb 3. Beth the concert next

Saturday because she’s working.
4. We the tickets this
week because we don’t have the money.

s
5. I in Madrid from 10th to

n
13th May.

io
6. Tony
with us to the festival?
at
5. SPEAK
lic
Dylan Hey, did you see the poster about the festival? Talk in pairs.
Max What festival? Student A: Look at the poster in activity 2 and
b

Dylan The Brighton College Music Festival. decide which events you are going to attend. Then
Pu

Max Sounds interesting. When is it going to take

answer Student B’s questions about your plans for
place?
Dylan Next week. next week.
Max What can you do there? Student B: Ask Student A questions about his/her
M

Dylan Well, the College Symphony Orchestra and plans for next week. Use the prompts given.
the Senior Class Jazz Quartet are going to play.
M

Also, the Brighton Bangers Marching Band... • What / do / next week / ?

Max Oh, I love them. • Which / bands / perform / ?
Jessica Yeah, they’re performing on Saturday, I think.
• On which day(s) / attend / ?
©

Dylan We’re definitely going. There’s also going to be a

song competition on the last day, and I’m going • What time / go / ?
to enter. • Who / go / with / ?
Jessica What? Are you actually going to get on the stage
and sing?
Dylan Yes, I am – and I’m going to win first prize.
Jessica Yeah, right. What are you going to do next week?
I’m going (to go) to a music festival.
Max You’re just going to embarrass us!

B. Read again and answer the questions.

1. When can you go to the festival to listen to jazz music?
2. What kind of music is the College Symphony
Orchestra going to play at the festival?
3. What can you learn about at the festival?
4. How did Dylan find out about the festival?
5. On which day(s) is Dylan definitely going to attend
the festival?
6. According to Dylan’s friends, is Dylan going to win?
6. WRITE
Write an email to a friend giving him/her
information about the music festival and
telling him/her about the events you are
going to attend. Use ideas from activity 5.
79

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6b Can you do me a favour?
1. VOCABULARY
Listen to the pairs of sentences. Can you guess what the highlighted
words/phrase mean?
Learn new
1. Please take my dress to the dry-cleaner’s. It’s dirty. words in context
Please pick up my dress from the dry-cleaner’s. (in sentences
describing
2. I sometimes borrow books from my friends because I don’t have many. situations). This
way, it is easier to
I sometimes lend books to my friends. remember them.
3. Jake made/arranged an appointment with the dentist for next Monday.
Jake cancelled his appointment with the dentist because he had work to do.

2. READ

s
A. Listen and read. What does Cindy do?

n
io
at
lic
Fox Hello?
b

Cindy Hi, Fox. It’s me Cindy. Can you talk?

Fox Sure, what’s up, Cindy? Is everything ready for the
Pu

awards ceremony?
Cindy Almost, I just have to make a couple of phone calls.
Fox Could you pick up my suit from the dry-cleaner’s?
Cindy Of course. Anything else?
M

Fox Will you arrange a meeting with my manager for

tomorrow?
M

Cindy Of course, I will.

Fox And did you book a limo for the awards ceremony?
Cindy But I’m going to give you a lift there. It’s not far.
©

Fox No, I have to arrive in a limo, Cindy. It’s my big

night. Can you arrange it?
Cindy Let me see what I can do.

Alan Good afternoon. Alan’s Limos, how may I help you?

Cindy Hello, I need a limo for the evening of the 17th. Could you...
Alan I’m afraid we’re fully booked for that evening. Is it for the awards
ceremony?
Cindy That’s right. What am I going to do? Fox isn’t going to be happy. I
have to find a limo for him.
Alan Is that Fox Marshall? The actor?
Cindy That’s right. I’m his PA.
Alan Listen, a friend of mine is a big fan of Fox, and he owns a limo
company, too.
Cindy Would you give him a call for me?
Alan Certainly. Don’t worry, we can’t let Fox arrive without a limo, can we?
Cindy Great.

80

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Making requests and responding to them
Asking for and offering help
Expressing obligation
can, could, may, will, would for requests
The verb have to (affirmative)
almost appointment arrange arrive
awards ceremony book (v.) borrow cancel
company dentist dirty do sb a favour
dry-cleaner’s fan far fully booked give sb a call
lend make a phone call manager meeting own (v.)
pick up sb from a place suit without
Phrases
Certainly. How many I help you? Sure.
WA R M - UP
Aims: • to introduce the topic of the lesson
•
• Draw Ss’ attention to the title of the lesson.
• Help Ss deduce the meaning of the word favour by
thinking of a situation and asking for their help, e.g.
Tell a student: I want you to do me a favour. My car has
broken down and I need to go to the city centre. Will you
drive me there?
• Ask Ss what they think the lesson is about and elicit
answers.
lic
1. VOC A BUL A RY CD3 5 • Check the answers with the class.
Aims: • to present the vocabulary of the lesson
b
• to give Ss practice in guessing the meaning of
unknown words
Pu
• 3. his manager
• Play the recording and have Ss read and listen to the
first pair of sentences.
• Help Ss differentiate between take my dress to the dry-
M
cleaner’s and pick up my dress from the dry-cleaner’s by
pointing out to them that in the first sentence the dress
is dirty whereas in the second sentence the dress has
M
been cleaned.
• Play the recording and follow the same procedure with
the rest of the sentences.
• Draw Ss’ attention to the TIP and explain it.
©
PRE- RE A DING
Aims: • to help Ss create expectations and make
predictions about the dialogues by using visual
information
•
• Ask Ss to look at the pictures of the three people.
• Ask Ss some questions:
What are the people in the pictures doing?
Can you guess who is talking to whom?
How are the people related to each other?
What do you think they are talking about?
• Elicit answers but do not correct Ss at this stage.
2 . RE A D CD3 6 regardless of the modal verb used in the question.
A. Aims: • to present vocabulary, structures and
functions in the context of two dialogues
• to give Ss practice in identifying the main
idea of the dialogues
•
Traveller_Rev_Elem_TB.indb 169
6b
• Play the recording and have Ss follow in their books
to check their predictions from the pre-reading.
• Ask Ss the question in the rubric.
• Elicit the answer PA and explain to Ss what it is. Refer
Ss to the first dialogue and help Ss realise that Cindy is
Fox’s PA.
• PA is an abbreviation for Personal Assistant, a person
whose job is to help someone in a higher position with
their correspondence, phone calls, meetings, etc.
• Limo is short for limousine
• Ask Ss some comprehension questions:
What does Cindy need to do before the ceremony? She needs
to make a couple of phone calls, pick up Fox’s suit from the
dry-cleaner’s, arrange a meeting and book a limo.
Does Fox accept her offer? No, he doesn’t.
What does Alan do? He owns/has a limo company.
What does Alan’s friend do? He owns/has a limo company.
Who is going to provide Fox with a limo? Alan’s friend
s
B. Aim: to give Ss practice in identifying specific
n
information in the dialogues
io
• Have Ss do the activity.
• As soon as they finish, have higher-performing Ss
work with lower-performing Ss in pairs and compare
at
their answers. Encourage them to provide justification
by referring to specific parts in the dialogues. This will
build lower-performing Ss’ confidence to share their
answers in class.
1. the awards ceremony 5. to book a limo
2. an actor 6. He’s going to call a friend
who owns a limo company.
4. in a limo
• Explain unknown vocabulary and choose Ss to act out the
dialogues.
3. GR A MM A R
A. Aims: • to present can, could, may, will, would for
requests
•
• Ask Ss to read through the two short dialogues and
draw their attention to the phrases in the box.
• Point out to Ss that all the phrases in the box are used
to introduce requests.
• Have Ss do the activity and check the answers with the
class.
Can I / May I / Could I use the phone?
Can you / Will you / Would you / Could you give me a lift
to work?
• Point out to Ss that we don’t say May you, Will I, Would I.
• Draw Ss’ attention to the answers to the requests.
• Point out to Ss that Sure is used to respond positively
to a request while I’m sorry, I can’t is used to respond
negatively.
• Explain to Ss that we use can or can’t in the answer
• Ask Ss the question in the rubric (Positive: Yes, you can. / Of
course. / Certainly, Negative: No, I can’t. / I’m afraid not. / I’m
afraid I can’t.).
• Refer Ss to the Grammar Reference at the back of the
book.
TB 80
16/6/2020 3:37:33 µµ
6b
B. Aims: • to present the verb have to (affirmative) The following should be ticked:
• meet Mr Hunter, go to dentist’s, phone Dad

• Ask Ss to read through the examples and draw their

attention to the words in bold. LISTENING TRANSCRIPT
• Ask Ss the question in the rubric (we use have to to Ms Atkinson Troy! Could you come in here for a moment,
express obligation in the present/future). please?
• If necessary, provide Ss with further examples, e.g. You Troy Yes, Ms Atkinson.
have to learn how to cook. You have to be quiet in the Ms Atkinson Right, I have lots of work today, so what’s my
classroom. schedule like?
• Refer Ss to the dialogue and ask them to underline any Troy Well, I arranged an appointment with John
examples of have to (I just have to make a couple of phone Dawson at 10 o’clock.
Ms Atkinson No, cancel that. I’m going to speak to him
calls..., ... I have to arrive in a limo..., I have to find a limo next week.
for him.). Troy OK.
• Refer Ss to the Grammar Reference at the back of the Ms Atkinson But I want to see Mr Hunter some time
book. today.
• Ask higher-performing Ss to provide their own Troy OK. I can arrange a meeting for this
examples using have to. This will challenge them. To help afternoon.
lower-performing Ss, you can give them sentences with Ms Atkinson Anything else?
words in jumbled order (e.g. has / Jake / to / his / tidy / Troy Well, you have a dentist’s appointment at 1
room), and have them put the words in the correct order o’clock today.

s
to form a sentence. Ms Atkinson I know. I’m not looking forward to that.
Troy Also, it’s your father’s birthday today.

n
Ms Atkinson Oh, I forgot about that. I’m going to call him
4 . PR AC T ICE now. Is that it?
Aim: to give Ss practice in using can, could, may, will,

io
Troy No, your husband called about your
would to make requests and have to to give excuses daughter.
Ms Atkinson Oh, yes. I have to pick her up from school
• Draw Ss’ attention to the example given.
• Have Ss do the activity and check answers. at
Troy
Ms Atkinson
today.
No, it’s OK. He’s going to do it.
Is he? Oh great. Now, what’s my father’s new
lic
mobile number? Could you find it for me?
Suggested answers Troy Sure.
2. Can I borrow your tablet?
I’m afraid not. I have to give it to my brother.
b

3. Will you come to the dentist with me?

I’m sorry, I can’t. I have to study. 7. SPE A K
Pu

4. Could you lend me your car?

I’m afraid, I can’t. I have to pick up my parents from the Aims: • to give Ss practice in using the vocabulary,
station. structures and functions presented in this
lesson through a pair-work activity
•
5. PRONUNCI AT ION CD3 7 • Draw Ss’ attention to the speech bubble.
M

Aim: to give Ss practice in identifying the intonation of • In pairs, have Ss take turns to make requests and then
requests respond to them.
M

• Play the recording and pause so that Ss can repeat each
request as they hear it.
• Ask Ss the question in the rubric and elicit the answer
that requests have a rising intonation.
©
• To help lower-performing Ss, you can write some ideas
on the board for Ss to use (e.g. lend money).
• Point out to higher-performing Ss that they should give
an excuse if they refuse. This will challenge them.

• Go round the class helping Ss when necessary.

• Tell Ss to swap roles.
6. LIS T EN CD3 8, 9 • Choose some pairs to act out the dialogue in class.
A. Aims: • to give Ss practice in listening for gist
•
Suggested answers
• Play the recording. A: Can you do me a favour? Will you give me a lift to the
• Ask Ss the question in the rubric. airport on Monday morning? My plane leaves at 11 a.m.
• Check the answers with the class. B: Sure. I’ll be there at 9 a.m.
B: Can you do me a favour? Will you lend me your laptop
The man is the woman’s PA/secretary. for my history project?
A: I’m sorry, but I need it today.
A: Can you do me a favour? Will you come with me to a
B. Aim: to give Ss practice in listening for specific work event I have on Tuesday?
information B: Yes, of course. I’m sure it’ll be fun.
• Ask Ss to read through the list of things that Ms
Atkinson has to do today.
• Play the recording.
• Check the answers with the class. Ask higher-
performing Ss to justify their answers. This will challenge
them and help lower-performing Ss understand why this
answer is correct.

81 TB

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 3. GRAMMAR
A. can, could, may, will, would for requests B. THE VERB have to
(affirmative)
Look and complete the dialogues with the phrases in the box.
Can you think of any other answers to the requests? Read the examples. When
do we use the verb have to?
Can I Can you Will you May I Would you Could I Could you
• When you go to the cinema,
A: use the phone? you have to buy a ticket.
B: Sure.
• Mark has to get up early
tomorrow because he has a
A: give me a lift to work? I’m late. meeting at 9 a.m.
B: I’m sorry, I can’t.

s
4. PRACTICE 5. PRONUNCIATION

n
Write requests and then write answers Listen and repeat. What do you notice about

io
refusing and giving an excuse with have to, as the intonation of the questions?
in the example. Use the prompts given.
1. May I have a glass of water?
1. A: give me / lift / station?
B: sorry / go shopping
at
2. Could you drive us to the shopping centre?
3. Would you please help me with the housework?
lic
A: Could you give me a lift to the station? 4. Can you lend me some money?
B: I’m sorry, I have to go shopping. 5. Will you pick up the children from school?
b

6. Could I please borrow this jacket?

2. A: borrow / tablet?
Pu

B: afraid / give / to / brother 6. LISTEN

A: A. Listen to a conversation. What’s the
B: relationship between the man and the
woman?
M

3. A: come / dentist / with me? B. Listen again and tick (4) the things Ms
Atkinson has to do today.
M

B: sorry / study
A:
B:
©

Monday 21st

4. A: lend / car?
phone John Dawson
B: afraid / pick up / parents / from station
meet Mr Hunter
A:
go to dentist’s
B:
phone Dad

pick up daughter from school

B. Read again and answer the questions.
1. What is happening on the evening of the 17th?
2. Who is Fox Marshall? 7. SPEAK
3. Who does Fox want to meet tomorrow? Talk in pairs. Make requests and respond to them.
4. How does Fox want to arrive at the ceremony?
Can you do me a favour? Will you
5. Why does Cindy call Alan?
give me a lift to...?
6. What is Alan going to do to help Cindy? Sure... / I’m sorry, but...

81

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 6c Join in the fun
1. READ
A. Read the title of the text and look at the pictures. Can you guess which event this
is? Do you know anything about it? Read and compare your answers.

Ready...
Steady...
Cheese!!!
n s
Every year, on the last Monday of May, the
people of Brockworth, in Gloucestershire,

io
England, organise quite an unusual event:
the Cooper's Hill Cheese Rolling.
This event is at least 200 years old.
at
lic
People chase a round block of cheese
down a steep hill. The aim is to catch the
b

rolling cheese. It's not easy and this rarely

Pu

happens because the cheese moves at

a speed of 70 mph. So, the winner is the
first person to cross the finish line at the
M

bottom of the hill.

There are cheese rolling races for all ages

M

so everybody can take part. All you have to do is stand at the top of
the hill, wait for the command and be
quick and careful, because you can end up
©

rolling downhill just like the cheese. Seems

dangerous? Well, competitors and even
spectators can get injured during the races,
so there are paramedics everywhere, at the
top and bottom of the hill. For something a
bit safer, try the uphill race. In this race, all
competitors just run up the hill. The winners of
all the races get a cheese as a prize.

So? Are you a daredevil? Just remember!

Choose the right footwear and join in the fun!

82

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 6c
B. Aim: to give Ss practice in identifying specific
Describing celebrations and events information in the text
• Have Ss do the activity.
Compounds of some, any, no, every • Check the answers with the class.

1. (Brockworth, in 3. people/competitors
at least bottom chase competitor Gloucestershire,) 4. get injured
down get injured hill lose loser England 5. a cheese
match (n.) quick race spectator speed 2. 200 years
swimmer take part (in) top unusual up
visitor winner
• Explain unknown vocabulary and choose Ss to read out
the text.
WA R M - UP
Aims: • to introduce the topic of the lesson POS T- RE A DING
• Aims: • to give Ss the opportunity to have a further
discussion on the topic of the text
• Draw Ss’ attention to the title of the lesson. •
• Ask Ss what they think the lesson is about.
• Ask Ss to tell you what their idea of fun is. • Ask Ss some questions:

s
Would you take part in a cheese rolling race? Why / Why not?
1. RE A D CD3 10

n
Have you heard of any other unusual festivals/celebrations/
A. Aims: • to give Ss practice in predicting the content of races in your country or abroad?

io
the text by using visual information Why do you think people enjoy taking part in unusual
• to give Ss practice in identifying the main idea festivals/celebrations/races?
of the text
• to present vocabulary, structures and functions
in the context of a text about a strange race
at
• Allow the use of L1 when necessary to help lower-
performing Ss express themselves.
lic
•
2 . VOC A BUL A RY CD3 11
• Draw Ss’ attention to the title of the text and the Aim: to give Ss practice in word building
pictures accompanying it.
b

• Ask Ss to tell you what they can see in the pictures. • Draw Ss’ attention to the suffixes -or and -er.
• Explain to Ss that these are suffixes which we add to
Pu

• Point out to Ss that the title Ready... Steady... Cheese!!! is

a funny version of Ready, steady, go! which is said at the
start of a race.
• Ask Ss the questions in the rubric.
• Elicit answers but do not correct Ss at this stage.
M
verbs in order to form nouns that refer to people.
• Do the first example in class. Point out to Ss that one-
syllable verbs (swim) ending in one vowel (-i) and one
consonant (-m), double the consonant before the -er

• Have Ss read the text to check their predictions. (swimmer).

• Check the answers with the class. • Have Ss do the activity.
• Play the recording and have Ss check their answers.
M

• If necessary, provide Ss with further clarification

It’s the Cooper’s Hill Cheese Rolling. concerning the formation of nouns that refer to people
It’s an event in which people chase a round block of and/or provide them with further examples (e.g. build-
cheese down a hill. builder, collect-collector, compete-competitor).
©

1. swimmer 2. runner 3. visitors 4. winner 5. loser

mph stands for miles per hour.
• Ask higher-performing Ss to write two sentences using
the nouns in activity 2. This will challenge them.
• Ask Ss some comprehension questions: • Then, write some of these sentences on the board
What is the full name of the event? the Cooper’s Hill Cheese without the nouns.
Rolling • To give lower-performing Ss extra practice, ask them to
What do the people who take part in the race chase? a complete the sentences.
round block of cheese down a steep hill
What is the aim of the race? to catch the rolling cheese
Is it easy? No, it isn’t.
Why? because the cheese moves at a speed of 70mph
Who’s considered to be a winner? the first person to cross
the finish line at the bottom of the hill
Can people of all ages take part in cheese rolling races? Yes,
they can. There are cheese rolling races for all ages.
Who can get injured during the races? competitors and
spectators
Who may choose to try the uphill race? people who want
something a bit safer
What should you do before you take part in a cheese rolling
race? You should choose the right footwear.
TB 82

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6c
1. Hawaii 4. Run
3. GR A MM A R 2. Swim 5. October
Aims: • to present the compounds of some, any, no, 3. 180
every
• LISTENING TRANSCRIPT
• Ask Ss to read through the examples and draw their Alison OK, now we’re going over to Peter. He’s in Hawaii and
attention to the words in bold. Explain to them that he’s waiting for the Ironman World Championship to
these are the compounds of some, any, no and every, start.
Peter That’s right, Alison. Every year locals and visitors
and they are used to refer to people, things and places. from all over the world come to Kailua-Kona to watch
• Ask Ss to remind you what they know about some, any and take part in this extremely difficult race. Let me
and no. talk to one of the competitors. Hello there, what’s
• Ask Ss the first question in the rubric and elicit answers your name?
Daisy I’m Daisy.
(anything and nothing refer to things, everyone refers to Peter Great. Tell me, how does this race work?
people and somewhere refers to places). Daisy Well, first the competitors swim 3.8 km across
• Point out to Ss that the endings –one and –body are Kailua-Kona Bay.
both used to form compounds which refer to people, Peter Is it safe for the swimmers? I mean, are there any
the ending –thing is used to form compounds which sharks?
refer to things while the ending –where is used to form Daisy Not really, it’s pretty safe out there.
Peter OK, what happens next?
compounds which refer to places. Daisy Next is the bike ride.
• Ask Ss the second question in the rubric and elicit Peter How long is that?

s
answers (anything is used in a negative sentence while Daisy It’s 180 km, and it’s my favourite part of the race. I’m
nothing is used in an affirmative sentence to give a

n
quite a good rider.
negative meaning). Peter I see. What about the next part, the marathon? Do

io
• Have Ss complete the table and check the answers you like that?
with the class (PEOPLE: anybody, nobody, everyone, Daisy I don’t think anyone likes the running part. It’s 42 km
and it is very difficult, mainly because of the heat.
everybody, THINGS: something, anything, nothing,
PLACES: anywhere, everywhere).
• Draw Ss’ attention to the compound no one and explain
to them that we write no one as two separate words or
at
Peter Yes, it’s very hot here today. I suppose that’s why the
race is in October.
Daisy It’s still pretty hot but not that bad.
Peter OK, well, good luck.
lic
with a hyphen no–one. Daisy Thanks.
• Remind Ss that we don’t use no and its compounds Peter Now, let’s have a look at...
after not, never or other words with a negative meaning.
b

• Point out to Ss that every and its compounds are used 6. SPE A K
Pu

with a singular verb (Everyone is happy / Everyone wants
to help you.). If necessary, provide them with further
examples.
• Refer Ss to the Grammar Reference at the back of the
book.
M
Aims: • to give Ss practice in talking about an event
taking place in their city/town
•
• Draw Ss’ attention to the questions for ideas.

• Ask higher-performing Ss to make sentences using • Have higher-performing Ss work with lower-performing
compounds of some, any, no, and every. This will Ss in pairs and talk about an event that takes place in
challenge them. To help lower-performing Ss, you can
M

write incomplete sentences on the board and ask them to
complete them with the correct compound (e.g. They’re
new in the neighbourhood so they don’t know ).
©
their city/town.
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the dialogues.

4 . PR AC T ICE Suggested answer

Aim: to give Ss practice in using the compounds of A: What is the event called?
some, any, no, every in context B: It’s called Spartathlon.
A: When does the event take place?
• Have Ss do the activity. B: It takes place every year usually around late September.
• Check the answers with the class. A: What do people do during this event?
B: Competitors run a 246-kilometre (153 mi) race from
Athens to Sparta.
A: Who takes part in the event?
1. anything, Everything
2. something, somewhere, anywhere B: People from all over the world with great experience in
3. no one, nowhere running marathons, because it’s very difficult.
4. everybody, everything A: I can imagine. Is it dangerous at all?
B: Yes, I guess it can be dangerous and people sometimes get
injured.
A: What does the winner get?
5. LIS T EN CD3 12 B: Nothing special. Just finishing such a difficult task is the
Aim: to give Ss practice in listening for specific information most important prize.
• Draw Ss’ attention to the flyer and ask them to predict
the type of information needed to complete the blanks.
• Play the recording twice.
• Check the answers with the class.

83 TB

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 2. VOCABULARY
Complete the sentences. Use the words in
bold and the endings -or and -er. Then listen
and check.
1. Jonathan can swim very well. He’s a great
.
2. Matt runs really fast. He wants to become a
.
3. A lot of people visit Paris every year. All
want to go to the Eiffel Tower.
4. I’m sure that John is going to win this race. He
was last year’s too.
5. Adam is never happy when he loses a match.
He doesn’t like being a . A: I did, but there’s someone / anyone / no
4. PRACTICE
Circle the correct options.
1. Kelly went shopping last Saturday but she
didn’t buy something / anything / nothing.
Everything / Everywhere / Something was
expensive.
2. A: I’m really hungry. I’d like to have
something / anything / nothing for lunch.
B: Let’s go somewhere / anywhere / something
together.
A: Sorry, but I can’t go anybody / nowhere /
anywhere right now. I have a meeting.
3. A: Where’s John?
B: Look in his room.
one there. He’s anywhere / everywhere /

s
nowhere in the house.
3. GRAMMAR

n
4. I called everywhere / everybody / somebody
COMPOUNDS of some, any, no, every

Read the examples. Which one refers to people,
which to things and which to places? What is
the difference between anything and nothing?
lic
• Mark came fifth in the race so he didn’t win anything.
• I have nothing to wear to the interview.
b
io
and told them to come to my party on Sunday.
I have anything / everything / nothing ready
at and I’m really excited!
5. LISTEN
Listen to part of a radio show. A reporter is
talking about a race. Complete the flyer.

• Everyone at the park wanted to take part in the race.

Pu

• Let’s go somewhere tonight. It’s my birthday.

Complete the table.

IRONMAN WORLD
PEOPLE THINGS PLACES CHAMPIONSHIP
M

someone
some somebody somewhere
in Kailua-Kona in (1)
M

anyone
any (2) 3.8 km!
no one
©

no nowhere Ride (3) km!

every everything (4) 42 km!

Date: 17th (5)

B. Read again and complete the sentences.

1. Cooper’s Hill Cheese Rolling takes place every
May, in . 6. SPEAK
2. The first cheese rolling race took place about Talk in pairs. Discuss an event that takes place
ago. in your city/town. Use the questions given.
3. The can’t always catch the cheese • What is the event called?
because it moves very fast. • When does the event take place?
4. There are paramedics at the race because people • What do people do during the event?
• Who takes part in the event?
can .
• Is it dangerous at all?
5. The winner’s prize is . • What does the winner get?
83

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 6d Take action
1. VOCABULA RY 2. READ
Listen and repeat. Which A. Listen, read and choose the correct banner a, b or c.
of these animals are farm
animals, wild animals or both?

cow
giraffe

n s
io
shark

monkey a
NO MORE
at Only
b
CRUELTY TO
lic
rabbit
SHEEP! vegetarian
b

c restaurants!
Pu

sheep STOP ANIMAL

bear TESTING!
M
M

Josie ANIMALS HAVE RIGHTS! ANIMALS HAVE RIGHTS!

Clive Josie? Is that you?
chicken Josie Hi, Clive.
©

Clive What’s going on here?

duck Josie It’s a protest march. People need to know that...
ANIMALS HAVE RIGHTS!
Clive I see.
Josie Why don’t you join us?
Clive No thanks. I’m not really into that sort of thing.
Josie Oh, I see. So, you aren’t against animal testing.
elephant ostrich Clive I’m not really sure. I mean, I don’t exactly agree, but it
helps science and saves lives, right?
Josie There are other ways, you know. Here, take a leaflet to
read.
Clive OK, thanks.
Josie It has information about cruelty to farm animals too.
Clive Oh, I think the way some chickens live is terrible.
Josie Good, so you’re a vegetarian too?
Clive Not really. I like fried chicken, I’m afraid.
Josie That’s a shame. And is that a leather jacket?
Clive Ermm... It’s not mine, actually. But it is very warm.
tiger
84

Traveller_Rev_Elem_TB.indb 176 16/6/2020 3:37:51 µµ


Talking about animals
Making suggestions
Discussing a problem
Let’s..., How about...?, Why don’t we/you...?
agree be against be into farm jacket leaflet
protest march rights round the corner save
science wear
Animals
bear chicken cow duck elephant giraffe
monkey ostrich rabbit shark sheep tiger
Phrases
Are you free? Not really. That’s a shame.
What’s going on?
WARM-UP
Aims: • to introduce the topic of the lesson
•
• Draw Ss’ attention to the title of the lesson and the
pictures of the animals.
• Explain to Ss that we use the expression take action
when there is a problem and something must be done
to solve it.
lic
• Ask Ss what they think the lesson is about.
1. VOCABULARY CD3 14
b
Aims: • to present vocabulary related to animals
• because it best represents the main idea discussed in
Pu
• Ask Ss to look at the pictures and the words underneath
each picture.
• Play the recording and pause so that Ss can repeat what
they hear.
M
• Ask Ss the question in the rubric.
• Check the answers with the class.
• Draw Ss’ attention to the word sheep and explain that it
M
remains the same in the plural (sheep).
Farm animals: cow, duck, sheep, chicken
©
Wild animals: shark, bear, elephant, tiger, giraffe,
monkey
Both: rabbit, ostrich
• Ask Ss to tell you which of these animals they can find in
their country.
• Ask Ss to tell you which countries each animal lives in.
EXTRA VOCABULARY CD4 31
There is an Extra Vocabulary section at the back of the
Workbook presenting new vocabulary items related to
the vocabulary presented in the lesson. There is also an
Extra Vocabulary Activities section practising the extra
vocabulary.
The key for the Extra Vocabulary Αctivities section is
included in the Workbook Key section at the back of the
Τeacher’s Book.
Traveller_Rev_Elem_TB.indb 177
6d
PRE-READING
Aims: • to help Ss predict the content of the dialogue
based on visual prompts
•
• Ask Ss to look at the picture accompanying the
dialogue and tell you what they can see.
• Ask Ss some questions:
Where are these people? They are in the street.
What are they doing? They are taking part in a protest
march.
What is the purpose of the protest march? animal rights
• Elicit answers, but don’t correct Ss at this stage.
2. READ CD3 15
A. Aims: • to give Ss practice in identifying the main
idea of the dialogue
• to present vocabulary, structures and
functions in the context of a dialogue
s
•
n
• Play the recording and have Ss follow in their books.
io
• Ask Ss to read through the banners a-c and choose the
one which best describes the main idea of the dialogue.
• Check the answer with the class.
at
• Ask higher-performing Ss to justify why the other two
options are incorrect.
• This will challenge them and help lower-performing Ss
understand why this answer is correct.
The correct banner is c. (STOP ANIMAL TESTING!)
the dialogue.
• Ask Ss some comprehension questions:
Does Clive want to join the protest march? No, he
doesn’t.
Why isn’t Clive totally against animal testing? because he
thinks that animal testing helps science and saves lives
What does Josie reply to this? that there are other ways
What kind of information does the leaflet that Josie is
giving Clive have? information about animal testing
and about cruelty to farm animals
Is Clive a vegetarian? No, he isn’t.
How do you know? because he likes fried chicken
What is the jacket that Clive is wearing made of? leather
What does Josie say about Clive’s jacket? that a cow died
so he could wear that
Where is Clive inviting Josie to? to a place round the
corner with great burgers
Does Josie like Clive’s idea? No, she doesn’t, because she’s
a vegetarian.
TB 84
16/6/2020 3:37:52 µµ
6d
B. Aim: to give Ss practice in identifying specific information
in the dialogue
• Ask Ss to read through the sentences 1-6. Make sure that Ss
do not have any unknown words.
• Have Ss do the activity.
• To help lower-performing Ss, you can tell them how many
sentences refer to just one of the people in the dialogue in
activity 2A.
• Check the answers with the class.
1. J 4. J
2. J 5. C
3. B 6. C
• Explain unknown words and choose Ss to act out the
dialogue.
POST-READING
Aims: • to give Ss the opportunity to have a further
discussion on the topic of the dialogue
•
• Write three of the following questions on the board:
Have you ever taken part in a protest march?
Do you think that protest marches are useful?
What do you believe about animal testing?
Are you a vegetarian?
How can we help protect animals?
• First have Ss work on the questions individually. Ask them to
note down any ideas they can think of. In this way, you ensure
b
that all Ss will come up with their own ideas.
• Then divide Ss into pairs. You can have lower-performing Ss
Pu
work with higher-performing Ss so that the former feel more
confident. Encourage Ss to exchange opinions and allow them
some time to prepare their answers.
• Have pairs share their answers in class and provide
constructive feedback.
M
• Allow the use of L1 when necessary to encourage lower-
performing Ss to express themselves.
M
3. GRAMMAR
Aims: • to present ways of making suggestions (Let’s..., How
about...?, Why don’t we/you...?)
• save the river and the fish.
©
• Ask Ss to refer to the dialogue and underline all the examples
they can find of making suggestions (Why don’t you join us?,
How about having lunch together?).
• Ask Ss to read through the examples and complete them with
join or joining.
• Check the answers with the class.
Let’s join the protest march.
How about joining the protest march?
Why don’t we join the protest march?
• Point out that Let’s... and Why don’t we/you...? are always
followed by the base form of the verb, while How about...? is
followed by the -ing form.
• Refer Ss to the Grammar Reference at the back of the book.
• Ask higher-performing Ss to make suggestions using Let’s,
How about, Why don’t we/you. This will challenge them. To help
lower-performing Ss, you can write incomplete sentences on
the board, along with two options, and ask them to complete
85 TB
Traveller_Rev_Elem_TB.indb 178
them with one of the two options (e.g. How about to
the new Chinese restaurant opposite the museum? go – going ).
4. PRACTICE
Aim: to give Ss practice in using Let’s..., How about...?, Why
don’t we/you...? in the context of a dialogue
• Have Ss do the activity.
• Check the answers with the class.
1. How about
2. Why don’t
3. how about
4. Let’s
5. Why don’t
6. Let’s
5. PRONUNCIATION CD3 16, 17
A. Aim: to have Ss differentiate between //, // and //
sounds
s
• Play the recording and tell Ss to listen for the difference in
n
pronunciation between cat, duck and farm.
• Elicit the answer that cat has an // sound, duck has an //
io
sound and farm has an // sound.
B. Aim: to give Ss practice in differentiating between //, //
atand // sounds
• Play the recording and pause after each word.
lic
• Ask Ss to repeat each word and tick the sound they hear.
• Check the answers with the class.
//: rabbit, jacket, thanks
//: lunch, monkey
//: march, giraffe
6. SPEAK
Aims: • to give Ss practice in making suggestions about an
environmental issue
•
• Ask Ss to look at the picture of the polluted river.
• Ask Ss to read through the prompts and the speech bubble.
• Have higher-performing Ss work with lower-performing Ss
in pairs and take turns to make suggestions about how to help
• To help lower-performing Ss, allow them to tick the phrases
they want to use.
• Encourage higher-performing Ss to use their own ideas. This
will challenge them.
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the dialogues.
Suggested answer
A: Let’s do something to save the river.
B: OK. How about making posters and giving out leaflets
at our school?
A: Great idea. Why don’t we also write an article for the
local newspaper?
B: Why not? A lot of people will learn about it.
A: Exactly. We can also clean the river.
B: How about asking other people for help with that?
A: You’re right. We need some extra help.
16/6/2020 3:37:53 µµ
 3. GRAMMAR
5. PRONUNCIATION
LET’S..., HOW ABOUT...?, WHY DON’T WE/YOU...?
A. Listen and repeat. What’s the difference
Complete the sentences with join or joining. When between a, b and c?
do we use the expressions in bold? a. cat b. duck c. farm
Let’s the protest march.
B. Listen and tick (4) the sound you hear.
How about the protest march?
cat // duck // farm //
Why don’t we the protest march?
march

4. PRACTICE rabbit
Complete the dialogue with Let’s, How about or lunch
Why don’t.
jacket
A: It’s Amy’s birthday tomorrow and I need to get
giraffe
her something. (1) giving me a few
thanks

s
ideas?

n
B: (2) you get her a leather jacket? monkey

io
A: She doesn’t like wearing leather. And I don’t
want to buy her clothes again. 6. SPEAK
B: Then (3) getting her a pet this year?
at
Talk in small groups. Look at the picture.
Imagine that you and your friends want to
lic
A: Fantastic idea! (4) go to the pet shop.
do something to save the river and the fish.
B: I think I saw a nice little rabbit there yesterday. Discuss and make suggestions using the
b

(5) you buy her that? prompts, as in the example.

Pu

A: Maybe. (6) visit the pet shop for

ideas.
B: OK.
M
M

Josie A cow died so you can wear that, you

know.
Clive I suppose it did. Listen, are you free later?
©

Josie Yes, why?

Clive How about having lunch together?
There’s a place round the corner with
great burgers. • make / posters
Josie I don’t think so.
• organise / protest march
Clive Oh, right. They have salads too! Josie!
Josie! • give out / leaflets
• write article / newspaper
B. Read again and write J for Josie, C for
Clive or B for Both. • clean / river
1. This person is taking part in a protest march. • ask / people / for help
2. This person is against testing on animals.
3. This person believes that some farm animals
live in terrible conditions.
4. This person is probably a vegetarian. Let’s do something to save the river.
5. This person is wearing something made from OK. How about making...?
an animal. Great idea. Why don’t we also...?
6. This person asks the other out.
85

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 6e Special days
1. VOCABULARY
Match the phrases a-f
with the pictures 1-6.
Then listen and check.

a. Happy New Year!

b. Congratulations!
1 2 3
c. Have a nice trip!
d. Get well soon!
e. Happy Birthday!
f. Good luck!

n s
io
2. READ
4 at 5 6
lic
A. Read the emails. Who accepts Caroline’s invitation and who refuses it?
b
Pu

Hi everyone,
Just a quick email to let you know that I’m organising
a graduation party. The official graduation party is
M
Hello Caroline,
Your party sounds perfect, but I’m
sorry I can’t make it. You see, I’m

on Friday 20th, but it finishes early so, we’re going to flying back to Spain early on the 21st. I
continue in my back garden. Don’t worry, I’m going to hope you have a great time. I can lend
take care of everything. There’s going to be food and
M

you all my albums if you want. And I

music. Actually, I had an idea and I want you to help want to see lots of pictures, OK?
me out. There are going to be people from all over the
©

world there, so why don’t we each bring music from Sorry again,
our own country? I’m going to have Blog 27’s latest Emilio
album, of course! That’s all. I hope you can come. I’m
sure it’s going to be great.

Waiting for a reply, Hi Caroline,

Caroline
Thanks for inviting me to your party.
I’d love to come! Who else is going to
be there? I’m going to bring a lot of
songs from New Zealand’s best bands!
I’m really looking forward to it. It’s
going to be brilliant!

See you later,

Brett

86

Traveller_Rev_Elem_TB.indb 180 16/6/2020 3:38:08 µµ

 6e

Brett accepts Caroline’s invitation but Emilio

Wishing people well in different situations
Inviting
Accepting and refusing an invitation
Talking about celebrations / special days
album all over the world continue fly
graduation invitation invite latest perfect
reply take care of
Wishes
Get well soon! Good luck!
Happy Birthday! Happy New Year!
Have a nice trip!
Phrases
How could I say no? I can’t make it.
Let me know. I’m really looking forward to it.
Maybe some other time.
refuses it.
• Ask Ss some comprehension questions:
When is the official graduation party? on Friday 20th
Does it finish late? No, it doesn’t.
What is Caroline going to have at her party? food and
music
Are all the people who are going to be at the party from
the same country? No, they aren’t. There are going to be
people from all over the world there.
What is Caroline asking each of her friends to bring to
the party? music from their own country
Which album is Caroline going to have at the party? Blog
27’s latest album
What can Emilio lend Caroline? all his albums
Where is Emilio flying to? Spain
What is Brett going to bring to the party? a lot of songs

s
from New Zealand’s best bands

n
WARM-UP
Aims: • to introduce the topic of the lesson

io
•
• Draw Ss’ attention to the title of the lesson.
• Ask Ss to guess what the lesson is about and tell you
what days they consider to be special for them.
at
lic
1. VOCABULARY CD3 18
Aims: • to introduce wishes
b

•
Pu

• Ask Ss to look at the pictures 1-6 and read through the

phrases a-f.
• Have Ss do the activity.
• To help lower-performing Ss, allow Ss to work in pairs.
M

• Play the recording and have Ss check their answers.

• If necessary, help Ss deduce the meaning of any
unknown phrases by relating them to the content of the
M

corresponding pictures.
• Ask Ss to tell you the equivalent phrases in their L1.
©

a. 1
b. 5
c. 4
d. 3
e. 2
f. 6

2. READ CD3 19
A. Aims: • to present vocabulary and functions in the
context of three emails
• to give Ss practice in identifying the main
idea of the emails
• Explain to Ss that they are going to read Caroline’s
email of invitation and then two other emails which are
replies to Caroline’s invitation.
• Have Ss read the emails.
• Ask Ss the question in the rubric.
• Check the answers with the class. Ask Ss to justify their
answers.

TB 86

Traveller_Rev_Elem_TB.indb 181 16/6/2020 3:38:15 µµ

6e
• Allocate roles and draw Ss’ attention to the speech
bubble and the prompts.
B. Aim: to give Ss practice in identifying specific • Point out to Ss that they should use some of the set
information in the emails phrases in the green box.
• Ask higher-performing Ss to read through the email • Have Ss do the activity in groups of three. Make sure that
and try to find as many words as possible without there is a mix of both higher-performing Ss and lower-
looking at the emails in activity 2A. This will challenge performing Ss in each group.
them. • Go round the class helping Ss when necessary.
• Then they can read the emails to find the rest of the • For further practice, tell Ss to swap roles.
information they need to complete the email. • Choose some pairs to act out the dialogues.
• To help lower-performing Ss complete the email, you • Allocate roles and draw Ss’ attention to the speech
can write the following on the board Spain, back garden. bubble and the prompts.
• Check the answers with the class. • Point out to Ss that they should use some of the set
phrases in the green box.
• Have Ss do the activity in groups of three.
1. Friday 4. a lot of
2. the official graduation 5. New Zealand
• Go round the class helping Ss when necessary.
party 6. Emilio • For further practice, tell Ss to swap roles.
3. back garden 7. Spain • Choose some pairs to act out the dialogues.

Suggested answer
POST-READING A: Hello, guys. How about going out tomorrow night?
Aims: • to give Ss the opportunity to have a further B: I’d like to come, but I have to study for a test I have on

s
discussion on the topic of the emails Monday. Maybe some other time.
A: OK, I understand. What about you?

n
• C: How could I say no? Where are we going?
• Ask Ss some questions: A: Let’s go to the city centre.

io
C: Great! When are we going?
Do you often organise parties? On what occasions? A: How does 7 p.m. sound?
When you organise a party, how do you invite your friends? C: It’s ok with me. My tennis lesson finishes at 6 p.m. What
What makes a good party?
Can you describe the best party you have ever been to?
Can you describe the worst party you have ever been to?
at
are we going to do there?
A: We’re going to watch a film at the cinema and then get
something to eat.
lic
C: Great. Who are we going with?
• Allow the use of L1 when necessary to encourage lower- A: I also invited my friend Elsa.
performing Ss to express themselves. C: OK. Where are we going to meet?
b

A: How about in front of the cinema?

C: Sure, sounds good. What time?
3. LISTEN CD3
Pu

20 A: 6.45?
(for the listening transcript, go to the back of the book) C: OK, see you then. Bye.
A: Bye.
Aims: • to give Ss practice in listening for main ideas
through a matching activity
• B. Aims: • to give Ss practice in writing an email of
M

• Draw Ss’ attention to the TIP and explain it. invitation

• Ask Ss to read through the names and the options a-d. •
• Play the recording twice.
M

• Draw Ss’ attention to the TIP and explain it.

