English Code 6 Assessment Book

Sarah Jane Lewis
Assessment Book
41-50 A2+/B1/B1+
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Using a coding
mindset to support
creative English
language learning
In English Code, language learning takes place through hands-on

creative tasks, investigation, projects, and experiments. Stories and
videos provide motivating opportunities to learn skills for bright
futures. Coding, problem solving, maths, and collaborative skills all
feature in a syllabus that includes built-in STEAM, driving learners’
natural curiosity about the world around them. A clear focus on
functional language gives learners the tools to become effective
and confident speakers of English inside and outside the classroom.
• Integrated future skills focus on creativity and problem solving

• Coding strand is introduced through code cracker tasks
• STEAM syllabus with hands-on experiments
• Audiovisual materials include phonics, grammar, and
STEAM videos
English Code is built on GSE learning objectives, which help to

monitor and measure progress throughout the course.
CEFR GSE Benchmark Cambridge English

Starter <A1 10-17 / /
Level 1 <A1 / A1 14-24 Level 1 Pre A1 Starters
Level 2 A1/A1+ 20-30 Level 2 Pre A1 Starters
Level 3 A1/A2 25-36 Level 3 A1 Movers
Level 4 A2/A2+ 31-40 Level 4 A2 Flyers
Level 5 A2+/B1 36-46 Level 5 A2 Flyers
Level 6 A2+/B1/B1+ 41-50 Level 6 B1 Preliminary for Schools
english.com/englishcode
British English Edition
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ok
6
Assessment Bo
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Contents
Assessment of Young Learners p. iv
English Code Assessment Pack p. v
Scoring in English Code p. vi
Speaking Assessment Checklist p. vii
Speaking Assessment Descriptors p. viii
Writing Assessment Checklist p. ix
Writing Assessment Descriptors p. x
Student Self-Tracking Progress Charts p. xi
Using In-Course Assessment alongside
Course-Agnostic Proficiency Assessments p. xii
Assessment Methodology p. xiii
Test-taking Strategies p. xv
Level 6 Diagnostic Pre-Test p. 1

Speaking Assessment Prompts p. 11
Unit 1 Practice Test p. 14

Unit Test p. 17

Unit Test p. 26
Units 1–2 Checkpoint Test 1 p. 31

Units 1–2 Progression Test p. 39
Speaking Assessment Prompts (L6, U1–2) p. 45

Unit Test p. 52

Unit Test p. 62

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Unit Test p. 89

Unit Test p. 99


Unit Test p. 127

Unit Test p. 137

Final Test p. 151
Audioscript and Answer Key p. 162
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Assessment of Young Learners
Around the world, students are being introduced to second or foreign languages sooner than ever before. The
need to measure student achievement is by no means new. However, assessing language learners between
the ages of five and twelve requires teachers to be aware of special considerations such as students’ social,
emotional and cognitive development; cultural background; and familiarity with different types of texts,
particularly for those students who wish to complete external standardised tests. Effective assessment also
takes into account the school and classroom setting, class materials and activities and the expectations of both
teachers and students.
In English Code students learn language structures and vocabulary in high-interest, thematic contexts using the
four communication skills: listening, speaking, reading and writing. The ratio of these elements varies according
to the level, age and cognitive abilities of the learners.
For the newest and/or youngest learners, a heavier emphasis is placed on vocabulary, listening and speaking;
reading and writing tasks are gradually introduced as they become appropriate to students’ age and
development. For older, more advanced learners, reading and writing instruction plays a more prominent role.
Nonetheless, speaking and listening are practised throughout the programme, as students need to develop
strong oral communication skills in order to achieve fluency.
In English Code, students engage in a variety of contextualised activities, each of which focuses on a
particular Global Scale of English (GSE) learning objective (see below). These objectives are fully supported
by the Assessments.
The English Code tests provide a wide range of tasks using formats of controlled practice such as multiple
choice, True/False, fill in the blank, matching and labelling. However, fair and accurate assessment in a
language classroom reflects not only what students can recognise and produce in a test, but also what they
can perform or do as they actually use the language in real or realistic contexts. To evaluate learners’ progress
fairly and fully, both of these aspects must be part of an effective approach to assessment. In order to support
measuring your students’ progress and proficiency, English Code has been created using the Pearson Global
Scale of English.
THE GLOBAL SCALE OF ENGLISH

The Global Scale of English (GSE) is a standardised, granular scale which measures English language
proficiency. Unlike some other frameworks which describe attainment in broad bands, the GSE identifies what a
learner can do at each point on a 10–90 scale across speaking, listening, reading and writing skills. The scale is
designed to motivate learners by giving more granular insight into learning progress. Teachers can use the GSE
to match a student to the right course materials for their exact level and learning goals.
The badging on the back of your coursebook indicates the GSE proficiency range from which the learning
objectives for that course level have been selected. A course will not cover all learning objectives from that
range, only a representative selection that is appropriate to the target learners. Knowing this range helps you
to select additional materials with the right level of support and challenge for your students to help them to
progress. This range does not require students to have mastered all objectives below it before starting the
course or ensure that they will all be ‘at’ the top of the proficiency range by the end.
The Global Scale of English framework contains learning objectives for all four skills for language learners in
four different domains: Young Learners, Adult Learners, Academic Learners and Professional Learners. The
objectives in each set have been rated by experts and teachers in each of those domains from around the
world for their relevance and level of difficulty for learners in that context. English Code uses the GSE Learning
Objectives for Young Learners. To see full sets of the objectives and for more information about using the GSE
to support teaching and assessment of your learners, please go to www.english.com/gse.
iv © Pearson Education Limited 2021
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English Code Assessment Pack
The English Code Assessment Pack is a useful evaluation tool with a wealth of activity types to assess students’
language skills. The programme spreads these assessments throughout each learning year and within
individual units. In this pack, teachers can find six types of tests which will help them to form an accurate
evaluation of their students’ understanding and achievement.
PRE-TESTS
Diagnostic Pre-Tests are designed to help to decide which level of the course is most appropriate for the target
students. These are different from independent placement tests because they only test the student against their
knowledge of course content and do not provide an overall proficiency level. English Code provides six written
Diagnostic Pre-Tests (for levels 1 to 6). Be sure to administer Pre-Tests in a relaxed and supportive atmosphere,
to try to ensure that the results will help to match students with a level that is both fun and challenging.
Teachers can also use information from the diagnostic test (activities in which students didn’t perform so well)
to inform their planning/teaching focus for the year.
PRACTICE TESTS
Each level includes eight Practice Tests which provide students with opportunities for review of content learnt in
the preceding unit and rehearsal of test-taking strategies. To use these tests as formative assessments, teachers
should give students feedback on strengths and weaknesses, rather than scores. Encourage students to ask
questions and find information about concepts they do not fully understand and adapt your teaching strategies
to help students to meet their learning goals. In this way, Practice Tests become part of the instructional process
as well as preparation for Unit Tests.
UNIT TESTS
Each level also includes eight Unit Tests which correspond to the content in each of the units and reflect the
teaching objectives. These summative tests provide a useful snapshot of student achievement at the end of a
unit. They are meant to be graded and included as part of each student’s overall assessment. Performance on
these can be used to inform teaching/areas to revise.
CHECKPOINT TESTS
Each Checkpoint test assesses student understanding and retention of concepts, with a focus on vocabulary and
language structures taught in the previous two units (Units 1–2, Units 3–4, Units 5–6 and Units 7–8). These tests
help students to remember and to integrate material learnt over time by creating an opportunity for repeated
practice and assist teachers in decisions regarding which elements of a course need additional review. Like Unit
Tests, these are also meant to be graded and included in each student’s overall assessment.
PROGRESSION TESTS
The main purpose of these tests is to measure progress on the four skills using the language structures and
vocabulary from the previous units.
FINAL EXAM
The Final Exam for each level assesses students’ comprehension of the level’s key learning objectives and key
vocabulary and structures from the course.
TESTING CYCLE
Placement Test – Diagnostic Pre-Test – Practice Test – Unit Test – Checkpoint Test – Progression Test –
Final Test – Certification
START OF COURSE
AFTER EVERY AFTER EVERY 2 END OF COURSE
Diagnostic AFTER 4 UNITS
UNIT UNITS Final test and
Pre-Test and/ Benchmark YL
Practice and Unit Checkpoint and Benchmark YL
or Benchmark assessment
tests Progression tests assessment
YL assessment
© Pearson Education Limited 2021 v