• To help lower-performing Ss, play the recording and • Allow Ss some time to write their emails.
pause after each person for Ss to note their answers • Ask Ss to swap emails with their partners. Explain to
down. them that they should read their partner’s email and
©

• Play the recording a second time and have Ss check write an email accepting or refusing his/her invitation.
their answers. • Allow Ss some time to write their emails.
• Check the answers with the class. • Choose some Ss to read out their emails.

Freddie c
Will d Model answer
Ursula a Hi Martin,
Diane b I hope you’re fine. Are you free next weekend? How about
coming with me and a few other friends to a basketball
match?
It is on Saturday at 2 p.m., but we’re going to meet at noon.
4. SPEAK & WRITE There’s a great new Mexican restaurant near the stadium,
Aim: to present set phrases for inviting and accepting and we’re going to have something to eat there before the
or refusing an invitation match. Tom has a car, so he can pick us up from outside the
school at 11.30 a.m. Does that sound good?
• Draw Ss’ attention to the box containing the set phrases I’m really looking forward to it and I hope you want to come
used for inviting and accepting or refusing an invitation. with us.
Waiting for your reply,
A. Aims: • to give Ss practice in inviting and accepting William
or refusing an invitation
•

87 TB

Traveller_Rev_Elem_TB.indb 182 16/6/2020 3:38:17 µµ

 3. LISTEN 4. SPEAK & WRITE
Listen to Kate inviting four friends to a party
and match the names with the sentences. Set phrases to invite and
accept or refuse an invitation
Freddie a. would like to go but can’t.
Inviting
Will b. doesn’t want to go and isn’t going. AT THE BEGINNING
Ursula c. wants to go and is going. • Would you like to come to...?
• How about coming to...?
Diane d. doesn’t want to go but is going.
• I’m writing to invite you to...
• I’d like to invite you to...
While listening, try to • I just want to let you know that I...
understand the general
AT THE END
idea, not every single word.
• I hope you can make it.
• I really want you to come.
• Waiting for your reply.
Accepting

s
• I’m writing to thank you for the invitation.

n
• Sounds great/perfect/brilliant!

io
• Thanks for inviting me.
• I’d love to come.
at• How could I say no?
• I’m really looking forward to it.
lic
Refusing
• I’m sorry but I have to...
b

• I’m afraid I can’t make it because...

• I’d like to come but... Maybe some other time.
Pu

• It was nice of you to invite me but...

A. ROLE PLAY
Talk in groups of three. Use phrases from
M

the box.
Student A: Invite your friends to an event / on
M

B. Read again and complete the email written a night out / on a holiday. Tell them all about
by one of the party guests. your plans and answer their questions.
©

Student B: Refuse Student A’s invitation and

give a reason.
Student C: Accept Student A’s invitation and
I had a great time at Caroline’s last
ask him/her questions to find out:
(1) . She had a party
• Where / go / ? • Who / go with / ?
after (2) . It was in her • When / go / ? • Where / meet / ?
(3) and there were lots of • What / do there / ? • What time / meet / ?
people there. Brett came and he brought
Would you like to...?
(4) songs from different I’m afraid I...
Sure! Sounds...
bands from (5) . They were
really good. Unfortunately, B. Write an email to a friend inviting him/her
(6) couldn’t come because to an event / on a holiday.
his flight back to (7) was
Don’t forget to use set
early on Saturday morning. phrases to invite in your
email.
87

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 6 Video activities
Animal habitats
A. Label the pictures with the words in the box.

1 2 3 shelter
Arctic
Antarctic
tropical rainforest
plant

s
coral reef

n
4 5 6 seal

io
insect
worm
at
lic
7 8 9
b
Pu

B. Watch Part 2 of the video and tick (4) the animals you see.

1. penguin 3. toucan 5. elephant 7. frog

M

2. lion 4. beetle 6. whale

M

C. Watch Part 2 of the video again and write D. Watch Part 2 of the video again and complete the
©

T for True or F for False. sentences.

1. The ocean is the habitat 1. A(n) is the natural home of an
with the most animals. animal.
2. Animals can find food, water and 2. You can find life down at the bottom
shelter in tropical rainforests. of the ocean.
3. Most animals come out 3. are home to more than half of the
at night in the desert. world’s animal species.
4. The sun doesn’t come up for months 4. Animals in the desert get water from eating other animals
during the summer in the polar region. and from .
5. Penguins live in the Antarctic 5. In the winter, temperatures in the polar regions can
all year round. reach or even lower.
6. All life on Earth will die if all the die.

E. Discuss.
• What is the habitat like for animals in your area?
• Which habitat do you think is the most difficult for humans to live in?

88

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 Video activities 6
Animal habitats
Vocabulary video again and complete the sentences with a word, a
phrase or a number.
Antarctic Arctic coral reef habitat insect • Have Ss do the activity.
plant (n.) polar region seal shelter • Check the answers with the class.
tropical rainforest worm
1. habitat
Aims: • to help Ss revise the language of the module in 2. 11 km
context 3. Tropical rainforests
4. plants
• 5. -50 °C
A. 6. insects
• Ask Ss if they have any pets and initiate a short
discussion. E.
• Draw Ss’ attention to the pictures 1-9 and the words and • Ask Ss the questions.
phrases in the box. • Elicit answers and initiate a short discussion. Allow the
• Have Ss do the activity. use of L1 when necessary to help lower-performing Ss
• To help lower-performing Ss, allow Ss to work in pairs. express themselves.
• Check the answers with the class.

s
Suggested answers

n
1. insect • I live in a quiet little town, so there is plenty of nature
2. coral reef around, where animals can find water, food and

io
3. Antarctic shelter. There is also a very big forest nearby.
4. seal • I think that it’s very difficult for humans to live in a
5. Arctic
6. plant
7. worm
atdesert, because there isn’t enough water.
lic
8. shelter TRANSCRIPTS
9. tropical rainforest
Part 1
b

coral reef habitat insect plant polar region

B. Antarctic Arctic seal shelter tropical rainforest
Pu

• Draw Ss’ attention to the animals 1-7. worm

• Explain to Ss that they are going to watch Part 2 of the
video and tick the animals they see.
• Have Ss do the activity and check the answers with the
class.
M
Part 2
A habitat is the area where an animal lives. The animal can
find water, food and shelter there. There are lots of different
kinds of habitats on the planet, like rainforests, polar

regions, oceans, deserts, to name just a few.

The following should be The oceans are the largest of the world’s habitats, and many
ticked: animals live in the coral reefs of the warm waters, but also
M

penguin, toucan, beetle, in the cold waters near the poles. We can also find life 11 km
whale, frog down at the bottom of the ocean. Forests are full of life too,
especially tropical rainforests. More than half of the world’s
animal species live in tropical rainforests. This is because
©

C. these places are warm, there is lots of food and water, and
• Ask Ss to read through the sentences 1-5 and make sure there are lots of places for shelter.
they understand everything. You can’t say the same for the deserts, though. Deserts are
• Play Part 2 of the video again and have Ss do the activity. very dry places because they don’t get any rain. That is why
• Check the answers with the class. they don’t have a lot of animal life. Most animals living
in hot deserts come out at night when it is cooler. They
get most of their water from plants, or from eating other
1. F animals.
2. T Another habitat you can find is in the polar regions of the
3. T Arctic and the Antarctic. Here, in the winter, the sun doesn’t
4. F come up for months at a time, and temperatures can reach
5. F -50°C or lower. No animals live in the Antarctic all year
round, but there are some that visit, like penguins and seals.
The most important animals in any habitat are often the
• Have higher-performing Ss work with lower- smaller ones, like insects and worms. If larger animals, like
performing Ss and correct the false sentences. This humans, disappear, the rest of the animals will continue
will challenge higher-performing Ss and help lower- living on Earth. But if all the insects disappear, all life will
performing Ss understand why these sentences are false. die within fifty years.

D.
• Ask Ss to read through sentences 1-6 and make sure they
haven’t got any unknown words.
• Explain to Ss that they are going to watch Part 2 of the

TB 88

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 6 Round-up
Aims: • to help Ss revise the structures, functions and
vocabulary presented in Module 6 through various
activities
•

VOCABULARY
A.

Suggested answers
January, July, September
bear, chicken, duck
fifth, eleventh, first

Β.

1. a
2. b
3. c

s
4. a
5. b

n
6. b

io
7. a
8. c

GRAMMAR
C.
at
lic
1. ’m going to visit, is... going to take place,
are... going to come, ’m going (to go)
b

2. Are... going to take part, ’m going to win,

Pu

is going to get, ’m going to take part,

Are... going to swim

D.
M

1. no one / nobody, everybody/everyone, something

2. Nowhere, Nothing, something, somewhere
M

3. anywhere, everywhere, somebody/someone,

anything
©

E.

1. has to
2. Can
3. giving
4. wear
5. May
6. get

89 TB

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 Round-up 6
VOCABULARY
A. Write B: Of course. And I (win) first prize.
three months: The winner (get) £1,000.
, , A: Really? Then I (take part) too.
B: you actually
three animals:
(swim) for two hours?
, ,
A: No, I’m only joking.
three ordinals:
, , D. Complete the dialogues with compounds of
some, any, no and every.
B. Choose a, b or c. 1.
1. The of the competition gets £2,000. A: There’s here. What time is the
a. winner b. spectator c. loser meeting?

s
2. Can you the kids from school? I’m very busy. B: In five minutes. Where did go?

n
a. arrange b. pick up c. attend A: Maybe they went to the office upstairs. Come on

io
3. Max, can you an appointment with Zoe for let’s check it out. I think I can hear .
tomorrow? I have to see her. 2.
a. cancel
4. Can I
b. take
your pencil? I don’t have one.
c. arrange at
A: Where did you go last weekend?
B: . I stayed at home.
lic
a. borrow b. lend c. own A: What did you do?
5. Charlie sent me a(n) to his wedding. B: much. I was very tired and I slept
b

a. graduation b. invitation c. leaflet all day.

Pu

6. All to the zoo want to see the sharks. A: You’re so lazy. Get up! Let’s do or go
a. people b. visitors c. visits tonight.
7. The concert is going to be great. Don’t it! 3.
M

a. miss b. cancel c. lose A: I can’t find my sunglasses .

8. My brother wants to take in the pizza eating B: Did you look under the furniture?
M

competition. A: Yes, I did. I looked . I even looked in

a. up b. place c. part the car.
©

GRAMMAR B: Maybe took them.

C. Complete the dialogues with the Future be A: Who?
going to of the verbs in brackets. B: Your sister.
1.
A: No, I don’t think so. She never takes
A: Let’s go to the protest march tomorrow.
without telling me.
B: I’m afraid I can’t. I (visit) my cousin
Sophia tomorrow. E. Circle the correct options.
A: Come on! You have to come. 1. Tina can’t go out. She have to / has to study.
B: Where it (take place)? 2. Can / May you book a hotel room for us in Boston?
A: In the city centre. So, you 3. Greg is ill. How about give / giving him a call?
(come)? 4. Why don’t you wear / wearing your leather jacket
B: OK, but I (go) to Sophia’s first. tonight?
2. 5. Will / May I use your phone?
A: you (take part) in 6. Let’s go to bed. We have to get / getting up early
the race, Mark? tomorrow morning.
89

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 COMMUNICATION
F. Read the situations and respond. Use the words in brackets.
1. You want a glass of water. (could)
2. A colleague has invited you out, but you can’t make it
tonight. (afraid)
3. You want to invite a friend to a music festival. (how)
G. Match.
1. Which concert are you going to attend?
2. I’m not looking forward to my trip.
3. Don’t miss the awards ceremony tonight.
4. Do me a favour, please.
5. I’m taking part in an art competition.
SPEAK
4. You want your PA to arrange a meeting with the
bank manager. (will)
5. A friend wants you to go shopping with her, but you
have an appointment with the dentist. (have to)
6. You want to borrow your friend’s camera. (can)
a. Good luck!
b. Certainly.
c. That’s a shame.
d. Well, I’m definitely going to Lemon-Aid.
e. Of course not. I’m going to watch it from the start.

s
H. Talk in pairs. Use the ideas and make up a conversation.

n
Student A Student B

io
Answer the telephone. Greet your friend and say it's you speaking on the phone.
Greet your friend and ask him/her how he/she is.
at
Say how you are and then ask your friend what he/she
lic
Tell your friend that you have something to do, is doing tonight.
but that you are free tomorrow night. Invite your friend to go out with you tomorrow night.
b

Accept the invitation and ask where he/she wants to go.

Pu

Suggest different places.

Discuss the places and choose where you want to go.
Agree with your friend’s choice.
M

Thank your friend and say goodbye. Say goodbye.

WRITE
M

SELF-ASSESSMENT
I. Look at Amanda’s email and write an email to Read the following and tick (4) the appropriate
reply to her. In your email you should: boxes. For the points you are unsure of, refer
©

• thank Amanda back to the relevant sections in the module.

• say that you can’t go
• give an excuse Now I can...
• suggest going somewhere with her next weekend  make future arrangements
 write an email giving information
 make requests and respond to them
 express obligation
 talk about an event in my city/town
Hi!  make suggestions
I’m bored of studying and studying all the  wish people well in different situations
time. Why don’t you come over for dinner  invite someone to an event
and a film on Saturday evening? I’m thinking  accept and refuse an invitation
of inviting Jessica and Amy too. I’m going to  write an email of invitation
make pizza. I hope you can make it.
Amanda
CLIL: Science

Song: Do me a favour
90

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 Round-up 6
COMMUNICATION
F.

Suggested answers Model answer

1. Could you give me a glass of water, please? Hi Amanda,
2. I’m afraid I can’t make it tonight. It was nice of you to invite me to have dinner and
3. How about going to a music festival? watch a film with you on Saturday, but unfortunately
4. Will you arrange a meeting with the bank I’m not free. I can’t believe you’re going to make pizza
manager for me? – my favourite! It’s my brother’s graduation that day,
5. I’m sorry but I have to go to the dentist. and the family’s going out for a meal at an Indian
6. Can I borrow your camera? restaurant.
How about going to the cinema together next
weekend? I’d love to see you and we both like the same
G. kinds of films.
Waiting for your reply,
1. d Lily
2. c
3. e SELF-ASSESSMENT
4. b Aims: • to give Ss the opportunity to check their progress
5. a • to encourage learner autonomy
•

s
SPEAK • Draw Ss’ attention to the points and have Ss read them.

n
H. • Explain any unknown words.
• Tell Ss to read through the ideas for SA and SB. • Have Ss tick the points they feel confident about. For

io
• Have higher-performing Ss work with lower- the points they are unsure of, they should refer back to
performing Ss in pairs. the relevant sections in the module.
• Allow Ss some time to think of the phrases they
would like to use in the conversation. To help lower-
performing Ss, encourage them to note down the
at CLI L : Science
lic
phrases they want to use. The Teacher’s Notes can be found at the back
• Go round the class helping Ss when necessary. of the book.
• Choose a pair to act out the conversation in class.
b

Song: Do me a favour CD3 23

Pu

Suggested answer Aims: • to help Ss revise and consolidate the

A: Hello?
B: Hi, Peter. It’s me, Jason. structures, functions and vocabulary they
A: Oh, hello, Jason. How are you? have already studied through a song
B: I’m fine, thanks. What are you doing tonight? •
M

A: Hmm... I’m afraid I’ve got plans for tonight, but

I’m free tomorrow night. • Ask Ss to read the song once without worrying
B: OK. Would you like to go out tomorrow night? about the correct answers.
M

A: Thanks for inviting me. I’d love to go out with
you. Where do you want to go?
B: How about going to the Spanish restaurant near
©
• Ask Ss to try and choose the correct words before
listening to it.
• Play the recording and ask Ss to listen to the song
carefully and check their answers.

your house?
A: Hmmm... I don’t know. What about that new • Check Ss’ answers and explain any unknown
restaurant near the river? words.
B: Yes, that’s a great idea. We can go there. • Play the recording again and have Ss sing along.
A: Great. I’ll see you tomorrow night then. KE
B: See you! Bye. favour Y
A: Bye. need
laptop
huge
printer
WRITE thank
I. same
• Ask Ss to read through the email.
• Ask Ss some questions:
What is Amanda suggesting for Saturday evening? GRAMMAR ACTIVITIES
dinner and a film at her house There is a section at the back of the Workbook with
Who else is she inviting? Jessica and Amy grammar activities providing Ss with further practice of
What is she going to make for dinner? pizza the grammar presented in the module. After each Round-
up section in the Workbook, it is advisable to do the
• Elicit answers and ask Ss to write a reply using the ideas corresponding activities in the Grammar Activities section.
given. The key for the Grammar Activities section is included in
the Workbook key at the back of the Teacher’s Book.

TB 90

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7a
7 One of a kind

Aims: • to introduce the topic of the module and activate

Ss’ background knowledge
• to present the learning objectives of the module
•
• Draw Ss’ attention to the title of the module and help
them deduce its meaning by asking them to look at the
picture.
• Ask Ss what they think the module will be about.
• Ask Ss the questions in the Discuss section and elicit

s
answers. Allow the use of L1 when necessary to
encourage lower-performing Ss to express themselves.

n
io
Suggested answers
Yes, I enjoy visiting unique places and experiencing
different cultures.
I believe that being true to yourself is the number one
characteristic that makes you unique.
at
lic
• Read out the points listed in the Flick through the module
and find... section.
b

• Explain any unknown words.

• Then ask Ss to flick through the module and find where
Pu

these points are discussed.

two superheroes: p. 100

unusual means of transport: pp. 96-97
M

friends that look alike: p. 94

people shopping: pp. 92-93
one of the highest buildings in the world: p. 98
M

• Read out the objectives listed in the In this module you

will learn... section.
• Explain any unknown words.
©

91 TB

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 One of a kind 7
Discuss:
 Do you enjoy visiting unique places?
 What characteristics make someone unique?

Flick through the module and find...

 two superheroes
 unusual means of transport
 friends that look alike
 people shopping

s
 one of the highest buildings in the world

n
io
at
b lic
Pu
M
M

In this module you will learn...

 to talk about prices
 to express preference
©

 to talk about clothes

 to ask for and give an opinion
 to use language related to shopping
 to identify and describe objects
 to talk about sizes
 to make comparisons
 to ask for and give directions
 to read a map
 to talk and write about places in a city/town
 to describe people (physical appearance,
personality)
 to write a description of a person
 to distinguish between British and American
English

91

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 7a A perfect fit
1. VOCABULARY 2. READ
A. Look and match. Then listen and A. Look at the picture. What do you think the
check your answers. people are doing? Listen, read and find out.

boots top earrings

sandals shirt hat
trainers shorts tie
skirt jumper scarf
trousers belt gloves

Fashio n Emma How about new pyjamas for Tommy?

Robbie Good idea. These checked ones are nice

s
and they’re quite cheap.

n
Emma Are they cotton?
Robbie 80%, and 20% polyester.

io
1 Emma That’s OK.
Robbie What size is he? These ones don’t look big
6 at enough for him.
Emma They’re OK. They’re for children aged
lic
between five and six years old. Look, they
also have them in light green.
Robbie Nice! Let’s get those green ones then.
b

B. Read again. Which pyjamas do they buy?

Pu

7
Complete the tag.
2 Colour: checked
Material: &
M

Size: 5-6 yrs

M
©

B. Listen and repeat.

8 11 Then say how much
these clothes cost in
your country.

Prices

£16.99 =
9 12 sixteen pounds and
ninety-nine pence
3
4 €285.50 =
14 two hundred and eighty-
five euros and fifty cents
13 $1,430.70 =
one thousand four
hundred and thirty
5 dollars and seventy cents
10
92
15

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 7a
• Ask Ss to tell you where pounds/pence, euros/cents and
Identifying and describing people’s clothes dollars/cents are used.
Expressing preference
Talking about prices
Talking about sizes Pounds/pence are used in the UK.
Asking for and giving opinion Euros/cents are used in some countries of the European
Buying and selling Union.
Dollars/cents are used in the USA.
Australian dollars/cents are used in Australia.
one/ones Canadian dollars/cents are used in Canada.
too/enough
• Ask Ss the question in the rubric. Choose a student and ask
cotton fit (v.) polyester prefer total try on him/her: How much does a pair of trousers cost? and elicit
the answer: A pair of trousers costs (e.g. €90).
very much
• Choose Ss to tell you how much the remaining items of
Clothes and accessories clothing cost.
belt boots earrings gloves hat jumper • Ask Ss which of the clothes in the activity they wear, what
pyjamas sandals scarf shirt shorts skirt their favourite clothes are, etc.
tie top trainers trousers
Words related to money 2. READ CD3 26, 27
cash change cheap cost (v.) credit card A. Aims: • to give Ss practice in identifying the main idea of
discount pay price receipt the dialogue

s
• to present functions, structures and vocabulary
Phrases in the context of a dialogue

n
How much is it? •
What size are you?

io
• Draw Ss’ attention to the picture accompanying the first
dialogue and ask them:
WARM-UP
Aims: • to introduce the topic of the lesson
•
at
What can you see in the picture? a man and a woman
Where are they? They are in a clothes shop.
lic
What are they doing? They are buying clothes.
• Draw Ss’ attention to the title of the lesson.
• Ask Ss to tell you what they think the lesson is about. What kind of clothes are they buying? pyjamas
• Give Ss an example of how the phrase a perfect fit is used, Who are the pyjamas for? for a child / for Tommy
b

e.g. These jeans are a perfect fit, and help them deduce that it
refers to the way a piece of clothing fits (=to be the right size). • Elicit answers but do not correct Ss at this stage.
Pu

• Play the recording and have Ss follow in their books to

check their predictions.
1. VOCABULARY CD3 24, 25 • Ask Ss the question in the rubric (They are buying new
A. Aim: to present vocabulary related to clothing pyjamas for Tommy.).
• Ask Ss to look at the pictures and name any of the items of • Ask Ss some comprehension questions:
clothing they know.
M

• Ask Ss to read through the words in the box. Does Robbie think that the pyjamas are expensive?
• Have Ss do the activity. No, he doesn’t.
• To help lower-performing Ss, tell them to start with the
M

What does Robbie think of the size of the pyjamas?

words they are already familiar with. that they don’t look big enough for Tommy
• Play the recording and have Ss check their answers. Is Tommy older than six? No, he isn’t.
©

boots 10 top 8 earrings 11 B. Aim: to give Ss practice in identifying specific

sandals 15 shirt 12 hat 7 information in the dialogue
trainers 5 shorts 9 tie 4
skirt 13 jumper 2 scarf 14 • Ask Ss the question in the rubric and draw their attention to
the tag. Make sure that Ss do not have any unknown words.
trousers 3 belt 6 gloves 1 • Have Ss do the activity and check answers.

Colour: (light) green checked

EXTRA VOCABULARY CD4 32
Material: 80% cotton & 20% polyester
There is an Extra Vocabulary section at the back of the
Workbook presenting new vocabulary items related to the
vocabulary presented in the lesson. There is also an Extra C. Aims: • to give Ss practice in identifying the main idea
Vocabulary Activities section practising the extra vocabulary. of the dialogue
The key for the Extra Vocabulary Αctivities section is • to present functions, structures and vocabulary
included in the Workbook Key section at the back of the in the context of a dialogue
Τeacher’s Book.
• Draw Ss’ attention to the picture accompanying the second
B. Aims: • to present and give Ss practice in talking about dialogue and ask them:
prices What can you see in the Where are the women?
• picture? What are they doing?

• Play the recording and pause so that Ss can repeat what • Play the recording and have Ss follow in their books.
they hear. • Ask Ss the question in the rubric (a skirt and a top).
• Explain to Ss how sums of money are read in English. • Ask Ss some comprehension questions:
TB 92

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7a
Why doesn’t the woman buy the large skirt? because it is • Have Ss do the activity and check answers.
too big on her
Do the skirts or the tops have a 30% discount? the tops 1. ones 2. ones 3. one 4. one 5. too
Why does the woman pay in cash? because she doesn’t have 6. too 7. enough 8. one 9. one 10. ones
her credit card with her

D. Aim: to give Ss practice in identifying specific 5. PRONUNCIATION CD3 28. 29

information in the dialogue A. Aims: • to have Ss identify the stressed words in
sentences
• Ask Ss to look at the receipt and explain any unknown • to show how stress affects meaning
words.
• Have Ss do the activity and check answers. • Play the recording and ask Ss to listen and repeat.
• Tell Ss to notice the stressed words in each sentence.
• Draw Ss’ attention to the explanation in the brackets.
ITEM COLOUR SIZE DISCOUNT PRICE
Skirt red medium 0% 75 B. Aim: to give Ss practice in identifying the stressed
Top white small 30% 20 words in sentences
TOTAL: 95
CASH: 100
• Play the recording and ask Ss to repeat each sentence as
they hear it.
CHANGE: 5 • Draw Ss’ attention to the adjectives and nouns in each
• Explain unknown words and choose Ss to act out the sentence.

s
dialogues. • Play the recording again and have Ss underline the
adjectives/nouns that are stressed.

n
3. GRAMMAR • Check the answers with the class.
A. Aims: • to present one/ones

io
1. leather 3. short 5. cotton
•
2. purple 4. sandals 6. silver
• Ask Ss to read through the examples and pay attention to
the words in bold. Then ask them the question in the rubric
(one refers to the word jacket and ones refers to the word
gloves).
at
6. SPEAK
Aims: • to give Ss practice in using the structures,
lic
• Ask Ss to tell you which words one/ones in the two dialogues functions and vocabulary presented in this lesson
refer to (ones = pyjamas, one = skirt). by simulating a conversation between a customer
• Ask Ss to tell you when the pronouns one/ones are used (they and a shop assistant
b

are used when we don’t want to repeat a countable noun that •

has already been mentioned).
Pu

• Refer Ss to the Grammar Reference at the back of the book.
• Ask higher-performing Ss to make sentences using one and
ones. This will challenge them. To help lower-performing
Ss, you can write incomplete sentences on the board and
ask Ss to complete them with one or ones (e.g. I don’t like the
M
• Refer Ss to the Speaking Section at the back of the book.
• In pairs, have Ss sell and buy the items in the pictures.
You can have higher-performing Ss work with lower-
performing Ss.
• Go round the class helping Ss when necessary.
• Tell Ss to swap roles.

red T-shirt. I prefer the yellow ).

• Choose some pairs to act out the dialogues.
B. Aims: • to present too/enough
M

• Suggested answer
A: Hello.
• Ask Ss to read through the examples. B: Hello, sir. May I help you?
• Draw Ss’s attention to the two sentences in bold. A: Yes, thanks. I’m looking for a T-shirt.
©

• Explain to Ss that the phrases It’s too small. and It isn’t big B: We have this T-shirt in green, pink and blue.
enough. have the same meaning. A: I prefer the blue one. Can I try it on?
• Ask Ss the question in the rubric (too has a negative meaning B: Of course. What size are you?
and means more than necessary while enough has a positive A: Small.
meaning and means adequate/sufficient/ adequately). B: Here you are... Does it fit you?
• Also, point out that too precedes adjectives while enough A: I think it fits me very well. Do you have any gloves?
follows them. B: Yes, we have these in blue, black and red.
• Have Ss find examples with too/enough in the dialogues A: Can I try the black ones on?
(These ones don’t look big enough for him., The large one was B: Yes.
too big on me.). A: Well... I think I prefer the blue ones.
• Ask Ss to rewrite the sentences using too in the first B: OK, here you are.
sentence (These ones look too small for him.) and enough in A: Yes, they are perfect. I’m going to buy the T-shirt
the second one (The large one wasn’t small enough on me.) and the gloves. How much are they?
This will challenge higher-performing Ss. B: The T-shirt costs €25.50 and the gloves €19.00, so it’s
• Refer Ss to the Grammar Reference at the back of the book. €44.50 in total.
• Ask higher-performing Ss to make sentences using too A: Great.
and enough. This will challenge them. To help lower- B: Would you like to pay in cash or by credit card?
performing Ss, you can give them sentences with words in A: Cash, please. Here you are.
jumbled order (e.g. too / He / to / drive / young / is / car / a / .) B: Thank you very much.
and have them put the words in the correct order to form a A: Thanks for your help. Bye.
sentence.

4. PRACTICE WORKBOOK LISTENING CD3 30

Aim: to give Ss practice in using the structures presented in (for the listening transcript, go to the back of the book)
this lesson in the context of short dialogues
93 TB

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 C. Listen and read. What does the woman buy? 4. PRACTICE
Circle the correct options.
1.
A: Look at those beautiful boots!
B: Which (1) one / ones?
A: The brown (2) one / ones over there.
B: Oh, yes. They’re lovely and you can wear
them with a skirt.
A: Yeah with my brown (3) one / ones.
B: The short (4) one / ones, right?
Shop assistant So, did you find a skirt? A: Yes, how much are they?
Woman Yes, I like this red one. B: €160.
Shop assistant What size did you choose?
A: Oh! That’s (5) too / enough expensive for
Woman Medium. The large one was too big on me. I
also tried on this white top and it fits me very me. Come on, let’s look somewhere else.
well. 2.

s
Shop assistant Nice. And we have a 30% discount on those A: Did any of those dresses fit you, or were

n
tops. they all (6) too / enough long?
Woman Really? How much is it, then?

io
B: I don’t think I’m tall (7) too / enough for
Shop assistant Let me see... It costs £20.
Woman Great. this kind of dress.
Shop assistant
Woman
Would you like to pay in cash or by credit card?
Credit card.
at A: This yellow (8) one / ones was OK.
B: No, I didn’t like that (9) one / ones. Yellow
lic
Shop assistant OK. That’s £95 altogether. isn’t my colour.
Woman Oh no! I don’t have it with me. It’s OK, here’s A: Don’t worry, I can find something else for
£100.
b

you.
Shop assistant Thank you very much. Here’s £5 change and
B: Take these shorts too. Could you please try
Pu

your receipt.
to find some green (10) one / ones?
D. Read again and complete the information on A: OK.
the receipt.
5. PRONUNCIATION
M

A. Listen and repeat. Notice the

Skirt
stressed words and how the stress
M

small affects the meaning.

a. I prefer the red skirt. (I don’t want any
©

CASH: other colour.)

CHANGE:
CHANGE: b. I prefer the red skirt. (I don’t want any
other item of clothing.)
3. GRAMMAR B. Listen and repeat. Underline the
A. one/ones stressed word in the sentences.
Read the examples. What do the words one 1. I don’t have a leather bag.
and ones refer to? 2. I think Melanie has a purple hat.
The black jacket is nice but I like the blue one. 3. Donna has short black hair.
I think these gloves are horrible. I prefer the red ones. 4. How much are the brown sandals?
5. I’d like the cotton shirt, please.
B. too/enough
6. Can I try on the silver earrings?
Read the examples. What’s the
difference between too and enough? 6. SPEAK
This T-shirt doesn’t fit me. ROLE PLAY
It’s too small. / It isn’t big enough. Students A & B: Go to the
Speaking Section.
93

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 7b Good looks
1. VOCABULARY
Match the pictures with the
sentences. Then listen and check
your answers.
a. Brooke is a beautiful slim woman with long
wavy brown hair.
b. Tony isn’t so young. He’s in his 50s. He’s overweight. 1 3
2
c. Connor is a handsome tall man in his late 20s.
He has short dark hair.
d. Sandy is quite chubby and she has fair hair.
e. William is Sandy’s son. He has curly fair hair.

s
f. Maya is a middle-aged woman with medium-
6

n
length straight black hair. 4
5

io
2. READ
A. Read the title of the article and look at the pictures. What do you think the text is about? Read and
check your answers. at
The other me!!!
b lic
Pu

A lot of psychologists say that people look like their best friends, but
is this true? Do we choose to become friends with people who look
M

like us, or do we start to look more and more like our friends? An
interesting article tries to answer these questions.
M

First, according to the article, it is easier for us to become friends with

people who are of a similar age and who like the same things as we
©

do. Look, for example, at Jane and Kate’s photo. The two girls are
in their 20s. They are tall and slim and are both really interested in
fashion. ‘We love shopping,’ says Jane. ‘We usually go to the shops
together and even dress in a similar way. People tell us that we look
alike all the time.’
Tyler and Gary are athletes. They met at a basketball game and
became best friends. ‘People always tell us that we have similar
characteristics and the same body type. I sometimes find it very funny
when people think he’s my younger brother,’ Gary says. ‘Of course,
I’m a better basketball player than he is.’

94

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 7b
Workbook presenting new vocabulary items related to
Describing people’s physical appearance the vocabulary presented in the lesson. There is also an
Making comparisons Extra Vocabulary Activities section practising the extra
vocabulary. The key for the Extra Vocabulary Αctivities
section is included in the Workbook Key section at the
Comparative forms back of the Τeacher’s Book.

2. READ CD3 32
body type characteristic copy (v.) expression A. Aims: • to give Ss practice in making predictions
likely look alike look like similar smile (v.) about the content of the text based on visual
Words/phrases related to appearance prompts
chubby curly fair hair handsome • to give Ss practice in identifying the main idea
in one’s early/late 20s, etc. long medium-length of the text
middle-aged overweight short slim straight • to present vocabulary, functions and
tall wavy structures in the context of an article
•

WARM-UP • Draw Ss’ attention to the layout of the text and ask them
Aims: • to introduce the topic of the lesson to tell you what kind of text it is (an article) and where it
• can be found (in a magazine).
• Have Ss read the title of the article and look at the
• Draw Ss’ attention to the title of the lesson. pictures accompanying it and ask them the question

s
• Ask Ss to tell you what they think the lesson is about. in the rubric.
• Elicit answers. • Elicit answers but don’t correct Ss at this stage (The text

n
is about friends that look alike).
1. VOCABULARY CD3 31 • Play the recording and have Ss follow in their books to

io
Aims: • to introduce vocabulary related to physical check their predictions.
appearance • Ask Ss some comprehension questions:
•
• Ask Ss to look at the pictures 1-6 and read through the
sentences a-f.
at
What do a lot of psychologists say about best friends? that
they look like each other
lic
• Have Ss do the activity. Who do people become friends with? with people who are
• Play the recording and have Ss check their answers. of a similar age and like the same things
What do Jane and Kate usually do together? They usually
b

a. 2 go to the shops together.

What does Gary find very funny? that people think Tyler
Pu

b. 4
c. 1 is his younger brother
d. 3 Where did Tyler and Gary first meet? at a basketball
e. 6 game
f. 5 Why do people look more and more like their close
friends over time? because they copy their friends without
M

• Help Ss deduce the meaning of any unknown words knowing it

by relating them to the content of the corresponding Have Madison and Anne got the same eye colour? No,
M

pictures. they haven’t.

• Draw Ss’ attention to the order of adjectives in the first What do Madison and Anne do the same way? They
sentence (beautiful slim woman – long wavy brown hair). smile the same way and they have the same expressions
• Write the following categories on the board and ask Ss to when they are angry or sad.
©

put the adjectives under the correct heading.

B. Aim: to give Ss practice in identifying specific
OPINION SIZE/ TYPE COLOUR NOUN information in the text through a True/False
LENGTH activity
beautiful slim woman • Have Ss do the activity.
long wavy brown hair • Check the answers with the class.

• Point out to Ss that the adjectives we use to describe a 1. F

person should follow the above order. Make sure that Ss 2. T
understand what each category describes. 3. F
• Ask higher-performing Ss to write two sentences using 4. T
two or more adjectives from activity 1 in each sentence. 5. F
Point out to Ss that they should put the adjectives in the
correct order. This will challenge them. To help lower-
performing Ss, you can give them sentences with words • Have higher-performing Ss work with lower-
in jumbled order (e.g. long / sister / hair / My / has / fair performing Ss and correct the false sentences. This
/ .) and have them put the words in the correct order to will challenge higher-performing Ss and help lower-
form a sentence. performing Ss understand why these sentences are false.
• Explain unknown words and choose Ss to read out the
EXTRA VOCABULARY CD4 33 text.
There is an Extra Vocabulary section at the back of the

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7b
shorter
POST-READING older
Aims: • to give Ss the opportunity to have a further funny
discussion on the topic of the article big
• handsome
• Write the following questions on the board: • Refer Ss to the Grammar Reference at the back of the
book.
Does any of your friends look like you in any way?
Do you agree that we become friends with people who 4. PRACTICE
look like us? Aim: to give Ss practice in using the comparative form of
Can people with totally different interests become good adjectives in the context of short dialogues
friends?
• Have Ss do the activity and check answers.
• First have Ss work on the questions individually. Ask
them to note down any ideas they can think of. In this 1. shorter, chubbier, longer, older
way, you ensure that all Ss will come up with their own 2. more difficult, easier
ideas. 3. bigger, more modern, more colourful
• Then divide Ss into pairs. You can have lower-
performing Ss work with higher-performing Ss so
that the former feel more confident. Encourage Ss to

s
exchange opinions and allow them some time to prepare 5. SPEAK
Aims: • to give Ss practice in using the functions,

n
their answers.
• Have pairs share their answers in class and provide structures, and vocabulary presented in this
lesson through a pair-work activity

io
constructive feedback.
• Allow the use of L1 when necessary to encourage lower- •
performing Ss to express themselves.

3. GRAMMAR
at
• Ask Ss to look at the two pictures and read through the
adjectives in the box.
• Have higher-performing Ss work with lower-
lic
Aims: • to present the comparative form of adjectives performing Ss in pairs and take turns to compare the
• two women in the pictures using some of the adjectives
in the box.
• Ask Ss to read through the examples and draw their
b

• Go round the class helping Ss when necessary.

attention to the words in bold. Explain that these are the • Choose some pairs to act out the exchange.
Pu

positive and comparative forms of adjectives.

• Ask Ss to find the comparative forms (in the first
sentence taller is the comparative form of the adjective
tall while in the second sentence more expensive is the
comparative form of the adjective expensive).
M
Suggested answers
A: I think Amy’s younger than Sue.
B: Yes, I think so too. Sue’s older than Amy and she’s

• Explain to Ss that we use the comparative form to also shorter.

compare two people or two items. Point out to Ss that A: Yes. Amy’s taller than Sue and Sue’s hair is shorter
adjectives in the comparative form are usually followed than Amy’s.
M

by the word than. B: Yes, Amy’s hair is longer than Sue’s hair. I think Sue’s
• Ask Ss the question in the rubric (we form the chubbier than Amy.
comparative form by adding -er to the end of one- A: Yes, I think so too. Amy’s slimmer than Sue.
©

syllable adjectives and some two-syllable adjectives while

we use more with adjectives with two or more syllables).
• Point out to Ss that one–syllable adjectives ending in
one vowel + one consonant (big), double the consonant
before the –er (bigger) and adjectives ending in a
consonant + –y (funny), drop the –y and take –ier
(funnier).
• Point out to Ss the irregular comparative forms (better,
worse, more).
• Give an example using objects in the classroom and
write it on the board, e.g. The blue notebook is bigger
than the red notebook. Elicit a few more examples from
higher-performing Ss. This will challenge them. To
help lower-performing Ss, give them prompts to make
sentences (e.g. my new house / big / my old one).
• Draw Ss’ attention to the table and have them complete it.
• Check the answers with the class.
6. WRITE
Aims: • to give Ss practice in writing sentences
comparing two people
•
• Allow Ss some time to write their sentences.
• Choose some Ss to read out their sentences.
Model answer
Sue is older than Amy but I think Amy is taller than
Sue. Amy is slimmer than Sue. Amy’s hair is longer
than Sue’s.

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 3.GRAMMAR 4. PRACTICE
Complete the dialogues with the comparative
COMPARATIVE FORM form of the adjectives in brackets.
Read the examples. How do we form the 1. A: Who’s that woman over there? Harriet?
comparative form of adjectives? B: No, I don’t think so. Harriet’s
Mike and Tom are brothers. Mike is tall but Tom is (short) and a bit (chubby). Also,
taller than him. her hair is (long) than that
Look at those shirts. The white shirt is expensive, but woman’s.
the black one is more expensive than the white one. A: Yeah, you’re right and I think Harriet is
Complete the table with the correct form of (old) than her.
the adjectives. 2. A: So? What did you think of the maths exam?
Positive Form Comparative Form B: Well, it was (difficult) than the
short physics exam. I’m sure I’m going to fail
again.
old
A: I thought it was (easy) than last

s
funnier year.

n
bigger 3. A: So, which sofa should we buy?

io
more handsome B: I like this red sofa. It’s (big) and
good better (modern) than that blue sofa.

bad worse
at A: Yeah, but I think I like this one here. It’s
(colourful).
lic
much/many more
Grammar Reference p....
far farther/further 5. SPEAK
b

Talk in pairs. Look at the pictures of the two

women and take turns to compare them using
Pu

It’s also true that we look more and more some of the adjectives in the box.
like our best friends over time. The article
says this happens because we copy our
friends without knowing it, and end up
M

smiling or laughing like they do. Madison

M

and Anne are an example of this case.

‘We‘ve got different hair and eye colour,
but people always tell us that we look like sisters,’ young
©

says Anne. ‘It’s probably because we smile the same way or old
even have the same expressions when we are angry or sad.’ tall
short
So, the next time you see a group of people who look alike, long
don’t think they’re brothers or sisters. It’s more likely that Amy chubby Sue
they’re really good friends! slim
B. Read the text again and write T for True or F for False.
1. We don’t become friends with people who have Amy is younger than Sue.
similar interests to ours. Yes, she is. And I think she’s taller.
2. Kate and Jane usually wear similar clothes.
3. Gary doesn’t like it when people think Tyler is
younger than him.
6. WRITE
4. We usually copy our friends’ expressions. Write a few sentences to compare the women in
5. Madison and Anne have similar physical activity 5.
characteristics.
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 7c Getting there
1. VOCABULARY 2. READ
Match the pictures with the phrases. A. Read. Do you know any other unusual
Then listen and check your answers. means of transport?

Different
1
ways to
AROUND
ET

s
2

G
n
io
Daniel
at
A couple of years ago I visited
my cousin in the States. That was
lic
when I first rode the Segway
PT, and I was amazed. You see,
the Segway is the best and
b

3 4
quickest way to get around the
Pu

city. You can avoid crowded

buses and heavy traffic and it is
environmentally friendly too. So,
when I got back home, I ordered
M

one online. Of course, I couldn’t

afford the latest model so I got
5
M

the cheapest one on the market.

The Segway is so convenient!
©

Ethan
Last year my wife and I were in
6
Botswana. There, it’s common
for people to travel around the
Okavango Delta on a makoro.
For tourists, this is the most
popular way to visit the delta,
but it’s also quite dangerous.
Why? Well, we were on a
7
makoro when a hippopotamus
by plane by bus attacked us. Luckily, nothing
by ship by train happened, but we were
terrified. I don’t think I want to
by underground on foot
go anywhere by boat again.
by tram
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 7c
Talking about means of transport • Ask Ss to compare the means of transport shown in the
Expressing preference three pictures (unusual) with the ones in the vocabulary
Making comparisons activity (usual/ordinary).

2. READ CD3 34
Superlative forms A. Aim: to present vocabulary, functions and structures
in context
• Have Ss read the texts.
afford amazed attack avoid crowded
• Ask Ss the question in the rubric.
get around heavy hippopotamus model
• Elicit answers and ask Ss some comprehension questions:
on foot on the market traffic travel
unbelievable Why did Daniel go to the States? to visit his cousin
Means of transport Is the Segway PT environmentally friendly? Yes, it is.
What did Daniel do when he got back home? He ordered
boat plane ship train tram one online.
Did Daniel get the most expensive model? No, he didn’t.
What is Daniel’s opinion of the Segway PT? that it is (very)
WARM-UP convenient
Aims: • to introduce the topic of the lesson When was Ethan in Botswana? last year
• Is it safe to visit the Okavango Delta on a makoro? No, it
isn’t.
• Draw Ss’ attention to the title of the lesson and to the Do tourists visit the Delta? Yes, they do.
pictures on the page.

s
What animal attacked Ethan and his wife? a
• Ask Ss to tell you what they think the lesson is about. hippopotamus

n
Did it hurt them? No, it didn’t.
1. VOCABULARY CD3 33 How did they feel? They were terrified.

io
Aims: • to present vocabulary related to means of When did Zoe visit Thailand? last June
transport Did she like it? Yes, she did.
• What is popular with tourists who visit Thailand? elephant
• Ask Ss to look at the pictures and read through the
means of transport underneath them.
at
rides
Are elephant rides cheap? No, they aren’t.
Did she enjoy the elephant ride? Yes, she did.
lic
• Ask Ss if they know the meaning of any of these means
of transport.
• Have Ss do the activity.
b

• Play the recording and have Ss check their answers. • The Republic of Botswana is a landlocked nation in
• Point out to Ss that we use by in front of all means of Southern Africa. Citizens of Botswana are Batswana
Pu

transport while we say on foot. (singular: Motswana). It is bordered by South Africa

to the south and southwest, Namibia to the west,
by plane 5 Zambia to the north and Zimbabwe to the northeast.
by ship 7 The economy is dominated by mining (especially
by underground 1
M

diamonds), tourism and cattle.

by tram 3 • The Okavango Delta in Botswana is one of the last
by bus 6 totally unspoiled wildlife areas in Africa. A makoro is
M

by train 2 a type of canoe commonly used in the delta. Makoro

on foot 4 safaris are a popular way for tourists to visit the delta
but the boats are still a practical means for residents
to move around the swamp.
©

• In pairs, have Ss take turns to compare the means of

transport in the vocabulary activity. You can write B. Aims: • to give Ss practice in identifying specific
some adjectives that Ss can use to compare the means information in the texts
of transport on the board. This will help lower- •
performing Ss.
• Point out to Ss that they should use the comparative •Have Ss do the activity.
form of adjectives to describe the means of transport, • To help lower-performing Ss, tell them that the words in
e.g. cheap – cheaper, safe – safer, etc. bold can give them some information about the words they
refer to. Draw Ss’ attention to the word there in the first
sentence and point out to Ss that since there is an adverb of
PRE-READING place, the word it refers to must be a place too.
Aims: • to help Ss make predictions about the content of • Have Ss do the activity.
the texts based on visual prompts • Check he answers with the class.
• to introduce the topic of the texts
•
1. in the States 4. his wife
• Draw Ss’ attention to the three texts and the 2. crowded buses and 5. the makoro
accompanying pictures. heavy traffic 6. a boat
• Help Ss deduce the meaning of the verb get around by 3. the latest (Segway) 7. in Thailand, her family
asking them some questions: model 8. an elephant
How do you get to school/college/work?
Which means of transport do you use in the city? • Explain unknown words and choose Ss to read out the texts.
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7c
5. LISTEN CD3 35, 36
3. GRAMMAR (for the listening transcript, go to the back of the book)
Aims: • to present the superlative form of adjectives
A. Aims: • to give Ss practice in listening for gist
• to give Ss practice in forming the comparative and
•
superlative forms of adjectives
•
• Ask Ss to look at the names and the means of transport.
• Ask Ss to read through the examples and draw their • Play the recording.
attention to the words in bold. Then ask them the question • Check the answers with the class.
in the rubric (we form the superlative form by adding -est
to one-syllable and some two-syllable adjectives while we Lenny c
use most + the positive form of the adjectives with some Isabel b
two-syllable adjectives and all adjectives with three or more Sean d
syllables).
• Point out that the definite article the comes before adjectives
in the superlative form, and that the prepositions of (of the B. Aim: to give Ss practice in listening for specific
three) or in (in the world) usually follow adjectives in the information

ROUND
superlative form.
• Ask Ss to read through the phrases. Make sure that Ss do

A
• Point out that we use the superlative form of adjectives when
we compare one person, animal or thing with several of the not have any unknown words.

T
same kind. • To help lower-performing Ss, eliminate the extra phrase.

E
• Ask higher-performing Ss to try to match the names with

s
• Point out to Ss that one –syllable adjectives ending in –e
(rude), take –st (the rudest), one-syllable adjectives ending the phrases, based on what they remember from activity A.

G
n
in one vowel + one consonant (big), double the consonant This will challenge them.
before the –est (biggest) and adjectives ending in a consonant • Play the recording.

io
+ y (lazy) drop the –y and take –iest (laziest). • Check the answers with the class.
• Give an example using Ss in the classroom and write it
on the board, e.g. John is the tallest boy in the class. Elicit a
few more examples from higher-performing Ss. This will
challenge them. To help lower-performing Ss, give them
at
Lenny b
Isabel a
Sean d
lic
some sentences with words in jumbled order (e.g. class / is
/ in / Jack / student / the / his / best) and have them put the
words in the correct order to form a sentence.
POST-LISTENING
Aims: • to give Ss the opportunity to expand on the topic of
b

• Draw Ss’ attention to the table and have them complete it.
the listening activity
• Point out to Ss the irregular superlative forms (the best, the
Pu

worst, the most).

•
• Check the answers with the class. • Ask Ss some questions:
• Refer Ss to the Grammar Reference at the back of the book.
Is there a Car Free Day in your country?
Do you take part in it?
M

Positive Form: lazy, good, far Do lots of people take part in it?
Comparative Form: lazier, bigger, more different, better, Why is it important to take part in it?
worse, more
M

Superlative Form: the warmest, the rudest, • Allow the use of L1 to encourage lower-performing Ss
the biggest, the most, the farthest/furthest express themselves.

6. SPEAK
©

Aims: • to give Ss practice in using the functions, structures

4. PRACTICE
Aim: to give Ss practice in using the comparative and
superlative forms of adjectives in context
• Draw Ss’ attention to the first sentence and ask them to
underline the word the before the gap. Ask Ss to tell you
whether they should use the comparative or superlative
form of the adjective in brackets. Elicit the answer that they
should use the superlative form because the gap is preceded
by the.
• To help lower-performing Ss, tell them to underline key
words in each sentence (than, the).
• Have Ss do the activity and check answers.
and vocabulary presented in this lesson through a
pair-work activity
•
• Ask Ss to read through the questions and the speech bubble.
• In pairs, have Ss discuss.
• Go round the class helping Ss when necessary.
• Choose some pairs to give their opinion.
Suggested answers
A: I usually travel by train because it’s cheaper than the plane.
B: I prefer using the plane because it’s the fastest means of
transport.

1. most terrible A: I go everywhere by tram because it’s really cheap and there
2. most convenient is a station near my house.
3. worse, more interesting B: Me too, but I don’t like it because it’s always too crowded.
4. quicker, cheapest A: Exactly, you’re right.

97 TB

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 Zoe 4. PRACTICE
Complete the sentences with the correct
My family and I visited
Thailand last June and form of the adjectives in brackets.
we had an unbelievable 1. It was the (terrible)
experience. It is an experience of my life. I was terrified and I
amazing place and it
don’t think I can do water sports again.
looks even better when
you are on top of the 2. One of the (convenient) ways
largest land animal in to get around the city is by bus.
the world. Elephant
3. The film is (bad) than I
rides are popular with
tourists, but they’re also thought. I think we should go home. There’s
the most expensive way another film on TV and it’s
to travel. The truth is (interesting) than this one.
that it was worth every
penny. 4. I usually go to work by bike. It’s
(quick) than other means of transport and

s
B. Read again and find what the words in it’s also the (cheap).

n
bold refer to.
5. LISTEN

io
1. Daniel saw the Segway there for the first time.
A. Listen to three people calling a radio
2. Daniel would like to avoid these.
phone-in programme and match the
3. Daniel didn’t have money for one.
4. Ethan was in Botswana with her.
at names with the means of transport.
There is one extra means of transport
lic
5. Tourists travel on this when they visit the delta.
6. Ethan doesn’t want to use this means of transport again. which you do not need to use.
7. Zoe was there with them last year. Lenny a. by car
b

8. In Thailand you can travel on this.

b. by bus
Pu

Isabel
3.GRAMMAR c. on foot
Sean d. by underground
SUPERLATIVE FORM
M

Read the examples. How do we form the B. Listen again and match the names with the
superlative form of adjectives? phrases. There is one extra phrase which
M

you do not need to use.

The underground is cheaper than a taxi, but the
bus is the cheapest of the three. a. thinks that everybody
Lenny should take part in Car
©

The underground is more expensive than the Free Day.

bus, but a taxi is the most expensive of the three. b. would like every day to be
Isabel Car Free Day.
Complete the table with the correct form of the
c. thinks that people travel by
adjectives. car because buses are too
Comparative crowded.
Positive Form Superlative Form Sean
Form d. believes that people in
cities don’t need cars.
warm warmer 6. SPEAK
rude ruder Talk in pairs. Discuss:
the laziest • Which means of transport do you usually use?
big Why?
different the most different • Which means of transport do you like or not
like? Why?
the best
bad the worst I usually travel by... because it’s cheaper than...
much/many I go everywhere by... but I don’t like it because...
farther/further
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 7d Worth visiting
1. READ
A. What kind of information would someone ask at
the entrance and at the top of the Empire State
Building? Listen, read and compare your answers.

At the entrance...
Guard Hi, welcome to the Empire State Building.
Woman Good morning. Which way do I go?
Guard Just go straight and take the escalators up to the
second floor. Then, go through security.
Woman OK, can I leave my bag anywhere?
Guard I’m sorry, there’s no coatroom here.
Woman It’s OK, I can carry it. Where do I go after security?

s
Guard Turn right and go straight to the ticket purchase

n
line. Then, follow the rest of the people to the
elevators.

io
Woman Thanks a lot.
Guard You’re welcome.

At the top...
at
lic
Woman Wow! This is brilliant. Is that Central Park
over there? B. Read again and match the American words
from the text with their British equivalents.
b

Guide Yes, it is. And that’s Fifth Avenue going

towards Harlem. 1. line a. brilliant
Pu

Woman I know, I went shopping there yesterday. 2. elevator b. shop

Guide You should go to Macy’s too.
Woman Where is it? 3. store c. queue
Guide Can you see that red sign down there? 4. awesome d. lift
M

Woman Yes. C. Read again and answer the questions.

Guide Well, that’s Macy’s. When you come out of 1. What do visitors use to get to the second floor?
M

the main entrance, turn left and then left 2. Where can visitors leave their bags?
again. That’s 34th Street. Go straight, past 3. What do visitors have to do after security?
Broadway, and Macy’s is on your right. You 4. What street can you take to get to Harlem?
©

can’t miss it. It’s the world’s largest store! It’s

5. What did the woman do yesterday?
pretty awesome.
6. Where is Macy’s?
Woman Thanks a lot.

2. VOCABULARY
Look and label with the prepositions of movement in the box. Then listen and check your answers.

from down around out of

up

through ...to into

towards past

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 7d
• To help lower-performing Ss, you can write some questions
Talking about places of interest on the board and ask them to choose one they would like
Asking for and giving directions to ask someone at the entrance of the Empire State Building
Reading a map and one they would like to ask at the top.
Distinguishing between American and British English • Play the recording and have Ss follow in their books and
compare their answers.
• Ask Ss some comprehension questions:
avenue carry entrance escalator main the rest What do visitors do when they get to the second floor? They
British – American English go through security.
brilliant (BrE) – awesome (AmE) Is there a coatroom in the Empire State Building? No, there
lift (BrE) – elevator (AmE) isn’t.
Where do visitors go after they buy their tickets? to the
queue (BrE) – line (AmE) elevators
shop (BrE) – store (AmE) Does the woman like the view from the top of the Empire State
Prepositions of movement Building? Yes, she does.
around down from... to into out of past Can visitors see Central Park from the top of the Empire State
through towards up Building? Yes, they can.
Did the woman go to Macy’s yesterday? No, she didn’t.
Directions Does the woman want to go to Macy’s? Yes, she does.
Go straight on/ahead. It’s on your left/right. Is Macy’s before or after Broadway? It’s after Broadway.
Turn left/right at/into... What is Macy’s? It’s the world’s largest store.
Phrase
You’re welcome.

s
• There is a difference in what the second floor refers to

n
WARM-UP in British and in American English. In British English
the second floor is the floor of a building that is two

io
Aims: • to introduce the topic of the lesson
• floors above ground level while in American English it
is the floor that is directly above ground level (i.e. the
• Draw Ss’ attention to the title of the lesson and the pictures
and ask Ss to tell you what they think the lesson is about.
• Elicit answers and ask Ss to tell you what places are worth
atfirst floor). This happens because the ground floor in
British English is the first floor in American English.
• The word Avenue is mainly used in American English
lic
visiting in their country/city/town.
to refer to a big street in a city (e.g. Fifth Avenue).
1. READ CD3 37 B. Aim: to have Ss distinguish between American and
b

A. Aims: • to help Ss make predictions about the content of British English

the dialogues based on visual prompts
Pu

• to give Ss practice in identifying the main ideas • Ask Ss to read through the American words 1-4 and their
of the dialogues British equivalents a-d.
• to present vocabulary and functions in the • Have Ss do the activity.
context of two short dialogues • To help lower-performing Ss, tell them to start with the
• ones they are already familiar with.
M

• Check the answers with the class.

• Draw Ss’ attention to the picture of the building and ask • For further practice, refer Ss to the British and American
them: English section at the back of the book.
M

Which building is this? the Empire State Building

Where is it? in New York City 1. c 2. d 3. b 4. a
What do you know about it? It’s the tallest building in
©

New York City. C. Aim: to give Ss practice in identifying specific

information in the dialogues
• Have Ss do the activity.
• The Empire State Building is a 102-storey skyscraper • Check the answers with the class.
in New York City. It is one of the tallest buildings in
New York City and it has been named by the American 1. the escalators
Society of Civil Engineers as one of the Seven Wonders 2. They take them with them. / nowhere
of the Modern World. 3. to go straight to the ticket purchase line to buy a
• Macy’s is a chain of department stores. The biggest one ticket
is in New York City and it has two million square feet 4. Fifth Avenue
of selling space. 5. She went shopping on Fifth Avenue.
• Broadway is a wide street running the length of 6. on 34th Street
Manhattan. A famous stretch near Times Square,
where Broadway crosses Seventh Avenue, is the home • Explain any unknown vocabulary and choose Ss to act out
the dialogues.
of many Broadway theatres and is often called the
Theater District.
• Harlem is a neighbourhood in New York City, long 2. VOCABULARY CD3 38
Aim: to present prepositions of movement
known as a major African American cultural and
• Ask Ss to look at the pictures and read through the
business centre.
prepositions in the box.
• Have Ss do the activity.
• Ask Ss the question in the rubric. • Play the recording and have Ss check their answers.
• Elicit answers but don’t correct Ss at this stage.
TB 98

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7d car park
Willow Road
bank Hazel Road
bookshop
• Help Ss deduce the meaning of any unknown prepositions Maple Road post office
of movement by relating them to the content of the
park park

Juniper Street
corresponding pictures.

Ash Road
library Museum bank

Chestnut Street
around from out of down
underground
station

Elm Street
• Point out to Ss that prepositions of movement are used in Conifer Road
shopping
combination with verbs denoting motion, such as walk, go, library centre


run, etc., and give Ss an example, e.g. He walked into the
classroom.
• Say the following actions aloud in class without revealing 4. SPEAK
the preposition of movement. Have Ss tell you the correct Aims: • to give Ss practice in making suggestions and
preposition of movement. asking for and giving directions using a map
I’m walking Jane. (towards) •
I’m putting my book my bag. (into) • Tell SA to complete the map in the previous activity with
I’m walking the door. (through) names of various places they think are worth visiting,
• Ask higher-performing Ss to close their books. This e.g. gallery, planetarium, amusement park, aquarium, etc.
will challenge them. To help lower-performing Ss, allow • Draw Ss’ attention to the speech bubble and the phrases in
them to look at their books if they don’t remember the the box.
prepositions. • In pairs, have Ss do the exercise. You can have higher-

s
performing Ss work with lower-performing Ss.
3. LISTEN CD3 39, 40

n
• Go round the class helping Ss when necessary.
(for the listening transcript, go to the back of the book) • Tell Ss to swap roles.

io
• Choose some pairs to act out the dialogues.
A. Aims: • to give Ss practice in listening for gist
•
• Play the recording once.
• Ask Ss the question in the rubric.
• Check the answer with the class.
at
Suggested answer
A: So what’s there to see in your city?
B: Why don’t you visit the History Museum?
lic
It’s opposite the post office on Hazel Road.
A: That’s a good idea. How do I get there?
B: Go down Ash Road and past the underground station
b. in their car and the bank. Turn right into Hazel Road and the
b

History Museum is on your left opposite the post office.

Pu

• A GPS (Global Positioning System) is a system by which 5. WRITE

signals are sent from satellites to a special device, used Aims: • to give Ss practice in writing about a place of
to show the position of a person or thing on the surface interest in their city/town in the form of an email
of the earth very accurately. reply to a friend
M

• A GPS installed in a car provides useful information

about the car’s position and the best travel routes to a •
given destination by linking itself to a built-in digital • Ask Ss to read through the extract from their friend’s email.
M

map. A monitor in the car shows the relevant portion • Draw Ss’ attention to the questions.
of the map. The driver can enter the target location
• Point out to Ss that they should use these questions as a
and the computer will calculate the optimal route and
display it instantly. It can respond to user preferences guide when writing their email.
©

and map a route that avoids either highways or local
roads. If the map is detailed enough, it will also provide
the locations of the nearest petrol station, supermarket,
restaurant, hotel and ATM machine. Some GPS units
can issue auditory directions (i.e. ‘Turn left’) to guide
drivers as they travel.
B. Aims: • to give Ss practice in listening for specific
information
• to give Ss practice in understanding directions
and drawing a route on a map
• to the art gallery’s on your right, next to the post office.
• Draw Ss’ attention to the map and point out where the
people are.
• Tell Ss that if they find it difficult to listen and draw the
route at the same time, they can take notes of the key words
they hear and then draw the route.
• Play the recording and have Ss draw the route.
• Check that Ss have drawn the route correctly.
• Allow Ss some time to write their emails.
• Choose some Ss to read out their emails.
Model answer
Dear Holly,
Thanks for your email. It’s a shame you’re only going to
stay here for a weekend because there are lots of interesting
places to visit. Anyway, I have a good idea for you.
There’s a fantastic art gallery in the city centre, and it’s
very easy to find. You can go there on foot, actually. Just
go down Westwood Street until you get to a small park.
Turn left there and then go straight ahead. The entrance
It’s a beautiful old building and there are lots of amazing
paintings inside. I think the French and Italian ones on
the first floor are the best. On the ground floor, there’s a
brilliant cafeteria. There are black and white photos on all
the walls by British artists, so it’s a really nice place to have
a drink and a sandwich. Another great thing about this
gallery is the music. There’s a lunchtime concert every day
at noon. How about meeting me on Saturday at 11.45 a.m.
and we can go to the concert together? Let me know!
Best wishes,
Laura

99 TB

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 3. LISTEN
A. Listen to two people talking. Where are they?
a. in a taxi b. in their car c. walking down the street
B. Listen again and draw the route on the map.

car park
Willow Road
bank Hazel Road
bookshop

Maple Road post office

park park
Juniper Street

Ash Road
library Museum bank

s
Chestnut Street

n
underground

io
station
Elm Street

Conifer Road
at
lic
library shopping
centre


b
Pu

4. SPEAK 5. WRITE
Talk in pairs. This is part of an email you have received from
a friend who wants to visit your town/city for
Student A: Look at the map in activity 3b and a weekend. Write a reply telling him/her about
M

complete it with names of different places to visit. a place to visit and giving him/her directions.
Student B is visiting your city but doesn’t know Answer the questions.
M

where to go. Suggest places and give him/her

directions. Use the phrases in the box.
©

• Go down...
• Walk towards... Unfortunately, I’m going to stay for a weekend
• Go past... only, but we’re definitely going to meet. I’m
• Go straight (on/ahead).
staying at a hotel in the city centre. Which
• Turn left/right at the... / into... Street.
• It’s on your left/right. place can I visit? Is there anything near the
hotel, like a museum or something that I can
Student B: You are visiting the city shown on the visit?
map in activity 3b, but you don’t know where to go.
Ask Student A for suggestions and directions.

• Where is this place?

• What’s it like?
So, what’s there to see in your city?
Why don’t you visit the...? • Why is it interesting?
That’s a good idea. How do I get there? • What can you do there?
Go down Ash Road and... • How do you get there?

99

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 7e What a character!
1. READ
A. Look at the two superheroes. What do you know about them? Read and check your
answers.

BATMAN
n s
io
VS at
SUPERMAN
b lic
Pu
M

Batman and Superman are two of the most popular superheroes of

all time. Do you know everything about them? Have a look at some of
M

the most frequently asked questions some of our readers had:

Q: How old are they?
©

A
As a child Clark lived in Smallville. Together

A
Bruce Wayne (Batman), is a handsome,
tall, slim, 34-year-old billionaire. But is
he actually 34 years old? Well, the first
Batman appeared in comics in 1939.
with his foster parents, he discovered his
superpowers and soon became Superboy.
He started fighting crime. After his parents’
death in 1938, he moved to Metropolis and

A
Superman’s secret identity is Clark Kent. went to Metropolis University. During those
His first appearance as Superman was in years, Superboy became Superman.
1938, at around the age of thirty.

Q: What are they like?

Q: What do we know about
A
Batman, just like his alter ego, Bruce Wayne,
when they were young? likes working alone, he never trusts people

A
At the age of 14, Bruce Wayne was in and he is devoted to what he does, fighting
Europe. He spent some time at Cambridge
crime.
University, at the Sorbonne in Paris,

A
Superman isn’t shy like Clark Kent. He is a
at Berlin School of Science and other
schools. At the age of 20, he joined the FBI peace maker and he has great self-control.
for six weeks, but he soon realised how
boring that job was for him.

100

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Talking about superheroes
Describing someone’s personality
alone appear billionaire comics crime death
discover exciting fight (v.) have a look hero
move (house) realise realistic though trust (v.)
Adjectives describing personality
childish clever friendly helpful honest kind
silly
WARM-UP
Aims: • to introduce the topic of the lesson
•
• Draw Ss’ attention to the title of the lesson.
• Ask Ss to tell you what they think the lesson is about.
• Elicit answers.
1. READ CD3 42
A. Aims: • to introduce the topic of the text by activating Ss’
background knowledge
• to give Ss practice in reading for gist
• to present vocabulary and functions in the
context of a text about superheroes
• Ask Ss to look at the poster.
• Ask Ss who the characters on the poster are (Superman and
Batman) and what they are (superheroes).
lic
• Superman is one of the most famous and popular
fictional comic book superheroes. He was created by
b
American writer Jerry Siegel and Canadian artist Joe
Pu
Shuster in 1932. In June 1938 the character appeared
in Action Comics for the first time. Superman has also
appeared on radio, television and in film. Christopher
Reeve shot to fame as Superman in the first three
films. He starred in Superman (1978), Superman
M
II (1980), Superman III (1983). The film Superman
Returns, starring Brandon Routh, was released after
Christopher Reeve’s death in 2006 and it was an
M
unexpected box office success.
• Batman – originally referred to as the Bat-Man – is a
fictional comic book superhero co-created by artist
©
Bob Kane and writer Bill Finger. The character first
appeared in Detective Comics in May 1939 and
became very popular right after his appearance.
Batman has also appeared on radio dramas, television
series on ABC and in film. Tim Burton’s Batman
(1989) with Michael Keaton as the leading actor
was a huge success. It had three sequels: Batman
Returns (1992) starring Michael Keaton again, who
was replaced in Batman Forever (1995) by Val Kilmer
and in Batman and Robin (1997) by George Clooney.
Christopher Nolan’s Batman Begins (2005) was a
reboot of the film starring Christian Bale as Batman
with a 2008 sequel, The Dark Knight.
Christopher Nolan returned to the series four years
later for a third film, The Dark Knight Rises (2012)
which was the final installment in The Dark Knight
Trilogy.
• Ask Ss the question in the rubric.
• Elicit answers but don’t correct Ss at this stage.
• Play the recording and have Ss follow in their books and
check the facts they know about the two superheroes.
Traveller_Rev_Elem_TB_M7.indd 209
7e
• Ask Ss some comprehension questions:
What is Batman’s real name? Bruce Wayne
How old do they say he is? 34
Is he good-looking? Yes, he is.
What is Superman’s real name? Clark Kent
How old was he when he first appeared as Superman?
around thirty
Which famous institutes did Bruce Wayne spend some
time at? at Cambridge University, at the Sorbonne in
Paris, at Berlin School of Science
Where did Clark Kent live as a child? in Smallville
What did he start doing when he became Superboy? He
started fighting crime.
Which university did he go to? He went to Metropolis
University.
Is Batman like Bruce Wayne? Yes, he is.
Does Batman like working with other people? No, he
doesn’t.
Why? because he doesn’t trust them
Is Superman like Clark Kent? No, he isn’t.
Does Superman like wars? No, he doesn’t.
s
Does he have self-control? Yes, he does.
n
• Draw Ss’ attention to the question What are they like? and
write it on the board. Write the question What do they look
io
like? on the board too.
• Ask Ss the question What does Bruce Wayne look like? and
elicit the answer He is tall, slim and handsome.
at
• Help Ss deduce that we use the question What are they like?
to ask about someone’s character/personality while we use
the question What do they look like? to ask about someone’s
physical appearance.
• Draw the following table on the board:
What does he/she look like? What is he/she like?
• Then have Ss write the following words in the correct
category: short, friendly, good-looking, slim, shy, rude.
• Remind Ss of the difference between the two questions.
This activity will give Ss extra practice and help lower-
performing Ss understand the difference between these
two questions better.
B. Aim: to give Ss practice in identifying specific
information in the text
• Have Ss do the activity.
• As soon as they finish, have higher-performing Ss work
with lower-performing Ss in pairs and compare their
answers. Encourage them to provide justification by
referring to specific parts in the text. This will build lower-
performing Ss’ confidence, and encourage them to share
their answers in class.
• Check the answers with the class.
1. B 3. SM 5. B
2. BM 4. BM 6. BM
C. Aims: • to give Ss practice in looking up unknown words
in a dictionary
•
• Draw Ss’ attention to the TIP and explain it.
• Ask Ss to read through the words in the box.
• Refer Ss to the text to underline the unknown words.
• Allow Ss some time to look the words up in their
dictionaries. You can have higher-performing Ss work with
lower-performing Ss.
• Go round the class helping Ss with their dictionaries.
• Check the meanings of the words with the class.
TB 100
25/6/2020 2:18:02 µµ
7e
2. LISTEN CD3 43, 44
(for the listening transcript, go to the back of the book)
A. Aims: • to introduce the topic of the listening activity by
activating Ss’ background knowledge
• adjectives in the box.
• Ask Ss to read through the adjectives in the box. Make sure
that Ss do not have any unknown words.
• Ask Ss the questions.
• Elicit answers and initiate a discussion on superheroes.
Suggested answers
• I really liked anything that had to do with superheroes
when I was a child. Also, I imagined myself trying to
protect people against crime.
• As a child, I believed that superheroes were real but
their adventures keep fascinating me even now that
I know they aren’t. They make me believe in a better
and safer world for all people.
4. SPEAK
Aims: • to give Ss practice in presenting someone they
admire
•
• Draw Ss’ attention to the two questions and to the
• Point out to Ss that they should use the questions as a guide
and the adjectives in the box to talk about a person they
admire.
• You can have higher-performing Ss work with lower-
performing Ss and discuss the questions in pairs first. This
will build lower-performing Ss’ confidence, and encourage
them to share their answers in class.
• To challenge higher-performing Ss, ask them to think of
an example to support their opinion about this person’s
personality.
• Have Ss take turns to present a person they admire.
• Go round the class helping Ss when necessary.
Suggested answer
Someone I admire is my sister Beth. She’s four years older

s
B. Aims: • to give Ss practice in listening for gist than me, so she’s 20 now and she lives in Manchester.

n
• She’s studying at the university and she’s working at a
Japanese restaurant. She’s both hard-working and kind.

io
• Ask Ss to read through the names and the phrases a-c. She’s also very funny; she can make me laugh even during
• Play the recording once. the hardest times.
• Check the answers with the class.

John b Carla a Phil c

5. WRITE
at
Aim: to familiarise Ss with paragraphing
lic
• Draw Ss’ attention to the box explaining how the
information included in a description of a person should be
C. Aim: to give Ss practice in listening for specific
b

organised.
information • Point out to Ss that they should bear in mind the
Pu

• Ask Ss to read through the sentences 1-5. Make sure that Ss information in the box when writing a description of a
do not have any unknown words. person.
• Play the recording once.
• Check the answers with the class. A. Aim: to give Ss practice in paragraphing
• Ask Ss to read through the sentences.
M

• Have Ss do the activity and check answers.

1. week
2. over 5,000
M

3. the latest Batman film a. 2 b. 1 c. 1 d. 1 e. 2

4. suit
5. always fight crime... help people
B. Aims: • to give Ss practice in writing a description of a
©

person
3. PRONUNCIATION CD3 45, 46 •
A. Aim: to have Ss differentiate between //, // and // • Draw Ss’ attention to the TIP and explain it.
sounds
• Allow Ss some time to write their descriptions as
• Play the recording and have Ss repeat the words they hear. instructed.
• Ask Ss the question in the rubric and elicit the answer that • To help lower-performing Ss, allow them to use ideas from
honest has an // sound, short has an // sound and old has activity 4.
an // sound. • Choose some Ss to read out their descriptions.
B. Aim: to give Ss practice in differentiating between //,
// and // sounds Model answer
• Play the recording and pause after each word. Alan Gray is one of my best friends. I started taking
• Ask Ss to repeat each word and tick the sound they hear. karate lessons ten years ago at a sports centre, and I met
• Check the answers with the class. Alan there. He’s seventeen years old and very tall. He has
curly fair hair and he’s slim and very fit.
I really admire Alan because he’s an honest person and is
//: comic, job, fog
//: small, boring, walk very helpful to everyone. He’s always polite to people and
//: alone, though, hero is never lazy. In fact, he’s the most active friend I have.
He enjoys trying different sports and also loves going to
rock concerts, so he’s a lot of fun to hang out with. I know
I can trust Alan and I feel lucky to know him.

101 TB

Traveller_Brit_2nd_Elem_TB_M7.indd 210 17/9/2021 2:10:03 µµ

 2. LISTEN 3. PRONUNCIATION
A. Before you listen, discuss these questions A. Listen and repeat. What’s the difference
using the words in the box: between a, b and c ?
• Did you enjoy reading comics or watching a. honest b. short c. old
films with superheroes as a child? B. Listen and tick (4) the sound you hear.

• What did you think of superheroes as a child

and what do you think of them now? alone
small
funny fantastic silly childish
boring
clever boring exciting (un)realistic
comic
B. Listen to three people talking about job
superheroes and match the speakers with walk
their opinions. though
John a. silly and not realistic. hero
fog

s
Carla thinks they’re b. exciting and clever.

n
Phil c. boring and childish. 4. SPEAK
Think of someone you admire and present him/

io
C. Listen again and complete the sentences. her to the class. Answer the questions using
some of the words in the box.
1. John buys a comic every

2. John has a collection of

.

comics.
at
• Why do you admire this person?
• What is he/she like?
lic
3. Carla saw last week. honest funny friendly kind outgoing
helpful clever shy serious hard-working
b

4. Carla doesn’t like Batman’s .

5.WRITE
Pu

5. Phil thinks superheroes are OK because they

Paragraphing
and .
When writing a description of a person, group
M

relevant information together and put it in the

B. Read again and write BM for Batman, SM for same paragraph.
Superman or B for Both. Paragraph 1:
M

• Say who this person is.

1. He first appeared in the late 1930s. • Write about his/her appearance.
2. He spent his teenage years in different Paragraph 2:
©

countries. • Write about his/her character.

3. He moved to another city when his
parents died. A. Read the sentences and decide which
paragraph each sentence should be in.
4. He was bored at one of the jobs he had.
Write 1 or 2.
5. He studied at an institution of higher
education. a. He’s friendly and kind.
6. He isn’t very outgoing. b. She’s my favourite cousin.
c. I met him at the gym.
C. Check what these words mean in a d. She has long fair hair.
e. He’s a bit shy, but he’s very hard-working.
dictionary:
B. Write a description of somebody you know.
billionaire identity realise foster Write two paragraphs as shown in the box.
crime death alter ego devoted
Remember to check the
word order in your writing:
Use a dictionary to find out adjective + noun
what unknown words in a Steve is a funny person.
verb be + adjective
text mean.
Steve is funny.
101

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 7 Video activities
Italy
A. Match the words with the pictures. Then watch Part 1 of the video and check your answers.

citrus fruits leaning canal gondola espresso olives crops region

1 2 3 4

n s
io
5 6 7 8

B. Watch Part 2 of the video. Which of the following places are mentioned?
at
lic
Rome Milan Naples Sardinia Parma Verona Venice Bari Sicily Florence Genoa
b

C. Watch Part 2 again and answer the questions. D. Watch Part 2 again and write T for True or F
Pu

Choose a, b or c. for False.

1. Where are the Alps in Italy? 1. There are only three other countries in
a. in the south b. in the north Europe with a bigger population than Italy.
c. in the Apennine Mountains
M

2. People notice Italy on a map because

2. Where is Mount Vesuvius? it looks like a boot.
M

a. near Naples b. in Sardinia c. in Sicily 3. Lots of citrus fruits are grown

in the north of Italy.
3. When did Italy become a country?
©

a. in 1861 b. in Roman times 4. There are many active volcanoes in Italy.

c. two thousand years ago
5. For many years, Italy was a group
4. Where can you see gondolas? of city states.
a. in Rome b. in Venice c. in Florence 6. The Leaning Tower of Pisa is in the
region of Tuscany.
5. How many times has Italy won the World Cup?
a. 2 b. 3 c. 4 7. Italians’ favourite hot drink is espresso.

E. Discuss.
• Which place(s) in Italy would
you most like to visit?
• What would you like to do there?

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 7
Video activities
Italy
Vocabulary
1. T
canal citrus fruits crops espresso gondola 2. T
leaning olives 3. F
4. F
5. T
6. T
Aims: • to raise Ss’ intercultural awareness 7. T
•
A.
• Ask Ss if they have ever been to Italy and initiate a short • Have higher-performing Ss work with lower-
discussion. performing Ss and correct the false sentences. This
• Draw Ss’ attention to the pictures 1-8 and the words/ will challenge higher-performing Ss and help lower-
phrases in the box. performing Ss understand why these sentences are false.
• Have Ss do the activity and check the answers with the E.
class. • Ask Ss the questions.
• Elicit answers and initiate a short discussion. Allow the
1. canal use of L1 if necessary to encourage lower-performing Ss
2. gondola to express themselves.

s
3. leaning

n
4. espresso Suggested answers
5. olives • I would like to visit Rome and Milan.

io
6. crops • I would like to visit the Colosseum in Rome and
7. citrus fruits go shopping in Milan.
8. region
at TRANSCRIPTS
lic
B. Part 1
• Ask Ss to read through the Italian cities in the box. canal citrus fruits crops espresso gondola
• Explain to Ss that they are going to watch Part 2 of the leaning olives
b

video and find out which of these places are mentioned. Part 2
• Play Part 2 of the video and have Ss do the activity. Italy is a European country, in the middle of the
Pu

• Check the answers with the class.
The following should be ticked:
Rome, Sardinia, Naples, Venice, Sicily, Florence
M
Mediterranean. Its population of 61 million makes it the
fourth most populated country in Europe.
Italy is easy to find on a map, because it looks like a boot
kicking a ball. In the north, there are the mountains of
the Alps, and the Apennine Mountains run down the

middle of the country, making Italy a popular place for

skiing. In the central and southern regions, the land is
C. excellent for growing crops, citrus fruits and olives. Italy
M

• Ask Ss to read through questions 1-5 and make sure they
understand everything.
• Play Part 2 of the video again and have Ss do the activity.
• Alternatively, to challenge higher-performing Ss, you may
©
has two main islands, Sardinia in the west, and Sicily
in the south. Italy is also home to several volcanoes,
including the only active volcano on mainland Europe.
Mount Vesuvius is a high risk volcano because it is very

modify the activity from multiple choice to open-ended
questions. Write questions 1-5 on the board (without the
options), ask Ss to cover the activity in their books, then
watch the video and answer the questions. To help lower-
performing Ss, eliminate one incorrect option.
• Check the answers with the class.
1. b
2. a
3. a
4. b
5. c
D.
• Ask Ss to read through the sentences 1-7 and make sure
they haven’t got any unknown words.
• Have Ss watch Part 2 of the video again and do the
activity.
• Check the answers with the class.
close to the city of Naples, which has a population of three
million.
Italy has a long history, going back to the Roman Empire
over two thousand years ago. Throughout history there
were different city states, and Italy only became a country
in 1861.
Rome is the capital city and has many interesting sights
to visit, like the Colosseum and the Pantheon. If you take
a trip to the region of Tuscany, you can see the famous
Leaning Tower of Pisa, which is still standing over 600
years after it was built. Venice is also a beautiful city with
its canals, gondolas and annual celebrations. Florence
is an important city for art history and there are many
museums.
The most popular sport in Italy is football. There are
many famous football teams and Italy is the second most
successful national team in world football, having won
the World Cup four times.
Italian food is known throughout the world, and most
countries enjoy eating pizza and pasta. As for coffee, for
Italians there is only one, the espresso. They drink about
fourteen billion espressos every year. Prendiamo un caffé?

TB 102

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 7 Round-up
Aims: • to help Ss revise the structures, functions and F.
vocabulary presented in Module 7 through
various activities 1. most boring
• 2. friendliest
3. further/farther
VOCABULARY 4. younger, taller
A. 5. more difficult
6. most dangerous
1. circle: earrings add: shirt, etc. 7. best, worst
2. circle: top add: gloves, etc. 8. most popular, faster
3. circle: billionaire add: beautiful, etc.
4. circle: traffic add: train, etc.
COMMUNICATION
G.
B.
Suggested answers
1. c 1. Can I help you
2. d 2. please. Do you have
3. a 3. What size are you

s
4. b 4. do you like it
5. How much is it

n
1. pay in cash 6. Would you like to pay in cash or by credit card
2. go straight ahead 7. Here’s your change

io
3. get around
4. Have a look

C.
at
lic
1. trust
2. afford
b

3. receipt
4. past
Pu

5. amazed
6. helpful
7. slim
8. towards, around
M

GRAMMAR
D.
M

1. ones, ones
2. one, one
©

3. one, one, ones

E.

1. too expensive
2. too loud
3. enough money
4. too hot
5. trendy enough
6. big enough

103 TB

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 Round-up 7
VOCABULARY GRAMMAR
A. Circle the odd word in each group. Then add D. Complete the sentences with one or ones.
one more word. 1. A: Which earrings are you going to buy?
1. earrings - trousers - jumper - skirt -
B: The silver , I think. I like them better.
2. hat - scarf - belt - top -
A: Yeah, the gold don’t match your
3. overweight - billionaire - handsome - chubby -
4. plane - tram - traffic - ship - clothes.
2. Carol has two brothers. The with the
B. Match. Then use the phrases to complete short wavy hair is Alex, and the with the
the sentences.
straight hair and green eyes is Paul.
1. have a. around
3. A: I’m getting a club sandwich. Are you getting
2. go b. in cash

s
too?
3. get c. a look

n
4. pay d. straight ahead B: I don’t know.

io
A: They also have burgers. Do you want ?
1. I don’t have my credit card with me so I’d like B: No, I want two of those sandwiches over there.
to .
2. A: Excuse me, where’s the post office?
at A: Do you mean the with chicken?
lic
B: Yes.
B: Turn left here and then . It’s on
your left, next to a supermarket.
b

E. Complete the sentences with the words in

3. A: How do you usually in the city? brackets and too or enough.
Pu

B: By bus. 1. A: Why don’t you get this jumper?

4. A: at this word. Do you know B: I can’t afford it. It’s (expensive) for
what it means?
M

me.
B: No, I don’t. Where’s the dictionary? 2. I can’t stand this place. The music here is
M

(loud).
C. Circle the correct options.
1. Don’t trust / fight Susan. She isn’t an honest person. 3. I didn’t have (money) to go out this
©

2. You can’t avoid / afford to buy a new car. You just weekend. So I stayed at home and invited some
got a new house. friends over.
3. Excuse me, you didn’t give me a receipt / change for 4. Last night it was (hot) and I couldn’t
the shirt.
sleep.
4. Go through / past the post office and the museum
is on your right. 5. I can’t wear this hat. It’s not (trendy)
5. I was really amazed / unbelievable when I heard for me.
that Jack passed the test.
6. This dress doesn’t look good on you. It isn’t
6. Thank you very much for the information. It was
very kind / helpful. (big).
7. Martha’s husband is a tall, slim / wavy man in
his late 20s.
8. The man walked towards / into the bank, but he
didn’t enter. Suddenly, he turned down / around and
left.

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 F. Complete the sentences with the comparative or SPEAK
superlative form of the adjectives in brackets. H. Discuss in pairs and complete the sentences.
1. This is the (boring) book I
HOW WELL DO YOU KNOW YOUR CLASSMATES?
have ever read.
is the funniest person in the class.
2. Jim has lots of friends. He’s the
(friendly) boy at school. is the friendliest person in the class.
3. I have to take the bus to work every day. My house is is the trendiest person in the class.
(far) from work than yours. is the most helpful person in the class.
4. Martha is (young) than her
is the kindest person in the class.
sister Pam, but Martha is (tall)
than Pam. is the youngest person in the class.

5. Barbara and Kirsten didn’t pass the biology test. It is the tallest person in the class.
was (difficult) than last year’s. is the shyest person in the class.
6. I don’t want to learn how to ride a motorbike. I think is the most interesting person in the class.

s
it’s the (dangerous) way to get
is the best student in the class.

n
around.

io
7. Dennis is one of the (good)
players in the team and Gary is one of the
Who do you think is the funniest person in the class?