Scoring in English Code
The Diagnostic Pre-Test, Practice and Unit Tests, Progression Tests and Final Test include a score box for teachers
to complete. The use of the scoring system, however, is left to your discretion. You might prefer to mark the
tests using the scores and share the results with your students, giving them more explanations and guidance.
Or, you could choose to keep the scores secret and provide individual feedback on each student’s strengths and
weaknesses either orally or in writing.
ASSESSING SPEAKING
It is important to assess students’ speaking skills in settings that are relaxed and tension-free. The English
Code Assessments offer a variety of speaking activities in every test. Visual prompts are provided and there are
detailed teaching notes suggesting questions that the students can be asked.
To more accurately evaluate students’ performance, it is better for students to perform the speaking test
individually or in pairs as an interview. If your teaching settings require it, you can also choose to set up
whole-class activities and circulate around the room to listen to the students as they work through the activities.
This will allow you to make notes on individual students without making it obvious that you are listening to
them, thus reducing the pressure on them. Pause, standing to the side of the student or pairs of students you
are evaluating. You may even want to turn your back on the student you are actually listening to, so that the
student remains involved with the task and does not focus attention on you or stop because you are listening.
In one-on-one interviews, students are of course aware that they are being assessed.
CHECKLIST WITH ASSESSMENT CRITERIA

On the next page, you can find a detailed checklist to track students’ speaking performance at a glance. This
checklist is essentially a set of descriptors used for assessment at this level. These descriptors are informed by
the GSE and the Common European Framework of Reference (CEFR). There is also a rating appropriate for each
description, presented in chart form. Descriptors are clearer than simple letter or number grades and serve
as feedback for students (and their parents). Using the rating scale for each descriptor, you can keep track of
each student’s progress in speaking production, fluency, interaction and range. Depending on the task you are
evaluating, you may not need to fill in every category. Tick the appropriate boxes, fill in required information
and make notes that will help you with the evaluation.
ASSESSING WRITING
With the writing tasks, you can assess your students’ handwriting and their knowledge of spelling of individual
words. As the challenge increases across units and levels, you can also assess their ability to express themselves
with longer sentences, and to structure paragraphs and longer texts.
As a suggested marking scheme, for writing activities of six points or more award two points per category –
written production, range and accuracy.
vi © Pearson Education Limited 2021

Speaking Assessment Checklist
Student’s name: Class:
Test: Date:
G = very good (learner performs the task with little or no hesitation)

S = satisfactory (learner demonstrates this most of the time)
U = unsatisfactory (learner demonstrates this occasionally but not consistently)
SPOKEN PRODUCTION AND FLUENCY

1 Can use longer utterances with simple connectors in a less controlled context and with G S U
greater independence.
2 Can connect ideas using sequential (e.g., ‘also’, ‘too’), cause and effect (e.g., ‘so’) G S U
linking words.
3 Can deliver a sustained monologue (e.g., a short talk) if given preparation time. G S U
4 Can use simple repair and/or re-formulation. G S U
SPOKEN INTERACTION
5 Can contribute to exchanges on topics relevant to themselves, their routine and their G S U
environment using mainly self-generated language and expressions.
6 Can initiate and maintain interaction. G S U
7 Can ask questions to manage familiar interactions and to extend the exchange and G S U
elicit opinions.
RANGE
8 Can use a range of language leading to detailed and extended spoken contributions. G S U
9 Can use contexts and topics which may expand beyond what is of direct personal G S U
relevance.
10 Can make simple comparisons. G S U
ACCURACY
11 Can produce intelligible speech, despite occasional errors. G S U
12 Can use a range of stress and intonation patterns to support meaning. G S U
Notes:
© Pearson Education Limited 2021 vii

Global Scale of English:
Speaking Assessment Descriptors
GSE 36–42/A2+ GSE 43–50/B1
SPOKEN PRODUCTION Uses longer utterances with simple Produces self-generated extended
AND FLUENCY connectors in a less controlled context speech.
• Productive ability and with greater independence. Connects ideas using sequential
• Extent of contribution Describes e.g., routines, places, people, (e.g., ‘also’, ‘too’), cause and effect
opinions using self-generated language (e.g., ‘so’) linking words.
• Pausing and
with some formulaic expressions. Delivers a sustained monologue
hesitation
Connects ideas using simple linkers, (e.g., a short talk) if given preparation
• Coherence
e.g., ‘but’, ‘and’, ‘because’. time.
May hesitate, especially when searching May hesitate when searching for the
for vocabulary, and may pause in appropriate expression(s), and may
places but not so that it affects fluency. pause in places but not so that it affects
May be able to repair or re-formulate. fluency.
Uses simple repair and/or re-formulation.
SPOKEN INTERACTION Contributes to exchanges on topics Participates fully in exchanges on topics
• Ability to understand, relevant to themselves, their routine relevant to themselves and the world
contribute to and and their environment using mainly around them.
maintain interaction self-generated language and Initiates and maintains interaction.
expressions.
• Appropriacy of Asks questions to manage familiar
Language and Contributes to extended exchanges interactions and to extend the
Communicative within familiar topics. exchange and elicit opinions.
Functions Asks questions on familiar topics and Communicates in a wide range of polite
• Support required in familiar settings (e.g., about past and appropriate functional language
activities). in social interactions in familiar settings
Communicates in a range of language (e.g., can invite others to have their
appropriate for familiar social say in a discussion or can ask for
interaction (e.g., asking for someone’s clarification if something is not clear).
news, giving a reason along with an
apology).
RANGE Uses a range of simple language Uses a range of language leading
• Grammar and to interact and offer extended to detailed and extended spoken
Vocabulary contributions on familiar topics related contributions (e.g., expresses beliefs,
to their own world experience. opinions, agreement and disagreement
• Topics and contexts
Contexts are still ‘own world centred’ and reports information from listening
but may be broader in range (e.g., their and reading input).
own childhood/their future plans/their Contexts and topics may expand
friend’s routines, etc.). beyond what is of direct personal
Can make simple comparisons. relevance.
ACCURACY Produces intelligible speech, although Produces intelligible speech, despite

• Pronunciation, stress pronunciation of individual items may occasional errors.
and intonation still cause issues. Uses a range of stress and intonation
• Control of structure, Uses stress and basic intonation patterns to support meaning.
vocabulary and patterns to support meaning (e.g., May produce errors but these do not
function asking questions rise). hinder communication.
May produce errors but these generally
do not hinder communication.
viii © Pearson Education Limited 2021

Writing Assessment Checklist
Student’s name: Class:
Test: Date:
G = very good (learner performs the task with little or no hesitation)

S = satisfactory (learner demonstrates this most of the time)
U = unsatisfactory (learner demonstrates this occasionally but not consistently)
WRITTEN PRODUCTION
1 Can produce simple, structured texts using connected sentences, with minimal guidance. G S U
2 Can structure texts into simple paragraphs to organise content cohesively. G S U
3 Can use a range of sequential and contrastive linking devices to connect ideas within G S U
and across the text (e.g., ‘before’, ‘when’, ‘until’, ‘while’, ‘at last’).
4 Can produce a range of both straightforward and more complex text types G S U
appropriately (e.g., narratives, factfiles, posters, etc.).
5 Can correct most errors with spelling, layout and organisation. G S U
RANGE
6 Can use a range of topics. These are still broadly focused on a young learner perspective. G S U
7 Can use a range of vocabulary including collocations and formulaic expressions appropriate G S U
to the genre.
8 Can produce a range of complex structures (e.g., first conditionals, some uses of modals, G S U
may/might for probability).
9 Can make choices about verb tenses although may need guidance. G S U
10 Can use a range of communicative functions appropriately if given a model. G S U