8. The underground is the

(bad). at I think it’s...
Well, ... is funny, but I think... is funnier than him/her.
lic
(popular) means of transport. It’s also
(fast) than other means of WRITE
b

transport. I. Choose two people, two buildings, two films,

Pu

two characters or two books and write a

COMMUNICATION paragraph comparing them.
G. Complete the dialogue with the missing phrases.
SELF-ASSESSMENT
Shop assistant (1) ?
M

Read the following and tick (4) the appropriate

Woman Yes, (2) .
boxes. For the points you are unsure of, refer
this dress
M

back to the relevant sections in the module.

in black?
Shop assistant Yes, we do. Now I can...
©

Woman Great! Can I try it on?  identify and describe clothes

Shop assistant Sure. (3) ?  talk about sizes
Woman Small.  talk about prices
Shop assistant Here you are.  express preference
............................................................................................
 ask for and give an opinion
Shop assistant So, (4) ?
Woman Yes, I think it fits me very well.  use language related to shopping
(5) ?  make comparisons
Shop assistant There’s a discount, so it’s €70.  ask for and give directions
Woman Great.  read a map
Shop assistant (6) ?  talk and write about places in a city
Woman In cash. Here’s €100.
 describe people (physical appearance,
Shop assistant Thank you very much. personality)
(7)
and your receipt.
Culture page: Driving Around
Woman Thanks.

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 Round-up 7
SPEAK SELF-ASSESSMENT
H. Aims: • to give Ss the opportunity to check their progress
• to encourage learner autonomy
• In pairs, have Ss discuss their classmates.
• Go round the class helping Ss when necessary. •
• Draw Ss’ attention to the points and have Ss read them.
• Explain any unknown words.
Suggested answer
• Have Ss tick the points they feel confident about. For the
A: Who do you think is the funniest person in the points they are unsure of, they should refer back to the
class? relevant sections in the module.
B: I think it’s Natalie.
A: Well, she’s funny, but I think Julia is funnier than
her.
B: Hmm... OK, I guess you’re right. Who do you think
is the friendliest person in the class? Culture page: Driving Around
A: That’s easy – it’s Debby. The Teacher’s Notes can be found at the back of the
B: I agree. Who do you think is the trendiest person in book.
the class?
A: I think Jenny’s the trendiest. She always wears
amazing clothes. GRAMMAR ACTIVITIES

s
B: Yes, you’re right. Who’s the most helpful person in
There is a section at the back of the Workbook with
the class?

n
A: I think it’s Steven. grammar activities providing Ss with further practice
B: Steven is always very helpful, but I think Jane is of the grammar presented in the module. After each

io
more helpful than him. Round-up section in the Workbook, it is advisable to do
A: Maybe you’re right. OK, so who’s the kindest person the corresponding activities in the Grammar Activities
section.
in the class?
B: I think it’s Penny. Do you agree?
A: Yes, I do. Who is the youngest person in the class?
at
The key for the Grammar Activities section is included in
the Workbook key at the back of the Teacher’s Book.
lic
B: Linda’s the youngest person in the class. Who’s the
tallest person in the class?
A: I think it’s Jeffrey. He’s taller than Bob and Richard.
b

B: Yes, Jeffrey’s the tallest person. Who’s the shyest

person in the class?
Pu

A: I think it’s Milly.

B: Well, Milly is very shy, but Paul is shyer than her.
A: Oh, yes, you’re right. Who’s the most interesting
person in the class?
B: Harry’s very interesting, but I think Frances is more
M

interesting than him.

A: Yes, I think so too. Who’s the best student in the
class?
M

B: Lots of students are hard-working, but I think Zoe is

the best student in the class.
A: I agree.
©

WRITE
I.
• Ask Ss to write a paragraph comparing two people, two
buildings, two films, two characters or two books.

Model answer
I have two sisters, and they are very different. Sandra
is the youngest but she’s also the tallest. She’s also
slimmer than Caroline and she has the longest hair.
Caroline is probably more childish than Sandra and
is definitely the funniest. She says lots of silly things
and makes us laugh all the time. Sandra loves buying
new clothes, so she’s the trendiest of my sisters. I think
Caroline’s the kindest and friendliest and she’s more
outgoing than Sandra, but Sandra’s also an amazing
sister and I love them both.

TB 104

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8a
8 Adventure

Aims: • to introduce the topic of the module and activate

Ss’ background knowledge
• to present the learning objectives of the module
•
• Draw Ss’ attention to the title of the module and ask
them what they think the module will be about.
• Ask Ss what comes to their mind when they hear the
word adventure.
• Tell Ss to look at the picture and ask them what they can

s
see (someone skydiving).
• Ask Ss if they think that skydiving is adventurous.

n
• Ask Ss the questions in the Discuss section and elicit
answers. Allow the use of L1 when necessary to

io
encourage lower-performing Ss to express themselves.

Suggested answers
I sometimes enjoy doing adventurous things, but I
at
lic
don’t think I’m a very adventurous person.
I admit that doing adventurous things can make
you feel more alive, but I also think they can be
frightening at times.
b

Yes, I would love to try new experiences and travel

Pu

more often.

• Read out the points listed in the Flick through the module
and find... section.
• Explain any unknown words.
M

• Then ask Ss to flick through the module and find where

these points are discussed.
M

a couple going on a sailing trip: p. 110

a holiday destination for extreme campers: p. 114
©

a man with car problems: p. 108

a quiz about how adventurous you are: pp. 106-107
a text about a South American country: p. 112

• Read out the objectives listed in the In this module you

will learn... section.
• Explain any unknown words.

105 TB

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 Adventure 8
Discuss:
 Do you enjoy doing adventurous things?
 How do they make you feel?
 Would you like more adventure in your life?

Flick through the module and find...

 a couple going on a sailing trip
 a holiday destination for extreme campers
 a man with car problems

s
 a quiz about how adventurous you are

n
 a text about a South American country

io
at
b lic
Pu
M
M
©

In this module you will learn...

 to talk about experiences you have had
 to make a questionnaire about experiences
 to report commands and requests
 to talk about different countries
 to write information about a country
 to write an email to a friend giving your news

105

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 8a I dare you!
1. VOCABULARY
Match. Then listen and check. Can you name any famous geographical features?

1 2 3 4 5

6 7 8 9

s
desert forest island mountain volcano lake waterfall river cave

n
io
2. READ
A. Do the quiz.
at
Are you adventurous
b lic
Pu

enougg h?
enou
M
M

1. Have you ever explored a dark cave?

©

4. Have you ever jumped off the top of a waterfall?

2. Have you ever camped out in the wild all night long?

5. Have you ever swum in a river?

3. Have you ever climbed up a really steep mountain?

6. Have you ever eaten a spider or a snake?

106

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Talking about experiences
Present Perfect Simple
Time expressions (ever, never, before)
adventurous be willing to camel camp (v.)
climb dark explore in the wild
snake spider
Geographical features
cave desert forest island lake mountain
river volcano waterfall
Phrases
What a daredevil! Live your life to the full.
8a
words in column B to form the names of famous
geographical features.
PRE-READING
Aims: • to introduce the topic of the quiz
•
• Ask Ss to look at the text and the picture accompanying
it and decide what it is (a quiz) and where it might be
found (in a magazine).
look up
• Ask Ss if they like doing quizzes and, if so, what about.
• Draw Ss’ attention to the title of the quiz and ask them
what the quiz is about.
• Ask Ss some questions:
Do you like adventure?
Do you like doing adventurous things?

WARM-UP 2. READ CD4 3

Aims: • to introduce the topic of the lesson A. Aims: • to give Ss practice in doing a quiz
• to present functions, structures and
•

s
vocabulary in the context of a quiz
• Draw Ss’ attention to the title of the lesson. •

n
• Ask Ss to tell you what they think the lesson is about.
• Elicit answers. • Tell Ss to read each question carefully and then choose

io
• Give Ss an example of how the phrase I dare you is used, the answer which best represents their experiences.
e.g. Go and jump in the river – I dare you!, I dare you to go Encourage Ss to guess the meaning of any unknown
and jump in the river, and help them deduce the meaning
of it (to ask someone to do something which involves risk).
at
words.
• Have Ss do the quiz in pairs and take turns to ask and
answer the questions.
lic
1. VOCABULARY CD4 2 • Have Ss add up their scores.
Aims: • to present vocabulary related to geographical • Ask Ss to read what the results say about themselves.
features
b

B. Aims: • to give Ss practice in discussing the results of

• the quiz
Pu

• Ask Ss to look at the pictures and read through the •

words.
• Ask Ss if they agree or disagree with what the results say
• Have Ss do the matching.
about themselves.
• Play the recording. Have Ss listen and check their
• Generate discussion and ask Ss to provide justification
answers.
M

for their opinions.

• Explain any unknown words and choose Ss to read out
desert 2 the results of the quiz.
M

forest 3
island 7 3. GR A MM A R
mountain 1 Aims: • to present the Present Perfect Simple
©

volcano 6
•
lake 4
waterfall 9 • Ask Ss to read through the two short dialogues.
river 5 • Draw Ss’ attention to the words in bold.
cave 8 • Explain to Ss that this is the Present Perfect Simple of the
verbs travel, want, ride and have.
• Help Ss deduce the meaning of any unknown words they • Ask Ss the question in the rubric.
may have by relating them to the corresponding pictures. • Elicit the answer that the Present Perfect Simple is
• Ask Ss the question in the rubric. formed with have/has and the past participle of the main
• Elicit answers and ask Ss to give you examples of famous verb.
geographical features (e.g. Mount Everest, the Sahara • Point out to Ss that ’ve and ’s are the short forms of have
Desert, Lake Michigan, the River Thames, Easter Island, and has respectively.
Niagara Falls, etc.). • Point out to Ss that the past participle of regular verbs is
• To help lower-performing Ss, you can write the formed in the same way as the Past Simple (by adding
following on the board: the ending -ed to the verb, e.g. climb – climbed). On the
A B other hand, each irregular verb forms the past participle
Mount Michigan in a different way (e.g. ride – ridden).
the Sahara Island • Explain to Ss that we use the Present Perfect Simple to
Lake Everest refer to past events and link them to the present. Point
Easter Desert, etc. out that it’s not necessary to refer to a specific time in
the past with the Present Perfect Simple. However, some
• Ask them to match the words in column A with the
general time expressions are often used.

TB 106

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8a
• Draw Ss’ attention to the words ever, twice, always, never,
before and point out to them that we use them with the
Present Perfect Simple.
• Ask Ss to look at the table containing some irregular
verbs.
• Refer Ss to the list of irregular verbs at the back of the
book and have them complete the table.
• Check the answers with the class.
Past Simple: saw, drove, met, spent
Past Participle: ridden, swum, had, eaten, done
• Refer Ss to the Grammar Reference at the back of the
book.
• Ask higher-performing Ss to make sentences using the
Present Perfect Simple. This will challenge them. To help
lower-performing Ss, you can give them prompts to
make sentences (e.g. be / France / twice).
4 . PR AC T ICE
Aim: to give Ss practice in using the Present Perfect
Simple in the context of short dialogues
• Have Ss do the activity.
• Check the answers with the class.
1. Have... ever spent, I have, have camped, I haven’t
KE
Y
2. has visited, hasn’t visited, have never ridden
3. Has... ever tried, he hasn’t, has never done,
haven’t met
b
5. SPE A K
Pu
Aims: • to give Ss practice in asking and answering
about personal experiences
•
M
• Ask Ss to make a questionnaire like the one in the
reading activity for their partners using the ideas given
and their own ideas.
M
• Allow Ss some time to prepare their questionnaires.
• In pairs, have Ss take turns to ask and answer questions
about their personal experiences.
• Point out to Ss that they should note their partner’s
©
answers down on the questionnaire they have made.
• Go round the class helping Ss when necessary.
• Choose some pairs to act out the dialogues.
107 TB
Traveller_Rev_Elem_TB.indb 222
Suggested answer
A: Have you ever climbed a volcano?
B: No, I haven’t. Have you ever climbed a tree?
A: Yes, I have climbed lots of trees. Have you ever
swum in a lake?
B: Yes, I have. It was really cold! Have you ever
swum with sharks?
A: No, I haven’t. Sharks are dangerous! Have you
ever seen a wild animal?
B: Yes, I have. I saw some rabbits on a hill once.
Have you ever ridden an elephant or a horse?
A: Well, I’ve ridden a horse four times, but I’ve
never ridden an elephant. Have you ever ridden a
motorbike?
B: No, I haven’t because I can’t drive. Have you ever
explored a desert?
A: Yes, I have. It was amazing. Have you ever
explored a forest?
B: Yes, I’ve explored some forests with my family.
Have you ever spent the night in a cave?
s
A: No, I haven’t. Have you?
n
B: Yes, I have. I spent three nights in a cave last
summer. Have you ever spent the night in a
io
forest or a park?
A: Well, I’ve spent the night in a forest once, but I
at
haven’t spent the night in a park.
B: OK. So, have you ever eaten camel meat?
A: Yes, I have. I ate camel meat when I went to the
lic
desert. Have you ever eaten ostrich meat?
B: No, I haven’t. Have you ever been scuba diving?
A: No, I haven’t. Have you ever been mountain
biking before?
B: Yes, I have been mountain biking. It was fun!
Have you ever been horse riding?
A: Yes, I’ve been horse riding twice.
B: Cool!
6. WRIT E
Aims: • to give Ss practice in writing about their
partner’s experiences
•
• Ask Ss to look at their partner’s answers from activity 5
and write a few sentences about him/her.
• Allow Ss some time to write their sentences.
• Choose some Ss to read out their sentences.
Model answers
A: My partner has never climbed a volcano, but she
has swum in a lake. She has seen some rabbits
once, but she hasn’t ridden a motorbike. She’s
explored some forests with her family and she
has also spent three nights in a cave. She hasn’t
eaten ostrich meat, but she’s been mountain
biking.
B: My partner has climbed lots of trees, but she has
never swum with sharks. She’s ridden a horse
four times, but she hasn’t ridden an elephant.
She’s also explored the desert. She has never
spent the night in a cave or a park, but she has
spent the night in a forest once. She’s eaten camel
meat, but she has never been scuba-diving. She’s
been horse-riding twice.
16/6/2020 3:41:31 µµ
 3. GRAMMAR 4. PRACTICE
Complete the dialogues with the Present
PRESENT PERFECT SIMPLE
Perfect Simple of the verbs in brackets. Give
Read the dialogues. How do we form the short answers where possible.
Present Perfect Simple of regular and 1.
irregular verbs? A: you (ever / spend)
A: Have you ever travelled by plane?
your summer holidays in the mountains?
B: Yes, I have. I’ve travelled by plane twice.
B: Yes, , and I (camp)
What about you?
in the mountains once too. What about
A: I haven’t travelled by plane, but I’ve always
you?
wanted to.
A: No, . We always go to an island
A: Jack wants to come horse riding with us. in the summer.
B: Has he ridden a horse before?
2.
A: No, he hasn’t, but he can ride a motorbike and
A: Dennis (visit) Egypt twice, but
he’s never had an accident.
he (not visit) the Pyramids.

s
B: Well, it’s not the same thing!
B: Really? I have, but I (never /

n
Complete the table.
ride) a camel.

io
Irregular verbs 3.
Base Form Past Simple Past Participle A: Sam (ever / try)
ride
swim
rode
swam
at windsurfing?
B: No, . Actually, he
lic
see seen (never / do) any water sports. He hates the sea.
have had A: I (not meet) anyone like him
b

eat ate before.

Pu

drive driven
do did 5. SPEAK
meet met Talk in pairs. Use the ideas given and
your own to make a questionnaire for your
M

spend spent
partner. Then ask and answer questions.
• climb: volcano / tree
M

• swim: lake / with sharks

Mostly • see: wild animal
©

What a daredevil! You can’t stand living a

• ride: elephant /
boring life. After all, you think that life is too
motorbike / horse
short and you should live it to the full. You have
tried some adventurous things but you’re willing • explore: desert / forest
to do more. There are so many things you’ve • spend the night: cave /
always wanted to try. Why not? Just be careful! forest / park

Mostly • eat: camel / ostrich

Why don’t you look up the word ‘adventure’ • try: scuba diving /
in a dictionary? You have never done anything mountain biking /
really exciting in your life, right? What are you horse riding
waiting for? Just try to make your life a bit
more interesting. Don’t be predictable! 6. WRITE
Use your partner’s answers from activity 5
B. Discuss the results of the quiz. and write a few sentences about him/her.

107

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 8b That’s life!
1. VOCABULARY
Listen and repeat. Have
any of these misfortunes
ever happened to you?

The lift is out of order

and I’m stuck in it.

n s
io
I’m lost.
at
lic
2. READ
b

A. Look at the pictures. What do you think happened to the

Pu

man? Listen, read and check your answers.

Harry Where have you been? Steve Tell me about it! I had
Steve It’s a long story. a nightmare trying to
My car has broken
M

Harry You missed the ten o’clock change it. Have you ever
down and I can’t fix it. I meeting. You’ve never changed a tyre?
need a mechanic.
M

missed a meeting before. Harry Yes, I have, many times.

Steve I know, I know. Where’s The last time I changed
Mr Miller? one was last year when I
©

Harry He’s gone to the bank. was on holiday.

He was really angry when
you didn’t show up.
Steve Well, it wasn’t exactly my
I’ve lost my keys and wallet. fault.
I’ve lost my purse. Harry What happened?
Steve I had a car accident on my
way to the office.
Harry Are you OK?
Steve Yeah, I’m fine, and the car
is OK too. The other guy’s
car is pretty bad, though.
Anyway, I drove off and
I’ve run out of petrol. about 100 metres down
the road, I got a flat tyre.
Harry No! How unlucky!
108
Steve Well, it was my first
time and I had trouble
changing it. It took me
about an hour.
Harry So, that’s why you’re late.
Steve You haven’t heard it all.
After the tyre, I drove
down the road a bit and
the car just stopped.
Harry Why?
Steve No petrol. So, I pushed it
to the side of the road and
walked to a petrol station.
Harry Unbelievable!

Traveller_Rev_Elem_TB.indb 224 16/6/2020 3:41:49 µµ


Linking past and present time
Narrating past events
Talking about misfortunes
Expressing surprise
Present Perfect Simple vs Past Simple
angry be lost break down fault fix flat tyre
guy have trouble + ing keys mechanic
nightmare on one’s way out of order petrol
petrol station pretty (bad) purse push run out of
show up wallet
Phrases
How unlucky! It took me... It’s a long story.
Tell me about it!
WARM-UP
Aims: • to introduce the topic of the lesson
•
• Draw Ss’ attention to the title of the lesson.
• Ask Ss to tell you what they think the lesson is about.
• Elicit answers.
• Tell Ss, e.g. I wanted to go away this weekend but I have so
much work to do. That’s life!, and help them deduce the
meaning of the phrase That’s life! (said after something bad
lic
or unlucky has happened to show that since you cannot change
it, you have to accept it).
b
1. VOCABULARY CD4 4 experience) and Unbelievable! (to express surprise) and help
Aims: • to present vocabulary related to misfortunes
Pu
• • Explain any unknown words and choose Ss to act out the
• Ask Ss to look at the pictures and read through the phrases.
• Help Ss deduce the meaning of any unknown words/
phrases by relating them to the content of the
M
corresponding pictures.
• Draw Ss’ attention to the words wallet and purse. Explain
to Ss that they are both used for carrying money, cards, etc.
M
but a wallet is used by men, while a purse is used by women.
• Play the recording and pause so that Ss can repeat what
they hear.
• Ask Ss the question in the rubric and initiate a short
©
discussion.
2. READ CD4 5
A. Aims: • to help Ss make predictions about the content of
the dialogue based on visual prompts
• to give Ss practice in identifying the main idea
of the dialogue
• to present functions, structures and vocabulary
in the context of a dialogue
• • Draw Ss’ attention to the NOTE and explain it. Make sure
• Draw Ss’ attention to the pictures and ask them the
question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Play the recording and have Ss follow in their books and
check their predictions.
Traveller_Brit_2nd_Elem_TB_M8.indd 225
8b
• Ask Ss some comprehension questions:
Has Steve ever missed any meetings before? No, he
hasn’t.
What happened to Steve on his way to the office? He had
a car accident.
Did anything serious happen to his car? no
Did anything serious happen to the other guy’s car? yes
What happened to Steve after he drove off? He got a flat
tyre.
Has Harry ever changed a tyre? Yes, he has.
How long did it take Steve to change the tyre? about an
hour
What happened after Steve drove down the road a bit?
The car stopped.
Where did he push his car to? to the side of the road
Where did he go after that? to a petrol station
B. Aim: to give Ss practice in identifying specific
information in the dialogue
s
• Have Ss do the activity and check answers.
n
1. T 2. T 3. F 4. F 5. T 6. T
io
• Have higher-performing Ss work with lower-performing
at
Ss and correct the false sentences. This will challenge
higher-performing Ss and help lower-performing Ss
understand why these sentences are false.
• Refer Ss to the dialogue, draw their attention to the phrases
How unlucky! (to express sympathy) and Tell me about it! (to
show that you share your interlocutor’s feelings about a past
them deduce how these phrases are used.
dialogue.
3. GRAMMAR
Aims: • to have Ss differentiate between the Present Perfect
Simple and the Past Simple
•
• Draw Ss’ attention to the examples and ask them the
question in the rubric.
• Elicit the answer that the first sentence (I’ve lost my
sunglasses.) describes an action which happened in the
past but we don’t know or say when exactly, whereas the
second sentence (I lost my sunglasses at the beach yesterday.),
in which Past Simple is used, describes an action that
happened in the past and we know or say when exactly
(yesterday).
• Make sure that Ss understand the difference between the
two tenses. If necessary, provide Ss with further examples
(e.g. I’ve travelled to Rome twice so far. vs I travelled to Rome
two years ago.).
that they understand that have/has been (to) means that
someone has visited a place but has returned while have/has
gone (to) means that someone has gone somewhere and is
still there. If necessary, provide them with further examples
and/or clarifications.
• Refer Ss to the Grammar Reference at the back of the book.
• Ask higher-performing Ss to provide examples of the
Present Perfect Simple and the Past Simple to show their
difference in use. This will challenge them. To help lower-
performing Ss, you can give them prompts to make
sentences (e.g. a.) break / arm. I can’t play basketball - b.)
break / arm / yesterday).
TB 108
17/9/2021 2:20:52 µµ
8b
4. PRACTICE Suggested answers
Aim: to give Ss practice in using the Present Perfect Simple B: Have you ever lost your keys or your wallet?
and the Past Simple in the context of short dialogues A: Yes, I have lost my purse.
B: Where did it happen?
• Draw Ss’ attention to the activity. Ask them to underline A: It happened in the city centre.
any time expressions before they do the activity. This will B: When did it happen?
help lower-performing Ss. A: It happened two years ago.
B: What did you do?
• Have Ss do the activity and check answers. A: At first, I didn’t know what to do. I had no money, no phone,
no keys. I went into a shop and asked to make a call.
1. went, have always wanted, have never been B: Who did you call?
2. have eaten, didn’t have A: I called my brother and he came to meet me.
3. have never lost, lost
B: Have you ever been stuck in a lift?
A: Yes, I have.
5. PRONUNCIATION CD4 6, 7 B: Where did it happen?
A: It happened in a shopping centre.
A. Aim: to present an example where the letter h is silent B: When did it happen?
atthe beginning of a word A: It happened two years ago.
B: What did you do?
• Play the recording and ask Ss what they notice about the A: I waited for five minutes and then I shouted for help.
pronunciation of the letter h in the word have (it is silent / B: Who did you call?
it isn’t pronounced). A: I called my dad and he came to help me.

s
B. Aim: to give Ss practice in saying sentences containing B: Have you ever run out of petrol?
the silent h A: Yes, I have.

n
B: Where did it happen?
• Play the recording and have Ss listen and repeat. A: At the supermarket car park.

io
B: When did it happen?
A: It happened a month ago.
6. LISTEN CD4 8
B: What did you do?
(for the listening transcript, go to the back of the book)
Aim: to give Ss practice in listening for specific information
at
A: I walked to a petrol station and bought some petrol.
B: Who did you call?
A: I called my friend Jane.
lic
• Ask Ss to read through the sentences 1-4.
• To help lower-performing Ss, you can tell them that only B: Have you ever had an accident?
A: Yes, I have.
one of the four sentences refers to Rick. B: Where did it happen?
b

• Play the recording twice. A: It happened outside the school.

• Check the answers with the class. B: When did it happen?
Pu

A: It happened last week.

B: What did you do?
1. B 2. J 3. J 4. R A: I went to see the school nurse.
B: Who did you call?
A: I called my mother.
M

B: Has your car ever broken down?

7. SPEAK A: Yes, it has.
Aims: • to give Ss practice in using the structures, B: Where did it happen?
M

functions and vocabulary presented in this lesson A: It happened in France.

through a pair-work activity B: When did it happen?
• A: It happened last summer.
B: What did you do?
• Divide Ss into pairs and ask them to read through the A: I tried to push the car.
©

instructions and the speech bubble. B: Who did you call?

A: I called my uncle and he came to help me.
• Draw Ss’ attention to the TIP and explain it.
• Have higher-performing Ss work with lower-performing B: Have you ever had a flat tyre?
Ss in pairs and ask and answer questions. A: Yes, I have.
• Go round the class helping Ss when necessary. B: Where did it happen?
• Tell Ss to swap roles. A: It happened in a road near the university.
• Choose some pairs to act out the dialogues. B: When did it happen?
A: It happened on Tuesday.
B: What did you do?
A: I pushed my bike to the university.
B: Who did you call?
A: I called my brother and he met me after my lessons. He put
the bike in his car and drove me home.

B: Have you ever got lost?

A: Yes, I have.
B: Where did it happen?
A: In a very big park.
B: When did it happen?
A: It happened three months ago.
B: What did you do?
A: I asked some people for help.
B: Who did you call?
A: I called my mum. She came and found me and we left
together.

109 TB

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 B. Read again and write T for True or F for False. 5. PRONUNCIATION
A. Listen and repeat. What do you notice
1. Steve wasn’t at the ten o’clock meeting.
about the pronunciation of the letter h
2. Mr Miller is Steve’s boss. in the word have?
3. Steve had an accident on the way home from work. Where have you been?
4. Steve couldn’t drive his car after the crash. B. Listen and repeat.
5. It was Steve’s first time changing a tyre. 1. How many times have you run out of
6. Steve had to push his car because he ran out of petrol. petrol?
2. Where did he go?
3. Which places have you visited?
3. GRAMMAR 4. Can you tell her?
5. What have you lost?
PRESENT PERFECT SIMPLE vs PAST SIMPLE 6. Has he ever ridden a camel?
Read the examples. What’s the difference
between the two sentences? 6. LISTEN
I’ve lost my sunglasses. Can you help me find them? Listen to two people talking and write R
I lost my sunglasses at the beach yesterday. Now I have for Rick, J for Joanne or B for Both.

s
to buy new ones. 1. This person has got stuck in a lift.

n
2. This person has got lost in a forest.

io
NOTE

Diane has gone to the dentist. = She is there now.

Lucy has been to the dentist twice this year. = 3. This person has lost his/her keys.
She has visited the dentist twice but she is not
there now.
at 4. This person has lost a wallet.

7. SPEAK
lic
Student A: Choose one of the misfortunes
4. PRACTICE from the box and answer Student B’s
b

Complete the dialogues with the Present Perfect questions.

Simple or the Past Simple of the verbs in brackets.
Pu

be / stuck in lift
1. A: Where were you this morning? lose / keys / wallet / purse / mobile, etc.
B: I (go) to the art gallery. run out of petrol
M

A: I (always / want) to go there have / accident

but I (never / be). What’s it car / break down
M

like? have / flat tyre

B: Very interesting. get lost
©

2. A: Let’s have pasta for dinner. Student B: Ask Student A questions to

find out about his/her misfortune. Use the
B: But we (eat) pasta three times
prompts in the box.
this week.
• where / happen / ?
A: Yeah, but we (not have) pasta
• when / happen / ?
last night.
• what / do / ?
B: OK then. Make some pasta.
• who / call / ?
3. A: Oh no! I can’t find my credit card!
B: What? Has your car ever broken down?
A: I (never / lose) my credit card Yes, it has.
Where did it happen?
before. What do I do now?
It happened in the city centre.
B: Don’t worry, my husband (lose)
his last year. All you do is call the credit card Before you speak, make sure you
TIP

company. understand the task and how you

A: OK. Give me the phone. should use the prompts.

109

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 8c All aboard
1. VOCABULARY
Listen and repeat. Have
you ever used the items
shown in the pictures?
2. READ
A. Look at the pictures. Who do you think the man is?
What are the couple doing? Listen, read and find out.

Wear your life jackets at

all times, but don’t use the
whistle. It’s for emergencies
only. You can find life
jackets on the port side.
Please, wait here. I need to
get some more rope.

rope

s
helmet

n
io
Sally I have to say, our sailing instructor is a bit
scary. at
Keith A bit? He looks like a pirate. He knows what
lic
he’s doing, though.
penknife Sally That’s true. I hope we don’t get seasick.
b

Keith No, the sea doesn’t look rough at all.

Sally OK. Let’s get our life jackets.
Pu

compass
Keith But we’re still in the port.
Sally He told us to wear them at all times.
Keith OK, OK. Where did he say they were?
Sally They are on the port side.
M

Keith What does that mean?

Sally Don’t you pay
M

attention to anything?
Port means left and
starboard means right.
©

seat belt
Keith Why can’t we just say
left and right?
Sally Because that’s what
life jacket
sailors say. Here’s a life
jacket. Put it on.
Keith Give it here. Ah, here’s
the whistle. Phttt!
Sally Don’t blow it. He told
whistle us not to use it. Only in
an emergency. Besides, it’s bad luck to blow a whistle on a boat.
Keith How do you know?
Sally I read it somewhere. You know, you’re starting to annoy me. I’m
going for a walk.
Keith But he asked us to wait here.
Sally I’m not going far.

110

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Reporting commands and requests
Giving commands
Making requests
Reported Speech (commands – requests)
annoy at all times besides blow (v.) emergency
get seasick go for a walk instructor pay attention
port put on rough sailing sailor scary
Equipment
compass helmet life jacket penknife rope
seat belt whistle (n.)
Phrase
I have to say
WARM-UP
Aims: • to introduce the topic of the lesson
•
• Draw Ss’ attention to the title of the lesson and point out
to Ss that we use the phrase All aboard! to tell people to
get onto a ship, aeroplane, train or bus.
• Ask Ss to look at the pictures and tell you what they
think the lesson is about.
1. VOCABULARY CD4 9
Aims: • to introduce equipment used when travelling by
ship
lic
• • Explain unknown words and choose Ss to act out the
• Ask Ss to look at the pictures and read through the
b
words.
• Ask Ss if they know the English names of any of the
Pu
objects shown in the pictures.
• Elicit answers.
• Play the recording and have Ss listen and repeat the
words they hear.
• Help Ss deduce the name of any unknown words by
M
relating them to the content of the corresponding
pictures.
• Ask Ss the question in the rubric and elicit answers.
M
2. READ CD4 10
A. Aims: • to help Ss make predictions about the content
of the dialogue based on visual prompts
©
• to give Ss practice in identifying the main idea
of the dialogue
• to present functions, structures and
vocabulary in the context of a dialogue
• •
• Tell Ss to look at the pictures of the man and the couple
and ask them the questions in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Play the recording and have Ss follow in their books and
check their predictions.
• Ask Ss some comprehension questions:
What does Sally think of their sailing instructor? that
he’s a bit scary
Does Keith think that their instructor is good at his job?
Yes, he does.
Does Sally have the same opinion? Yes, she does.
Does the sea look rough? No, it doesn’t.
Where are they? They are still in the port.
Traveller_Rev_Elem_TB.indb 229
8c
Where are the life jackets? They are on the port side.
Which word do sailors use for ‘left’? port
Which word do sailors use for ‘right’? starboard
When should they blow the whistle? only in an
emergency
What did Sally read somewhere? that it’s bad luck to
blow a whistle on a boat
Why is Sally going for a walk? because Keith is starting
to annoy her
B. Aims: • to give Ss practice in identifying specific
information in the dialogue
•
• Draw Ss’ attention to the TIP and explain it.
• Have Ss do the activity.
• Then encourage them to compare their answers with
their partners’.
• Check the answers with the class.
1. He looks like a pirate. / Our sailing instructor is a bit
s
scary.
n
2. I hope we don’t get seasick.
3. Let’s get our life jackets. / He told us to wear them at all
io
times. / Don’t blow it. He told us not to use it.
4. What does that mean? / Don’t you pay attention to
anything?
at
5. Why can’t we just say left and right? Because that’s what
sailors say.
dialogue.
POST-READING
Aims: • to give Ss the opportunity to have a further
discussion on the topic of the dialogue
•
• Ask Ss some questions:
Have you ever taken any sailing lessons?
If not, would you like to?
Do you like travelling by ship?
Do you get seasick?
Do you know of any other special words that sailors use?
• Allow the use of L1 when necessary to encourage lower-
performing Ss to express themselves.
3. GRAMMAR
Aims: • to present Reported Speech (commands - requests)
• Ask Ss to read through the speech bubbles. Explain to
them that they are examples of commands and requests
in Direct Speech. Point out that in Direct Speech we
repeat the exact words that someone said. We usually
use the verb say and the speaker’s words are in quotation
marks. Make sure that Ss understand that the first one
(Sam, give...) is a request and the second one (Wear
your...) is a command.
• Ask Ss to read through the sentences next to each speech
bubble and explain that they are in Reported Speech.
• Explain to Ss that in Reported Speech we report the
meaning of what somebody said, but without using the
exact words. We use a reporting verb followed by that,
which is optional, and the reported statement.
• Ask Ss the first question (we use the verb ask to report
requests and the verb tell to report commands).
TB 110
16/6/2020 3:42:14 µµ
8c
• Ask Ss the second question (we use not to + base form of
the verb to report Don’t).
• Explain to Ss that in order to report a request, we use ask,
beg, etc. as reporting verbs, followed by a full infinitive,
and in order to report an affirmative command we
use tell, order, etc. as reporting verbs, followed by a full
infinitive. When the command is negative, the reporting
verb is followed by not + full infinitive.
• Refer Ss to the dialogue and ask them to show you how
the sailing instructor’s commands and requests were
reported by underlining them (e.g. He told us to wear
them at all times, etc.).
• Ask Ss what changes they notice in the examples which
are in Reported Speech (my becomes her, your becomes
her and the tenses have changed). Explain to Ss that in
the reported sentences the subject and object personal
pronouns change accordingly.
• Refer Ss to the Grammar Reference at the back of the
book.
• Ask higher-performing Ss to write commands and
requests using Reported Speech. This will challenge
them.
• To help lower-performing Ss, give them sentences with
words in jumbled order (e.g. told / teacher / the / to / me
/ not / in / text / class / again), and have them put the
words in the correct order to form a sentence.
4. PRACTICE
Aim: to give Ss practice in using Reported Speech
(commands - requests) in context
• Have Ss do the activity and check answers.
b
James told Ken to use his compass.
Jessica’s father told her not to blow the whistle.
Pu
Mr Kent asked his grandson to get him a glass of water.
The teacher asked Carol to pay attention.
5. LISTEN CD4 11
(for the listening transcript, go to the back of the book)
M
Aim: to give Ss practice in listening for specific
information
M
• Ask Ss to look at the form.
• Explain to Ss that under Equipment they should tick
what Ian has and under Boat size they should tick the
©
size of the boat Ian wants to learn on.
• Play the recording twice.
• Check the answers with the class.
Age: 32
Experience: 3 years
Equipment: life jacket, compass
Boat size: 10-13 m
6. SPEAK
Aims: • to give Ss practice in using the structures,
functions and vocabulary presented in this
lesson through a pair-work activity
• B: The doctor asked me to sit down.
• Ask Ss to read through the speech bubble and the
instructions for SA and SB.
• Draw Ss’ attention to the TIP and explain it.
• In pairs, have Ss take turns to give and report commands
/ make and report requests. You can have higher-
performing Ss work with lower-performing Ss.
• Go round the class helping Ss when necessary.
111 TB
Traveller_Rev_Elem_TB.indb 230
Suggested answers
Teacher
A: Don’t use your mobile phones in class.
B: The teacher told us not to use our mobile phones in
class.
A: Please, be quiet.
B: The teacher asked us to be quiet.
A: Do your homework.
B: The teacher told us to do our homework.
A: Don’t be lazy.
B: The teacher told us not to be lazy.
A: Please help each other.
B: The teacher asked us to help each other.
Sailing instructor
A: Please put your life jacket on.
B: The sailing instructor asked me to put my life jacket
on.
A: Don’t sail near other boats.
B: The sailing instructor told me not to sail near other
boats.
s
A: Pay attention to everything I say.
n
B: The sailing instructor told me to pay attention to
everything he said.
io
A: Take the rope.
B: The sailing instructor told me to take the rope.
A: Look at the compass, please.
at
B: The sailing instructor asked me to look at the
compass.
lic
Gym instructor
A: Put on your shorts and T-shirts, please.
B: The gym instructor asked me to put on my shorts and
T-shirt.
A: Please pay attention.
B: The gym instructor asked me to pay attention.
A: Run around the room three times.
B: The gym instructor told me to run around the room
three times.
A: Jump twenty times.
B: The gym instructor told me to jump twenty times.
A: Throw your ball to another student, please.
B: The gym instructor asked me to throw my ball to
another student.
Boss
A: Please sit down at your desk.
B: The boss asked me to sit down at my desk.
A: Please type some letters for me.
B: The boss asked me to type some letters for him.
A: Call Mr Smith at eleven o’clock.
B: The boss told me to call Mr Smith at eleven o’clock.
A: Put the books in the cupboard.
B: The boss told me to put the books in the cupboard.
A: Please make me a cup of coffee.
B: The boss asked me to make him a cup of coffee.
Doctor
A: Come into my office.
B: The doctor told me to come into his office.
A: Please sit down.
A: Now, tell me what is wrong.
B: The doctor told me to tell him what was wrong.
A: Take off your jacket, please.
B: The doctor asked me to take off my jacket.
A: Open your mouth, please.
B: The doctor asked me to open my mouth.
16/6/2020 3:42:15 µµ
 Look for key words/

TIP
phrases to understand
the main ideas.
5. LISTEN
Listen to a sailing instructor talking to a man
and complete the form.

B. Read again and find statements which prove

that these sentences are true. Name: Ian Nelson
1. The sailing instructor has an unusual appearance. Age:
2. Sally is worried about not feeling well during the trip.
3. Sally wants to do exactly what the instructor said. Experience: years
4. Keith didn’t pay attention to what the instructor said.
5. Sailors speak differently.
Equipment: Boat size:
life jacket 7-9m
3. GRAMMAR penknife 10 - 13 m

s
compass 14 m+

n
REPORTED SPEECH (Commands - Requests)

io
Read the examples and answer the questions.

Sam, give me
the rope, please.
Betty asked Sam to give
her the rope.
at
b lic
Wear your life The instructor told her to
jacket. Don’t forget wear her life jacket. He
Pu

that! told her not to forget that.

6. SPEAK
• Which verb do we use to report requests and Talk in pairs.
which one to report commands? Student A: Imagine you are one of these people
M

• How do we report Don’t? and think of five commands or requests they

might say. Then tell Student B.
M

• sailing instructor
4. PRACTICE • gym instructor
©

Read and report what the people said.

• teacher
1. ‘Use your compass, Ken,’ said James. • boss
James told Ken . • doctor

Student B: Listen to Student A’s commands or

2. ‘Don’t blow the whistle, Jessica,’ said Jessica’s father. requests and report them to the class.
Jessica’s father told her .
Please put your life jacket on.
3. ‘Get me a glass of water, please,’ said Mr Kent to his The sailing instructor asked me to put my
grandson. life jacket on.
Mr Kent asked his grandson .

4. ‘Please pay attention, Carol,’ said the teacher. While speaking,

TIP

use vocabulary and

The teacher asked Carol . language you’ve learnt.

111

Traveller_Rev_Elem_TB.indb 231 16/6/2020 3:42:17 µµ

 8d
Exciting places
1. VOCABULARY 2. READ
Listen and repeat. Then A. Look at the words in red in the text. Do you
talk about your country. know anything about Peru? Read and check
your answers.

ALL
ABOUT
Peru
peru South America
Lima

s
Arequipa

n
io
Peru is a country in western South America.
Its population is about 32 million and the official
at
language is Spanish. Lima is the capital city of
Peru and is also the largest city in the country.
lic
The Andes lie on the western coast of
South America and are the longest mountain
b

range in the world. The highest mountain in the

Pu

Peruvian Andes is Huascarán at 6,768 m.

Llamas are very common in the Andes.
continent These clever and gentle animals are from the
camel family. The Incas used them to carry
M

country things, as people still do today.

The Inca Trail was an ancient road
M

system, but today it is a true hiker’s paradise. It

capital city starts from the Sacred Valley of the Urubamba
©

River, and ends at the ancient city of the Incas,

Machu Picchu. Machu Picchu is about 2,430
city
metres above sea level and is one of Peru’s most
popular tourist attractions.
Lake Titicaca is on the border of Bolivia
and Peru and it is the largest in South America.
North There are 42 artificial islands and on them live a
group of people called the Uros.
The Nazca Desert is home to
some mysterious geometrical shapes, called
West the Nazca lines. Who created them and why?
East
Nobody knows.
The Peruvian Amazon is the
second largest jungle in the world. Over 70% of
all living species live in this part of the Amazon
South rainforest.

112

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Understanding information about countries
Talking about countries
ancient attraction border capital city coast
continent create end (v.) gentle group high
hiker jungle mountain range mysterious
official language paradise part population
rainforest shape
Points of the compass
east north south west
WARM-UP
Aims: • to introduce the topic of the lesson
• How many metres above sea level is Machu Picchu? 2,430
• Draw Ss’ attention to the title of the lesson and ask them
to tell you what they think the lesson is about.
• Ask Ss:
What makes a place exciting?
Do you know of any exciting places in your country or
abroad?
Have you ever been to any exciting places?
1. VOCABULARY CD4 12
Aims: • to introduce the vocabulary of the lesson
•
lic
• Play the recording and have Ss listen and repeat.
• Ask Ss to read through the words in the box and help
b
them deduce their meaning by drawing their attention to
the map and asking them some questions:
Pu
Which continent is this?
Which country is shown on the map?
What is the capital city of Peru?
Which cities in Peru are shown on the map?
M
• Elicit answers and ask Ss to give you examples of their
M
own country.
• Draw Ss’ attention to the points of the compass (north,
south, east, west) and help them deduce the meaning of
the four words by asking them some questions about the
©
places on the map (e.g. Where is Peru?).
• Ask Ss to talk about their country using the words they
have just learnt.
• To help lower-performing Ss, you can write the
following questions on the board for them to answer:
Which continent is your country in?
What is the capital city of your country?
Which country or countries is/are north/south/east/west of
your country?
2. READ CD4 13
A. Aims: • to activate Ss’ background knowledge
• to present functions and vocabulary in the
context of a text about Peru
• 2. llamas
• Draw Ss’ attention to the title of the text and the picture
accompanying it and ask them some questions:
Which country is the text about? Peru
Have you ever been to Peru?
If so, did you like it?
If not, would you like to visit it?
Traveller_Rev_Elem_TB.indb 233
8d
• Draw Ss’ attention to the words in red in the text and
ask them what kind of information they think the
paragraphs they refer to include.
• Ask Ss the question in the rubric.
• Elicit answers but do not correct Ss at this stage.
• Have Ss read the text and check their predictions.
• Ask Ss some comprehension questions:
Which is the largest city in Peru? Lima
Which animal family are llamas from? They are from the
camel family.
What are llamas like? They are clever and gentle animals.
What was the Inca Trail? an ancient road system
Where does the Inca Trail start from? from the Sacred
Valley of the Urubamba River
Where does it end? in Machu Picchu
metres
Do lots of tourists visit Machu Picchu? Yes, they do.
Where is Lake Titicaca? It is on the border of Bolivia and
Peru.
Is it the largest lake in South America? Yes, it is.
s
What are the Nazca lines? They are mysterious
geometrical shapes.
n
Is the Peruvian Amazon the largest jungle in the world?
io
No, it isn’t.
What percentage of all living species live in the Peruvian
Amazon? over 70%
at
B. Aim: to give Ss practice in identifying specific
information in the text
• Ask Ss to read through the fact file and make sure that
they don’t have any unknown words.
• Draw Ss’ attention to the TIP and explain it.
• Have Ss complete the fact file.
• Then encourage them to compare their answers with
their partners’.
• Check the answers with the class.
in western South America
Lima
32 million
Spanish
Huascarán
Titicaca
C. Aim: to give Ss practice in identifying specific
information in the text
• Have Ss do the activity.
• As soon as they finish, have higher-performing Ss work
with lower-performing Ss in pairs and compare their
answers. Encourage them to provide justification by
referring to specific parts in the text. This will build lower-
performing Ss’ confidence, and encourage them to share
their answers in class.
• Check the answers with the class.
1. the longest mountain range
3. the Inca Trail
4. Machu Picchu
5. the (42) artificial islands
6. Nazca lines
7. the Peruvian Amazon
• Explain unknown words and choose Ss to read out the text.
TB 112
16/6/2020 3:42:18 µµ
8d
Zoe What?
Joe Which vegetable grew naturally in the Andes
3. PRONUNCIATION CD4 14, 15 thousands of years ago?
A. Aim: to have Ss differentiate between // and // Zoe Ermm... mushrooms? Tomatoes maybe, no that’s not
sounds a vegetable.
Joe The answer is potatoes.
• Play the recording and tell Ss to listen for the difference Zoe Interesting.
in pronunciation between foot and food. Joe OK, this is the last question. Which is the highest
• Elicit the answer that foot has an // sound while food waterfall in the world?
has an /u:/ sound. Zoe I think it’s Tugela Falls, but that’s in Africa.
Joe No, that’s the second highest waterfall.
Zoe OK, then it must be in Venezuela. What’s it called?
B. Aim: to give Ss practice in differentiating between //

ALL
Joe It’s Angel Falls.
and // sounds Zoe That’s it!
Joe OK, the winner of our quiz is Brian Jones, from...
• Play the recording and pause after each word.
• Ask Ss to repeat each word and tick the sound they hear.
• If necessary, play the recording again. 5. SPEAK
• Check the answers with the class. Aims: • to give Ss practice in using the functions and
vocabulary presented in this lesson through a

ABOUT
//: cook, put, push pair-work activity
/u:/: scuba, group, canoe, tooth, suitable •
• Refer Ss to the Speaking Section at the back of the book.

s
4. LISTEN CD4 16 • Have higher-performing Ss work with lower-
A. Aims: • to activate Ss’ background knowledge about performing Ss in pairs and take turns to ask and answer

n
South America questions about Argentina and Brazil and complete the
respective tables.

io
• • Go round the class helping Ss when necessary.
• Ask Ss to read through the questionnaire about South • Choose some pairs to act out the dialogues.
America. Make sure that they do not have any unknown
words.
• Ask Ss to answer the questions.
at
Suggested answers
B: What is the capital city of Argentina?
lic
• Elicit answers but do not correct Ss at this stage. A: It’s Buenos Aires.
B: What is the population of Argentina?
B. Aims: • to give Ss practice in listening for specific A: It’s about 45 million.
b

information about South America B: What is the official language of Argentina?

A: It’s Spanish.
Pu

•
B: What is the longest river in Argentina?
• Play the recording twice. A: It’s the Paráná.
• Check the answers with the class. B: What is the highest mountain in Argentina?
A: It’s the Aconcagua.
M

1. a 2. b 3. a 4. b 5. a 6. b 7. a A: What’s the capital city of Brazil?

B: It’s Brasílía.
LISTENING TRANSCRIPT A: What is the population of Brazil?
M

Joe And we’re back with the results of our South B: It’s about 212 million.
American quiz. Want to give it a go, Zoe? A: What is the official language of Brazil?
Zoe Go ahead. B: It’s Portuguese.
©

Joe Let’s see the first question. Which country’s name
means ‘Cold Water’?
Zoe I think it’s Venezuela.
Joe No, Venezuela means ‘Little Venice’. The answer is
actually Chile.
Zoe Brrrr!
Joe Ha! Ha! Question 2. Which is the smallest country
in South America?
Zoe I’m not sure. I know the biggest is Brazil.
Joe That’s right, but the smallest is Suriname. OK,
you should know the answer to the next one.
Which country in South America has the biggest
population?
Zoe Is it Suriname?
Joe What?
Zoe Only joking, it’s Brazil, right?
Joe That’s right. On to the next one. How many
countries are there in South America?
Zoe Let me see, 10 maybe? More than 10? I’ll say 12.
Joe Good job! That was lucky. Now, what do you know
about the Atacama Desert?
Zoe I know, it’s very dry there. I mean it rarely rains at
all.
Joe Not for 400 years. You’re good at this. On to
vegetables.
A: What is the longest river in Brazil?
B: It’s the Amazon.
A: What is the highest mountain in Brazil?
B: It’s the Píco da Neblína.
6. WRITE
Aims: • to give Ss practice in writing information about
a country
•
• Allow Ss some time to write a paragraph either about
Argentina or Brazil based on the information they talked
about in activity 5.
• Choose some Ss to read out their paragraphs.
Model answer
The population of Argentina is forty-five million and
the capital city is Buenos Aires. The official language of
Argentina is Spanish. The longest river in the country
is called the Paraná and the highest mountain is the
Aconcagua.

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 3. PRONUNCIATION
A. Listen and repeat. What’s the difference
between a and b?
a. foot b. food
B. Listen and tick (4) the sound you hear.
foot // food //
scuba
cook
put
group
canoe
push

PERU tooth
suitable

s
4. LISTEN

n
A. Answer the questions about South

io
B. Read again and complete the fact file. America.

PERU at How much do you know

Location: about South America?
lic
Capital: 1. Which South American country’s name means
‘Cold Water’?
Population:
b

a. Chile b. Venezuela
Official language:
2. Which is the smallest country in South America?
Pu

Highest mountain:
Largest lake: a. Ecuador b. Suriname
3. Which country in South America has the biggest
population?
M

Decide in which part of a. Brazil b. Colombia

TIP

the text you can find the

information you need. 4. How many countries are there in South America?
M

a. 10 b. 12
5. Where hasn’t it rained for 400 years?
©

a. Atacama Desert b. Nazca Desert

6. Which vegetables grew in the Andes thousands
of years ago?
C. Read again and complete the sentences. a. mushrooms b. potatoes
1. The Andes are in the world. 7. Which is the highest waterfall?
2. People in Peru use to carry a. Angel Falls b. Tugela Falls
things.
3. Tourists go hiking on . B. Listen and check your answers.
4. is an ancient Inca city.
5. The Uros live on in Lake
5. SPEAK
INFORMATION GAP ACTIVITY
Titicaca.
Talk in pairs.
6. Tourists go to the Nazca Desert to see the Students A & B: Go to the Speaking Section.
.
7. The part of the Amazon rainforest in Peru is 6. WRITE
called . Use the information from activity 5 to write
about one of the countries.
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 8e Action sports
1. VOCABULARY
Listen and repeat. Have
you ever tried any of these
activities? Which one
would you like to try?
2. READ a. Survival skills
A. Read the brochure
b. Staff
quickly and match
c. Fun in the water
the headings with the
paragraphs. Read and d. Aim of the programmes
check your answers. e. Useful information
f. Extreme fun

Extreme
surfing
Summer Camp

s
Do you want to add some adventure to your summer

n
holidays and have an unforgettable experience? Join one

io
of our extreme sports programmes. They’re suitable for
kids, teenagers, adults and the whole family.

1.
at
lic
All programmes help campers learn survival skills and build
their self-confidence. Of course, the staff makes changes
to the activities according to the age of the campers. This
b

white-water rafting bungee jumping

means there are simpler activities for the young ones and
Pu

more difficult ones for the older campers.

2.
Extreme Summer Camp has a group of well-trained
instructors. All of them have had training in first aid and CPR,
M

and are here to help the campers. And, of course, they are
all experienced group leaders.
M

rock climbing waterskiing

Activities:
©

3.
Go camping in the forest and learn how to survive
outdoors: make a fire, use a compass, build a shelter.
4.
Feel the excitement and thrills we have to offer. Try
hang-gliding everything from rock climbing to hang-gliding and
bungee jumping and feel your adrenaline rising.
5.
Sea lovers can do water sports like surfing or
waterskiing or explore the underwater world and learn all
its secrets. The scuba-diving instructors can help you
learn everything you need to become a professional.
6.
Each programme has a different price. The staff
can help you choose the best holiday for you!
diving Registration starts on 15th April at 8 p.m.
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Talking about action sports
Describing a holiday
according to aim camper excitement
experienced extreme first aid leader
make a fire offer outdoors professional
secret shelter simple staff suitable survive
thrill underwater unforgettable useful
well-trained
Action sports
bungee jumping diving hang-gliding
rock climbing surfing waterskiing
white-water rafting
8e
• Elicit the answer that it is about an extreme summer
camp.
2. READ CD4 19
A. Aims: • to present functions and vocabulary in the
context of a holiday brochure
• to give Ss practice in identifying the main
ideas of the paragraphs of a text through a
matching activity
•
• Ask Ss to read through the headings a-f and explain any
unknown words.
• Have Ss read through the text quickly and match the
paragraphs 1-6 with the headings.
• Check the answers with the class.

1. d 2. b 3. a 4. f 5. c 6. e
WARM-UP
Aims: • to introduce the topic of the lesson
• Ask Ss some comprehension questions:

s
•
What can you learn if you take part in one of the

n
• Draw Ss’ attention to the title of the lesson. programmes at Extreme Summer Camp? survival skills
• Ask Ss to tell you what they think the lesson is about. Are all instructors well-trained? Yes, they are.

io
What things do campers learn while camping in the forest?
1. VOCABULARY CD4 18 They learn how to make a fire, use a compass and build a
Aims: • to introduce vocabulary related to action sports
•
at
shelter.
What can scuba-diving instructors help campers learn?
everything they need to become a professional
lic
• Ask Ss to look at the pictures and read through the Is the price the same for all programmes? No, it isn’t.
words. Who can help you choose the best holiday for you? The
• Help Ss deduce the meaning of any unknown words staff at Extreme Summer Camp.
b

by relating them to the content of the corresponding When does registration start? on 15th April
pictures.
Pu

• Play the recording and have Ss listen and repeat.

• Ask Ss the questions in the rubric and elicit answers.

EXTRA VOCABULARY CD4 34 CPR is an abbreviation for cardiopulmonary

resuscitation: a method used to keep someone alive
M

There is an Extra Vocabulary section at the back of the

Workbook presenting new vocabulary items related to in a medical emergency, in which you blow into
the vocabulary presented in the lesson. There is also an their mouth, then press on their chest and repeat the
M

Extra Vocabulary Activities section practising the extra process until they regain consciousness.
vocabulary.
The key for the Extra Vocabulary Αctivities section is
included in the Workbook Key section at the back of the
©

Τeacher’s Book.

PRE-READING
Aims: • to introduce the topic of the text
• to help Ss make predictions about the content of
the text based on visual prompts
•
• Ask Ss some questions:
Have you ever stayed in a camp?
What did you do there?
Did you like it?

• Ask Ss to look at the layout of the text and tell you what
it is (a brochure).
• Point out to Ss that a brochure contains pictures and
information about a service, a product or a company
with a view to advertising them.
• Tell Ss to look at the pictures and the title of the
brochure and tell you what it is about.

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8e
B. Aim: to give Ss practice in identifying specific information B. Aim: to give Ss practice in avoiding repetition when writing
in the text • Have Ss do the activity and check answers.
• Have Ss do the activity and check answers.
1. We 2. them 3. here 4. it
1. kids, teenagers, adults and the whole family /
everyone. C. Aims: • to give Ss practice in writing an email to a friend
2. No, they aren’t.
3. all the instructors / the staff describing a holiday
4. to make a fire, use a compass and build a shelter •
5. rock climbing, hang-gliding, bungee jumping, • Ask Ss to read through the ideas and explain to them that they
surfing, waterskiing, scuba diving should use them as a guide when writing their email.
• Point out to Ss that they can also use some of the ideas in the
C. Aims: • to give Ss practice in identifying elements of brochure in activity 2.
cohesion in the text • Draw Ss’ attention to the TIP and explain it.
• Allow Ss some time to write their emails.
•
• Choose some Ss to read out their emails.
• Have Ss do the activity and check answers.
Model answer
1. extreme sports programmes Hi Max,
2. campers How are you? I’m at the Extreme Summer Camp and I’m
3. campers - activities having a brilliant time. I arrived five days ago and I’m
4. instructors staying for another week.

s
5. Extreme Summer Camp I have to say that this is the best camp I have ever
6. underwater world experienced. There are lots of different activities to choose

n
from, and they’re all very adventurous. In the mornings we
POST-READING usually do water sports, and in the afternoons we go rock

io
Aims: • to give Ss the opportunity to have a further discussion climbing or do other exciting activities.
on the topic of the text At the moment I’m learning how to survive outdoors. The
instructors are teaching us how to use compasses and make
•
• Ask Ss some questions:
Have you heard of an extreme summer camp in your country?
at
fires. Tomorrow, a group of us are going to climb up a
mountain and go camping in a forest. We’re going to make
our own shelters and cook our own food – I can’t wait!
lic
Have you stayed in an extreme summer camp? I’ve tried hang-gliding from the top of a hill and surfing in
Would you like to stay in an extreme summer camp? Why / Why the sea. Both were really exciting and I’d love to do them
not? again before I leave. I’ve also tried scuba-diving, but I didn’t
like it very much because I got seasick on the boat because the
b

• Allow Ss to use L1 when necessary to encourage lower- sea was rough. Yesterday, we put on helmets and life jackets
performing Ss to express themselves. and went white-water rafting down a river. It was amazing!
Pu

On my last day, I’m going to go bungee jumping because it’s

3. WRITE something I’ve never done and I’d love to try it. I’m sure I’ll
Aims: • to give Ss an overview of which tenses to use when be terrified, but I know it’s going to be unforgettable and I
writing can’t wait to feel the thrill of falling from up high!
• to help Ss revise the tenses they’ve learnt Anyway, I’m really enjoying spending every day outdoors
M

• Draw Ss’ attention to the box explaining which tenses they and I’ve made some great new friends here. I’d like to come
should use when writing. again next summer, in fact. What about coming with me?
• Make sure that Ss do not have any questions concerning how Write back soon,
M

tenses are used. Angus

• Help Ss revise the tenses by asking them to give you examples
of each of the tenses in the box.
A. Aims: • to help Ss revise time expressions WORKBOOK LISTENING CD4 20
©

•
• Draw Ss’ attention to the activity and explain what they have
to do.
• To help lower-performing Ss, you can write some time
expressions on the board (e.g. last week, at the moment, since,
every week, next month) and ask them to put them under the
correct heading.
• Have Ss do the activity. Check the answers with the class.
• Accept all logical answers.
Suggested answers
Present Simple: usually, always, often, every day, at six
o’clock, at night, at the weekend, on weekdays, on Friday
morning, etc.
Present Progressive: now, at the moment, today, these days,
tonight, this year, etc.
Past Simple: yesterday, in 2004, two hours ago, last night, etc.
Present Perfect Simple: never, ever, before, etc.
Future be going to: tomorrow, tonight, next week, in an hour,
this month, etc.
Aim: to present ways to avoid repetition when writing
• Draw Ss’ attention to the box and explain it.
• Make sure that Ss understand the example in the box. If
necessary, provide Ss with further examples.
Peter
I went for an adventure weekend with some people from
work. We got up really early on Saturday morning, and I
didn’t like that. But I had a great day in the end. We went
to this place in the mountains and spent all day climbing.
The weather was good, the instructor was great and it was
a really good experience. It was my first time, so I didn’t
try the very difficult rocks. But next time, I want to try
something a bit harder.
Harry
I saw a documentary about it on TV, so I was really excited
about going. In the morning, the weather was great but
when we arrived at the river, it rained and rained. We started
off slowly at first, but soon it got really fast. It was really
exciting. Then, the boat turned over and I don’t remember
much else. I woke up in hospital with a terrible headache.
Donna
I tried it a few weeks ago. My friends said it was really
exciting and I should try it, so I did. I went up in the lift to
the top of this building. When I looked down, I started to
feel dizzy, so I decided not to jump. But my friends told me
to just do it. I was up there anyway. So, I jumped and it was
so scary. I don’t know how people can do these things for
fun, I really don’t. Never again!

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 3.WRITE
B. Read again and answer the questions.
Using tenses
1. Who can become a camper at Extreme
When writing, be careful which tenses you use.
Summer Camp?
• Use the Present Simple to describe a place or to say
2. Are the programmes the same for all ages? what people usually do there.
3. Who knows first aid and CPR at the camp? • Use the Present Progressive to mention what you
4. What do campers learn so they can survive are doing, and for your future arrangements.
outdoors? • Use the Past Simple to describe what you did and
5. What extreme sports can people do at the when you did it.
camp? • Use the Present Perfect Simple to talk about what
you have already done.
• Use the Future be going to for your future plans.
C. Read again. What do these words refer to?
A. Write as many time expressions as you can under
1. They (intro.): each heading.
2. their (par.1): Present Present Past Present Future be
Simple Progressive Simple Perfect going to

s
3. ones (par.1): Simple

n
4. them (par.2):

io
5. here (par.2):
6. its (par.5):
at
lic
Avoiding repetition
When writing, don’t use the same words all the time.
b

Use words like:

• he/she/it/we/they • here/there
Pu

• him/her/it/us/them • this/that
There’s a beautiful forest near here.
We’re going camping in the forest next weekend.
M

there

B. Replace the words in red in these sentences.

M

1. My friends and I went surfing last week. My friends

and I had a fantastic time!
©

2. My cousins are going white-water rafting tomorrow.

Can I go with my cousins?
3. This is a wonderful camp. We come to this camp
every summer.
4. I’m going rock climbing with some people from work
and I’m looking forward to going rock climbing.
C. Imagine you are at the Extreme Summer Camp for your
holiday. Write an email to a friend telling him/her about
it. Use the ideas and the brochure in activity 2.
• Mention where you are.
• Say what the camp is like and what people usually do there.
• Say what you are doing at the moment.
• Say what you did yesterday / what you have done so far.
• Say what you are going to do today/tomorrow.
• Say how you feel. After you finish, check your writing.
TIP

Check punctuation, capital letters,

word order, spelling, grammar,
vocabulary and linking words.
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 8 Video activities
The Himalayas
A. Match the words with the pictures.
1. mountain range 2. metre 3. wildlife 4. snow leopard 5. climber 6. top 7. bottom 8. selfie

d
b c

s
e
f h

n
g

io
B. Watch Part 2 of the video and answer. Why do people visit the Himalayas?

C. Watch Part 2 again and complete the sentences. Choose a, b or c.

at
lic
1. of the highest mountains in the Himalayas are over 8,000 m.
b

a. 100 b. 4 c. 14
Pu

2. The Indian tectonic plate crashed into Eurasia million years ago.
a. 100 b. 50 c. 5
3. India is moving slowly .
M

a. south b. east c. north

4. ‘Himalaya’ is a Sanskrit word meaning .
M

a. house of ice b. house of the north c. house of snow

5. In 2012, 234 people climbed to the top of Everest .
©

a. in one day b. in one week c. in one month

D. Watch Part 2 again and write T for True or F for False.

1. At one time, the top of Everest was under water.
2. Every year, the Himalayas get shorter by 5 mm.
3. Red pandas used to live in the Himalayas many years ago but now they don’t.
4. Trying to climb Everest isn’t very dangerous any more.

E. Discuss.
• Would you like to visit the Himalayas or climb Everest?
• Have you got high mountains in your country?

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 Video activities 8
The Himalayas
Vocabulary E.
• Ask Ss the questions.
climber millimetre selfie snow leopard • Elicit answers and initiate a short discussion. Allow
wildlife the use of L1 if necessary to help lower-performing Ss
express themselves.

Aims: • to help Ss elaborate on the language and topics

of the module in context Suggested answers
• • I don’t know, maybe. It sounds quite dangerous and
exciting at the same time.
A. • I live in Italy, and Monte Bianco is the highest
• Draw Ss’ attention to the pictures a-h and the words/ mountain there. It’s part of the Alps and it’s 4,808
phrases 1-8. metres high.
• Have Ss do the activity.
• Check the answers with the class.
TRANSCRIPTS
1. d Part 1
2. e climber millimetre selfie snow leopard wildlife
3. h

s
4. a Part 2

n
5. c The Himalayan mountain range is in Asia and runs
6. g through India, Nepal, Bhutan, China and Pakistan.

io
7. b There are over 100 mountains, 14 of them are over 8,000
8. f m. And of course, there is the highest mountain in the
world, Mount Everest. About 100 million years ago, the

B.
at
Indian tectonic plate started moving north, very slowly.
About 50 million years ago, it crashed into Eurasia, but it
lic
• Draw Ss’ attention to the question in the rubric. continued moving north and this created the Himalayas.
• Play Part 2 of the video and have Ss answer the question. In fact, the rock at the top of Everest used to be at the
• Check the answers with the class. bottom of the ocean. India is still moving north by a few
b

centimetres every year. This means the Himalayas are

To climb Mount Everest. getting higher by about five millimetres every year. The
Pu

word ‘Himalaya’ means ‘house of snow’ in Sanskrit, an

old Indian language. The Himalayas are a very cold and
C. dangerous place. But people still live there, and there
• Ask Ss to read through the sentences 1-5 and make sure is a surprising amount of wildlife. You can see snow
they understand everything. leopards, red pandas, tigers and yaks. The Himalayas are
M

• Have Ss watch Part 2 of the video and do the activity. a popular place, mainly because people want to climb the
• You can eliminate one incorrect option. This will help highest mountain in the world. Amazingly, hundreds of
people climb Everest every year; and in the year 2012, 234
M

lower-performing Ss.
• Check the answers with the class. climbers reached the top on a single day. However, what
starts off as an adventure can become a disaster in the
end. Unfortunately, many people die in the Himalayas,
1. c
©

but that doesn’t stop others from trying. People will

2. b continue to climb.
3. c
4. c
5. a

D.
• Ask Ss to read through the sentences 1-4 and make sure
they understand everything.
• Play Part 2 of the video and have Ss do the activity.
• Check the answers with the class.

1. T
2. F
3. F
4. F
• Have higher-performing Ss work with lower-
performing Ss and correct the false sentences. This
will challenge higher-performing Ss and help lower-
performing Ss understand why these sentences are false.

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 8 Round-up
Aims: • to help Ss revise the structures, functions and
vocabulary presented in Module 8 through
various activities
•

VOCABULARY
A.

1. c
2. g
3. f
4. a
5. d
6. e
7. b

Β.

s
1. out
2. of

n
3. down
4. on

io
5. on
6. up
7. at
8. to
9. up
at
lic
C.
b

1. suitable
Pu

2. population
3. shelter
4. mysterious
5. blowing
M

6. instructor
M

GRAMMAR
D.
©

1. haven’t made
2. Have... camped
3. has... seen
4. has climbed
5. have... run

E.

1. Have...ever tried, was, did, Have... tried, loved

2. travelled, enjoyed, thought, haven’t been

F.

1. gone, been
2. gone, been
3. been, been

117 TB

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 Round-up 8
VOCABULARY GRAMMAR
A. Match. D. Complete the sentences with the Present
1. petrol a. tyre Perfect Simple of the verbs in the box.
2. life b. aid see camp climb run not make
3. seat c. station
1. I a fire before so I don’t know how to do it.
4. flat d. jumping
Can you help me?
5. bungee e. climbing
2. you ever in the forest?
6. rock f. belt
3. Janet never a real horse in her
7. first g. jacket
life. Can you believe it?
B. Complete the sentences with the words in the 4. Our group leader Mount Fuji twice. He’s a
box. really active person.
down up out on to on of up at 5. My parents never out of petrol,

s
1. Yesterday evening we ran of milk and I but I have.

n
had to go to the supermarket to get some. E. Complete the sentences with the Present Perfect

io
2. You can’t use that lift. It’s out order. Simple or the Past Simple of the verbs in brackets.
3. Last Tuesday was a nightmare. My car broke
and I was late for an important meeting.
at
1. A:
sports?
you (ever / try) any extreme
lic
4. Charlie is late but don’t worry. He’s his B: Yes. In fact, last summer I (be) at an
way. adventure camp and (do) lots of water
b

5. Why don’t you put your jacket? It’s a sports.

Pu

bit chilly.
A: you (try) scuba diving?
6. Cindy is really angry because Tom didn’t show
B: Yes, I (love) it!
at her party last night.
2. My parents (travel) to the Amazon
M

7. When you ride your motorbike, you should wear

rainforest two years ago. They (enjoy)
your helmet all times.
their trip, but they (think) it was quite
M

8. According sailors’ language, port means

left. a dangerous place. I (not be) there, but I

9. Where’s the dictionary? I need to look don’t think I want to go. I’m not that adventurous.
©

a word. F. Complete the dialogues with been or gone.

C. Circle the correct options. 1. A: Dennis and Karen sent me an email last night.
1. This TV programme isn’t suitable / useful for They’ve to Beijing on holiday.
children. B: But they’ve there twice before.
2. Brazil has the largest attraction / population in A: Well, they love China.
South America. 2.A: Is Billy here?
3. At the camp we learnt how to build a shelter / B: No. He’s to the dentist. He had a
leader. It was really interesting. terrible toothache this morning.
4. I don’t know anything about our new neighbours. A: Oh, I haven’t to the dentist lately but I
They’re a bit adventurous / mysterious. have to because I have a terrible toothache too.
5. Martha, I’m trying to sleep. Tell James to stop 3. A: Has Julie ever to that new Italian
fixing / blowing his whistle. I hate that noise. restaurant?
6. The mechanic / instructor told us to use our B: No. She doesn’t like Italian food but I’ve
compass when sailing. there once and I just loved the food.
117

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 G. Circle the correct options. SPEAK
1. Carla hasn’t tried waterskiing ago / before. GROUP SURVEY
2. John took his car to the mechanic yesterday / J. Talk in groups of four. Use the prompts in the table
and ask each other questions. Note down the
before morning.
answers in the table.
3. Have you ever / once had a flat tyre?
You Student Student Student
4. I lost my keys two days ago / before and I still
1 2 3
can’t find them.
try / ever / white-
5. I’ve ever / never explored a cave, but I’d really water rafting
love to experience something like that. meet friends /
6. Where were you last / before night? last weekend
go camping /
H. Rewrite the sentences using Reported
last summer
Speech.
1. ‘Wear your seat belt,’ Dad said to Kelly. visit / ancient city

s
2. ‘Look up the words in your dictionaries,’ the go shopping /
two days ago

n
teacher told the students.
use / ever /

io
3. ‘Help me build a shelter, please,’ Ben said to compass
Lynn.

4. ‘Turn left and go straight ahead,’ the security

at
Have you ever tried white-water rafting?
Yes, I have. / No, I haven’t.
lic
guard told us. Did you meet...?
Yes...
b

5. ‘Tell me your secret, please,’ Jessica said to Mike.

K. Report your answers to the class.
Pu

Two people in my group have tried white-water rafting.

COMMUNICATION WRITE
I. Complete the dialogue with the phrases.
M

L. Write about five things you’ve always wanted to

a. You don’t have much time left, I have to say. have
do but never have.
M

b. I’m going to study all night long. I have always wanted to try bungee jumping,
c. Tell me about it. but I’ve never tried it. I’ve been too scared.
d. I have no trouble studying at night.
©

e. It took me almost a week. SELF-ASSESSMENT

Read the following and tick (4) the appropriate
Sue This project is really difficult. boxes. For the points you are unsure of, refer back
Tia (1) I finished mine last night and I to the relevant sections in the module.
was so tired.
Now I can...
Sue Really? How long did it take you?
Tia (2)  talk about my experiences
Sue Oh no, we have to give it to Mr Baxton in two  report commands and requests
days.  talk and write about different countries
Tia (3)  write an email to a friend giving my news
Sue Don’t worry, I can do it. using different tenses
Tia How? What are you going to do?
Sue (4)
Tia I can’t study during the night. CLIL: PE
Sue I can. (5)
Tia You’re lucky. Song: Wonderful world
118

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 Round-up 8
G. WRITE
L.
1. before • Ask Ss to write about five things they’ve always wanted
2. yesterday to do but never have.
3. ever
4. ago Model answer
5. never I’ve always wanted to travel to Ireland and explore the whole
6. last country on foot. I’ve heard it’s a beautiful country. Another
H. thing I’ve always wanted to do is to try mountain biking.
I’ve never tried it before, but one of my friends has, and
Suggested answers she said it was brilliant. I’d also love to have photography
lessons and learn how to take good pictures. It’s something
1. Dad told Kelly to wear her seat belt. I’ve always wanted to do. I’ve never owned a good camera,
2. The teacher told the students to look up the words in but I’m going to buy one soon. I’ve never eaten Mexican
their dictionaries. food and I’ve always wanted to, but there aren’t any Mexican
3. Ben asked Lynn to help him build a shelter. restaurants in my town. I’ve also always wanted to go
4. The security guard told us to turn left and go straight camping. I’ve never tried it because the weather has been
ahead. terrible every time I’ve had a holiday.
5. Jessica asked Mike to tell her his secret.
SELF-ASSESSMENT
COMMUNICATION Aims: • to give Ss the opportunity to check their progress
I. • to encourage learner autonomy
•

s
1. c • Draw Ss’ attention to the points and have Ss read them.
2. e • Explain any unknown words.

n
3. a • Have Ss tick the points they feel confident about. For the
4. b points they are unsure of, they should refer back to the

io
5. d relevant sections in the module.
SPEAK
J.
• In groups of four, have Ss ask each other questions and
at CLIL: PE
lic
complete the table. Make sure that there is a balance of The Teacher’s Notes can be found at the back of the
both higher-performing Ss and lower-performing Ss in book.
each group.
b

• Go round the class helping Ss when necessary.

Song: Wonderful World CD4
Pu

23
Suggested answers
A: Have you ever tried white-water rafting? Aims: • to help Ss revise and consolidate the
B: No, I haven’t. structures, functions and vocabulary
C: Yes, I have. they have already studied through a
D: Yes, I have. song
M

A: Did you meet your friends last weekend?

B: Yes, I did. •
C: No, I didn’t. • Ask Ss to read the song once without worrying
M

D: No, I didn’t. about the missing words.

A: Did you go camping last summer? • Ask Ss to read through the words in the box.
B: Yes, I did. • Ask Ss to try and complete the song with the
C: Me too. words in the box before listening to it.
©

D: No, I didn’t. • Play the recording and ask Ss to listen to the song
A: Have you visited an ancient city? carefully and check their answers.
B: No, I haven’t. • Check Ss’ answers and explain any unknown
C: Yes, I have. words.
D: No, I haven’t.
• Play the recording again and have Ss sing along.
A: Did you go shopping two days ago?
B: Yes, I did.
C: Yes, I did. sit
D: Me too. world
A: Have you ever used a compass? Asia
B: Yes, I have. trip
C: No, I haven’t
D: Yes, I have. friend
places
K.
• Choose one student from each group to report his/her
group’s answers to the class. GRAMMAR ACTIVITIES
There is a section at the back of the Workbook with
Suggested answer grammar activities providing Ss with further practice
A: Two people in my group have tried white-water of the grammar presented in the module. After each
rafting. One person met their friends last weekend. Round-up section in the Workbook, it is advisable to do
Two people went camping last summer. One the corresponding activities in the Grammar Activities
person in my group has visited an ancient city. section.
Three people went shopping two days ago. Two The key for the Grammar Activities section is included in
people in my group have used a compass. the Workbook key at the back of the Teacher’s Book.
TB 118

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 sn
io
at
blic
Pu
M
M
©

Traveller_Rev_Elem_TB.indb 246 16/6/2020 3:42:41 µµ

 Speaking Section
3a Talk in pairs.

STUDENT A: Choose a person from the picture, but don’t tell Student B. Answer Student B’s
questions. STUDENT B: Ask questions to find out who Student A has chosen, as in the example.
Martin Amy
Daniel Jim

Steve
Billy

Anne Fay

n s
io
at Is it a man or a woman?
lic
It’s a...
Is he/she dancing with...?
b

Yes, ... / No, ...

Karen Is it...?
Pu

3b Talk in pairs. Look at the picture. Imagine that you and your partner are flatmates and you
want to rearrange the furniture in the room. Discuss, as in the example.
M
M
©

The coffee table is on the rug. Let’s put it

next to the...
That’s a fantastic/horrible idea. Let’s...

119

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 Speaking Section
1b STUDENT A
Ask and answer questions to find five differences in the picture.

Gayle Fred

Dave

n s
Alison

io
at
lic
Is Dave’s backpack black in your picture?
No, it isn’t. It’s green. / His backpack is green.
b

1c STUDENT A
Pu

You have interviewed Henry Peterson. Talk to Student B, as in the example.

JOBSEARCH
M

NAME: Henry Peterson

M

AGE: 22

What can you do?

©

use a computer
drive a car ride a motorbike
type
speak languages: French Spanish Other Italian
Work: part-time
full-time

Henry Peterson is 22 years old.

Can he...?
... Now, what about Joanna Miles?
...
... is the best person for the job.

120

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 Speaking Section
4b STUDENT A
Imagine that you and Student B want to make this salad in this recipe book. Ask Student B
how much / how many of the ingredients you have.

How much/many... do we have?

We have a few / lots of, etc.

s
OK then. Let’s buy... / We don’t need any...

n
io
Ingredien ts
2 tomatoes at
1 carrot
1 onion
lic
3 peppers
cheese
b

5 mushrooms
Pu

chicken
M

5d STUDENT A
M

A. Look at the information about

Anthony Quinn and answer
Student B’s questions.
©

Name: Anthony Quinn

Born (when, where): in , in Mexico
Career: actor, painter, writer
Successful films: La Strada ( )
The Guns of Navarone (1961)
Lawrence of Arabia ( )
B. Ask Student B questions about Anthony
Zorba the Greek (1964)
Quinn and complete the missing information.
Awards: 2 Oscars (1952 and 1956) Use the prompts given in the box.
Number of children:
• When / born / ?
Died (when, where): in 2001, in
• When / star in... / ?
• How many children / have / ?
• Where / die / ?

121

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 Speaking Section
7a STUDENT A
Imagine that you are in a clothes shop and you want to buy some clothes. Decide what items
and colours you want. Student B is the shop assistant. Talk with him/her using some of the
phrases in the box.

Do you have any...?

I’d like...
I’m looking for...
Can I try it/them on?
Do you have it/them in...?
It’s/They’re too...
It/They isn’t/aren’t... enough.
I think it/they fits/fit me very well.

s
I prefer the... one/ones.

n
How much is/are...?
How much does it / do they cost?

io
8d STUDENT A
at
lic
A. Read the information about Argentina and answer Student B’s questions.
b

Argentina
Pu

Capital: Buenos Aires

Population: about 44 million
M

Official language: Spanish

Longest river: Paraná
M

Highest mountain: Aconcagua

©

B. Now ask Student B questions about Brazil to complete the fact file.

Brazil

Capital:
Population:
Official language:
Longest river:
Highest mountain:

What is the capital city of Brazil?

It’s...
122

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 Speaking Section
1b STUDENT B
Ask and answer questions to find five differences Is Dave’s backpack green in your picture?
in the picture. No, it isn’t. It’s black. / His backpack is black.

Gayle Fred

Dave

n s
io
Alison
at
lic
1c
b

STUDENT B
You have interviewed Joanna Miles. Talk to Student A, as in the example.
Pu

JOBSEARCH
M

NAME: Joanna Miles

AGE: 34
M

What can you do?

©

use a computer
drive a car ride a motorbike
type
speak languages: French Spanish Other Italian
Work: part-time
full-time

Joanna Miles is 34 years old.

Can she...?
... Now, what about Henry Peterson?
...
... is the best person for the job.

123

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 Speaking Section
4b STUDENT B
Imagine that you and Student A want to make a salad. Look at the pictures and answer
Student A’s questions.

n s
io
How much/many... do we have?
at
We have a few / lots of, etc.
OK then. Let’s buy... / We don’t need any...
b lic

5d STUDENT B
Pu

A. Ask Student A questions about Anthony Quinn and complete the missing information.
Use the prompts given in the box.
M

• Where / born / ?
• When / star in... /? Name: Anthony Quinn
M

• How many Oscars / win / ? Born (when, where): in 1915, in

• When / die / ? Career: actor, painter, writer
Successful films: La Strada (1954)
©

The Guns of Navarone ( )

Lawrence of Arabia (1962)
Zorba the Greek ( )
Awards: Oscars (1952 and 1956)
Number of children: 13
Died (when, where): in , in the USA

B. Look at the information about Anthony Quinn and answer Student A’s questions.

124

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 Speaking Section
7a STUDENT B
Imagine that you are a shop assistant in a clothes shop and that you sell the items shown in
the pictures. Student A is a customer. Talk with him/her using some of the phrases in the box.

Can/May I help you?

What size are you?
We have it/them only in...
I’m afraid we...
Would you like to try it/them on?
Does it / Do they fit you?
Price: ¬19.00 Price: ¬25.50
What do you think of...? Price: ¬53.00
How about this/these... one/ones?

s
Here you are.

n
We have a...% discount.
Would you like to pay in cash or

io
by credit card?
Price: ¬60.00
at Price: ¬65.00

8d
lic
STUDENT B Price: ¬99.90
A. Ask Student A questions about Argentina to complete the fact file.
b

Argentina
Pu

Capital:
Population:
M

Official language:
Longest river:
M

Highest mountain:
©

What is the capital city of Argentina?

It’s...

B. Now read the information about Brazil and answer Student A’s questions.

Brazil

Capital: Brasilia
Population: about 211 million
Official language: Portuguese
Longest river: Amazon
Highest mountain: Pico da Neblina

125

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 Module

1 Culture page
A. Read the title of the text. Do you know anything about surnames? Read and
check your answers.

The history
behind a name

s
Do you know what your surname means? Surnames tell us about the history

n
of a family.

io
Some surnames describe a man’s job, like Carpenter, Taylor or Fisher.
at
Others are names of places, like Hill, Brook or Forest, and they describe the
family’s first home.
lic
Other surnames describe people. For example, Kennedy means ‘ugly head’ in
Gaelic and Armstrong means ‘a person with strong arms’.
b
Pu

In English-speaking countries, many surnames have the same beginning or

ending. So surnames with the ending ‘son’ mean ‘the son of’. Davidson and
Robertson (the son of David and Robert) are very common. In the USA,
different versions are more common for these surnames, like Davis instead of
M

Davidson or Roberts instead of Robertson. In Ireland and Scotland, surnames

with the beginning ‘Mac’ or ‘Mc’ mean ‘the son of’ too. For example,
M

MacDonald is the son of Donald. In Ireland, they also have ‘O’ before names.
‘O’ means ‘of’, so O’Brien is the son of Brien.
©

B. Read again and complete the sentences. PROJECT

1. Some surnames, like Fisher and Forest describe a
person’s
2. The surname
strong person.
3. Roberts means
4. MacDonald is a common
Scottish surname.
Give a presentation!
or . Create a table with three columns.
describes a One column with the heading
Surname, the second with the
heading Origin and the third with
. the heading Meaning. Ask your
classmates’ surnames and note
or
them down in the table. Search the
Internet and try to find the origin
and meaning of each surname. Fill
in the table with your results and
present the findings in class.

126

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 Module
Culture page 1

CD1 26
Aims: • to introduce Ss to various aspects of the culture of
the English-speaking world
• Refer Ss to the Project Skills section at the back of
A.
• Tell Ss to read the title of the text and ask them the question
in the rubric. Make sure Ss understand what the word
surname means.
• Ask them to tell you whether they think a surname can
have a special meaning or reveal things about ourselves.
• Elicit answers but do not correct Ss at this stage.
• Have Ss read the text and compare their answers.
Surnames tell us about the history of a family.
PROJECT
• Draw Ss’ attention to the project.
• Explain to Ss that they are going to conduct a survey.
the book and explain the steps they have to follow to
create the table.
• Ask Ss to search the Internet and find information
about the origins and meaning of each surname. Have
Ss fill in their tables with the research results.
• To help lower-performing Ss, tell them to make notes
on the following topics:
• where it comes from
• what it means
• if it shows anything about their family’s history
• Allow Ss some time to do the activity in class,
or assign it as homework. You can have higher-

s
• Ask Ss some comprehension questions: performing Ss work with lower-performing Ss.
• Tell Ss to decide on the way they are going to present

n
What does Kennedy mean in Gaelic? It means ‘ugly head’. the information (e.g. make a poster, a slideshow
What do surnames with the ending ‘son’ mean? They mean presentation, etc.). This will encourage Ss to express

io
‘the son of ’. themselves according to their learning styles and
What are two of the most common surnames with the needs.
ending ‘son’? Davidson and Robertson • Have Ss present their findings to class.
How do they say Davidson and Robertson in the USA?
Davis and Roberts
at
lic
Which Irish and Scottish surnames mean ‘the son of ’? the
ones beginning with ‘Mac’, ‘Mc’ or ‘O’
b

• Ask Ss to tell you if the same things apply to the surnames

Pu

in their country, their own surname, etc.