ACCURACY
11 Can use a range of basic punctuation with accuracy and to good effect. G S U
12 Can spell common and some less familiar words accurately and is aware of spelling G S U
rules, (e.g., ‘i before e’).
13 Can show control of structure, vocabulary and function with familiar, and some less G S U
familiar, language. Errors are likely to be common when using complex language and in
unfamiliar contexts.
Notes:
© Pearson Education Limited 2021 ix

Global Scale of English:
Writing Assessment Descriptors
GSE 36–42/A2+ GSE 43–50/B1
WRITTEN Produces simple texts in linked sentences, Produces simple, structured texts using
PRODUCTION of relevant content and/or of personal connected sentences, with minimal guidance.
• Content and interest, with guidance. Structures texts into simple paragraphs to
organisation Uses a range of simple sequential linking organise content cohesively.
• Appropriacy devices to connect ideas (e.g., ‘then’). Uses a range of sequential and contrastive
• Coherence and Produces a range of text types linking devices to connect ideas within and
cohesion appropriately, including simple emails across the text (e.g., ‘before’, ‘when’, ‘until’,
and letters, simple diary entries, short ‘while’, ‘at last’).
• Text types
simple descriptive texts, simple narratives, Produces a wide range of both
• Ability to signs and menus. straightforward and more complex text types
correct
Starts and closes a text (e.g., letter, email, appropriately (e.g., narratives, factfiles,
note, card) appropriately. posters, recipes, more extended letters, etc.).
Corrects spellings and errors in layout Corrects most errors with spelling, layout
with guidance. and organisation with little support.
RANGE Topics relate to the world as it is relevant Topics are still broadly focused on a young
• Topics and to the young. learner perspective but may extend to
contexts Uses a range of vocabulary related to beyond what is of direct personal relevance.
• Grammar and topics. Uses a range of vocabulary including
Vocabulary Produces a range of simple structures, collocations and formulaic expressions
(e.g., ‘will’ for future predictions, appropropaite to the genre (e.g., ‘I look
• Communicative
Present Perfect with present reference, forward to hearing from you’ = letter/email).
Functions
comparative and superlative adjectives, Produces a range of complex structures (e.g.,
etc.), although may need guidance. first conditionals, some uses of modals).
Uses language for a range of functions Makes choices about verb tenses (e.g.,
(e.g., giving instructions, straightforward distinguishing between uses of Past Simple
complaints, simple apologies) if given and Present Perfect) although may need
a model. guidance.
Uses a range of communicative functions
appropriately (e.g., thank you letters, letters
of apology, more detailed invitations, more
complex instructions, simple advice, etc.) if
given a model.
ACCURACY Uses basic punctuation (e.g., capitals, Uses a range of basic punctuation with
• Spelling and full stops, commas, question marks) with accuracy and to good effect.
punctuation accuracy. Spells common and some less familiar words
• Control of May use exclamation marks and speech accurately and is aware of spelling rules,
structure and marks accurately, although may under or (e.g., ‘i before e’).
vocabulary over use these. Shows control of structure, vocabulary
• Orthography Is aware of a range of spelling rules (e.g., and function with familiar, and some less
‘tidy’ ➜ ‘tidied’, ‘big’ ➜ ‘bigger’). Spelling familiar language. Errors are likely to be
is accurate with familiar words. common when using complex language, and
Shows good control of structure and in unfamiliar contexts. Features of L1 may
vocabulary with familiar language. Errors interfere and learners with non-Roman L1
may be frequent in less controlled tasks. alphabets may make mistakes in spelling/
orthography with unfamiliar language.
Features of L1 are likely to intefere, and
learners with non-Roman L1 alphabets may
make mistakes in spelling/orthography.
x © Pearson Education Limited 2021

Student Self-Tracking Progress Charts
Students can keep track of their progress by referring to the I can statements at the end of each unit in their
Pupil’s Book. They can also use the following chart and fill it in when they receive the results for each test.
MY PROGRESS
Unit 1 Unit 2 Unit 3 Unit 4
Test score
Reading
Listening
Writing
Speaking
My teacher says
MY PROGRESS
Unit 5 Unit 6 Unit 7 Unit 8
Test score
Reading
Listening
Writing
Speaking
My teacher says
© Pearson Education Limited 2021 xi

Using In-Course Assessment alongside
Course-Agnostic Proficiency Assessments
In-Course Assessment and Course-Agnostic Proficiency assessments, e.g., Pearson English Benchmark
or independent placement/progress tests can be used together to provide an overall picture of student
performance and proficiency.
In-course and Proficiency Assesments
Placement Assessment:
Proficiency
Informs course placement and planning Progress/Exit test:

Measures proficiency Progress test:
Measures proficiency
Measures proficiency at
over a given point in
a given point in time
Progress test: Provides time
baseline proficiency data
In-course
Unit / Unit / Unit / Unit / Unit /

Chapter Chapter Chapter Chapter Chapter
Diagnostic assessment Interim in-course assessments Final in-course assessments

Based on all course Based on multiple units/chapters Based on all units/chapters
units/chapters
Course-Agnostic Proficiency Assessments test students’ ability to apply skills learnt in a course to new contexts.
They test across the categories listed in the GSE Assessment Framework so as to be able to measure progress on
GSE in overall proficiency terms and provide a score. For the full GSE Assessment Framework for Young Learners,
please go to www.english.com/gse.
In-course assessment can give an indication of a student’s level but can’t report GSE scores.
In-course assessment cannot provide a score on the GSE as it only tests whether students have learnt what
they’ve been taught – not their ability to apply this spontaneously and unsupported to new contexts.
In-course assessment can tell you whether students have acquired target skills in the context that they’ve
been taught.
In-course assessment can be indicative of readiness for an independent test (if the skills tested in both are
the same).
In-course assessment can demonstrate progress against recommendations from diagnostic tests (course-based
or agnostic) so long as the indicators covered are aligned.
xii © Pearson Education Limited 2021

Assessment Methodology
A balanced assessment programme includes both formative and summative assessment. Considering the
role that each of these types of assessment plays in the classroom can help teachers to ensure that they are
using tools that will accurately measure all aspects of student achievement.
Formative assessment takes place during the instructional process – while students are forming their
understanding of new concepts. When applying formative assessment strategies, both educators and learners
gather evidence and information that is used for the purpose of improving learning. These strategies can
provide answers to educators to the following questions:
• Who is or is not understanding the lesson? • What adjustments should I make to instruction?
• What are the students’ strengths and needs? • How should students be grouped?
• What misconceptions do I need to clarify? • What differentiation do I need to prepare?
• What type of feedback should I give?
Formative assessment should include a variety of activities, including classroom discussions, peer or group work
and homework, as well as traditional tests and quizzes. The important thing to remember about formative
assessment is that the method of assessment is not what makes it useful, but the way in which the results are
used. Formative assessment is most successful when results are analysed to determine the current state of
student understanding. Results are folded into the classroom experience as teachers take specific actions to
improve any mistakes or correct misconceptions.
It is obvious that students who take an active role in their own learning have a greater chance of success.
Involving students in the assessment process will improve student achievement and motivation. The educator
can serve as coach or facilitator in this process.
Students need to understand the difference between learning and performance objectives, identify their current
level of comprehension, develop strategies to reach the learning objectives and address any mistakes.
ASSESSMENT FOR LEARNING