B.
• Draw Ss’ attention to the sentences and ask them to read
them.
• Ask higher-performing Ss to try to guess the missing
M

words/phrases based on what they remember from the text.

This will challenge them.
• To help lower-performing Ss, ask them to read the first
M

sentence and draw their attention to the surnames Fisher

and Forest. Tell them that they should find these surnames
in the text to complete the sentence.
• Encourage them to follow the same procedure to complete
©

sentences 3 and 4.
• Have Ss do the activity.
• Check the answers with the class.

1. job, the family’s first home

2. Armstrong
3. the son of Robert
4. Irish

• Explain any unknown words.

126 TB

Traveller_Rev_Elem_TB_CLIL-Cult.indd 255 18/6/2020 2:01:33 µµ

 Module

2 CLIL

CD1 51 PROJECT
Aims: • to give Ss a sense of how English and cross- • Draw Ss’ attention to the project.
curricular subjects fit together • Explain to Ss that they have to organise a presentation.
• Refer Ss to the Project Skills section at the back of the
book and explain to them the steps they have to follow
WARM-UP to prepare for their presentation.
• Draw Ss’ attention to the title IT (Information Technology) • Ask Ss to search the Internet and find information about
and explain it to them (the science and activity of using the dangers that Internet users may face while using it.
computers and other electronic equipment to store and send Encourage Ss to also come up with ways to protect users
information). from these dangers. You can show Ss some videos online
• Ask Ss some questions: in order to help them get ideas for their presentation.
What do you use the Internet for? • Allow Ss some time to do the activity in class, or assign
Do you send/receive emails? it as homework.
Do you receive emails only from your friends? • Tell Ss to decide on the way they are going to present
the information (e.g. make a poster, a slideshow
A. presentation, etc.). This will encourage Ss to express
• Draw Ss’ attention to the title of the text and explain what it themselves according to their learning styles and

s
means (phishing / searching for danger). needs.
• Have Ss take turns to present what they have prepared

n
• Ask Ss to look at the pictures and tell you what kind of
danger the title refers to. in class.

io
• Draw Ss’ attention to the pictures accompanying the text
and ask them the question in the rubric.
• Elicit answers, but do not correct Ss at this stage.
• Have Ss read the text and check their answers.
• Ask Ss some comprehension questions:
at
lic
Are there a lot of dangers in the Internet? Yes, there are
lots, like spamming and phishing, for example.
What is spamming? sending unwanted messages over the
b

Internet to a large number of people

Is phishing like spamming? It is like spamming but more
Pu

dangerous

B.
• Have Ss do the activity.
• As soon as they finish, have higher-performing Ss work
M

with lower-performing Ss in pairs and compare their

answers. Encourage them to provide justification by
referring to specific parts in the text. This will build lower-
M

performing Ss’ confidence, and encourage them to share

their answers in class.
• Check the answers with the class.
©

1. We can use the Internet to find information,

talk with friends and family, buy things, listen to music
and much more.
2. in your email, on social media sites, in online games,
and even on youn mobile phone as text messages
3. They look like they come from real websites, like your
bank or your favourite social media site
4. that there is a problem or that you have won a prize, and
that you need to visit a website

• Explain any unknown words.

• Ask Ss if they find spam annoying, if they have heard about
any incidents of phishing taking place in their country, etc.
• Elicit answers and initiate a short discussion.

127 TB

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 Module

IT CLIL 2

A. What do you think spamming and phishing are? Read and find out.

Phishing
for
danger
T P

s
he Internet is part of our hishing is like spamming

n
everyday lives. It helps us but more dangerous. These
a lot: we find information, unwanted messages look

we talk with friends and
family, we buy things, we
listen to music and much
more. It’s easy to use, but
be careful! There are lots
of dangers, like spamming
io
like they come from real
websites, like your bank or
at
your favourite social media
site. Often these messages
lic
will tell you that there is a
problem or that you have
b

and phishing, for example. won a prize, and that you

need to visit a website.
Pu

S pamming is sending
unwanted messages over the
These websites try to get
your personal information,
like your credit card
Internet to a large number
M

numbers, and use them.

of people. These messages So, be careful!
are usually advertisements
M

that try to make you buy

things. You will find spam
©

everywhere: in your email,

on social media sites, in
online games, and even on
your mobile phone as text
messages!

B. Read again and answer the questions.
1. What can we use the Internet for?
2. Where can you get spam messages?
3. What do phishing messages look like?
4. What do phishing messages often tell you?
PROJECT
Give a presentation!
Search the Internet and find other
dangers the Internet users may face.
Present all the information you have
found in class, and discuss with your
classmates ways to protect yourselves
from potential dangers.

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 Module

3 Culture page
A. Read the title of the text and look at the picture. What do you think the text is about?
Read and check your answers.

Every year in the US there are about

Life in
500 tornadoes from Texas through
Oklahoma, Kansas, Nebraska, Iowa and
into South Dakota. That’s why this area
is called ‘Tornado Alley’.

Tornado
The ‘tornado season’ is usually in
spring, but the people of ‘Tornado Alley’

s
are always ready for them and they

n
always listen to the news. When the

Alley io
sirens go off, people use their disaster
plans. At home, the best place is the
at
basement, or a room with no windows,
lic
like the bathroom.

‘At school we have frequent drills, so

b

we never panic when there’s a tornado,’

Pu

says Allan Taylor, a high school student

from Texas. ‘There’s no basement at my
school so we usually go to the hallways
M

on the lowest floors. Of course, we

never sit near the windows.’
M

After the tornado, people first check to

©

see if it’s safe to go out and then they

check the buildings and the area for
damage. And usually there is a lot of
damage!

B. Read again and answer the questions. PROJECT

Write a description!
1. How many tornadoes are there every year
in ‘Tornado Alley’? Search the Internet and find information
2. Where is ‘Tornado Alley’? about a place in the world that has
extreme weather conditions. Write a
3. Where is the safest place to go during a paragraph about this place, including all
tornado? the details you think are important for
4. Is it safe to come out of the house right your classmates to know. Present your
after the tornado? paragraph in class.

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 Module
Culture page 3

CD1 75
Aims: • to introduce Ss to various aspects of the culture of
the English-speaking world
• • Explain to them that they have to write a description.
A.
• Ask Ss to read the title of the text and look at the picture
accompanying it.
• Ask Ss to tell you what they think the text is about.
• Elicit answers but do not correct Ss at this stage.
• Explain to Ss what a tornado is. If possible, you can show
them some videos online to help them understand better.
• Then you can draw a mind map on the board and write the
word tornado in the centre.
• Ask Ss to come up with as many words/ideas related to
this topic as possible. Elicit answers and allow the use of L1
when necessary. This will encourage lower-performing Ss
PROJECT
• Draw Ss’ attention to the project.
Refer Ss to the Project Skills section at the back of the
book and explain the steps they have to follow to write
it.
• Ask Ss to search the Internet and find details about
a place that has extreme weather conditions, and
encourage them to find some pictures of the place as
well.
• Allow Ss some time to do the activity in class, or
assign it as homework.
• Tell Ss to decide on the way they are going to present
the information (e.g. make a poster, a slideshow
presentation, a short video, etc.). This will encourage

s
to express themselves. Write the English equivalent on the Ss to express themselves according to their learning
board. styles and needs.

n
• Have Ss read the text and check their answers. • Have Ss present their paragraph to class.
• Ask Ss some comprehension questions:

io
When is the ‘tornado season’? It is (usually) in spring.
What do the people of ‘Tornado Alley’ do when the sirens go
off? They use their disaster plans.
Why do they have frequent drills at schools? in order not to
at
lic
panic when there’s a tornado
Is it safe to sit near the windows when there’s a tornado? No,
it isn’t.
b

What do people check once they are out of the house after the
tornado? They check the buildings and the area for damage.
Pu

Is there usually a lot of damage after a tornado? Yes, there is.

B.
• Have Ss do the activity.
M

• As soon as they finish, have higher-performing Ss work

with lower-performing Ss in pairs and compare their
answers. Encourage them to provide justification by
M

referring to specific parts in the text. This will build lower-

performing Ss’ confidence, and encourage them to share
their answers in class.
• Check the answers with the class.
©

1. about 500
2. It’s in the US.
3. to the basement, or to a room with no windows, like
the bathroom
4. No, it isn’t.

• Explain any unknown words.

• Ask Ss if they have heard about any other natural disasters
abroad or in their country.

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 Module

4 CLIL

CD2 24
Aims: • to give Ss a sense of how English and cross-curricular
subjects fit together
• • Explain to Ss that they are going to make changes to
WARM-UP
• Draw Ss’ attention to the title Home Economics and explain
it to them (a school subject which is about cooking and other
skills needed at home).
• Ask Ss if they do/did home economics at school, if they like/
liked it, if they find/found it useful, etc.
• Ask Ss if they can cook, what their speciality is, etc.
• Allow Ss to use L1 when necessary to encourage lower–
performing Ss to express their opinion.
PROJECT
• Draw Ss’ attention to the project.
the recipes that are mentioned and create their own.
Refer Ss to the Project Skills section at the back of
the book and explain the steps they have to follow to
prepare for their presentation.
• Ask Ss to search the Internet and find any additional
information they may require for their recipe.
• Tell Ss to make a card with the following
information:
• name of the smoothie
• ingredients needed
• instructions
• Alternatively, you can encourage Ss to make their

s
A. own smoothie at home, and create a short video
• Ask Ss to look at the pictures and the title of the text. presenting their recipe. This will encourage Ss to

n
• Make sure that Ss understand what a recipe is. express themselves according to their learning styles
• Ask Ss the question in the rubric. and needs.

io
• Elicit answers, but do not correct Ss at this stage. • Allow Ss some time to do the activity in class, or
• Have Ss read the text and check their answers. assign it as homework.
• Ask Ss some comprehension questions:

What do you need to make a blueberry smoothie? You

need 1 cup of blueberries, ½ cup of yoghurt and 1 cup of
at
• Have Ss present their recipes in class.
lic
full-fat milk.
How long do you need to make it? about five minutes
What should you use if you want a tasty smoothie full of
b

protein? bananas
What do you need to make a banana smoothie? You need 1
Pu

banana, ½ cup of yoghurt and 1 cup of non-fat milk.

How long do you need to blend the banana and milk for? for
30 seconds at high speed
Once you’ve added the yoghurt, how long do you need to
blend the mixture for? for one more minute at high speed
M

Are blueberry and banana smoothies healthy? Yes, they are.

M

• Explain any unknown words.

B.
• Ask Ss if they have ever tried a smoothie, if they liked it,
what flavour it was, etc.
©

• Have Ss do the activity.

• Check the answers with the class.

1. T
2. T
3. F
4. F
5. T
6. F

• Have higher-performing Ss work with lower-performing

Ss and correct the false sentences. This will challenge
higher-performing Ss and help lower-performing Ss
understand why these sentences are false.

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 Module

Home Economics CLIL 4

A. What’s a smoothie? Read and check your answers.

Do you eat enough fruit? Do you have milk or yoghurt every day? Well,
here are a few delicious ideas to help you stay healthy. Check them out!

s
Blueberry Smoothie

n
Blueberries have lots of vitamins. Why not enjoy blueberries

io
and their great taste in a smoothie?

Ingredients
1 cup blueberries
at B. Read again and write T for
lic
½ cup yoghurt True or F for False.
1 cup full-fat milk 1. Smoothies are a delicious
b

way to eat more fruit.

Instructions 2. You just need three things
Pu

Blend the blueberries with the yoghurt and milk for about five to make each smoothie.
minutes and enjoy! 3. You don’t need milk to
make a blueberry and a
banana smoothie.
M

4. For a banana smoothie, put

everything together at the
M

Banana Smoothie
same time.
For a tasty smoothie full of protein just use bananas. 5. A blueberry smoothie takes
©

Ingredients more time to make than a

banana smoothie.
1 banana
6. It takes just under a minute
½ cup yoghurt
to make a banana
1 cup non-fat milk smoothie.
Instructions
Blend the banana and milk together for thirty seconds at high
speed. Add the yoghurt and blend for one more minute at
high speed. Now you have a delicious high protein smoothie.

PROJECT
Create your smoothie!
Follow one of the recipes that are mentioned but replace some of
the ingredients in order to create your own recipe. Write down the
ingredients and the instructions and present your recipe to the class!

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 Module

5 Culture page

A. Look at the pictures and the title of the text. What do you know about the education system in your
country? Do you know anything about the British education system? Read and check your answers.

The British Education System

In England, Wales, Scotland and Higher Education
Northern Ireland about 10 million About 1/2 of young people go on to higher
students go to one of the 32,000 schools. education at the age of 18. You usually

s
need three years to get a degree. Nearly
all UK universities and colleges are

n
Primary Education
Primary education starts at the age of public institutions and they have a good

io
five. Primary schools consist of infant reputation worldwide. The most famous
schools for students five to seven years
old, junior schools for children seven to
at
universities are Oxford and Cambridge.
lic
eleven years old and combined infant
and junior schools for both age groups.
b

Secondary Education
Pu

For most students, secondary

education starts at the age of eleven.
From the age of 11-14 students study
M

subjects like music, maths, science,

English, etc. At the age of 14, they enter
M

a two-year process until they take their

GCSE exams. The GCSE is the end of
©

compulsory education for students

in the UK. After that, they can leave
school and look for a job. Or they can
continue studying for two years and
do their A-levels. A-levels are common PROJECT
entrance exams for university. Make a table!
Search the Internet and find information
about the educational system in your
B. Read the text again and complete the table. country. Create a table with three
columns, one column with the heading
5-7 infant
primary education Primary Education, the second with
the heading Secondary Education
general subjects and the third with the heading Higher
GCSE secondary education Education. Complete the table with the
16-18 information you have found and present
it in class.
18+ university - college

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 Module
Culture page 5

CD2 47 B.
• Have Ss look at the table and make sure that they do not
Aims: • to introduce Ss to various aspects of the culture of have any questions.
the English-speaking world • To help lower-performing Ss, tell them what type of
• information is required in each column.
• Have Ss do the activity.
A. • Check the answers with the class.
• Ask Ss to read the title of the text and the pictures
accompanying it.
• Ask Ss to tell you what they think the text is about.
• Elicit answers and ask Ss the question in the rubric. 5-7 infant primary
• Elicit answers, but do not correct Ss at this stage. 7-11 junior education
• Allow the use of L1 if necessary to help lower-performing
Ss express themselves. 11-14 general
• Have Ss read the text and check their answers. subjects secondary
14-16 GCSE education
16-18 A-levels

s
• GCSE (General Certificate of Secondary Education) is a
set of British exams, taken by secondary students at the university- higher

n
18+
age of 14-16 in England, Wales and Northern Ireland. college education
• The A-level (Advanced level) is a non-compulsory

io
exam taken by students in the two years of further
education after GCSEs in England, Wales and • Explain any unknown words.
Northern Ireland. Universities in the UK usually
require applicants to achieve a minimum set of grades
in the A-level exams before accepting them.
at
• Ask Ss what similarities or differences there are between the
British Education System and that of their country.
• Elicit answers and initiate a short discussion.
lic
• Scotland is part of the UK, but the education system
there is quite different.

PROJECT
b

• Ask Ss some comprehension questions: • Draw Ss’ attention to the project.

• Explain to Ss that they are going to create a table
Pu

How many schools are there in England, Wales and
Northern Ireland? There are 32,000 schools.
How many students go to them? about 10 million students
How are different levels of education organised in the UK?
into primary, secondary and higher education
M
about the educational system of their country. Refer
Ss to the Project Skills section at the back of the book
and explain the steps they have to follow to prepare
for their presentation. Explain to Ss that their table
should be similar to the one in activity B.

At what age does primary education start? at the age of five • Ask Ss to search the Internet and find information
At what age does secondary education start for most about the educational system of their country.
students? at the age of eleven • Allow Ss some time to do the activity in class,
M

What subjects do students study from 11 to 14? music, or assign it as homework. You can have higher-
maths, science, English, etc. performing Ss work with lower-performing Ss.
How long does their preparation for their GCSE exams last? • Tell Ss to decide on the way they are going to present
two years the information (e.g. make a poster, a slideshow
©

Do students have to continue their studies after they take presentation, etc.).
their GCSE exams? No, they don’t. • Have Ss present their tables in class.
What can they do after that? They can leave school and look
for a job or continue studying.
How long do they have to study for before they take their
A-levels? for two years
What are A-levels? They are common entrance exams for
university.
At what age do young people go to higher education? at the
age of 18
What is the percentage of young people who go on to higher
education? about 1/2
How many years do you usually need to get a degree? three
years
Are most UK universities and colleges public or private
institutions? They are public.
Do UK universities and colleges have a good reputation
worldwide? Yes, they do.
What are the two most famous universities? Oxford and
Cambridge

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 Module
6 CLIL
CD3 22
Aims: • to give Ss a sense of how English and cross-
curricular subjects fit together
• Australia? on the island of Tasmania
WARM-UP
• Draw Ss’ attention to the title Science and explain what it
means.
• Ask Ss to tell you how science can help us improve the
living conditions on this planet, deal with our problems,
etc.
• Elicit answers.
A.
• Ask Ss to read the title of the text and look at the pictures
accompanying it.
• Ask Ss to tell you what the text is about.
• Ask Ss the question in the rubric.
• Elicit answers, but do not correct Ss at this stage.
• Have Ss read the texts and check their answers.
• Tasmania is an Australian island and state of the
same name. It is located 240 kilometres south of the
eastern side of the continent, being separated from it
by Bass Strait.
• Mauritius, officially the Republic of Mauritius, is an
island nation off the coast of the African continent in
b
the southwest Indian Ocean, east of Madagascar.
Pu
• Make sure Ss understand the meaning of the words extinct
and endangered.
• Ask Ss to tell you if they are aware of any other
endangered animals. If not, tell them to think of animals
M
in their country or in any other country, and try to guess
if they are endangered or not, taking into consideration
their natural habitat, their eating habits, etc.
M
©
131 TB
Traveller_Rev_Elem_TB_CLIL-Cult.indd 264
• Ask Ss some comprehension questions:
Where did the Thylacine live after it became extinct in
Where did the last one die? in a zoo
When did it die? in 1936
Where did dodos live? on the island of Mauritius
What animals did the sailors bring onto the island? cats
and rats
What did these animals do? They ate dodo eggs.
Where do all Barbary lions live? in zoos
Are they big animals? Yes, they are.
How much can they weigh? up to 550 lbs
What happened to the Barbary lions which were in the
Tower of London? In 1835 zookeepers moved them to
London Zoo.
Where does the snow leopard live? in the mountains of
s
central Asia
Do people often see snow leopards? No, they don’t.
n
How many snow leopards are there in the wild? as few as
4,000
io
How far can snow leopards jump? 14 metres
What is the biggest animal ever to live on Earth? the blue
at
whale
How long can a blue whale be? 33 metres long
How much can it weigh? 198 tons
lic
B.
• Have Ss do the activity.
• As soon as they finish, have higher-performing Ss work
with lower-performing Ss in pairs and compare their
answers. Encourage them to provide justification by
referring to specific parts in the text. This will build lower-
performing Ss’ confidence, and encourage them to share
their answers in class.
• Check the answers with the class.
1. in 1936
2. because they didn’t taste nice
3. less than 90
4. high in the mountains of Central Asia
5. because people (whalers) hunt them
• Explain any unknown words.
PROJECT
• Draw Ss’ attention to the project.
• Explain to Ss that they are going to make a poster.
Refer Ss to the Project Skills section at the back of
the book and explain the steps they have to follow to
make their posters.
• Ask Ss to search the Internet and find information
about an animal that is in danger of extinction. Allow
higher-performing Ss to find information about
more than one animal. This will challenge them.
Encourage them to find some pictures to use in their
presentation as well.
• To help lower-performing Ss, tell them to make notes
on the following topics:
• the name of the animal
• its worldwide population
• why it is in danger of extinction
• Allow Ss some time to do the activity in class, or
assign it as homework.
• Have Ss present their posters in class.
18/6/2020 2:04:09 µµ
 Module

Science CLIL 6

A. What do extinct, extinct in the wild and endangered mean? Read and find out.

ANIMALS in DANGER
extinct extinct in the wild endangered

s
There are less than

n
90 Barbary lions in
the world and they

io
The Thylacine, also called the
all live in zoos. They
Tasmanian Tiger or Wolf, became
are very big animals and can weigh up to 550
extinct in Australia thousands of years
ago, but continued to live on the island
of Tasmania until the 20th century.
at
lbs. There were Barbary lions in the Tower of
London from the 13th century until 1835 when
lic
zookeepers moved them to London Zoo.
People hunted them till extinction and
the last one died in a zoo in 1936.
b

Dodos lived on the island of Mauritius The snow leopard lives high in
Pu

and they became extinct in the 17th
century. When sailors first arrived
on the island, they didn’t hunt them
very much because they didn’t taste
M
the mountains of Central Asia.
There are as few as 4,000 snow
leopards in the wild and
people rarely see them.

nice. But the sailors destroyed the They are great hunters
forest and brought other animals, like and can jump 14 m.
M

cats and rats onto the island. These

animals ate dodo eggs and now dodos
don’t exist anymore.
©

The blue whale is the biggest

animal ever to live on Earth.
Blue whales can be 33 m long
and weigh about 198 tons.
They’re endangered because
people (whalers) hunt them.

PROJECT
B. Read again and answers the questions.
Make a poster!
1. When did the Thylacine become extinct?
2. Why didn’t the sailors hunt dodos? Search the Internet and find information
3. How many Barbary lions are there in the about an animal that is in danger of
extinction. Write down some interesting
world today?
facts, find pictures to accompany them and
4. Where do snow leopards live?
create a poster. Present your poster in class.
5. Why are blue whales an endangered species?

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 Module

7 Culture page

A. Look at the title of the text and the pictures. What are a few of the driving laws in your country?
Read and compare your answers.

Driving Around
Do you think that driving laws are the same all over the world?
Well, they aren’t and this sometimes makes driving difficult.

s
Similarities Differences

n
• Traffic lights mean the • In most parts of the world,

io
same thing everywhere. Red including the US and
means stop, green means go Canada, people drive on the

to stop.
at
and amber means get ready right side of the road, but in
the UK, Australia, and other
lic
• You have to wear your seat places they drive on the left!
belt at all times. • In Europe and Canada, there
b

• You have to keep to the are many roundabouts. In

Pu

speed limit. You also have the US, there aren’t any, so
to drive slowly in front of when people from the US
schools. go to Europe or Canada,
M

• The US has an organisation it’s hard for them to drive

called American Automobile around them!
M

Association (AAA or Triple • In the US and Canada, you

A), and the UK has a similar have to be at least 16 to
organisation to help drivers drive. In the UK you have to
©

called The Automobile be 17, and in Australia you

Association (the AA). can’t drive before your 18th
birthday.

B. Read again and answer the

questions.
1. What do the colours of the
traffic lights mean? PROJECT
2. Where do people drive on the
Do research!
left side of the road?
3. Where can you find many Search the Internet and find out what the driving laws
roundabouts? in your country and another one of your choice are.
4. What is the American Write two paragraphs: in the first paragraph include
Automobile Association? the similarities concerning the driving laws in the two
5. At what age can people in countries and in the second paragraph include the
Australia start driving? differences. Present the paragraphs in class.

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 Module
Culture page 7

CD3 48
Aims: • to introduce Ss to various aspects of the culture of
the English-speaking world
• Have you ever had any road accidents?
A.
• Ask Ss to read the title of the text and look at the pictures
accompanying it.
• Ask Ss what they think the lesson is about.
• Elicit answers.
• Ask Ss the question in the rubric and elicit answers.
• Allow the use of L1 if necessary to help lower-performing
Ss express themselves.
• Have Ss read the text and compare their answers.
• Ask Ss some comprehension questions:
Are driving laws the same all over the world? No, they
Can you drive?
At what age can people start driving in your country?
Do you think you are a good driver?
PROJECT
• Draw Ss’ attention to the project.
• Explain to them that they have to write two
paragraphs. Refer Ss to the Project Skills section at the
back of the book and explain the steps they have to
follow to write them.
• Ask Ss to search the Internet and find information
about the driving laws in their country as well as in
another country of their choice.

s
aren’t. • Allow Ss some time to do the activity in class,
What does red mean? It means stop. or assign it as homework. You can have higher-

n
What does green mean? It means go. performing Ss work with lower-performing Ss.
What does amber mean? It means get ready to stop. • Tell Ss to decide on the way they are going to present

io
How do you have to drive in front of schools? You have to the information (e.g. make a poster, a slideshow
drive slowly in front of schools. presentation, etc.). This will encourage Ss to express
themselves according to their learning styles and
Where do people drive in the US and Canada? on the
right side of the road
Is it easy for people from the US to drive around the
atneeds.
• Have Ss present their paragraphs in class.
lic
roundabouts when they go to Europe or Canada? No, it
isn’t.
Why? because there aren’t any roundabouts in the US
At what age can people start driving in the US and
b

Canada? at 16
At what age can people start driving in the UK? at 17
Pu

All over the world, when the traffic lights turn amber
M

it means get ready to stop. In the UK however, the

combination of red and amber traffic lights means that
the lights are about to turn green. This gives drivers time
M

to prepare to go as soon as they are allowed to do so.

B.
©

• Have Ss do the activity.

• As soon as they finish, have higher-performing Ss work
with lower-performing Ss in pairs and compare their
answers. Encourage them to provide justification by
referring to specific parts in the text. This will build lower-
performing Ss’ confidence, and encourage them to share
their answers in class.
• Check the answers with the class.

1. Red means stop, green means go and amber means

get ready to stop.
2. in the UK, Australia and other places
3. Europe and Canada
4. an organisation that helps drivers in America
5. at the age of 18

• Explain any unknown words.

• Ask Ss some questions:

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 Module

8 CLIL

CD4 22
Aims: • to give Ss a sense of how English and cross-curricular Have you ever played ice hockey? If not, would you like to?
subjects fit together What do you think of ice hockey?
• Is ice hockey popular in your country? Why / Why not?

WARM-UP
• Draw Ss’ attention to the title PE and explain it to them (PE
stands for Physical Education).
• Ask Ss if they are/were good at PE, if they like sport, what
sport they do, etc.
A.
• Draw Ss’ attention to the title of the text and the pictures
accompanying it. Ask them if they have ever played or
watched ice hockey.
• Elicit answers and initiate a short discussion.
• Ask Ss the question in the rubric.
PROJECT
• Draw Ss’ attention to the project.
• Explain to Ss that they are going to make a poster.
Refer Ss to the Project Skills section at the back of the
book and explain the steps they have to follow to make
their posters.
• Ask Ss to search the Internet to find information
about a sport they like. Encourage them to find some
pictures as well.

s
• Elicit answers, but do not correct Ss at this stage. • Allow Ss some time to do the activity in class, or
assign it as homework.

n
• You can draw a mind map on the board, and write the word
ice hockey in the centre. Ask Ss to come up with as many • Have Ss present their posters in class.

io
words/ideas related to this topic as possible. You can have
have Ss work in pairs. Have higher-performing Ss work
with lower-performing Ss.
• Allow the use of L1 to encourage lower-performing Ss to
express themselves. Write the English equivalent on the
board.
at
lic
• Draw Ss’ attention to the words puck, stick and skates. Help
Ss deduce the meaning of these words by relating them to
the pictures.
b

• Have Ss read the text and check their answers.

• Ask Ss some comprehension questions:
Pu

What is ice hockey played on? It is played on an ice rink.

Where did it start? It started in Montreal.
When did it start? It started on 3rd March 1875.
When was the first game played in the USA? ιn 1893
What is the official winter sport of Canada? hockey
M

How many players are there in each team? six

What happens if there is a tie at the end? There can be an
extra ‘sudden death’ overtime period, or even a shootout.
M

Who makes sure that no one breaks the rules? the referees
and the officials on and near the ice
Is moving the puck with your hands an offence? Yes, it is.
©

What is high-sticking? raising your stick too high

Does a player break a rule by tripping another player? Yes,
he does.

B.
• Have Ss do the activity.
• Check the answers with the class.

1. T
2. T
3. T
4. F
5. T

• Have higher-performing Ss work with lower-performing

Ss and correct the false sentences. This will challenge
higher-performing Ss and help lower-performing Ss
understand why these sentences are false.
• Explain any unknown words.
• Ask Ss some questions:

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 Module

PE CLIL 8

A. What do you know about ice hockey? Read and check your answers.

ICE HOCKEY
History
Ice hockey, or hockey, is an exciting
winter sport played on an ice rink. The

s
modern game started in Montreal, on 3rd

n
March, 1875. In the USA, the first hockey

io
game was between Yale University and
Johns Hopkins University in 1893. Today,
the National Hockey League (NHL) is the
largest organisation for the sport in the
at
lic
US and Canada, and hockey is the official
winter sport of Canada.
b

stick
The game
Pu

There are six players on each team.

Players skate on the ice and try to
M

score a goal by shooting the puck into skates puck

the other team’s goal. There are three
Rules
There are referees and officials on and
M

twenty-minute periods. If there is a tie at

near the ice to make sure no one breaks
the end, there can be an extra ‘sudden
the rules. When players break the rules,
death’ overtime period, or even a
©

they go to the ‘penalty box’ and sit there

shootout. In a shootout, the players take
(for two, four or five minutes) until their
turns trying to shoot the puck into the
penalty is over. Examples of offenses are:
other team’s goal.
moving the puck with your hands, raising
your stick too high (high-sticking) or
tripping another player.
B. Read again and write T for True or F for False.
1. Two universities played in the first hockey
game in the USA.
PROJECT
2. You can score a goal by hitting the puck into
Make a poster!
the other team’s goal. Search the Internet to find useful information
3. A game is usually about an hour long. about a sport you like. Make sure to include
details concerning its history, how to play
4. All games end with a shootout. this sport, the gear that is needed, etc. Make
5. High-sticking can send a player to the a poster with accompanying pictures, and
penalty box. present it in class.

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 Songs
Module 2 Circle the correct options. Then listen and check your answers.

Day by day
Monday / Sunday mornings, off to work I go
Tuesdays, I do karate / housework, you know
On Wednesdays, I hang out with friends
And Thursdays, I’m at the house / gym till ten

Day by day, day by day

Life’s so great, let me hear you say
Day by day, day by day

s
Life’s so great, in every way

n
Friday nights / mornings, I go out with friends

io
Then comes the best time, the weekend / evening!
On Saturdays, I get up very early / late
at
Sundays, I read the paper all day
lic
Day by day, day by day
Life’s so great, let me hear you say
b

Day by day, day by day

Pu

Life’s so great, in every way

Module 4
M

Complete with the words in the box. Then listen and check your answers.

F E E L I N G G O O D
M

fruit good harmful go

work people should place
©

Feeling good
There’s something we all know
Just like you should
But few really do
Eating well
So, come on everyone, let’s
And feeling good
Get in shape, it’s for you
The last thing you need to know
Something else you do
Are different ways to out
Stop eating food that’s
The gym’s a good to go
And always eat healthy food
But don’t forget when you go out
Like lots of and
vegetables!
to DANCE! DANCE! DANCE!
Feeling good
Feeling good
Just like you should
Just like you should
Get in shape
Dancercise
And feel real good
And feel real good

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 Songs
Module 6 Circle the correct options. Then listen and check your answers.

Do me a favour
Could you do me a job / favour? Can you help Do you need a printer / screen? Borrow that too.

s
me, please?
You’re the best! How can I help / thank you?

n
What’s your problem? Tell me what you need /
like Please don’t thank me. You’d do the unusual /

io
same for me too.
My laptop / car is broken. Can I borrow yours?
Sure, no problem. What do you need it for?
at
What’s yours is mine
What’s mine is yours.
lic
I have a huge / great project, for work to do. Doing favours, that’s what best friends are for
b
Pu

Module 8
M

Complete with the words in the box. Then listen and check your answers.
M

Wonderful world
©

friend world Asia places sit trip

Do you ever alone in your room It’s a wonderful world out there
And wonder what there is to do? It makes you wanna sing!
Well, my friend, don’t worry at all Do you want to take an interesting
The is out there waiting just for you! But don’t know where to go?
Africa! ! Where do you wanna be? Well, my , don’t worry at all
Pyramids and temples I can tell you about all the I know
There are lots of things to see Europe! America! Or even Down Under!
So many continents What else is left?
Full of people, places, and things There’s always Antarctica!

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 Grammar Reference
Hello • We use short forms when we speak and full forms when we
write.
 this/that I’m not a teacher. I’m a police officer.
• We use this to point out a person, an animal or a thing that
is close to us.  these/those
This is my pen.
• We use that to point out a person, an animal or a thing that Singular Plural
is far from us. this these
That is a book.
that those
 Imperative • We use this/these to point out people, animals or things
• We form the affirmative imperative with the base form of that are close to us.
the verb. This is my pen. These are my pens.
Listen to the recording! • We use that/those to point out people, animals or things
• We form the negative form with don’t + base form. that are far from us.
Don’t speak! That is a book. Those are books.
• We use the imperative to ask someone to do something. We

s
can use ‘please’ to be more polite.  Plurals
Open your books, please!

n
Regular nouns
 Question Words

io
bag  bags
• What...?: We ask about things, animals and • Most nouns take -s.
pen  pens
actions.
What’s your favourite sport?
Basketball.
at
• Nouns ending in -s, -ch, -sh,-x,
-z, -o take -es.
box
watch



boxes
watches
lic
• Where... from?: We ask about places.
Where are you from? I’m from country  countries
• Nouns ending in a consonant
Madrid. BUT
+ y, drop the -y and take -ies.
boy  boys
b

• How...?: We ask about the way in which

something happens. • Nouns ending in -f or -fe
Pu

How are things at work? wife  wives

take -ves.
Boring, as usual.
• How old...?: We ask about ages. Irregular nouns
How old are you?
man  men
M

Twenty-four.
woman  women
child  children
foot feet
M

Module 1 tooth  teeth

 The verb be  Possessive Adjectives

©

Affirmative Negative Personal Pronouns Possessive Adjectives

FULL FORMS SHORT FORMS FULL FORMS SHORT FORMS
I my
I am I’m I am not I’m not you your
You are You’re You are not You aren’t he his
He/She/It is He’s/She’s/It’s He/She/It is not He/She/It isn’t she her
We are We’re We are not We aren’t it its
You are You’re You are not You aren’t we our
They are They’re They are not They aren’t you your
they their
Questions Short answers
• Possessive adjectives go before nouns, without articles.
Am I? Yes, I am. No, I’m not. She is my friend.
Are you? Yes, you are. No, you aren’t. Her name is Emma.
Is he? Yes, he is. No, he isn’t.
Is she? Yes, she is. No, she isn’t.
Is it? Yes, it is. No, it isn’t.
Are we? Yes, we are. No, we aren’t.
Are you? Yes, you are. No, you aren’t.
Are they? Yes, they are. No, they aren’t.

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  Possessive case Module 2
• We use the possessive case to express possession.  Present Simple
Formation
Affirmative Negative
Singular nouns take ’s. This is the girl’s bag. FULL FORMS SHORT FORMS
This is Tom’s car.
I work I do not work I don’t work
Regular plural nouns take ’. That’s my parents’ house. You work You do not work You don’t work
He works He does not work He doesn’t work
Irregular plural nouns take ’s. Here’s the children’s room. She works She does not work She doesn’t work
It works It does not work It doesn’t work
 a/an We work We do not work We don’t work
You work You do not work You don’t work
• We use a when the next word begins with a consonant
They work They do not work They don’t work
sound (s, t, x…).
a book a student
• We use an when the next word begins with a vowel sound Questions Short answers
(a, e, i, o, u, etc.). Do I work? Yes, I do. No, I don’t.
an actor an electrician Do you work? Yes, you do. No, you don’t.
Does he work? Yes, he does. No, he doesn’t.
 The verb can Does she work? Yes, she does. No, she doesn’t.

s
Does it work? Yes, it does. No, it doesn’t.
Affirmative Negative Do we work? Yes, we do. No, we don’t.

n
FULL FORMS SHORT FORMS Do you work? Yes, you do. No, you don’t.
I can dance I cannot dance I can’t dance Do they work? Yes, they do. No, they don’t.

io
You can dance You cannot dance You can’t dance
He can dance He cannot dance He can’t dance NOTE No -s in the 3rd person singular after does/doesn’t.
She can dance
It can dance
We can dance
She cannot dance
It cannot dance
We cannot dance
She can’t dance
It can’t dance
We can’t dance
at
 Formation of the 3rd person singular (he/she/it)
lic
You can dance You cannot dance You can’t dance I eat  He eats
They can dance They cannot dance They can’t dance • Most verbs take -s.
I like  He likes
b

Questions Short answers • Verbs ending in -ss, -sh, -ch, I watch  He watches
-x, -o take -es. I go  He goes
Pu

Can I dance? Yes, I can. No, I can’t.

Can you dance? Yes, you can. No, you can’t. • Verbs ending in a consonant I tidy  He tidies
Can he dance? Yes, he can. No, he can’t. + y, drop the -y and take BUT
Can she dance? Yes, she can. No, she can’t. -ies. I play  He plays
Can it dance? Yes, it can. No, it can’t.
M

Can we dance? Yes, we can. No, we can’t. • We use the Present Simple:
Can you dance? Yes, you can. No, you can’t. - for habits or actions that happen regularly.
Can they dance? Yes, they can. No, they can’t. I watch TV every day.
M

• We use the verb can: She goes out at the weekend.

- to express ability. - for situations that are always the same.
He can swim. We live in Bristol.
©

- to offer help. I like ice cream.

Can I help you? - for daily schedules.
- to make a request. She starts work at 8.30 every day.
Can I speak to Dan, please?
 Prepositions of time
• The verb can is a modal verb. It doesn’t take an -s in the
third person singular, it doesn’t form the negative and • at: at six o’clock / at two thirty
question form with do/does, and it is always followed by the at noon/night/midnight
base form of the verb. at the weekend(s)
• in: in the morning/afternoon/evening
in my free time
 Question words
• on: on Friday, etc.
• Who...?: We ask about people. on Friday morning,
Who’s that? My friend, Kim. on weekdays, etc.
• When...? / What time...?: We ask about time.
• till/until
NOTE

When do you relax?

We usually work till 5 p.m.
At the weekend. • during
What time do you finish work? I never go out during the week.
At 5.30. • from… to…
Jack works from Monday to Friday.

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  Present Simple (Yes/No questions, Wh-questions) Negative
• Questions which start with Do/Does have a Yes/No answer. FULL FORMS SHORT FORMS
A: Do you like ice cream?
B: Yes, I do. / No, I don’t. I am not playing I’m not playing
You are not playing You aren’t playing
• We use Who, What, Where, When, etc. to ask questions and He is not playing He isn’t playing
request information. She is not playing She isn’t playing
A: When do you go to the cinema? It is not playing It isn’t playing
B: On Sundays. We are not playing We aren’t playing
You are not playing You aren’t playing
 like / love / enjoy / hate / can’t stand + -ing They are not playing They aren’t playing
would like / want + to
like / love / enjoy / hate / can’t stand + -ing Questions Short answers
I enjoy listening to music.
Pablo can’t stand going to art galleries. Am I playing? Yes, I am. No, I’m not.
Are you playing? Yes, you are. No, you aren’t.
like / love / enjoy / hate / can’t stand + noun Is he playing? Yes, he is. No, he isn’t.
I like rock music. Sam hates concerts. Is she playing? Yes, she is. No, she isn’t.
would like / want + to Is it playing? Yes, it is. No, it isn’t.
I’d like to go to the theatre. Are we playing? Yes, we are. No, we aren’t.
Beth wants to go to the cinema. Are you playing? Yes, you are. No, you aren’t.
Are they playing? Yes, they are. No, they aren’t.

s
NOTE

We use like + -ing to:

n
• say what we like in general. • We use the Present Progressive for actions that are
I like going to the cinema. happening at the moment of speaking.

io
Do you like playing tennis? What is Kelly doing now? She’s talking on the phone.
- for temporary states.
We use would like to: I’m working at a supermarket these days.
• to say what we want to do and to make offers,
invitations and requests.
I’d like to go to the cinema.
at
- for future arrangements.
We’re going on holiday to Spain next year.
lic
Would you like to play tennis with me this afternoon?
 Formation of -ing
 Adverbs of frequency
b

Most verbs take -ing. talk  talking

     Verbs ending in -e, drop the -e
Pu

come  coming
never rarely sometimes often usually always before the -ing.
Verbs with one syllable ending
• We use adverbs of frequency to talk about how often we do
in one vowel + one consonant,
something. We place them: stop  stopping
double the consonant before the
M

- before the main verb.

-ing.
John often plays football on Saturdays.
Peter doesn’t always eat breakfast. Verbs with two or more syllables
begin beginning
M


- after the verb be. ending in one stressed vowel
BUT
Sheryl is never late for school. + one consonant, double the
consonant before the -ing. answer  answering
 How often…?
©

travel  travelling
• We use How often...? to ask about the frequency of an Verbs ending in one vowel +-l,
BUT
action: double the -l before the -ing.
sail  sailing
A: How often do you go out?
B: I go out twice a week, but I never go out on Fridays. Verbs ending in -ie take -ying. die  dying

Module 3 now, at the moment

TIME EXPRESSIONS

 Present Progressive today, these days

tomorrow, next week, etc.
Affirmative
FULL FORMS SHORT FORMS
 Whose…?
I am playing I’m playing • We use whose to ask about possession.
You are playing You’re playing A: Whose book is this?
He is playing He’s playing B: It’s my book.
She is playing She’s playing
It is playing It’s playing
We are playing We’re playing
You are playing You’re playing
They are playing They’re playing

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  Possessive Adjectives - Possessive Pronouns  Present Simple vs Present Progressive
• We use the Present Simple for habits, repeated actions and
Possessive Adjectives Possessive Pronouns for permanent states.
my mine Stuart plays table tennis every day.
your yours • We use the Present Progressive for actions happening at the
his his moment of speaking, for temporary states and for future
her hers arrangements.
its - Stuart is playing table tennis now.
our ours
your yours Time Expressions
their theirs PRESENT SIMPLE PRESENT PROGRESSIVE
usually, always, often, etc.
• Possessive adjectives always go before nouns and do not
every day/week, etc.
take articles before them. now, at the moment,
in the morning/spring, etc.
Her hat is green. today, these days,
on Mondays / Monday morning,
• Possessive pronouns replace possessive adjectives + noun, this week/year, etc.
etc.
so they are never followed by nouns. They can be used as tonight, tomorrow, etc.
at the weekend, etc.
short answers to questions starting with whose. next week, year, etc.
once / twice / three times, etc.
Your bag is brown, but mine is black. a week/day, etc.
That cat is hers.
Whose is this ball? It’s his.
 Why...?/Because…

s
 there is / there are • We use why to ask the reason why something happens.

n
• We use because to give the reason why something happens.
Affirmative Negative A: Why did you open the window?

io
FULL FORMS SHORT FORMS FULL FORMS SHORT FORMS B: Because it’s hot in here.
Singular There is... There’s There is not There isn’t

Plural
There
There are not There aren’t
Module 4
at
are...
 Countable and uncountable nouns
lic
Questions Short answers • Countable nouns have both a singular and a plural form
and we can count them. We use a/an and numbers before
Singular
b

Is there...? Yes, there is. No, there isn’t. countable nouns.