Assessment for Learning (AfL) is an approach which can support teachers with formative assessment. English
Code has been developed to allow teachers and students multiple opportunities to integrate Assessment for
Learning into every lesson. Notes in the Teacher’s Book for each level clearly signpost stages in the Assessment
for Learning process. Assessment opportunities become a natural and integral part of the learning process,
leading directly to changes in teaching strategies to ensure students acquire target skills.
A balanced approach to assessment includes frequent informal prompts, games and other activities that allow
students to understand where they are and identify gaps in their understanding. When informal assessments
are integrated into the classroom, students take an active role in their own education and seek out the help
they need to meet their goals.
One aspect of assessment that is frequently overlooked by traditional approaches is positive reinforcement.
All students need to be encouraged by identifying skills they have successfully acquired. Focusing attention
only on mistakes or unlearnt material creates disengaged, dispirited students. Always be sure to praise
students for skills they have successfully acquired before identifying those which need work and point out that
making mistakes is an important part of learning. Beginning learners are especially responsive to constructive
feedback. GSE Learning Objectives can be referenced as part of constructive feedback to help to explain what
the student has or hasn’t achieved. For more information on using GSE to support feedback, please go to
https://www.youtube.com/watch?v=9jNVH8LJ32I#action=share.
Summative assessment gives feedback about what students know and do not know at a particular point
in time. These assessments provide evidence of student achievement for the purpose of judging student
proficiency or programme effectiveness. Summative assessments usually rank performance by assigning a letter
or number grade. The data gained from summative assessments are generally used to determine how many
students are and are not meeting pre-set standards for a programme.
Summative assessment is an essential tool for gauging student achievement and verifying instruction, but it
should not stand alone. Because it generally occurs after the learning process, it does not usually help teachers
to make instructional adjustments that will improve student progress (unless they can use summative test
information from the end of one year to plan for the next).
© Pearson Education Limited 2021 xiii

SELF- AND PEER-ASSESSMENT
Involving students in the assessment process helps to create a learning community in which all members
are working together towards a shared goal. Assessment for Learning asks students to assess their progress
frequently, both individually and in groups. This is an important part of creating independent learners who
‘learn how to learn’ and take ownership of their own learning.
• Self-assessment involves students in evaluating their own performance and progress. Self-assessment
activities should be planned according to students’ age, development level and cognitive abilities. Very young
children can colour or draw a happy face, neutral face or sad face to indicate their feelings about their work;
older students can circle words or write descriptive sentences on a chart.
• Peer-assessment offers students a collaborative opportunity to share and evaluate their progress with
classmates. In peer-assessments, students are trained to give constructive feedback on other students’ class
work, homework assignments or tests. Generally, students first give a positive comment or two, followed by
questions about something they found confusing or incorrect. Partners or groups can then work together
to find solutions. Provide students with models of both strong and weak work to help to prepare them to
evaluate the work of others.
MANAGING EXPECTATIONS
Assessment for Learning creates a collaborative environment in which teachers and students work together.
Both partners need to be aware of their expectations and understand when they are reasonable and when they
need to be adjusted.
• Teacher expectations play a crucial role in preparing students for assessments. Teachers should have high,
but reasonable, expectations for student performance. Students who sense a teacher doesn’t have high
expectations for them or confidence in their ability to learn often lose interest and motivation. There is no
long-term sense of satisfaction in dealing with tasks that are not challenging.
In contrast, students who believe a teacher’s expectations are too demanding and unrealistic soon begin to give
up the struggle. Testing becomes a scary and anxiety-filled experience that reduces confidence and motivation.
In setting and communicating expectations for students, it is important to consider the age of the learners, their
level of cognitive development and the number of contact hours they have each week.
• Student expectations can affect their assessment experiences. Students can expect a testing atmosphere
that is quiet and supportive. They should not be afraid to ask for clarification if they do not understand
instructions. Finally, they can expect prompt feedback so that they can evaluate their progress, take pride in
achievements and identify areas that need further attention.
SUCCESSFUL FORMAL ASSESSMENT

It is important to prepare students for any formal assessment. The added transparency of a classroom that
follows Assessment for Learning strategies means that students understand why they are being tested and
what those results will (and will not) say about their progress.
TEST REVIEW AND WARM-UP

The day before a test, lead students in a review of unit content presented as a game or team contest that will
provide practice for the coming test without causing anxiety. The day of the test, take time to lead students in
a warm-up activity that will allow them to switch from thinking in their native language to thinking in English.
Having students perform a favourite song or chant from the unit can help them to relax.
TEST INFORMATION
Students should be told about the content and skills the test will cover, how long the test will be and how
the test will be scored. For very young students, it is helpful to provide examples of the test item formats
beforehand, such as drawing a circle around a word choice, matching, True/False and choosing a word from
a list to fill in a blank. Students should never be tested using formats they have not worked with before, nor
should they have to read test instructions in language they have not seen. Keep formats and instructions simple
and similar to those found in the Pupil’s Book.
xiv © Pearson Education Limited 2021

Test-taking Strategies
Students should be familiar with test-taking strategies that will help them to feel confident during formal
assessments. Remind students to review their Pupil’s Book, Activity Book, corrected homework assignments
and previous tests. In addition, point out the need to get enough sleep the night before and eat a good
breakfast the day of the test. A few days before a test, share the following strategies with students to help
them to prepare.
✓ The best way to do well on tests is to do well in class, from day one.
• Pay attention every day.
• Be prepared.
• Ask questions when you are confused or need help.
✓ Find out about the test you will have from your teacher. This helps you to know what to
study and what to expect.
• What material will the test cover?

• What formats will be on the test?
Tick the answer Multiple-choice Circle the answer Interview
Draw Read and answer Fill-in-the-blank True/False
Match Write
• How much time will you have for the test?
✓ Prepare for the test the day before.

• Choose a comfortable, quiet place to study.
• Choose a time to study when you aren’t tired or sleepy.
• Review your Pupil’s Book and Activity Book.
• Review your class notebook, worksheets, quizzes and tests.
✓ Really study.
• Identify the information you know well and spend a little time reviewing it.
• Identify the information you don’t know well and spend the most time studying it.
• Read difficult parts aloud or write them down. This helps you to concentrate and remember
information better.
© Pearson Education Limited 2021 xv

✓ Try these strategies to help you to remember information.
• Make flash cards or note cards and review them often.
• Make a drawing or a poster and hang it on a wall you see every day.
• Use graphic organisers, such as idea maps or outlines, to make sense of material. Organised information
is easier to remember.
• Use songs and chants to remember vocabulary and grammar.
• Visualise a picture that illustrates words or ideas you need to remember.
Two meanings of trunk:

1 the long, tube-like part of an
elephant’s face used for feeding
and drinking
2 a large, strong box with a lock and
key; used for storing objects and
for travelling
✓ Use these strategies while you are taking a test. They will help you to organise your
thoughts and make good use of your time.
• Have ready two sharp pencils and a good rubber.
• Write your name on your test as soon as you get it.
• Listen carefully to your teacher’s instructions. Ask questions if you don’t understand.
• Before you begin, look on both sides of your paper. Are there questions you must answer on the
other side?
• Now quickly read all the questions on the test. This will help you to decide how to plan your time. (You will
need more time for the difficult questions.)
• Here is one good system for choosing the order of questions to answer.
1 Begin with a question or two you know the answer to. This helps you to relax and feel more confident.
2 Before the first half of your time is up, go to the difficult questions. Are some questions worth a lot of
points? Work on them now, while you still have time.
3 Leave some easy questions for last, when there isn’t much time left. Make sure they are questions you
can answer quickly, if necessary.
4 If there is time, go back to make sure you answered all the questions. Check your answers for
possible mistakes.
✓ When your teacher gives your graded test back, look carefully at your wrong answers.
This will help you to be better prepared for the future.
• Look at each mistake. Try to figure out the correct answer yourself.
• If you don’t understand why your answer is wrong, ask your teacher.
• Write each correct answer on your test paper. Keep your test to review together with other materials
before your next test.
xvi © Pearson Education Limited 2021

Diagnostic Pre-Test
LEVEL 6
Name
Vocabulary
1 Look at the pictures and complete.

1 2 3
climb follow type
4 5 6
travel press turn
7 8
go ride
/ 8 points
# 1
F03 English Code ASB6 BrE 22841.indd 1 13/10/2020 12:52

LEVEL 6 Diagnostic Pre-Test
2 Sort the words from the box.

belt butter camping earrings flour flying herbs hiking
meat nut snorkelling spices sunglasses trainers
Activities Possessions Food
/ 14 points
3 Read the definitions. Match a word from the box to each definition.
compassionate generous headline reporter volunteer
1 Happily sharing with others, giving money to those who need it.
2 Understanding how others feel and wishing to help them.
3 The main title in a newspaper article.
4 Someone who spends time helping others for free.
5 Someone whose job is to discover information about
news events and describe them.
/ 5 points
4 Read and match.