Plural
a table - two tables
Are there...? Yes, there are. No, there aren’t.
Pu

• Uncountable nouns only have a singular form and we

• We use there is before singular nouns. cannot count them.
•There’s a bedroom downstairs. cheese - meat - milk
• We don’t use a/an or numbers before uncountable nouns
• We use there are before plural nouns. but we often use some and any.
M

Are there two armchairs in the room?

A: Is there any milk?
 a/an, the B: No, but there’s some yoghurt.
M

a/an + singular nouns

Singular Plural
• when we mention something for the first time Countable nouns a carrot carrots
There’s a microwave in the kitchen.
©

• when we talk about jobs

Uncountable nouns milk
He’s a doctor.
 some/any/no
no a/an before plural nouns
Cats are great pets. • some + uncountable / plural countable nouns in
affirmative sentences and offers.
the + singular or plural nouns There is some orange juice in the fridge.
• when we talk about something specific Would you like some chips?
There are two cats outside. The black cat is called • any + uncountable / plural countable nouns in questions
Milo. and negative sentences.
• when we talk about something unique Is there any orange juice in the fridge?
The sun is hot. There aren’t any chips on the table.
no articles • no (= not any) + uncountable / plural countable nouns in
• before possessive adjectives
affirmative sentences to give a negative meaning.
My rabbit is white. There is no cheese in the fridge. = There isn’t any cheese in
the fridge.
• before proper nouns
Fiona is thirteen years old.  How much…? / How many…?
London is in England. • We use How much…? with uncountable nouns to ask about
• when we talk about something in general the quantity of something.
Cats are friendly animals. How much water is in the bottle?

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 • We use How many…? with plural countable nouns to ask
about the number of something.
Module 5
How many students are there in the classroom?  Past Simple of regular verbs
Affirmative Negative
 much / many / a lot of / lots of / a little / a few FULL FORMS SHORT FORMS
• We use much with uncountable nouns, in questions and in
negative sentences. I played I did not play I didn’t play
We don’t have much money. You played You did not play You didn’t play
• We use many with plural countable nouns, usually in He played He did not play He didn’t play
questions and in negative sentences. She played She did not play She didn’t play
There aren’t many books in the bookcase. It played It did not play It didn’t play
• We use a lot of / lots of with uncountable and plural We played We did not play We didn’t play
countable nouns, usually in affirmative sentences. You played You did not play You didn’t play
There is a lot of coffee in my cup. They played They did not play They didn’t play
There are lots of apples in the fridge.
• We use a little with uncountable nouns, in affirmative Questions Short answers
sentences. Did I play? Yes, I did. No, I didn’t.
There is a little cheese on the table. Did you play? Yes, you did. No, you didn’t.
• We use a few with plural countable nouns, in affirmative Did he play? Yes, he did. No, he didn’t.
sentences. Did she play? Yes, she did. No, she didn’t.

s
There are a few books on the table. Did it play? Yes, it did. No, it didn’t.
Did we play? Yes, we did. No, we didn’t.

n
 Object Personal Pronouns Did you play? Yes, you did. No, you didn’t.
Did they play? Yes, they did. No, they didn’t.

io
Personal Pronouns
SUBJECT OBJECT Formation of the Past Simple of regular verbs
I
you
he
me
you
him
at
Most verbs take -ed.

Verbs ending in -e, take -d.

start

dance
 started

danced
lic

she her
it it try  tried
we us Verbs ending in a consonant
you you BUT
b

+ -y, take -ied.

they them play  played
Pu

• Subject personal pronouns are used as subjects and go Verbs with one syllable ending
before the verb. in one vowel + one consonant,
stop  stopped
Look at that girl. She’s beautiful! double the consonant before
the -ed.
• Object personal pronouns are used after verbs as objects or
after prepositions.
M

Verbs with two or more

Look at him! He’s my brother. prefer preferred
syllables ending in a stressed
BUT
vowel + one consonant, double
 The verb should answer  answered
M

the consonant before the -ed.

Affirmative travel  travelled

Verbs ending in one vowel + -l,
I/You/He/She/It/We/You/They should go BUT
double the -l before the -ed.
©

sail  sailed
Negative
 Past Simple of irregular verbs
I/You/He/She/It/We/You/They shouldn’t go
• Irregular verbs don’t take -ed in the Past Simple.

Questions Affirmative I/You/He/She/It/We/You/They went

Should I/you/he/she/it/we/you/they go?
Negative I/You/He/She/It/We/You/They didn’t go
• We use the verb should:
- to ask for and give advice. Questions Did I/you/he/she/it/we/you/they go?
What should I do? You shouldn’t work so hard.
- to express an opinion. NOTE Look at the list of irregular verbs.
I think the children should eat more fruit.
• We use the Past Simple for:
- to make a suggestion. - actions that started and were completed at a specific time
We should go to the cinema. There’s a nice film on. in the past.
We bought our house five years ago.
- habitual or repeated actions in the past.
I always went to bed early when I lived with my parents.
- completed actions that happened one after the other in the
past.
Yesterday I got up at 8.00, had breakfast and left for school.

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 TIME EXPRESSIONS Short answers
• yesterday / yesterday • last Wednesday/Friday, etc. I I
morning, etc. • last summer/winter, etc. Yes, he/she/it could. No, he/she/it couldn’t.
• in + years/centuries • two days / a week / three we/you/they we/you/they
• last night/week/month/year months ago
• We use the verb could to talk about ability in the past.
My sister could play the violin when she was seven.
 Past Simple (Yes/No questions, Wh-questions)
• Questions which start with Did have a Yes/No answer.  Adjectives
A: Did you go to Charlie’s house last night? • We use adjectives before nouns and after the verb be.
B: Yes, I did. / No, I didn’t. That’s a beautiful jacket. That jacket is beautiful.
• We use Who, What, Where, When, etc. to ask questions • Adjectives are the same in singular and in plural.
and request information. I have a trendy shirt. I have trendy shirts.
A: What did you do last night?
B: I stayed at home.  Adverbs of manner
• Adverbs of manner describe how something happens.
 Past Simple of the verb be
We form most adverbs of manner by quiet  quietly
Affirmative Negative adding -ly to the adjective. careful  carefully
FULL FORMS SHORT FORMS
Adjectives ending in a consonant

s
I was I was not I wasn’t easy  easily
+ -y, drop the -y and take -ily.
You were You were not You weren’t

n
He was He was not He wasn’t Adjectives ending in -le, drop the -e
terrible  terribly

io
She was She was not She wasn’t and take -y.
It was It was not It wasn’t
We were We were not We weren’t
You were
They were
You were not
They were not
You weren’t
They weren’t
at good
fast



well
fast
lic
Irregular adverbs hard  hard
Questions Short answers late  late
Was I? Yes, I was. No, I wasn’t. early  early
b

Were you? Yes, you were. No, you weren’t.

Module 6
Was he? Yes, he was. No, he wasn’t.
Pu

Was she? Yes, she was. No, she wasn’t.

Was it? Yes, it was. No, it wasn’t.
Were we? Yes, we were. No, we weren’t.  Future be going to
Were you? Yes, you were. No, you weren’t.
Were they? Yes, they were. No, they weren’t. Affirmative
M

FULL FORMS SHORT FORMS

 there was / there were I am going to work I’m going to work
M

You are going to work You’re going to work

Affirmative Negative He is going to work He’s going to work
There was There wasn’t She is going to work She’s going to work
It is going to work It’s going to work
©

There were There weren’t We are going to work We’re going to work
You are going to work You’re going to work
Questions Short Answers They are going to work They’re going to work

Yes, there was. Negative

Was there?
No, there wasn’t.
FULL FORMS SHORT FORMS
Yes, there were. I am not going to work I’m not going to work
Were there?
No, there weren’t. You are not going to work You aren’t going to work
He is not going to work He isn’t going to work
 The verb could She is not going to work She isn’t going to work
It is not going to work It isn’t going to work
Affirmative Negative We are not going to work We aren’t going to work
You are not going to work You aren’t going to work
I I
could not They are not going to work They aren’t going to work
He/She/It could drive He/She/It drive
couldn’t
We/You/They We/You/They

Questions
I
Could he/she/it drive?
we/you/they

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 Questions Short answers Everybody here works very hard.
• We use the compounds of any in questions and negative
Am I going to work? Yes, I am. No, I’m not.
sentences.
Are you going to work? Yes, you are. No, you aren’t.
I can’t find my glasses anywhere.
Is he going to work? Yes, he is. No, he isn’t.
Is she going to work? Yes, she is. No, she isn’t.  Let’s… / How about…? / Why don’t we/you…?
Is it going to work? Yes, it is. No, it isn’t.
Are we going to work? Yes, we are. No, we aren’t. • To make suggestions we use:
Are you going to work? Yes, you are. No, you aren’t. - let’s + the base form of the verb.
Are they going to work? Yes, they are. No, they aren’t. Let’s go out tonight.
- How about...? + -ing form.
• We use the Future be going to to express future plans. How about going to the cinema?
Ben is going to buy a car next week.
- Why don’t we/you...? + the base form of the verb.
TIME EXPRESSIONS Why don’t we go shopping today?
tomorrow, tonight
next week/month/Monday, etc.
soon
Module 7
in an hour / a year, etc.  one/ones
• We use one when we don’t want to repeat a singular
It isn’t necessary to say or write to go with the Future be countable noun.
NOTE

going to. Which coat is yours? The black one.

s
Ted’s going (to go) swimming next weekend. • We use ones when we don’t want to repeat a plural

n
countable noun.
 Which...? Which shoes do you like? The brown ones.

io
• We use which when we want to select one from a group of
things or people.  too/enough
A: Which colour do you like for the kitchen?
B: I like yellow.

 can, could, may, will, would for requests

at
• We use too before adjectives and adverbs. Too has a negative
meaning and it means ‘more than necessary’.
This coffee is too hot. I can’t drink it.
lic
• We use enough after adjectives and adverbs, but before
nouns. Enough has a positive meaning.
The verbs can, could, may, will, would:
The weather is warm enough for a picnic.
b

• are followed by the base form of the verb. There’s enough food in the fridge.
• are the same in all persons in the singular and plural.
Pu

• do not form the question and negative forms with do/does.  Comparative and Superlative forms
• To make polite requests and ask for a favour we use: • We use the comparative of adjectives when we compare two
Can I/you…?, Could I/you…?, May I…?, people, animals or things.
Will you…?, Would you…? • We use the superlative of adjectives when we compare one
May I open the window? person, animal or thing with several of the same kind.
M

Can/Will/Would you help me with the exercise?

Could/Would you please get me a glass of water? Affirmative
M

adjective + -er
NOTE Could and would are more polite than will and can. Comparative
form: more + adjective } + than

 The verb have to (affirmative)

©

John is older than Peter.

My watch is more expensive than yours.
Affirmative
adjective + -est
I/We/You/They have to study
He/She/It has to study
Superlative
form:
the +
most + adjective } + of / in

• We use have to to express obligation in the present and in John is the oldest boy in his class.
the future. This watch is the most expensive of all.
Molly has to do the washing-up today.

 Compounds of some, any, no, every All one-syllable and most two-syllable short - shorter -
adjectives take -er /-est. shortest
some any no every
One-syllable adjectives ending
someone anyone no one everyone safe - safer - safest
PEOPLE in -e take -r/-st.
somebody anybody nobody everybody
One-syllable adjectives ending in one
THINGS something anything nothing everything vowel + one consonant, double the big - bigger - biggest
PLACES somewhere anywhere nowhere everywhere consonant before the -er/-est.

• These compounds always go with singular verbs. Adjectives with three or more
dangerous -
Someone is behind the door. syllables and some two-syllable
more dangerous -
adjectives take more + adjective / most
• We use the compounds of some, no and every in most dangerous
+ adjective.
affirmative sentences.
142

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 Irregular forms  Present Perfect Simple vs Past Simple
POSITIVE FORM COMPARATIVE SUPERLATIVE
FORM FORM We use the Present
We use the Past Simple:
good better the best Perfect Simple:
• for actions that happened • for actions that happened
bad worse the worst
in the past, but we don’t say at a definite time in the
farther the farthest when exactly. past. We say when.
far
further the furthest
I have visited Rome. I visited Rome last year.
many / much more the most
• with the time expressions: • with the time expressions:
ever, never, before, always, yesterday, in 1995, ago,
Module 8 once, twice, etc. last week/month, etc.

 Present Perfect Simple • have/has gone means that someone has gone

NOTE
somewhere and is still there.
Affirmative Beth has gone to the supermarket. (She’s still there).
FULL FORMS SHORT FORMS • have/has been means that someone has visited a
place but has come back.
I have played I’ve played Beth has been to Barcelona. (Now she’s back).
You have played You’ve played

s
He has played He’s played
She has played She’s played  Reported Speech (Commands-Requests)

n
It has played It’s played • When we repeat the exact words that someone said, we
usually use the verb say and put the words in quotation

io
We have played We’ve played
You have played You’ve played marks. This is called Direct Speech.
They have played They’ve played Martin said, ‘Call Mr Roberts at the office.’

FULL FORMS
Negative
SHORT FORMS
at
• We use Reported Speech when we report the meaning of
what somebody said, but not with the exact words.
Martin told me to call Mr Roberts at the office.
lic
I have not played I haven’t played • We usually use tell when we report commands and ask
You have not played You haven’t played when we report requests.
b

He has not played He hasn’t played

She has not played She hasn’t played Direct Speech Reported Speech
Pu

It has not played It hasn’t played ask or tell + to + base

We have not played We haven’t played
You have not played You haven’t played
They have not played They haven’t played
M
‘Give me a lift to
form of the verb
AFFIRMATIVE the station,’ said
Joe asked me to give him a
Joe.
lift to the station.

Questions Short answers ask or tell + not to +

‘Don’t use the
base form of the verb
Have I played? Yes, I have. No, I haven’t. NEGATIVE computer,’ said
Harry told me not to use
Harry.
M

Have you played? Yes, you have. No, you haven’t. the computer.
Has he played? Yes, he has. No, he hasn’t.
Has she played? Yes, she has. No, she hasn’t.
Has it played? Yes, it has. No, it hasn’t.
©

Have we played? Yes, we have. No, we haven’t.

Have you played? Yes, you have. No, you haven’t.
Have they played? Yes, they have. No, they haven’t.

• We form the Present Perfect Simple with have/has and the

past participle of the verb. The past participle of regular
verbs is the same as the Past Simplen (verb + -ed).
• We use the Present Perfect Simple:
- for actions which happened in the past, but we don’t
mention when exactly.
I’ve visited the National History Museum, so I don’t
want to go there again.
- for actions that happened in the past and their results are
obvious in the present.
Look! Jerry has broken his leg!

Time Expressions
always, ever, never, before, once, twice, etc.

NOTE Look at the list of irregular verbs.

143

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 Irregular Verbs
Base form Past Simple Past Participle Base form Past Simple Past Participle
be was/were been leave left left
become became become lend lent lent
begin began begun let let let
blow blew blown lose lost lost
break broke broken make made made
bring brought brought mean meant meant
build built built meet met met
buy bought bought pay paid paid
catch caught caught put put put
choose chose chosen read read read
come came come ride rode ridden

s
cost cost cost ring rang rung

n
do did done run ran run
draw drew drawn say said said

io
drink drank drunk see saw seen
drive
eat
drove
ate
driven
eaten
sell
send
at sold
sent
sold
sent
lic
fall fell fallen show showed shown
feed fed fed sing sang sung
b

feel felt felt sit sat sat

Pu

fight fought fought sleep slept slept

find found found speak spoke spoken
fly flew flown spend spent spent
forget forgot forgotten stand stood stood
M

get got got steal stole stolen

give gave given swim swam swum
M

go went gone take took taken

grow grew grown teach taught taught
©

hang hung hung tell told told

have had had think thought thought
hear heard heard throw threw thrown
hide hid hidden understand understood understood
hit hit hit wake woke woken
hurt hurt hurt wear wore worn
keep kept kept win won won
know knew known write wrote written
learn learnt/learned learnt/learned

144

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 British and American English
spelling words and phrases
British English American English British English American English
cancelled canceled angry mad
athletics track and field
centre center aubergine eggplant
autumn fall
colour color bath bathtub
doughnut donut (also doughnut) bedside table nightstand
bellboy bellhop
favour favor bin garbage can
favourite favorite biscuit cookie
brackets parentheses
grey gray café coffee shop
lasagne lasagna car park parking lot, parking garage
chemist’s drugstore
metre meter chips french fries, fries
neighbour neighbor cinema (the building) movie theater
city centre downtown, downtown area
offence offense clever smart, intelligent
organise organize come round come over
comics comic books

s
organisation organization cooker stove, oven
crisps potato chips

n
programme program CV resumé
pyjamas pajamas do the washing do the laundry

io
do the washing-up do the dishes
recognise recognize exclamation mark exclamation point
stomach ache stomachache fair (hair) blond (hair)
theatre
tyre
theater
tire
at
film
flat
flatmate
movie (also film)
apartment
roommate
lic
flick flip
traveller traveler football soccer
yoghurt, yogurt yogurt free, spare time spare time
fridge refrigerator
b

full stop period

garden yard
Pu

go to the cinema go to the movies

grammar and usage ground floor first floor
handbag purse
British English American English have a shower take a shower
holiday vacation
I have backache I have a backache horse riding horseback riding
M

I have toothache I have a toothache hoover (verb) vacuum

I have a temperature I have a fever
ill sick
M

at the weekend on the weekend jumper sweater

lift elevator
in hospital in the hospital Live life to the full Live life to the fullest
maths math
in the team on the team match game
©

mobile phone cell phone

motorbike motorcycle
4 January January 4 mum/mummy mom/mommy
4th January January 4th opposite across from
painkiller pain reliever
PE Gym
It’s ten past six. It’s ten after six. penknife pocketknife
petrol gas
primary school elementary school, grade school
Turn right into/onto Turn right onto rubbish garbage, trash
shop store
Bell Street. Bell Street. shop assistant salesperson
shopping centre shopping mall, mall
soft drink soda, pop
starters appetizers
stay fit stay in shape
surname last name
tick (√) check (√)
tidy my room clean my room
torch flashlight
trainers sneakers
trousers pants
TV programme TV show
underground subway
use the underground ride the subway
wardrobe closet

145

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 Project Skills
BRAINSTORM PLAN RESEARCH CREATE PROOFREAD PRESENT

STEP 1
BRAINSTORM STEP 2
 Think of the topic carefully PLAN
and create a mind map TOPIC  Decide which of the ideas
to help you come up with
in Step 1 you would like
ideas or words related to
to include in your project
the topic.
and make a plan to use
as a general guide.
STEP 3

s
RESEARCH
 Do research on the topic. Read books, STEP 4

n
use the Internet, watch videos or CREATE

io
documentaries or even visit a museum.  When you have collected all the
 Note down key words and important information, start working on your
information you have found. Remember:
you mustn’t copy the information. Use
your own words to summarise the ideas.
at project.
 Make your project interesting.
Think of a title and find pictures or
lic
draw your own.
STEP 5  You can also write captions
b

underneath the pictures to

PROOREAD describe them.
Pu

 After you finish, proofread your work.

 Make sure you have included all the
information and ideas you chose in your
project.
M

 Check your spelling, grammar,

vocabulary, etc.
M

STEP 6
©

PRESENT Use the following checklist with the

things you need to do. Tick (4) the
A presentation consists of 3 stages: boxes when you do them.
Stage 1: Before the presentation
 Practise presenting your work in front of a mirror Project checklist
or to a friend. This will help you feel more confident.
Stage 2: During the presentation  mind map
 First, introduce the topic. (I would like to talk  plan
about… / I am going to talk about…)  research
 Use short and simple sentences.  key words
 Speak clearly and confidently.  paragraph/text
 Smile at the people in the audience (your  title
classmates) and make eye contact.  pictures and captions
Stage 3: After the presentation  checking
 Ask the audience if they have any questions  presentation practice
and try to answer their questions. (Any questions?)
 Don’t forget to thank the audience.
(Thank you for your attention.)

146

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 Learning Tips
In class Speak
How to learn better in class How to do better when
doing speaking tasks
• Look at the board and take notes.
• Listen carefully to your teacher and the recording. • Before you speak, make sure you understand the task and
• Ask your teacher when you don’t understand. how you should use the prompts.
• Speak in English as much as possible. • Look at the example and use the prompts given.
• Take part in pairwork and group work activities. • Use the language you have learnt.
• Don’t be afraid to make mistakes when you speak.
• Speak only in English.
Outside the class
How to learn better Read
outside the class How to do better when
doing reading tasks
• Read the dialogues and texts from your book and listen to the
recording. • Before you read, try to predict what the text is about with the
• Read the dialogues and texts aloud and sometimes record help of the pictures.

s
yourself. • Look for key words in the text to understand the main ideas.

n
• Study the vocabulary and grammar and then do your • Try to guess the meaning of unknown words.
homework. • Read the text quickly to understand the main idea.

io
• Read selected texts from magazines and newspapers in • Read the text carefully to understand specific details.
English. • Decide in which part of the text you can find the information
• Read websites in English.
• Listen to songs in English.
• Watch TV programmes and DVDs in English.
at
you need.
• Use a dictionary to find out what unknown words in the text
mean.
lic
• Make sure you understand who or what the pronouns (e.g. he,
Vocabulary it, this, them, etc.) refer to in the text.
b

How to learn Listen

vocabulary better
Pu

How to do better when

• Write down new words in a notebook.
Together with the English word:
- write the translation in your language,
M
doing listening tasks
• Before you listen, look at the pictures and read the questions.
• Before you listen, try to predict what the speakers are going

- write an example sentence, to talk about.

- draw or stick a picture. • Before you listen, try to predict what kind of information is
• Put words in groups or use diagrams. missing.
M

• Learn whole phrases (e.g. verb + noun) not just isolated words. • While listening, try to understand the general idea, not every
• Learn new words in context (in sentences describing single word.
situations). This way, it is easier to remember them. • While listening, don’t assume that an answer is correct just
©

• When you learn new words, you must remember if they are because the speakers mention a word that is in the activity.
verbs, nouns, adjectives, etc. Listen carefully before you answer.
• Refer to the Wordlist.
• Practise the spelling and pronunciation of new words.
• Look up unknown words in a dictionary. Write
• Regularly revise words you have learnt. How to do better when
• Try to use words you have recently learnt when you doing writing tasks
speak or write.
• Make sure you understand what you are asked to write.
• Plan your writing and make notes before you write.
Grammar • Do not write very short sentences. Join your ideas with and,
How to learn grammar better but, or and because.
• When you write to a friend, start and finish your letter/email in
• Refer to the Grammar Reference. an appropriate way. Remember to use set phrases.
• Use grammar tables. • When you narrate events, write the events in chronological
• Have a grammar notebook. order. Use adverbs like suddenly, luckily, unfortunately to
In it write: - tips and/or rules in your language, make your writing more interesting.
- example sentences, • Write your first draft and correct it. Then write your final draft.
- important grammatical points • Write neatly.
e.g. irregular verbs. • After you finish, check your writing. Check punctuation and
capital letters, word order, spelling, linking words, grammar
• Make a note of grammatical errors that you often make.
and vocabulary.
147

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 Wordlist
How are you? shoes half
Hello How’s everything? shopping half an hour
but How’s it going? some late
here I’m fine. sunglasses midnight
student I’m OK. thing minute
surname I’m very well. up to date noon
teacher Not bad. watch (n.) now
there Not much. woman - women o’clock
Numbers 0-100 See you. Colours p.m.
Countries-Nationalities See you later. black quarter
Australia - Australian See you tomorrow. blue till
Brazil - Brazilian So-so. brown tonight
Canada - Canadian Take care. gold What’s the time?
China - Chinese Thank you. green Phrases
Colombia - Colombian Thanks. orange Come on.
France - French What’s up? pink Excuse me.
Hungary - Hungarian Phrases purple I can’t wait.
Ireland - Irish How old are you? I’m... (years old). red Is... OK with you?
Italy - Italian I live in... silver Let’s...
Mexico - Mexican What’s your name? I’m... / My white Meet you there.
New Zealand - New Zealander name’s... yellow OK, then.
Peru - Peruvian

s
What’s your phone number? Sounds good.
Poland - Polish Where are you from? I’m from... 1c Stop talking.

n
South Africa - South African Titles call (v.) What about...?
Spain - Spanish camera
Mr
1e

io
Turkey - Turkish Mrs do
UK - British drive age
Miss
USA - American full-time also
Ms
Venezuela - Venezuelan
Classroom objects
backpack
1a
all
at
language
learn
look for
band
basketball
brilliant
lic
book coach motorbike called
chair college part-time check sth out
desk course photo engaged
first name have fun
b

dictionary ride
folder near still husband
laptop new lifeguard
Pu

take pictures
notebook park type love
pen play married
use
pencil player musician
very
Classroom language road single
work
Any questions? same sports centre
Jobs
M

Be quiet, please. street sports freak

actor swimming
Can I go out? team
with actress together
Can you repeat that? delivery person
M

Can you speak more slowly? Phrases unemployed

photographer university
Close your books. How do you spell...?
salesperson website
How do you say... in English? I live at + address.
secretary wonderful
I don’t know. Me too.
shop assistant
©

I don’t understand. Nice to meet you (too). Personality adjectives

tour guide active
Listen to the recording. Pleasure to meet you.
Really? waiter funny
Look at the board. waitress
Open your books. This is... hard-working
What’s your address? Phrases lazy
Read the text. How many...?
Speak in English. Don’t speak in... What’s your email? outgoing
Who...? I see. polite
That’s right. of course
Turn to page... You know,... rude
Welcome to... serious
What does this word mean?
What’s the answer to question... ?
1b What do you do? shy
about
Write sentences. bag 1d Phrase
What is... like?
Greeting and saying goodbye car a bit
And you? child - children bored 1 Video activities
Bye. dark busy put together
Good afternoon. expensive go out Russia
Good evening. favourite hungry union
Good morning. gadget lunch break
Good night. have got thirsty 2a
Goodbye. light tired about
Great! like Words/phrases related chat (v.)
Have a nice day. man - men to time during
Have a nice weekend. mobile phone a.m. every day
Hello. per cent (%) at/past/to finish
Hi. really early from... to...
help (out)
148

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 Wordlist
in the morning/ good idea famous Furniture
afternoon/evening hate future armchair
mind horrible hard bed
need place hope bedside table
or romantic interview (v.) bookcase
other singer little clock
people song my own coffee table
say ticket neighbourhood lamp
start want to next year mirror
then watch recognise painting
until would like sports star rug
walk Free-time activities teach sofa
weekday go to a concert train (v.) wardrobe
weekend listen to music Free-time activities Prepositions of place
when spend time with friends go shopping above
Everyday activities stay at home go to the gym behind
clean the windows Types of music hang out with friends between
cook classical read articles online in
do homework hip-hop take karate lessons in front of
do housework jazz talk on the phone next to
do the washing-up pop Phrase on

s
get up R&B Well... opposite
have breakfast/lunch/dinner rock under
2 Video activities

n
hoover traditional Phrases
mop the floor car wash How’s that?
Types of films
dirty

io
study adventure It looks...
Days of the week mow the lawn So what?
animated
Monday comedy 3a That’s out of the question!
Tuesday
Wednesday
Thursday
drama
horror
musical
at
actually
at the moment
bring
We need a change.
Whose...?
3c
lic
Friday science-fiction dress
Saturday any more
Phrases get married area
Sunday All right. have a day off around
b

2b I think...
I’d love to.
lovely
month
building
boss bus
Pu

cafeteria What do you think of...? news city centre

different What kind of...? wedding convenient
door 2d Family
aunt
especially
find a lot of ground
floor cousin in fact
eat
daughter
M

hospital eye many

hotel grandchildren popular
get
just granddaughter tourist
health
grandparents
M

news website life town

office grandson visit
more
so kids world
theatre
upstairs mother-in-law Places in a city
wake up
nephew
©

Jobs way art gallery

bellboy niece bank
Adverbs of frequency son
chef always bookshop
doctor uncle car park
usually wife
editor often library
graphic designer Phrases museum
sometimes
housekeeper Congratulations! post office
rarely
nurse Guess what! shopping centre / mall
never
receptionist Long time no see. stadium
Words/phrases related to
reporter technology 3b underground station
Phrases
I’m only joking.
check emails / text messages
download (videos/apps/songs)
after all
bedroom
3d
at this time of year
Let me show you. play video games curtains beautiful
Over there. screen decide because
When...? send a text message drawer depressed
2c use the Internet
Phrases
fireplace
living room
documentary
again exactly
buy How often...? Once/Twice/... move give sb a lift
can’t stand times a day/week... problem interesting
put
come 2e rearrange
outside
quite
enjoy adult
fantastic special the news
anyway study (n.)
food become today
for wall umbrella
champion
149

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 Wordlist
Seasons scientist vitamin backache
spring
summer 4a Fruit
apple
dizzy
headache
autumn add ill
apricot
winter dish rash
banana
drink sore throat
Words related to the weather blueberries
medium stomach ache
chilly cherry
menu temperature
cloudy grapes
slice the flu
cold lemon
take toothache
degrees orange
vegetarian
foggy peach Phrase
heatwave Containers plum What seems to be the problem?
hot a bottle of... strawberry
rain a bowl of... watermelon 4e
snow a can of... after a while
Vegetables
sunny a cup of... at all
aubergine
temperature a glass of... be/get bored of
carrot
warm Food and drink before
lettuce
windy apple pie boring
peas
cheese choose
Phrases pepper
chicken common
Any good? potato
chips dance
Don’t worry. spinach
club sandwich interested

s
I mean...
I’m a bit down. cola 4c level
fish machine

n
No problem. activity
garden salad another make sure
that’s all
lasagne believe nowadays

io
That’s kind of you.
meat build receive
That’s true.
milk change (v.) sit
What’s wrong (with you)?
Why...?
3e
mushroom
onion
orange juice
eventat
culture

excited (about)
stand
strong
trendy
lic
answer (v.) pasta experience (v.) Words related to fitness
ask pepper get involved be/keep fit
balcony rice information do aerobics
bath salad member go jogging
b

bathroom salt musical instrument take up (a sport)

both soup organisation work out
Pu

bus driver steak organise

ceiling tea orphan 4 Video activities
cupboard tomato paint aqualung
downstairs water play (n.) crab
even poor flippers
Food courses
jellyfish
M

garage starters puppet show

garden raise money kill (v.)
main course
happy sell mask
dessert
wetsuit
M

inside Phrases visit (n.)

kitchen Anything else? volunteer (n.) 5a
large Are you ready to order? Phrases a couple of
leather Here you are. Any ideas? ago
©

shower I think so. Wish me luck. all over

stairs
suburbs
I’m afraid...
Is that all?
4d explain
face
tell allergic
Maybe later. get scared
view as well
One more thing... get tired
Appliances cream
There you go. go out (lights)
air conditioner do tests
What does that come with? last week, etc.
dishwasher exercise
Would you like...? laugh
fridge feel
leave
microwave 4b give
lift (n.)
washing machine cancer harmful
luckily
colourful hurt
Phrases for emails run
each medication
Best wishes, side
easy medicine
Bye for now, suddenly
healthy relax
Dear... teenager
heart sleep
How’s life? terrible
important stress
Say hello to everyone. treadmill
Write back soon, include Parts of the body unfortunately
Yours, keep arm yesterday
meal back
3 Video activities memory head
Phrase
How embarrassing!
dinosaur plate stomach
fossil protect (against) tooth 5b
furniture try Ailments Business Management
photograph type (of) allergy exactly
150

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 Wordlist
exam result mystery February be against
fail an exam / a test novel March be into
find sth difficult sell April farm
forget star (v.) May jacket
get a degree story June leaflet
have a great time successful July protest march
pass an exam / a test win August rights
remember young September round the corner
reunion Professions October save
take a course artist November science
School subjects athlete December wear
biology dancer Ordinals Animals
business studies director first bear
chemistry runner second chicken
foreign language scientist third, etc. cow
geography writer Phrases duck
history elephant
Information Technology (IT) 5e Which...?
Yeah, right. giraffe
maths bump monkey
Physical Education (PE) dressed in 6b ostrich
physics enter almost rabbit
fall (down) appointment shark
Phrase
hear arrange

s
You missed out. sheep
huge arrive tiger
5c in no time awards ceremony

n
Phrases
be afraid of heights lose my memory book (v.) Are you free?
be stuck mate borrow

io
Not really.
dangerous pick up the phone cancel That’s a shame.
experience (n.) ring (v.) company What’s going on?
happen
imagine
island
safe
security guard
shocked
at
dentist
dirty
do sb a favour
6e
album
lic
jump shout dry-cleaner’s all over the world
loud slowly fan continue
noise tree far fly
panic (v.) voice fully booked graduation
b

sea wave (v.) give sb a call invitation

sing wonder (v.) lend invite
Pu

ski lift Words related to crime make a phone call latest

sunbathe burglar manager perfect
terrified burglary meeting reply
tropical catch own (v.) take care of
Holiday activities get away pick up sb from a place Wishes
M

do water sports grab suit Get well soon.

go camping hide without Good luck!
go fishing hit Phrases Happy Birthday!
M

go hiking police Certainly. Happy New Year!

go horse riding steal How may I help you? Have a nice trip.
go mountain biking Phrases Sure. Phrases
go scuba diving All I could say was...
6c How could I say no?
©

go sightseeing Look out! I can’t make it.

go skiing at least
go windsurfing 5 Video activities bottom
Let me know.
I’m really looking forward to it.
ocean chase
Phrases Maybe some other time.
penguin competitor
Calm down.
I suppose so.
sail down 6 Video activities
spices get injured Antarctic
What’s the matter?
voyage hill Arctic
5d 6a lose coral reef
amazing loser habitat
attend match (n.)
at the age of insect
competition quick
be born plant (n.)
definitely race
blind polar region
embarrass spectator
break a record seal
enter (a competition) speed
century shelter
festival swimmer
clearly tropical rainforest
miss take part (in)
completely worm
perform top
die
direct
poster unusual 7a
prize up cotton
fast
stage visitor fit (v.)
get over
take place winner polyester
give up
whole prefer
invent
join Months 6d total
January agree try on
million

151

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 Wordlist
very much
Clothes and accessories
travel
unbelievable
8a penknife
rope
adventurous
belt Means of transport seat belt
be willing to
boots boat whistle (n.)
camel
earrings plane camp (v.) Phrase
gloves ship climb I have to say.
hat
jumper
train
tram
dark 8d
explore ancient
pyjamas
sandals 7d in the wild attraction
avenue look up border
scarf snake capital city
shirt carry
entrance spider coast
shorts continent
escalator Geographical features
skirt create
follow cave
tie end (v.)
main desert
top gentle
the rest forest
trainers group
British - American English island
trousers high
Words related to money brilliant (BrE) - awesome (AmE) lake
lift (BrE) - elevator (AmE) mountain hiker
cash river jungle
change queue (BrE) - line (AmE)
shop (BrE) - store (AmE) volcano mountain range

s
cheap waterfall mysterious
cost (v.) Prepositions of movement
around Phrases official language

n
credit card paradise
down What a daredevil!
discount part
from... to Live your life to the full.

io
pay population
price into
out of
8b rainforest
receipt angry shape
Phrases
How much is it?
What size are you?
past
through
towards
be lost at
break down
fault
Points of the compass
east
north
lic
up fix
7b Directions flat tyre
south
body type Go straight on/ahead. west
guy
characteristic It’s on your left/right. 8e
b

have trouble + -ing

copy (v.) Turn left/right at/into... keys according to
expression Phrase
Pu

mechanic aim
likely You’re welcome. nightmare camper
look alike
look like 7e on one’s way
out of order
excitement
experienced
similar alone
appear petrol extreme
smile (v.) petrol station first aid
billionaire
M

Words/phrases related to pretty (bad) leader

appearance comics
crime purse make a fire
chubby push offer
death
M

curly run out of outdoors

fair discover
exciting show up professional
hair wallet secret
handsome fight (v.)
have a look Phrases shelter
©

in one’s early/late 20s, etc. How unlucky! simple

long hero
move (house) It took me... staff
medium-length It’s a long story. suitable
middle-aged realise
realistic Tell me about it! survive
overweight thrill
short though
trust (v.)
8c underwater
slim annoy unforgettable
straight Adjectives describing at all times useful
tall personality besides well-trained
wavy childish blow (v.)
clever Action sports
emergency
7c friendly get seasick
bungee jumping
afford helpful diving
go for a walk hang-gliding
amazed honest instructor
attack kind rock climbing
pay attention surfing
avoid silly port
crowded waterskiing
get around 7 Video activities put rough
on white-water rafting
canal
heavy
hippopotamus citrus fruits sailing 8 Video activities
crops sailor climber
model scary millimetre
on foot espresso
gondola Equipment selfie
on the market snow leopard
leaning compass
traffic wildlife
olives helmet
life jacket
152

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 Listening Transcripts

Module 4 Mr Minter Can I ask you something?

Officer Of course.
4b CD2 7
Mr Minter This is going to sound strange but... Who am
I?
1.
Officer You still don’t remember, eh? Don’t worry,
Presenter Back from the commercial break. We are here
you should remember everything, in time.
again with Dr Joyce, the famous nutritionist.
Mr Minter Is this my house?
We’re talking about fruit and vegetables in our
Officer No, this is a police safe house.
diet.
Mr Minter I see, so you’re a police officer. Am I in
Dr Joyce And about colours on our plate.
trouble? What did I do?
Presenter Well, Doctor, I really love eating mushrooms.
Officer Don’t worry. You didn’t do anything wrong.
Are they good for you?
You just saw something, that’s all.
Dr Joyce Mushrooms? They sure are. They help
Mr Minter What do you mean?
protect against cancer you know and...
Officer Well, there was a burglary at St Steven’s
Presenter Are they good for the eyes?
Hotel. A man took something very
Dr Joyce Well, not exactly, but they’re good for the
important, and you saw him.
heart.

s
Mr Minter Really? What happened next?
Presenter I see. Are they in the white group?
Officer He tried to hurt you. He hit you on the

n
Dr Joyce Yes. The white group also includes bananas,
head and you fell. Luckily for you, the police
potatoes, onions...
came at that moment, but unfortunately the

io
Presenter And what about...
burglar got away.
Mr Minter That’s why I can’t remember.
2.
John OK. Let me check the shopping list. Tomatoes,
peppers, onions, ummm... What about fruit?
at
Officer Exactly. You’ve lost your memory.
Mr Minter But why was I at the hotel?
Officer You work there.
lic
Sylvia There it is. Peaches, cherries...
Mr Minter Now I remember! I’m the receptionist there,
John Cherries? But I think we have some at home.
right?
Sylvia We do?
Officer Yes, so you’re starting to remember... That’s
b

John Yes, there are some in the fridge.

good.
Sylvia No, they’re strawberries.
Mr Minter Yes. Now, what did the man take from the
Pu

John Oh, you’re right. Let’s buy some cherries then.

hotel?
Officer A painting. I have a picture of it... here.
3.
Mr Minter Oh! Is it expensive?
Waiter Good evening, sir. What would you like to
Officer Well, it’s worth 10,000 euros.
order?
M

Mr Minter Hmmm... That is expensive. And how did he

Man I’d like a garden salad and steak and chips for
manage to...
the main course.
Waiter Splendid. Would you like something for dessert?
M

Man Yes, why not?

Waiter We have delicious chocolate ice cream, chocolate Module 6
cake and a fruit salad with six different kinds of 6e CD3 20
©

fruit in it.
Man I don’t really like chocolate. FREDDIE
Waiter So, the fruit salad it is then? Kate Hi, Freddie. What are you doing on Saturday
Man Yes please. night?
Waiter Would you like something to drink? Freddie Nothing much.
Man Just some water. Thanks. Kate Good, I’m having a party. Do you want to
Waiter Thank you. come?
Freddie Sure, I love your parties.
Kate Great! See you there.
Module 5 Freddie Is it your birthday or something?
Kate Yeah, it’s today actually.
5e CD2 44, 45
Freddie Well, Happy Birthday!
Kate Thanks.
Mr Minter What’s happened to me? Why can’t I
remember? I need to find out more...
WILL
Officer Mr Minter!
Thomas Will! Your phone’s ringing.
Mr Minter Here’s my chance... Come in!
Will Let me see. Kate! Oh, no!
Officer There you are. You can come downstairs,
Thomas What’s up?
you know. It’s safe now.
Will She’s having a party on Saturday.
Mr Minter Erm... Why don’t we stay here and talk?
Thomas Oh, her parties are really boring.
Officer OK.
Will I know. What am I going to do?... Hello?

153

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 Listening Transcripts

Kate Hi, Will. It’s Kate. Are you coming to my party Woman That’s just what he needs. It’s not really a
on Saturday? good birthday present, but I think I’ll get one
Will Ermm... for him. How much is this brown scarf?
Kate Come on! Everyone’s going to be there. Shop Asst. It was €20.50, but with the discount, it’s
Will Yeah, OK. What time? €15.50.
Kate About nine, OK? Woman OK, I’ll take it.
Will Yep. Shop Asst. Great.

URSULA
Ursula Hello?
Kate Hi, Ursula. Listen, I’m having a party. Would
7c CD3 35, 36
you like to come?
Presenter And we’re back! It’s Car Free Day today,
Ursula Sure, I’d love to. When is it?
and we’re asking people to phone and tell us
Kate Saturday night. Come round at about nine.
what they think about it all. Our first caller
Ursula Oh, I’m sorry. I’m going on holiday this
is Lenny, all the way from Tooting. How’s it
weekend. I’m leaving on Saturday afternoon.
going Lenny?
Kate That’s a shame. Where are you going?

s
Lenny I’m good, Terry.
Ursula Thailand.
Presenter So, what do you think of Car Free Day?

n
Kate Wow! Have a nice trip!
Lenny It’s great. There aren’t many cars on the
Ursula Thanks.
roads today. Of course, the buses and the

io
underground are very busy and crowded but
DIANE
it’s still much better. This is how it should be
Diane ...OK. Sorry again. See you later, OK?
Helen
Diane
Who was that?
Kate. She invited me to her party.
at every day.
Presenter So, you want every day to be Car Free Day.
Are you on your way to work at the moment?
lic
Helen Are you going?
Lenny Yeah, I left early this morning. I’m just
Diane No way. I went last year and I had a terrible
walking past Earl’s Court. It’s a bit far, but it’s
time.
a lovely day and I’m really enjoying it.
b

Helen So, what did you tell her?