1 These are products made of milk.
2 This is a dialogue between two people.
3 You can see these on the television, on your computer or in a magazine.
4 This is the information that tells you how expensive something is.
5 When you check facts, you should find good ones of these.
a interview b sources c advertisements
d dairy e price
/ 5 points
2 #

Diagnostic Pre-Test LEVEL 6
5 Complete the dialogue using the words in the box.

earn meat minerals online pesticides pollinators
prices products sell sustainable vegetables vitamins
Sarah: What are you reading, Daniel?

Daniel: Hi, Sarah. It’s a really interesting 1 article about
farming and where our food comes from. It talks about fair trade produce and
how these 2 have got higher
3 , but that means the farmers get the right money for
their food, good working conditions and it’s more 4
for the local area.
Sarah: That sounds interesting. Tell me more.
Daniel: Well, fair trade means that anyone who buys the produce must pay sustainable
prices. This means that the farmers can 5 their
products and make a profit. They 6 more from the
food and produce they grow, like fruit and 7 , and
can invest in their farms. This allows them to improve and make their farms
more sustainable, which will also make their farms more productive and
more profitable.
Sarah: That must be good for the environment as well.
Daniel: Yes, it is. With sustainable farming, just the right amount of land is necessary
to produce the right amount of crops and 8 .
These types of farms don’t use many chemicals like 9 .
Their methods give a better balance between nature and food production.
Sarah: That must encourage the 10 , like bees or butterflies.
Daniel: Yes, it does. And that helps the food chain. The food they grow often contains
high amounts of 11 and 12 ,
too.
/ 12 points
# 3

Grammar
6 Complete the sentences with the correct form of the verbs in brackets.
1 Sometimes honey (use) instead of sugar.
2 We (explore) the forest when we found a beautiful waterfall.
3 He (not be) on a roller coaster before.
4 What was she doing when the teacher (come) in?
/ 4 points
7 Complete the sentences with one or two words.
1 This computer game is great, ?

2 How does it take to get to your school?
3 I’ve put rice on my plate. Do you want some of it?
4 You be tired because you didn’t sleep at all last night.
/ 4 points
8 Circle the correct word to complete the sentences.

1 You have / must / should to be 1 metre 50 cm tall to go on this ride.
2 A volunteer is someone which / whose / who agrees to work for no money.
3 The girl said that a ring is missing / was missing / has missed from her bag.
4 I haven’t watched / won’t watch / didn’t use to watch her vlog,
but I like it now. / 4 points
9 Order the words to make sentences and questions.

1 you / study / help / me / Would / please / the / exam, / for
2 the / when / was / morning / That / I / a / by / reporter / was / interviewed
3 going / three / past / They’re / half / at / horse-riding
4 me / asked / to / He / if / liked / school / they / walking

/ 4 points
4 #

Listening
10 002
What have they done? Listen and write A (Andrew) or L (Lisa).
1 2 3 4
5 6 7
/ 7 points
11 002
Listen again and answer the questions using full sentences.
1 How does Andrew describe where he lives?
2 Why does Andrew say he does one activity a lot?
3 What is he planning to do next summer?
4 What has Lisa never done?
5 What did Lisa’s brother say about the tower?
/ 5 points
# 5

12 Listen to a story. Which parts

003
of the story are funny? Tick

or cross .
1 There were many swimmers at the swimming competition.
2 The thief stole some unusual things from the changing rooms.
3 Amy’s got a side business.
4 The police detective searched the changing rooms.
5 Amy watched the police detectives following their own footprints.
6 The clues led around the building.
7 The thief turned out to be a dog.
/ 7 points
13 Listen again to the story in 12. Identify the jokes (funny parts)
003
again and write why they are funny.
/ 5 points
6 #

Reading
14 Read the encyclopedia entry and follow the instructions.
Fair Trade
What does ‘fair trade’ mean? Some people, like farmers, earn their living by
growing organic food or making things to sell. Their food and products are
shipped to other parts of the world and sold in shops. However, unless they are
paid a fair price for their products, they will not have enough money for food
and clothing. Fair trade is about making the world fair and paying a fair price
for things we buy. This helps to make their farming more sustainable.
Fair trade products are available in over 120 countries. These countries help
to make sure better prices are paid for crops and food. Thanks to fair trade
there are better working conditions, so farmers and workers are treated well
and children can go to school. Fruit and vegetables are grown organically by
small producers instead of through intensive farming. This means that fair
trade farmers are able to use very few pesticides and it also allows crops to be
grown year after year in an environmentally-friendly way.
There are over 6000 fair trade products available to buy. If you buy one of these
products, you know a fair price has been paid to the workers and farmers.
1 Circle the title of the encyclopedia entry.

2 Write the main topics mentioned in the entry.
3 Choose the correct statement about fair trade farmers.
a They get less money for their products.
b They are paid a fair amount of money for their products.
c They pay their workers more.
4 Write the number of countries where fair trade food is available.
5 Summarise the text in one sentence.
/ 5 points
# 7

15 Read the text in 14 again and decide if the statements are T (True)
or F (False).
1 Fair trade is about goods produced and sold by big companies. T/F
2 Paying fair prices for products is the main idea of fair trade. T/F
3 Only a few countries sell fair trade products. T/F
4 Intensive farming is an important farming method in fair trade. T/F
/ 4 points
16 Read the blog post and write O for Opinion and F for Fact.
It’s hard to imagine life without technology, isn’t it? Every day, I use digital devices
at school and at home.
What devices do you use? I like taking photos, so I use a digital camera or my mobile
phone. I use devices to play games, listen to music and send messages. Digital
technology is great for making music, too! My phone’s got a good microphone. I
enjoy making vlogs, and I film myself interviewing others for news reports I upload
to the school website. I’d like to be a news reporter. It’s an exciting job!
1 I use digital devices every day.

2 Digital technology is great for making music.
3 I enjoy making vlogs.
4 Being a news reporter is an exciting job.
/ 4 points
17 Read the text in 16 again. What linking word is used to connect the
two halves? Why is it used?
1 I use digital technology at school. At home.
2 I like taking photos. I use a digital camera.
3 I use a digital camera. My mobile phone.
/ 3 points
8 #

Writing
18 Write a fact file about someone you know and who has inspired you.
Complete the notes.
Name:
Reason they
inspire you:
Job:
Characteristics:
What they
used to do:
/ 5 points
19 Imagine you are a news reporter and you are going to write a news
report. How would you check facts? Write a plan.
First, I would …
Next, I would …
Finally, I would …
/ 5 points
# 9

20 Imagine that you are writing an article with an interview with your
favourite musician, actor or a sports player. Write about 100 words.
Include the following:

• a short introduction • interview questions • answers with some details
/ 10 points
21 Look at the pictures and write a short story. Write about 100 words.
/ 15 points Total: / 135 points
10 #

Speaking Assessment Prompts
LEVEL 6 | DIAGNOSTIC PRE-TEST
3 Think of a book you have read or a film you have seen. Talk about it.
# 11

Speaking Assessment Prompts: Teacher’s Notes
LEVEL 6 | DIAGNOSTIC PRE-TEST
1
Individual: Draw the student’s attention to the photos. Have the student
describe what they can see. Point to specific photos and ask questions to elicit
the target lexis. Ask them to tell you if they have done any of these activities or
used any of the items before. Ask them how they felt about them.
Class: Have students work in pairs to ask and answer questions to identify
the different actions and items in the photos. Then pairs can continue to ask
questions about their own experience with these using Have you ever …? Make
sure they provide more details and ask follow-up questions.
Challenge: Have a confident student give a presentation about their most

exciting experience. Allow the class to ask follow-up questions.
2
Individual: Draw the student’s attention to the pictures and ask them to
describe what they see. Invite the student to talk about when (in which
situation) or for what reason the people in the pictures may do these activities
(at a fair). Ask the student to imagine a friend was planning to do one of the
activities for a school fair and to give the friend some advice about it. Ensure
they use target grammar, including have to/don’t have to, must/mustn’t,
should/shouldn’t, when giving advice; for example, He/She must bake enough
cakes for many people., He/She should write the rules of the game.
Class: Have students work in pairs or small groups and plan an activity for a school
fair. Have them think of which activity they will do and what rules people at the
fair have to/must/should follow when they are involved in the activity. For example,
if it was a bake sale, a rule could be: Customers should pay with cash only.
Challenge: Ask a strong group to describe the activity they will do for the
school fair and give advice or talk about the rules.
12 #

Speaking Assessment Prompts: Teacher’s Notes Diagnostic Pre-Test | LEVEL 6
3
Individual: Have the student think of a book they have read recently or a
film they have seen. Then ask the student questions about it to find out more
information. Have the student tell you about different details; for example, the
title, author, genre, main themes or topics, characters and what happens in the
book/film. Then have the student talk about how the book/film makes them
feel. Ask follow-up questions to find the reasons why they feel like that.
Class: To perform this activity as a class, divide the students into pairs and then
have them ask and answer questions about the book they recently read, film
they have seen or their favourite book/film. Have them tell each other how the
book/film makes/made them feel and give reasons why.
Challenge: Have a strong pair talk about what they remember about their
partner’s book/film and how it made them feel.
# 13

Practice Test
LEVEL 6 | UNIT 1
Name
1 004
Listen and write one or two words in each gap.
1 Luis is writing a .
2 Claudia read about the burglary on the school .
3 Max and Luis are going to some students tomorrow.
4 Claudia will her online.
5 Luis’s will be ‘Library thief strikes again’.
/ 5 points
2 004
Listen again and choose the correct answer.
1 Where did the burglary take place? 2 Who is Mrs Clarke?

a in a classroom a a teacher
b in the library b a headteacher
c outside in the playground c a librarian
3 Claudia asks Luis if … 4 What does Claudia suggest to
a he’s got a vlog. include?
b he’s got a photo of the a a photo and a caption

crime scene. b a caption and a description
c he’s got a headline for the article. c an interview and a photo
5 Mrs Watson doesn’t want …
a anyone getting into trouble.
b any bullying online.
c to know who the thief is.
/ 5 points
14 #
M01 English Code ASB6 BrE 22841.indd 14 13/10/2020 13:56

Practice Test UNIT 1 | LEVEL 6
3 Complete the table with the words from the box.

You can use the words more than once.
blog caption headline news article report

reporter share source upload vlog
Text on paper Video Finding out information
/ 6 points
4 Match a word from 3 to each definition.

1 The title of a news article.
2 Post something online so many people can see it.
3 An online video diary.
4 Where you get information from.
5 A person who writes for a newspaper.
/ 5 points
5 Read the sentences and report what the people said.

1 ‘Perhaps I can find out who the thief was’, thought Annisa.
2 One person said, ‘It’s someone with short, black hair.’
3 Another person said, ‘It is someone with very small feet because there are small
footprints on the floor.’
4 ‘I’m sorry, young lady’, the police officer said, ‘but I’m afraid you can’t help us!’
1
2
3
/ 4 points
# 15

LEVEL 6 | UNIT 1 Practice Test
6 Complete the sentences using the words in brackets.

1 Joanne said that her parents (be) both journalists.
2 ‘I (watch) the news every day’, said Hassan.
3 Ivan said that he (speak) to the police about the burglary.
4 ‘How (can) reporters find out the facts these days?’ asked Simon.
5 Thomas asked if I (write) a blog.
/ 5 points
7 Write five questions in the present for your imaginary interview with
someone famous. Then write short answers.
/ 10 points
8 Report your interview from 7. Write about 100 words.
16 #

Unit Test
LEVEL 6 | UNIT 1
Name
1 005
Listen and number the words in the order you hear them.
a captions b cyberbullying c headlines

d interview e news articles f reporter
g sharing h sources i vlogs
/ 9 points
2 005
Listen again and complete the notes.
Name of club:
When:
Time:
Teacher:
Students work in:
/ 5 points
3 Read the sentences and write the words.

cyberbullying interview reporter sources upload
1 You must use good when you check facts.

2 I’m going to my friend for the school magazine.
3 Saying unkind things online is .
4 Do you want to be a newspaper and write articles?
5 Remember not to all your holiday photos online.
/ 5 points
# 17

LEVEL 6 | UNIT 1 Unit Test
4 Read the podcast script and answer the questions.

HOME PODCAST BOOKS STORE
Presenter: THIEF GETS STUCK IN WINDOW

Presenter: Police were called to a house late on Friday
evening after they received a call from a
man. Andy Richards was brushing his teeth
in the bathroom when he heard someone
shouting for help from his spare bedroom.
Andy went straight to the room, and to his
surprise a man was stuck in the window. He
tried to enter but was too big. He couldn’t
get in or go back out again. When the police
arrived, they saw that the thief put a ladder
against the house up to the window and
tried to get in. Luckily Andy doesn’t leave
the window open very much and the thief
couldn’t steal anything. The police took the
thief to the police station for questioning.
Our reporter spoke to Andy Richards.
Reporter: How did you feel when you saw the thief?
Andy: I was shocked, so I called the police right away.
Presenter: That was our reporter talking to Andy Richards.
1 Who is the story about?
2 What happened?
3 When did it happen?
4 Where did it happen?
5 Why did the story end well?
/ 5 points
18 #

Unit Test UNIT 1 | LEVEL 6
5 Complete the sentences and questions in direct speech with the correct
form of a verb from the box.
be can have (2) write
1 ‘Look! The firefighter stuck in a tree’, said Maxim.

2 ‘I got an interesting news story to tell you’, said Maria.
3 ‘Do you about news in your blog?’ asked Dan.
4 ‘My news story be in the newspaper’, said Annisa.
5 ‘ you got any brothers or sisters?’ asked Leon. / 5 points
6 Write the sentences and questions from 5 in reported speech.

1
2
3
4
5
/ 5 points
7 Look and write a news story of 50–100 words about what happened.
/ 10 points
# 19

8 Write a short podcast about an interesting news story you read or heard
recently. Write 50 or more words. Use the podcast in 4 as an example.
Think about the following:

• who the story is about • what happened
• when it happened • where it happened
• your view about it
HOME PODCAST BOOKS STORE
/ 15 points
Total: / 59 points
20 #

LEVEL 6 | UNIT 1
# 21

LEVEL 6 | UNIT 1
Individual: Draw the student’s attention to the pictures of different news

stories and ask them to talk about what they see. If possible, have the student
think what the news story might be about, who the people are and why they
may be in the news. Have the student talk about any interesting news stories
they saw or heard about recently and tell you about them. If possible, have the
student use reported speech when reporting what the people from the news
story said.
Class: In small groups of three, have students think of a funny, interesting or

shocking news story that they could talk about and write some notes. Ask the
students to use the photos as their inspiration. Encourage them to think about
the five Wh- questions: Who is the story about?, What happened?, When
did it happen?, Where did it happen? and Why did the story end well/badly?
Encourage them to think of as much detail as possible. Have them discuss the
news story in their group and share ideas.
Challenge: Have the students role-play the news story they invented in the
class activity. Student A is the presenter and presents the news story for the
audience. Student B is the reporter and interviews Student C. Student C is the
person in the news story being interviewed about what happened. If there is
time, have students switch roles so they have a chance to play each role.
22 #

Practice Test
LEVEL 6 | UNIT 2
Name
1 Listen to the conversation and

006
write the characteristics you hear.
Police officer Scientist Lawyer
Conservationist Charity worker
/ 7 points
2 Listen again and read the reasons. Write the correct

006
characteristic needed in each case.
1 You do a lot of dangerous things.

2 You care for animals.
3 You need to inspire people to help the environment.
4 You discover new things.
5 You fight to help other people.
/ 5 points
3 Read and write a definition of each job in your own words.