Presenter Great. Thanks for calling, Lenny. Let’s talk to
Diane That you are really ill and I have to take care of
our next caller. Isabel from the North of the
Pu

you.
city. Are you there, Isabel?
Helen What? So, I’m ill now. What did she say?
Isabel Yes, and I’m not at all happy with the people
Diane Get well soon!
in our city. I’m looking outside the bus
Helen Well, that was nice of her.
window now and I can see cars in the street.
M

OK, there are usually more cars, but on a day

like today? Please! I think everybody should
Module 7 leave their cars at home on a day like this!
M

7a WORKBOOK LISTENING CD3 30 Presenter You’re absolutely right. Leave your cars at
home, people! Who’s next? It’s Sean. Hi Sean!
Shop Asst. Good afternoon, how may I help you? Are you going to work?
Sean Yes, I am.
©

Woman I’m looking for a present for my husband.

Shop Asst. I see. Well, we have some great discounts. Presenter You’re not driving, I hope.
What about these shirts? Sean Of course not. I don’t have a car, you see.
Woman They’re nice, I like all the different colours. I don’t need one. I think that if you live in the
Are they polyester? city, you should use public transport, not cars.
Shop Asst. No, they’re all cotton and from 90 euros, I take the underground every day. I’m lucky,
they’re now only 50. you see, because it’s near my work.
Woman That’s good. But he doesn’t really need any Presenter OK, let’s get to our next...
shirts.
Shop Asst. OK. What about these leather boots?
Woman Oh, they are lovely. And a beautiful brown 7d CD3 39, 40
colour. Are they expensive?
Shop Asst. Well, with the discount, they are €150.99. Man OK, where shall we go next?
Woman That is expensive. How much were they Woman Ermm.. They say the museum is interesting.
without the discount? Man Great, I can use my new GPS.
Shop Asst. About 200 hundred, I think. Yes, €199.99. Woman Are you sure?
Woman I’m sorry, they’re a bit too expensive for me. Man Of course. Why did I buy it? Here we go...
Shop Asst. That’s OK. GPS ‘You are on Ash Road. Go straight on.’
Woman Now, these scarves are very nice. They’re not Man This is exciting, eh?
cotton, are they? Woman Hmmm...
Shop Asst. No, they’re made of wool. GPS ‘Turn left into Chestnut Street.’

154

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 Listening Transcripts

Man There we go. Module 8

Woman Look! There’s the museum!
Man Don’t shout!
8b CD4 8
GPS ‘Go straight on.’
Joanne Hey, Rick. Is this your wallet?
Woman What? But the museum’s just there! Stop here!
Rick Yeah. Where did you find it?
Man I can’t.
Joanne In my car.
Woman Well, turn left here.
Rick Thanks. I’ve had a terrible week. Why do bad
Man OK, what street is this?
things keep happening to me?
Woman Ermmm... Elm Street. Why didn’t the GPS tell
Joanne That’s nothing. Have you ever lost your keys?
you to stop?
Rick No, I haven’t actually.
Man Maybe it’s broken.
Joanne Well, I lost mine last year and I couldn’t get into
Woman Or lost.
my house. I waited for three hours outside for
GPS ‘Turn right into Conifer Road.’
my husband to get home.
Man Well, it doesn’t sound like it’s lost.
Rick Three hours? That’s nothing. Have you ever got
GPS ‘Turn right into Juniper Street.’
stuck in a lift?
Woman I can’t see the museum.
Joanne Actually, I have. A couple of years ago I got stuck
Man Shhh, I’m trying to listen.

s
in the lift at work, but I was only in there for
GPS ‘Go past the park... In 100 metres, turn right
fifteen minutes.

n
into Maple Road.’
Rick Well, I got stuck in a car park lift and I was in
Man OK. That’s easy enough.
there for two hours.

io
Woman There’s the museum, in the park.
Joanne No! You never told me that.
Man So, we saw the back of the museum.
Rick It was a nightmare.
The entrance is here.
GPS ‘In 50 metres, turn right.... You have reached
your destination.’
at
Joanne

Rick
What about getting lost? Have you ever got lost
in a forest?
No, I haven’t. Have you?
lic
Man Right, let’s try to find a parking space.
Joanne Well, when I was a teenager, I went hiking in the
mountains.
Rick What, on your own?
b

7e CD3 43, 44 Joanne Yeah, it was a stupid idea. I went through a

forest and I was walking for hours, trying to
Pu

JOHN find my way back. It got dark and it was very

I loved comics when I was a kid, and I still do. I have scary.
a collection of over 5,000 comics. My favourite is Rick Scary? That’s nothing. Have you ever fallen off a
Superman, of course. He has the best superpowers. boat and been attacked by sharks?
M

Batman is good too, but he doesn’t have any powers. My Joanne No, have you?
son loves comics too. I buy one every week and we fight Rick Of course not. I’m only joking!
over who reads it first. The stories are really interesting, Joanne Very funny.
M

and I don’t find them boring at all. In the end, we usually

read it together.

CARLA
8c CD4 11
©

I saw the latest Batman film with some friends last week.
Ian Hello, the receptionist told me to ask here
It was a good adventure film and I liked it, but I don’t
about sailing lessons.
usually enjoy that kind of thing. Comic book heroes
Instructor That’s right. I need some information about
aren’t for me. I prefer things that are real, that you can
you first. Can I ask you a few questions?
believe in. I mean Superman is an alien from Krypton
Ian Sure.
with superpowers, and he came to Earth to fight crime.
Instructor OK. Name and age?
Yeah, right! I just don’t understand it. Batman’s a bit
Ian Ian Nelson, and I’m 32.
better but he still wears that silly suit with the little ears.
Instructor Nelson? That’s a good name for a sailor.
No sorry, it’s not for me.
Ian Yes, I suppose it is.
Instructor Do you have any sailing experience?
PHIL
Ian Actually, I do. I started lessons at Gilmore
Superheroes? They’re OK, I suppose. I mean, Spider-man
three years ago. Do you know it?
is good and Batman is pretty cool. But when I tried to
Instructor Yes, it was a good school, but it closed down
read a comic once, I just fell asleep. I don’t know, maybe
last month, right?
it’s just me, but I never found them interesting. They
Ian That’s right, and that’s why I’m here.
send a good message to kids, and I like that. I mean,
Instructor I see. So, you already have some equipment?
they’re always fighting crime and helping people. That
Ian What? Like a life jacket? Yes, I have one.
sounds like fun I suppose. For kids, anyway. I don’t see
Instructor What about a penknife?
how adults can like superheroes, though.
Ian No, I don’t have one of those.
Instructor Do you have a compass perhaps?

155

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 Listening Transcripts

Ian I have a compass somewhere at home. I can

find it.
Instructor Great. The only other thing I need to know is
what size boat you want to learn on.
Ian I’m not sure. I sailed a 9-metre boat at the
old school, but I’d like to try something
bigger.
Instructor 14-metre?
Ian No, that’s too big. Something smaller I think.
Instructor OK, now let me show you our...

sn
io
at
b lic
Pu
M
M
©

156

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 Workbook key
Hello 1b isn’t hungry. He’s thirsty. Can I use, you can
A. A. 1 4. Is Molly thirsty? 2. Can Paul ride, he can,
N O T E B O O K V F T
O No, Molly isn’t thirsty. can’t drive, Can he speak,
X A L D A P Y V O S W
S X E R C H A I R J D
She’s hungry. he can’t
2 P U R P L E
U B O O K H K I U H I C. E.
E K M Q P C P G I O C
F E
A 4 1. b 2. b 3. a 4. a 1. e 2. c 3. a 4. f 5. b 6. d
D Y A B G B G T T
N P E N C I L S W L I 3 B R O W N P D. F.
Z I S D K J A L H Y O
W O K B U Q P Q P E N G I Suggested answers 1. e 2. b 3. d 4. c 5. a
F S L C M R T M K Z A 1. I’m busy. G.
J D T R K F O L D E R 5 G R E E N
P V B N C M P A X A Y 2. Sounds good. 1. near
K 3. At one o’clock. 2. expensive
B.
B. 4. What’s the time? 3. tired, go out
1. American
2. Canada 1. These are Lilly’s new bags.
3. Colombia 2. Those aren’t very nice cars. 1e Module 2
4. Hungarian 3. These aren’t black pens. A.
5. Spanish 4. Who are those men? 1. shy 2a
5. Those are expensive watches. 2. active / hard-working A.
6. Brazil
C. 6. Are these Tina’s dictionaries? 3. polite SATURDAY 6
1. 23 C. 4. funny TUESDAY 2
SUNDAY 7

s
2. seventeen 1. my, your, Her B.
3. 12 2. Their 1. married FRIDAY 5

n
4. ninety-eight 3. Our, His 2. band THURSDAY 4
5. 55 4. their 3. freak WEDNESDAY 3

io
6. eighty D. 4. together MONDAY 1
7. thirty-four 1. Brian’s, my, His 5. centre B.
2. her, Helen’s, your 1. rides
8. one hundred
9. sixty-eight
10. fifteen
3. sister’s, They’re
4. children’s
C.
at
How’s it going? I’m fine. I
have got a new basketball
2. doesn’t have, gets up
3. have
4. don’t cook, go out
lic
11. seventy-two E. coach. He’s from China
12. forty-one 1. b 2. c 3. a and his name is Mr Chang. 5. drives
D. He can speak English very 6. starts, finishes
7. doesn’t play, doesn’t like
1c
b

1. b 2. b 3. a 4. b 5. a 6. b well of course and he’s very

E. serious and hard-working. 8. do
A.
C.
Pu

1. Good morning! 1. assistant Oh, I have also got a part-

2. Look at the board. time job. I’m a shop assistant. On
2. school 1. gets up
3. Any questions? 3. waitress I work on Cranfield Road.
4. Can I go out? in
4. motorbike D.
2. has
F. 5. secretary ... Steven Baker. He’s twenty 3. goes
M

1. a 2. b 3. a 4. b 5. a 6. b 6. photographer years old and he’s single. He’s to

7. guide a lifeguard. He’s outgoing, 4. don’t work
active and funny.
Module 1 B. at
M

1. an 2. a 3. an 4. a 5. an 5. cook
1a C. 1 Round-up at
A. 1. can, can, can, can’t, can A. On
1. new 2. Can, can’t, can in
©

1. park
2. spell 3. Can, can, can’t 2. gadget 6. study
3. address D. 3. school At
4. live 1. I can take really nice 4. university 7. do
5. Street pictures, I can drive a car, Suggested answers 8. doesn’t help out
6. near I can’t 1. purple D.
B. 2. can you type fast, I can, I 2. shop assistant 2. Betsy hoovers and mops
1. are can’t, I can speak Italian, 3. shy the house on Saturdays.
2. isn’t, is Can you speak Chinese 4. thirsty 3. Martha doesn’t do
3. Is, ’s E. B. housework during the week.
4. Are, are Open answers 1. Those 4. Sam doesn’t work on
C. 2. Helen’s Mondays.
2. Are they pencils? Yes, they E.
are.
1d 3. sisters
Open answers
A. 4. These
3. Is she Chinese? Yes, she is. 5. students’
2. It’s a quarter to one.
4. Are they football players? 6. children’s 2b
3. It’s half past twelve.
Yes, they are. 7. woman A.
4. It’s a quarter past seven.
D. C. 1. Hospital 2. chef
5. It’s twenty past six.
1. b 2. a 3. f 1. are they, her, an, their 3. nurse 4. graphic
6. It’s three o’clock.
4. d 5. c 6. e 2. is he, my, a, is she, His, 5. editors 6. hotel
B.
E. they are B.
2. Is Fay bored? No, Fay isn’t
Open answers D. 1. Do... work, I don’t, work,
bored. She’s tired.
3. Is Jeff hungry? No, Jeff 1. Can you look for, I can’t, Do... like, I do

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 Workbook key
2. Does... help, she does, 4. read 5. go 6. take G. 3. mine, Theirs
does, hoovers B. Suggested answers
C. 1. Gareth goes to university 1. He makes websites for D.
Suggested answers every morning. people. / He’s a graphic 4 1 3 2 5 6
2. When do they go out with 2. He works at a café in the designer.
friends afternoon. 2. on his website 3c
3. At 7 p.m. 3. He cooks dinner in the 3. at home A.
4. On Saturdays evening. 4. on Saturday mornings 1 2

5. When does Sally have
dinner with her Mum
6. When does Linda go to
university
D.
1. d 2. a 3. b 4. c 5. e
4. He uses the Internet at night.
C.
Suggested answers
1. Where do you go on
weekdays?
2. Does your husband clean
5. late at night / from about
six in the evening to after
midnight
Module 3
3 S H O P P I N G C E NT R E
T A
A 4 L I B R A R Y
D
I P
U 5 A R T G A L L E R Y
M R
6 B O O K S H O P

the windows? 3a B.
2c 3. What do your friends do at A. 1. centre 2. Museum
A. the weekend? 1. daughters 3. popular 4. bus
1. free 2. spend 3. stay 4. When do your parents go 2. cousin 5. convenient 6. station
4. listen 5. hip 6. music to the gym? 3. uncle C.
5. Do you drive a car? 4. grandparents 1. Is there, there are, There

s
B.
1. to watch, watching, 6. How often does your sister 5. nieces are, there’s, there isn’t

n
watching, to meet go to the gym? 6. nephew 2. Are there, there are, There’s,
2. to go out, going out, 7. aunt There aren’t, There’s

io
B. 3. Are there, there’s, Is there,
going out 2 Round-up there is
3. doing, to do A. 1. is cleaning the windows
2. is mopping (the floor) D.
4. to play
C.
Open answers
Suggested answers
1. Monday, Tuesday,
Wednesday, Thursday
at
3. is talking on the phone
4. are playing football
5. is riding a/his bike
1. -
4. -
2. an
5. a
7. the 8. the
3. -
6. a
lic
D. 2. chef, doctor, receptionist,
1. b 2. d 3. a 4. e 5. c 6. is taking pictures E.
reporter 1. Mexico City
E. 3. hip-hop, pop, rock, jazz C.
1. When are Tim and Susan 2. The houses on every street
b

1. I 2. M 3. M 4. I
4. adventure, animated,
getting married?, They ‘re look the same.
horror, drama 3. It’s about 320 km2.
getting married in two
Pu

2d B.
weeks. 4. about 400,000
A. 1. breakfast 2. nurse 5. by car or motorbike
3. chef 4. message 2. What time is Doris going
Suggested answers to the cinema?, She’s going 6. the Izta-Popo Zoquiapan
2. Alice rarely sends text 5. famous National Park, museums
C. to the cinema at 6.00 p.m.
messages. 3. What are the girls doing and art galleries
M

3. Mike and Rob usually play 1. doesn’t do, in, starts, at

2. Does... work, works, at next Saturday?, They ‘re
video games. going shopping. 3d
4. William sometimes uses 3. get up, at, don’t go, until,
M

work, from, to D. A.
the Internet. 1. are... doing, Are... 1. raining 2. cold
5. Lydia always checks her 4. checks, in
5. Do... take, on watching, aren’t using, ’re 3. snowing 4. sunny
emails. watching 5. temperature 6. foggy
B. Open answers D.
©

1. Wendy usually goes 2. Are... having, ’m helping out B.

... sometimes downloads apps 3. Is... looking for, ’re 1. ’m walking, gives, rides
from the Internet. She doesn’t shopping with her friends
from work. interviewing 2. ’s raining, ’m having, are...
often watch videos on her 4. Are... getting up, ’m not making
smartphone. She rarely has 2. He never cooks dinner on
Friday nights. working, are... doing, ’m 3. do... do, watch, are going
dinner at a restaurant. She staying C.
doesn’t usually listen to music 3. They don’t often stay at
home on Sundays. E. 1. b 2. a 3. a 4. a 5. b 6. b
C. 1. c 2. d 3. a 4. b D.
2. How often does Lee go to 4. I rarely play video games
on my computer. 1. c 2. a 3. d 4. e 5. b
university, Five times a
3. How often do they watch 5. Jennifer and Haley 3b
TV, Four times a sometimes talk on the A. 3e
4. How often does Beth do phone. 1. between 2. wall A.
the washing-up, Every 6. My brother doesn’t always 3. mirror 4. rug 1. kitchen 2. machine
D. go to the gym on Fridays. 5. on 6. bed 3. sofa 4. bathroom
1. c 2. e 3. a 4. b 5. d E. 7. armchair 8. in front of 5. bath 6. garden
E. 1. to watch, watching 9. fireplace 10. opposite 7. garage
1. a 2. b 2. reading, watching B. B.
3. to come, going, to buy 1. Who’s, who’s, their, Her, my 1. Hi 2. life 3. tell
4. listening, to download 2. Whose, yours, mine, hers 4. suburbs 5. balcony
2e F. C. 6. view 7. soon
A. 1. c 2. e 3. a 4. b 5. d 1. your, Yours, my
1. talk 2. go 3. hang out / 2. her, his
go out

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 Workbook key
C. 7. C 8. U 9. U 3. She, me 4 Round-up
Suggested answers 10. C 4. They, us/me A. 1 2

1. Is this your new house? B. 5. She, her 3 E 4 I

5 G X I 6 M E N U
2. Where do you live? 1. a bottle of water T L C N P
3. Do you live in a flat? 2. a cup of tea D. 7 O R G A N I S A T I O N
4. How many bedrooms are 3. a bowl of salad 1. F 2. F 3. T 4. T E S T E R
N S E R T
there? / How many bedrooms 4. a can of cola D D E A
has your house got? 5. a slice of cake
5. Has it got a garden?
4d Y S N
6. a glass of orange juice A.
T T
E
D. C. Suggested answers D
1. a 2. b 1. any, no, no, no 1. what seems to be, headache, B.
2. some, some, any, some medication, some tests 1. sleep 2. paint
3. any, some, some
3 Round-up D.
2. rash, allergic, feel 3. Choose 4. receive
A. 3. Have you got a sore throat, 5. build 6. sell
1. a 2. f 3. e 4. b I got the
Family: cousin, uncle, son, C.
5. h 6. c 7. d 8. g B.
nephew 1. any 2. some 3. I
Furniture: sofa, wardrobe, 1. shouldn’t work, should 4. some 5. us 6. her
bookcase, bed 4b sleep, should go D.
Places in a city: museum, A. 2. shouldn’t say, should 1. much, a lot of / lots of

s
bookshop, bank, stadium FRUIT: strawberries, change, should paint, 2. many, a lot of / lots of
Weather: chilly, cloudy, bananas, peaches, should buy 3. a few, a few

n
sunny, hot watermelon, cherries, C. 4. much, a little
Suggested answers lemons, grapes 1. She should visit a doctor. E.

io
Family: daughter VEGETABLES: carrots, 2. He shouldn’t drive. 1. c 2. a 3. e 4. b 5. d
Furniture: armchair peas, peppers, potatoes, 3. He should drink some water. F.
Places in a city: library
Weather: cold
B.
aubergines, lettuce
B.
1. many, a lot of / lots of,
at
4. They should clean the
windows.
5. He shouldn’t exercise.
Numbers 2, 4 should be
ticked.
lic
1. a 2. b 3. a many D.
4. a 5. b 6. c 2. many, much, much, a lot 5 1 4 2 3 Module 5
C. of / lots of E. 5a
b

1. under 2. above 3. much, a lot of / lots of a 3 A.

3. between 4. in C. b 4 1. came 2. called
Pu

5. behind 1. a few 2. a lot of c 1 3. had 4. closed

D. 3. many 4. a little d 2 5. did 6. enjoyed
1. Are... going, ’m staying, 5. a little 7. said 8. stopped
usually go D. 4e 9. ate 10. tried
2. ’s staying, ’s looking for, 1. How much, There’s a lot of / A. 11. ran 12. left
M

do... live, live lots of water. 1. work out / keep fit B.

3. are... doing, ’m 2. How many, There are a lot 2. keep fit / work out 1. got 2. wanted
rearranging, sometimes do of / lots of strawberries. 3. aerobics 3. didn’t have 4. went
M

4. ’s interviewing, usually 3. How much, There’s a little 4. machines 5. didn’t want 6. waited
interviews, ’s visiting cheese. 5. sit 7. saw 8. looked
E. 4. How many, There are a B. 9. decided 10. walked
1. – 2. – 3. a few peaches. Suggested answers 11. started
©

4. the 5. Her 6. – 5. How many, There are a 1. You should exercise. You 12. didn’t understand
7. There’s 8. a 9. hers few aubergines. shouldn’t sit for long hours. 13. looked 14. had
10. – 6. How much, There’s a little You should visit a doctor. C.
F. lettuce. 2. You shouldn’t go out Suggested answers
5 2 6 1 3 4 E. often. You should go to 2. Kelly cleaned the kitchen,
G. Open answers bed early. You should eat but Mike didn’t clean the
1. It’s more than 5,000 years healthy food. You should kitchen.
old. 4c take vitamins. 3. Kelly talked on the phone,
2. things like colours and A. 3. You should visit a doctor. but Mike didn’t talk on the
furniture 1. member You shouldn’t exercise phone.
3. colours like white, light 2. organisation every day. You should try 4. Mike walked in the park,
yellow or brown 3. events to relax. but Kelly didn’t walk in
4. Close all the doors, 4. instruments C. the park.
even the bathroom and 5. excited 1. because 2. but 5. Mike studied but Kelly
wardrobe doors. 6. volunteers 3. because 4. so didn’t study.
B. 5. and/so 6. but 6. Mike listened to music,
7. so 8. and/so but Kelly didn’t listen to
Module 4 1. me, me, us
9. and music.
2. us/me, him
4a 3. her, her, them D.
A. C. 1. Open answers
1. C 2. U 3. U 1. They, it, them
4. U 5. U 6. U 2. him, He

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 Workbook key
5b E. sure there was a burglar Module 6
A. 1. a 2. b in my house. I opened the 6a
X F C O U R S E L P door and got a terrible A.
R M F P A F F A O surprise. There was a bear 1
D
T E C H N O L O G Y 5d in my kitchen stealing food
J
A 2
H S A X F N T G F S A. from the fridge. When I N N
B U S I N E S S A R 3 F E B R U A R Y 4 O C T O B E R
U L A I E X B M I C S C I E N T I S T saw the bear, I was terrified. 5 A V
A R 6 D E C E M B E R
L T P A S A O K L A
C A T W S J A K W Luckily, the bear didn’t 7 J U L Y M
D S F O R E I G N D
I P H I O F A T L A I D I R E C T O R see me. I slowly picked up G
U 8
B
E
D I F F I C U L T D E A R I A T H K A my phone and called the 9 S E P T E M B E R
T A
M N A T W O L I T police. I didn’t think they 10 A P R I L
1. course would believe me, but they C
2. Technology Y G F E D R E T E H
weren’t surprised. The police
3. Business W E D R I S T L R B.
said the bear got out of the
4. foreign A R T I S T E B A 1. Are Liam and Ron going
neighbourhood zoo.
5. difficult to go to a concert on 14th
6. results 1. athlete May?, Yes, they are.
7. fail. 2. director 5 Round-up 2. Is Sonia going to visit
B. 3. writer A. London in June? Yes, she is.
1. Did... you, I didn’t, failed, 4. artist 1. experience 3. Is Chris going to go skiing

s
passed 5. scientist 2. safe in February? No, he isn’t.
2. Did... take, she did, Did... B. 3. treadmill He’s going to go skiing in

n
like, she didn’t 1. Could you read, I couldn’t, 4. lift January.
3. Did... go, we did, Did... could read 5. successful 4. Is Bayleaf High School

io
see, spoke, taught 2. Can Diane speak, she can, 6. blind reunion going to take place
C. couldn’t speak, can speak B. on 28th December?, No, it
3. Can she speak, she can’t
2. Which subject did you like
best?, I liked maths.
3. Where did you go to
C.
fast
1. stole
at
2. invented
3. burglary
isn’t. It’s going to take place
on 28th November.
C. Open answers
lic
university?, I went to well 4. panicked D.
Cambridge. happily 5. difficult, sunbathe 1. b
4. When did you get your beautifully 6. luckily 2. a
b

degree?, I got my degree in late C. 3. e

2016. easily 1. was 4. c
Pu

D. badly 2. heard 5. d
1. c 2. e 3. b 4. f 5. d 6. a early 3. was
politely 4. couldn’t E.
quietly 5. wasn’t Circle the dates on the grid
5c 6. didn’t know
A. Paris festival – 18th-21st May
M

1. good 7. tried visit cousin – 24th May

2. John and Amanda went 2. fast 8. wasn’t brother’s birthday – 29th May
camping. 3. early 9. remembered camping – 30th-31st May
3. Jack and Sandy went horse
M

4. happy 10. was

riding. 5. late 11. could
4. Kathy went skiing. 6. beautifully/well 12. went 6b
5. Sam and Jill went D. A.
13. opened
©

mountain biking. Open answers 1. Would you do the

14. looked
6. Robbie went windsurfing. E. washing-up for me?
15. did... see
B. 1. T 2. F 3. F 4. F 2. Could you lend me your
D.
1. were, was, Were, wasn’t, laptop?
1. safely 2. slow 3. fast
was 3. Can I borrow your MP4
2. Were, weren’t, were, was, 5e 4. loud 5. clearly 6. easy
player?
A. E.
wasn’t, was 4. Will you (please) arrange
1. time Open answers
3. Was, wasn’t, was, Was, a meeting with the bank
2. catch F.
was, were, Were, were manager?
3. shocked 1. c 2. a 3. e 4. b 5. d
C. 5. May I use your mobile
4. memory G.
where were you last week?, I phone?
5. Look 1. her husband
was in Ibiza., Did you have B.
6. steal 2. there was a loud noise
a good time?, I did, I had a 1. We have to buy tickets for
B. 3. Emily’s husband, bump
wonderful time!, How many the Flyers concert.
1. Suddenly 4. his grandfather
days did you stay?, I was 2. Athletes have to eat
2. Unfortunately 5. river
there for six days., What healthy food.
3. luckily 6. fell into the water
did you do there?, I went 3. Elen has to find a part-
sightseeing and I went to C.
time job soon.
the beach., Was the weather Suggested answer
4. Oscar has to get up at 9.00
good?, It was nice and sunny. Last night I was in bed
a.m. tomorrow.
D. when suddenly I heard a
5. Paul and Mary have to
1. c 2. b 3. d 4. a 5. e loud noise. The noise came
go to the city centre this
from the kitchen, and I was
afternoon.

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 Workbook key
C. home today 3. ... ’s too cold. the heaviest animal in the
Suggested answers 3. ... go to the doctor 4. ... isn’t big enough. world.
2. ... you help me with the 4. ... don’t you/we go to the D. C.
housework, I’m sorry, I beach Suggested answers 1. The train is slower than
can’t. I’m tired. 5. ... painting it 1. May I help you? the plane.
3. ... I borrow your pencil, 6. ... visit them this summer 2. What about this one? The bus is the slowest of all.
Certainly. 3. How much is it? 2. The car is more convenient
4. ... you help me with my 6e 4. What size are you? than the bus.
bags, Sure. A. 5. Why don’t you try it on? The underground is the
D. 1. Congratulations! 6. Would you like to pay in most convenient of all.
1. a 2. c 3. e 4. b 5. d 2. Happy Birthday! cash or by credit card? 3. The train is faster than the
3. Have a nice trip! E. car.
6c 4. Good luck cotton, €50 The plane is the fastest of
A. 5. Get well soon! leather, €199.99 all.
1. race B. €20.50, €15.50 D.
2. competitors 1. b/g 2. g/b 3. e 4. a 4 1 5 3 2 6
3. speed 5. f 6. c 7. d 7b
4. winner C. Open answers A. 7d
5. spectators Suggested answers A.

s
6. unusual 6 Round-up Brett is in his 40s. He’s a bit 1. past 2. towards 3. to
B. chubby and he has got short, 4. out of 5. to

n
A.
1. something, anything, 1. stage brown hair. B.
someone/somebody, no Jill is in her 30s. She’s thin Suggested answers

io
2. lend
one/nobody 3. invitation and she has got medium- 1. Go down Bailey Street
2. anywhere, everywhere, 4. sharks length, fair hair. and turn right into
somewhere
3. anywhere, anything,
nothing
5. graduation
6. poster
7. dry-cleaner’s
B.
at
1. older 2. more colourful
3. bigger 4. more modern
Clemens Street. Then go
straight on. The bank is
on your left, opposite the
lic
C. B. bookshop.
1. c 2. b 3. c 4. a 1. a 2. c 3. b 4. b C. 2. Go down Collins Street
D. 5. c 6. b 7. a Suggested answers and turn left into Dean
b

1. in Brunswick, Maine C. 1. Ostriches are faster than Avenue. Then go straight

2. on Park Row 1. everywhere giraffes. ahead. It’s on your right,
Pu

3. There is a team meeting 2. Nobody Giraffes are taller than opposite the car park.
and a parade of all the 3. anything ostriches. 3. Go towards the Internet
competitors and their 4. Someone 2. Maths is more difficult café and turn right into
beds. D. than Information Dean Avenue. Then turn
4. after the race 7 3 4 2 1 6 5 Technology. left into Black Street. Go
M

5. for speed, creativity and E. Information Technology is straight on and turn left
team spirit Suggested answers easier than maths. into Clemens Street. The
6. They can download the 1. Get well soon! 3. Ancient Libraries is more sports centre is on your
M

registration form. 2. I’m afraid I can’t make it. boring than Laugh Your left, between the bookshop
3. I have to do homework. Head OFF! and the café.
6d 4. Will you pick up my/the Laugh Your Head OFF! 4. Go down Black Street.
is funnier than Ancient Then turn left into Dean
©

A. kids from school?

1
F. Libraries. Avenue. Go straight on
R
1. F 2. T 3. F 4. T 5. F D. and turn right at the post
2 S H A R K 3
Open answers office. Go straight and it’s
B 4 B E A R
Module 7 in front of you.
B L
7c C.
5 G I R A F F E
T
7a 1. a 2. c 3. d
P
A. A.
H 6
1. hottest 4. b 5. f 6. e
7 A D Suggested answers D.
N U 1. James is wearing a T-shirt, 2. fastest
M
3. oldest 1. L 2. I 3. I 4. L
9 8 O S T R I C H shorts and sandals.
C N K
2. Pauline is wearing a jacket, 4. youngest
H K
jeans, boots, gloves and 5. most expensive 7e
10 T I G E R 6. laziest
C Y a scarf. A.
3. Kevin is wearing a shirt, B. 1. b 2. a 3. d 4. c
K
E a tie, trousers, a belt and Suggested answers B.
N shoes. 1. Antarctica 1. clever 2. serious
B. 2. I think the cheetah is the 3. boring 4. silly/childish
B. fastest animal in the world.
1. Why don’t, How about, Let’s 1. ones, ones, ones, too 5. friendly
2. one, one, one, too, enough 3. I think Sultan Kösen is the C.
2. Let’s, How about, Why don’t tallest person in the world.
C. C. 1. c 2. f 3. d 4. b 5. e 6. a
1. ... ’s too ill. 4. I think Russia is the largest
1. ... making a sandwich country in the world.
2. ... don’t you/we stay at 2. ... isn’t strong enough.
5. I think the blue whale is

161

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 Workbook key
7 Round-up 8b 8e 4. These are my brothers’
A. A. A. cameras.
1. gloves 2. childish 1. f 2. g 3. e 4. d 1. simple 2. professional 5. They are hard-working men.
3. handsome 4. tie 5. c 6. a 7. b 3. unforgettable 4. extreme 6. The children are tired.
5. queue 6. honest B. 5. secrets 6. staff C.
7. curly 8. traffic 1. Have... been, ’ve been B. 1. Who 2. What 3. How
B. 2. Has... gone, hasn’t gone, 1. us 2. here 4. What 5. How 6. Where
1. a 2. b 3. b 4. c 5. c ’s gone 3. They 4. It 7. What 8. How
C. 3. ’s gone 5. she 6. it/that/this D.
1. ones 2. one 3. too 4. one 4. Has... been, hasn’t been, 7. there 8. them 1. c 2. b 3. c 4. a
5. too 6. enough 7. enough ’s been 9. this 10. him 5. a 6. a 7. b 8. c
D. C. C. E.
1. faster 1. Have... seen, I haven’t, Open answers 1. Can... use, can look for
2. better, more interesting had, put, got back, Have... D. 2. Can... play
3. the most expensive looked, Peter tried - rock climbing 3. Can... speak, can’t speak
4. best I have, checked, wasn’t and - wants to try it again. 4. Can... drive, can ride
5. worse 2. Have... been, I have, ’ve Harry tried - white-water
6. most hard-working visited, ’ve... been, did... go, rafting and - had an accident. Module 2
7. farther/further, cheaper went, was, Did... go, I did Donna tried - bungee A.
8. more outgoing, sillier D. jumping and - hated it.

s
1. do... usually send
E. 1. b, a 2. d, c 2. doesn’t stay, sometimes

n
1. a 2. b 3. b 4. b E. 8 Round-up goes, hangs out
F. Open answers A. 3. do... go, usually go

io
a. 3 b. 1 c. 2 d. 4 1. b 2. c 3. a 4. b 4. watches
8c 5. a 6. c 7. b 8. c 5. Does... take, takes
Module 8
8a
A.
A.
1. puts 2. get
4. annoy 5. blow
3. Pay
B.
at
1. station
2. adventurous
6. tidies
7. lives
B.
lic
a-mountain B. 3. fix 1. Steve usually has dinner at
b-lake 2. My instructor told me to 4. instructor six o’clock.
c-river wear the/my seat belt. 5. willing 2. Does Annie always get up
b

d-volcano 3. My instructor told me to 6. put on early?

e-island put on the/my life jacket. C. 3. How often does Jill go
Pu

f-cave 4. My instructor told me not 1. Have... made, ’ve been, went shopping?
g-forest to blow the whistle. 2. Did... enjoy, was, ’ve never 4. Tony and Rob don’t read
B.Simple Past Participle 5. My instructor told me to been, Did... get magazines.
see saw seen use the compass. 3. Has... ever tried, tried, 5. Sam doesn’t play video
know knew known 6. My instructor told me to Did... like, loved games on weekdays.
M

hurt hurt hurt wear the/my helmet. D. C.

speak spoke spoken C. 1. The woman asked Tom to 1. at, in 2. till/until
sleep slept slept 1. ... to drink eight glasses of fix the flat tyre. 3. In 4. from, to
M

go went gone water every day 2. The old man told us not to 5. on 6. during
C. 2. ... me to try the garden make a fire near the tree. D.
1. Have... ever spent, salad 3. Tricia’s mum told her not 1. They don’t like listening to
3. ... me to spell my name to stand next to the llama. pop music.
©

I haven’t, ’ve spent, Have...

ever explored, I have, ’ve 4. ... me not to enter 4. Jason asked his brother to 2. Karen always checks her
slept, Have... ever swum, 5. ... me to be quiet lend him his car. emails in the morning.
I haven’t, ’ve swum D. E. 3. How often does your
2. Has... visited, he hasn’t, ’s 4 10 5 1 9 6 3 7 2 8 7 5 4 2 6 1 3 husband clean the
visited, Has... ever seen, he F. windows?
has, Has... ridden, he has, 8d 1. c 2. c 3. a, c 4. Andy sometimes helps his
’s explored A. 4. c 5. b, d 6. a mother with the washing-up.
D. 1. continent 2. capital 5. Alison would like to watch
1. Mary hasn’t tried 3. coast 4. population Grammar E.
a film.
scuba-diving. 5. language 6. attractions
She’s tried windsurfing. 7. group 8. mountain
Activities 1. listening
2. Anna and John haven’t 9. gentle Module 1 2. to eat
seen a volcano. B. A. 3. playing, downloading
They’ve seen a waterfall. 1. There are about 1,200 islands. 1. are, ’re, ’s 4. to go, to come
3. Kathy and Linda haven’t 2. about 530,000 2. Is, isn’t, ’s 5. watching
eaten fish and chips. 3. Malé 3. ’s, isn’t, ’s 6. to do
They’ve eaten lasagne. 4. No, it hasn’t. 4. ’m, ’re
4. Alex hasn’t travelled by plane. 5. by dhoni taxis B. Module 3
He’s travelled by train. 6. more than 50 metres 1. Those women are actresses. A.
2. These are my favourite 1. are... doing, are watching
gadgets. 2. isn’t cooking, is mopping
3. Where are my watches? 3. Is... getting, isn’t getting

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 Workbook key
4. Is... raining 2. took every day. 5. haven’t seen, moved
5. are rearranging 3. tried, didn’t like 3. I have to help Sylvia clean 6. didn’t come, ’ve spoken
6. is looking for 4. found the windows.
B. 5. won, didn’t break, wanted 4. Julie has to go to Paris at D.
1. your, Mine 6. Did... stay, visited the weekend. 1. ... told the children not to
2. Whose, Hers 7. travelled 5. Thomas has to meet swim in the river
3. our, They’re 8. Did..., call, didn’t call Mr Smith at 7.30 p.m. 2. ... asked Ben to give him/
4. Who’s, His B. D. her the rope
5. ours, it’s 1. was, was, wasn’t 1. anybody, someone, 3. ... asked Ken to hold the
6. Whose, They’re 2. Were, weren’t somewhere compass
C. 3. were 2. anywhere, Nowhere, 4. ... told her son to do his
1. c 2. c 3. a 4. were, was, were somewhere, no one homework
4. c 5. a 6. b C. E. 5. ... told Heather not to talk
D. 1. Did they go camping last 1. Let’s 2. How about on the phone for hours
1. Brenda and John are summer? 3. Why don’t 4. Let’s
working at a restaurant 2. Faith didn’t do water 5. Why don’t
these days. sports at the beach. Extra
2. Pam and Bruce don’t live 3. My sister couldn’t talk at Module 7 Vocabulary
near the underground the age of three. A. Activities
station. 4. He gave up running a few

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3. Tourists visit our country years ago.
1. ones, ones 2. one, one Hello
3. one, one, ones 4. ones 1. Austrian 2. Russia

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every summer. 5. They stole the old woman’s B.
4. Does it always snow in the bag, but the police didn’t 3. India 4. Japanese
2. It isn’t big enough. / It’s

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winter in your city? catch them. 5. Moroccan 6. Thailand
too big., It isn’t small 7. Egyptian 8. Argentinian
5. Are you watching a D. enough. / It’s too small.
documentary at the 2. Kevin and John couldn’t 9. Germany 10. Chile
moment?
6. We aren’t giving Ben a lift
to the concert tonight.
speak Spanish ten years
ago, but now they can.
3. Richard could run fast ten
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3. They aren’t interesting
enough. They‘re too
childish. Module 1
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4. She isn’t old enough. 1. postman
years ago, but now he can’t. She‘s too young. 2. factory worker
Module 4 4. Neal and Kate could swim C. 3. hairdresser
for an hour ten years ago, 4. pilot
b

A. heavy heavier the heaviest

1. any 2. no 3. any but now they can’t. large larger the largest 5. farmer
5. Susan couldn’t use a
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4. Some 5. any 6. no bad worse the worst 6. firefighter

7. some, any 8. any, no computer ten years ago, crowded more crowded 7. flight attendant
9. some, no but now she can. the most crowded 8. vet
B. E. interesting more interesting
1. terribly, terrible
1. How many 2. How many
2. safely, safe
the most interesting Module 2
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3. How much 4. How much good better the best 1. mow the lawn
5. How many 6. How much 3. slow, slowly healthy healthier the 2. iron
C. 4. well, good healthiest 3. do the washing
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1. lots of 5. nicely, nice D. 4. fix the roof

2. a lot of 6. wonderful, wonderfully 1. friendliest 5. take out the rubbish
3. a few 2. faster, more expensive 6. water the garden
4. many Module 6 3. longer, more beautiful
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5. much A. 4. easiest
6. lots of 1. is... going to take 5. most dangerous
Module 3
1. e 2. d 3. g 4. h
7. many, a few 2. isn’t going to pick up 6. better
5. c 6. f 7. a 8. b
8. a few 3. are going to arrange 7. newer
D. 4. Are... going to give 8. biggest
1. He 2. it, you 5. aren’t going to take Module 4
3. them, me 4. him 6. are going to organise Module 8 Food
1. omelette 2. bread
5. her 6. they, them B. A.
E. 1. May I borrow your mobile 1. Have... ever explored 3. doughnut 4. cereal
1. He shouldn’t work all day. phone? 2. has never broken down 5. prawns 6. spaghetti
He should relax. 2. Will you pick up my clothes 3. hasn’t visited
2. She shouldn’t eat ice cream. from the dry-cleaner’s? 4. have been Fruit and Vegetables
She should see the doctor. 3. Would you help me make 5. Have... tried, have been
1
2
3. She shouldn’t eat mushroom a poster? 6. haven’t seen P
soup. 4. Could I wear your jacket? I 3 BR O C C O L I
B. N U
She should eat tomato soup. 5. Can you give me a lift to 1. never 2. ago 3. once 4
E C
4. He shouldn’t stay in the sun. work? 4. ever, last 5. before, twice 5 G R A P E F R U I T
He should use a cream. C. C. A P M
1. Students have to be at R P B
1. ’s been L L E
Module 5 school at eight o’clock 2. ’ve never tried, went I E 6 P E A R
A. every day. 3. ’ve looked, Have... seen, saw C
1. went out, got 2. Athletes have to train 4. did... meet, met

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 Workbook key
Module 5
1. arrested 2. shoplifting
3. rob

Module 6
R UM B A G O R I L L A B
H J D O L P H I N P N I E
W Z F E S A L I E A O D L
P E N G U I N J K N W O N
U B O H I G R P E D S I W
J R F P L V Y W A A H G R
P A I H I F A L G P K Q F
O Q J Y B L E R L Z I Y R
O C T O P U S O E F M N O
HW E I U K D O V U L I G

1. dolphin
2. penguin
3. frog
4. gorilla

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5. panda
6. eagle

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7. octopus
8. zebra

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Module 7
Clothes and Accessories
1. c 2. e 3. d 4. a 5. b
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Hair
1. bald, beard/moustache,
moustache/beard
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2. dreadlocks, goatee
3. bob
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4. ponytail
5. crew cut

Module 8
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a. 3 b. 5 c. 4 d. 1 e. 2 f. 6
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 Notes

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 Notes

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 Notes

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 Traveller Second Edition Elementary
Teacher’s Book
H. Q. Mitchell - Marileni Malkogianni

Published by: MM Publications

www.mmpublications.com
info@mmpublications.com

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Copyright © 2020 MM Publications

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or

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transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise,
without permission in writing from the publishers.

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The publishers have tried to contact all copyright holders, but in cases where they may have failed, they will
be pleased to make the necessary arrangements at the first opportunity.
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Produced in the EU
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©

ISBN: 978-618-05-4215-8 N2005002030-17449

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