1 Lawyer:
2 Campaigner:
3 Charity worker:
4 Author:
5 Volunteer:
/ 5 points
# 23

4 Write the correct relative pronoun to complete the sentences.

1 This is the book about inspirational people I’m reading.
2 That was the year I volunteered at the animal sanctuary.
3 She is an ecologist is campaigning against sea pollution.
4 A laboratory is a place researchers work.
5 This is the friend parents are charity workers. / 5 points
5 Read the article and complete the sentences with a relative pronoun.
Greta Thunberg is an inspirational young person 1 is an
environmental campaigner. She started to learn about the environment and climate
change 2 she was eight years old. Greta went to the Swedish
parliament building 3 she started to protest against
climate change every Friday. This was the moment 4 news
of Greta spread on social media. Many other young people followed Greta and joined
her campaign on Fridays. Greta used the fame 5 she got to
let more people know about the climate problems.
/ 5 points
6 Answer the questions so they are true for you. Write full sentences
with used to.
1 What books did you use to read?
2 Where did you use to live when you were younger?
3 Did you use to go to another school?
4 What things didn’t you use to like when you were younger?
5 What games did you use to play?
/ 5 points
24 #

7 Write sentences using the phrases below or your own ideas.

Write five sentences.
… is a person … when I think inspirational

exciting
… is a thing … where I feel
intelligent
… is a place … who/that I can/can’t
amazing
… is a time … which/that I’m/’m not determined
1
2
3
4
5
/ 5 points
8 Write a biography of someone who inspires you. Write 50–100 words.

Think of the following:
• Who is the person? • What are their characteristics?
• What is their job? • Why do they inspire you?
# 25

Unit Test
LEVEL 6 | UNIT 2
Name
1 007
Listen and write the characteristics that you hear.
1
2
3
4
5
/ 5 points
2 007
Listen again and circle T (True) or F (False).
1 Emma is writing about inspirational people who are well known. T/F
2 The person she’s chosen is a lawyer. T/F
3 Luke doesn’t think the person is a good choice. T/F
4 He thinks you need to be compassionate to be a lawyer. T/F
5 Emma agrees that the woman is an intelligent person. T/F
/ 5 points
3 Complete the sentences in your own words.

1 A researcher is a person who .
2 Generous describes a person who .
3 A charity worker is a person who .
4 Brave describes a person who .
5 A volunteer is a person who .
/ 5 points
26 #

4 Read the article and choose the correct relative pronoun.
Marley Dias is a young woman 1 who / which is an author

and campaigner. She went to a school 2 when / where they didn’t have many
books with girls as main characters. And there were no books with black girls as
main characters. So she decided to do something about it. That was 3 when /
which she set a goal to try to collect 1000 books about black
girls. The online campaign 4 whose / which she started
was called ‘1000 Black Girl Books’ and encouraged
many more people to get involved. And they did! Many
famous authors 5 whose / who books had characters
who were black girls sent Marley their books. By
the end of her campaign, she had collected over
4000 books. It was a great success!
/ 5 points
5 Read the article again and answer the questions.

1 Who is Marley Dias?
2 What was her problem?
3 What did she do about it?
4 Who helped her on her campaign?
5 What happened in the end?
/ 5 points
# 27

6 Write five sentences about what you were like when you were six years
old. Use used to/didn’t use to.
1
2
3
4
5
/ 5 points
7 Look at the characteristics and write about someone you know for each
one. Give reasons why. Write about 50 words.
brave compassionate inspirational intelligent
/ 10 points
8 Write about a job that you think is inspirational. Write 50–100 words.
28 #

LEVEL 6 | UNIT 2
# 29

LEVEL 6 | UNIT 2
Individual: Draw the student’s attention to the people in the pictures and have
them identify their jobs. Ask the student about the characteristics they think
a person needs to do each job, and encourage them to give reasons. Then
ask the student what characteristics they think they’ve got and which job they
might be good at and why. If the student doesn’t think they’d like to do one of
the jobs in the pictures, have them talk about another job they’d be interested
in doing and why their characteristics might be good for that job.
Class: Divide the class into pairs and have each student choose one job without
telling their partner. Then they need to describe what that person does and/or
say what characteristics are needed to do that job and give reasons why, and
guess which job it is. Encourage them to ask and answer questions about the
job to find out more details.
Challenge: Ask a strong student to come to the front of the class and talk
about a job they’d like to do in the future and why they think they’d be good
at it.
30 #

Checkpoint Test 1
LEVEL 6 | UNITS 1–2
Name
1 008
Listen and write the words you hear for each category.
News Report Adjectives to Describe People Inspirational Jobs
/ 12 points
2 009
Listen and choose the correct answer.
1 After school, Miguel is going to .

a use social media b an after-school club
2 Miguel goes somewhere a week.
a twice b three times
3 His job is to people for the school website.
a interview b write about
4 On his vlog, he talks to people.
a famous b local
5 This week, Miguel’s vlog will be about .
a a journalist b an author
/ 5 points
3 Complete the sentences using a word in the box.

brave caption determined headline volunteer
1 Marcus works as a for a charity that helps children.

2 She was very to go near the animals in the wild.
3 Can you think of a funny to describe this photo?
4 I’m to get top marks on my exams this year.
5 The in today’s newspaper reads ‘Girl catches thief!’ / 5 points
# 31

LEVEL 6 | UNITS 1–2 Checkpoint Test 1
4 Complete the sentences in your own words.

1 Cyberbullying is when .
2 Compassionate describes a person who is .
3 A charity worker is a person who .
4 Determined describes a person who .
5 A good source is one that .
/ 5 points
5 Complete the story in reported speech.
We spoke to Amelia about what happened. She said that she

1 (be) at Mrs Amar’s shop where a necklace was
missing. She said that the police 2 (be) there and
they 3 (want) to interview people. However, everyone
4 (have) a different idea about the thief. Amelia herself
said that she 5 (not know) who it was, but a man in
a black coat 6 (not be) anywhere to be seen. One person
said that he 7 (can see) some flour on the floor, and
the bags of flour 8 (be knocked over) in the corner of
the shop, too. Maybe that was the thief’s doing. It was all over the floor.
The policeman said that there 9 (be) footprints in the
flour and they probably 10 (belong) to the thief. Will
they help solve the case? Stay with us for more information.
/ 10 points
32 #

Checkpoint Test 1 UNITS 1–2 | LEVEL 6
6 What did Amelia say? Write the sentences in reported speech.

Then read again the story in 5 and circle T (True) or F (False).
1 I am still at Mrs Amar’s shop.

T/F
2 The police don’t want to speak to anyone.
T/F
3 Everyone knows who the thief is.
T/F
4 There is flour all over the floor.
T/F
5 The footprints in the flour probably belong to the thief.
T/F
/ 10 points
7 Read and report the questions.
1 ‘Where are you from?’ asked the policeman.
2 ‘Does everyone know this author?’ asked my teacher.
3 ‘What time does your dad go to work?’ asked Simon.
4 ‘How do you feel now, Mary, after the incident?’ asked the reporter.
5 ‘Have you got any hobbies, Sam?’ asked May.
/ 5 points
# 33

8 Look at the pictures. Think and report what in your opinion the people
said in each scene.
/ 5 points
34 #

9 Who did you speak to today? What did they say to you or ask you?
Think of sentences in the present forms. Report what they said.
Write five sentences.
1
2
3
4
5
/ 5 points
10 Read and match.

1 A law court is a place when a news article has been read by
people around the world.
2 She is an ecologist where
b is campaigning against cutting
3 The charity that down trees.
c I turned 12.
4 That was the year whose
d he volunteers with cleans parks.
5 That is the reporter who e lawyers work.
/ 5 points
11 Read and complete with who, that, which, where or whose.
1 A firefighter is a person puts out fires.

2 This is the charity worker campaign helped many young people.
3 A notebook is something you can write notes in.
4 These are the characteristics describe someone who is determined.
5 This is the website you can find a lot of good information.
/ 5 points
# 35

12 Read and choose the correct words.
Tom: Have you got an idea for the ‘Inspirational People’ project?
Daisy: I think my uncle is a very inspirational person, actually.
Tom: Oh, do you mean the uncle 1 which / who runs a charity for children?
Daisy: Yes, Education4Kids. That’s him. He’s quite rich now, but when he was a boy
his family was very poor and couldn’t pay for his studies.
Tom: What did he do?
Daisy: He was determined to save money to go to college. He started saving when he was
a schoolboy. In the mornings, before school my uncle 2 use to deliver /
used to deliver newspapers to houses, and in the afternoons he 3 used / used to
walk his neighbours’ dogs. At the weekends he used to help his dad in his workshop.
Tom: Wow! Did he 4 use to / used to have any free time?
Daisy: No, he didn’t 5 use to have / used to have much free time, actually. But he was
OK with it because college was his dream. Now he’s a scientist 6 whose /
who is famous around the world. / 6 points
13 Read the text about two inspirational teens. Then write five sentences
about them using relative pronouns.
Melati and Isabel Wijsen were swimming in the waters of Bali when they noticed
something that didn’t belong there: floating plastic bags. And so the sisters from
Indonesia, aged just 12 and 10, launched Bye Bye Plastic Bags to raise awareness
about the issue. They have since become very well known and organised many
campaigns against plastic in oceans. In 2018, they organised Bali’s Biggest Clean-up,
with 20,000 people collecting 65 tonnes of waste. They also helped get 350 local
businesses to help eliminate the use of plastic products like cups and straws over the
following years. The sisters have also spoken at environmental conferences around the
world. But what they value most is being able to give talks in classrooms and teaching
young people about helping our oceans and planet.
1
2
3
4
5 / 5 points
36 #

14 Answer the questions so they are true for you.
1 Who is someone that inspires you?
2 What is a job that you would like to do?
3 What food didn’t you use to enjoy eating when you were younger?
4 When was a time you felt that you did something generous?
5 What did you use to play when you were five or six years old?
/ 5 points
15 Write a short podcast about an interesting news story you read or

heard recently. Write 50 or more words.
Think about the following:

• who the story is about • your view about it • when it happened
• where it happened • what happened
/ 10 points
# 37

16 Write a biography of a person who inspires you. Write 150 words

or more.

• who the person is
• what their job is
• reasons why they inspire you
• details about their background
• your opinion
/ 15 points
Total: / 113 points
38 #

Progression Test
Name
Listening
1 010
Listen to the school presentation and answer the questions.
1 What is the main topic of the presentation?
2 Who has Tom chosen for his presentation?
3 What things does Tom talk about in his presentation?
4 What does Tom’s uncle inspire Tom to do?
5 When will Tom upload his vlog for people to watch?
/ 5 points
2 010
Listen again and write the following:
1 The reason why Tom chose to talk about his uncle.

2 The reason why he’s made a vlog about his uncle.
1
2
/ 2 points
# 39

LEVEL 6 | UNITS 1–2 Progression Test
3 011
Listen to the TV news report and choose the correct answer.
1 What would be a good headline for the TV news report?

a Enjoying nature
b Saving the bears
c Saved by the bark
2 Why were Galina and her friend in the forest?
a They were searching for bears.
b They were hiking.
c They were walking their dogs.
3 How did Galina and her friend get out of the difficult situation?
a The dogs helped them.
b They were brave.
c They knew how to deal with bears.
4 What did Galina and her friend do to make sure they were safe?
a They ran away.
b They walked away slowly.
c They didn’t move.
5 What does Galina hope to do in the future?
a Teach others how to care for bears in the wild.
b Teach others about keeping safe when in the forest.
c Teach others about how to enjoy nature.
/ 5 points
40 #

Progression Test UNITS 1–2 | LEVEL 6
Reading
4 Read the news article and number the structure of the article in the
correct order.
BURGLARY AT MRS MCGREGOR’S GIFT SHOP

A woman called the police yesterday. She said said, ‘The thief probably got in through the
that there was a burglary at her gift shop. window. The front door was locked.’
Mrs McGregor, 58, from Newford, who runs a Later on, one police officer went outside to
small gift shop in the centre of town, was in the write some notes in his notebook. As he looked
bathroom when someone broke into the shop. up, something in the tree caught his eye.
She went on to say that a ring was missing. The A magpie – a black and white bird – was sitting
ring was made of different precious stones and on a branch next to its nest, with something
was very expensive. shiny in its beak. As the officer looked more
When police arrived at the scene, they didn’t closely, the sun caught the object and a flash of
find any signs of someone breaking in. colour shone out. It was the ring.
Two police officers interviewed people about
the burglary while another searched for clues.
All the witnesses had different stories. One
said, ‘it’s someone short and thin. I know this
because the window on the side of the shop is
open, and it’s a small window.’ Mrs McGregor
a A brief summary of the story.

b Direct quotes from the people involved.
c A headline of the news story.
d A conclusion to the story.
e Main details of the news story. / 5 points
5 Read the text in 4 again and complete the sentences.

1 The news story is about a woman, , from Newford.
2 She reported a was missing from her shop.
3 There were police officers at the scene.
4 The witnesses think the thief probably got in .
5 The thief turned out to be a . / 5 points
# 41

6 Read the text in 4 again. What was funny about the ending?
Write your ideas.
/ 3 points
7 Read the presentation. Then decide if the sentences are T (True) or

F (False).
MY INSPIRATIONAL GRANDMA by Hannah Newbury
The person who inspires me most is my grandma. I’ve chosen to write about her for my
presentation because I think she is an intelligent, brave and determined person.
My grandma used to live in a very different time from now. She grew up in Chile, in South
America. When she was my age, she wasn’t able to go to school because she lived in a small
village in the countryside. It was many kilometres away from school, and the roads weren’t
good. There was no school bus and her family didn’t have a car. That meant that my grandma
didn’t get a good education.
When she was a young woman, she worked as a seamstress in a factory making clothes, but
she dreamt of being a lawyer. She saved up enough money from her job that she was able to
move to the city. There, she went to a night school while she worked two jobs during the
day. It was hard work, but she was determined, and after graduating night school, she had
the grades she needed to study law at college. Many years later, she became a successful
lawyer and now helps other young women follow their dreams, too.
1 Hannah describes her grandma as a clever person.

2 As a girl, Hannah’s grandma got a very good education.
3 Her grandma moved to a different place to follow her dream.
4 She had to go to school at night because she worked during the day.
5 She became a lawyer after she graduated from night school.
/ 5 points
42 #

Writing
8 Write 50 words about an interesting news story you’ve heard about.
/ 5 points
9 Write a biography of a famous person. Write about 100 words or more.

• name • job • reason they are famous
• what they were like when they were young • characteristics
/ 10 points
# 43

10 Write a podcast with a news story. Write about 50 words.
Remember to include the following:

• who, what, when, where and why • reports of what people said
HOME PODCAST BOOKS SHOP
Presenter:
Reporter:
Person
interviewed:
Presenter:
/ 10 points
11 Write a description of a job that interests you and what characteristics

you might need to do the job. Write about 50–100 words.
44 #

2 Your friend would like to be a news reporter, but doesn’t know what to
do to get experience. Give your friend some suggestions.
3 Talk about someone you admire.
# 45

1
Individual: Draw the student’s attention to the pictures and elicit what
situation they depict (an interview). Ask the student if they have ever been
in such a situation (either as the interviewer or as the person interviewed).
Have them describe that experience. Ask questions: Did you prepare for the
interview? How?, What did the interview look like?, How did you feel? If the
student hasn’t got such an experience, ask them to imagine that they are
about to interview someone or give an interview. Ask how they feel, how they
prepared for the interview, etc.
Class: To perform this activity as a class, divide the class into pairs. Ask the
students to discuss what’s happening in the pictures and how the people in
these pictures might feel. Then have the students exchange their own interview
experience or opinions about interviews (Who gives interviews?, Do you need
to prepare for an interview? How?, Who would you like to interview? Why?,
Would you like to give an interview?).
Challenge: Have a strong pair role-play a short interview.
46 #

Speaking Assessment Prompts: Teacher’s Notes UNITS 1–2 | LEVEL 6
2
Individual: Have the student talk about the job of a news reporter: what they
do, what characteristics they need, etc. Ask the student to talk about what
someone might do in order to become a news reporter; for example, join an
after-school club. Have the student talk about what experience a student
might need to get a job as a news reporter; for example, practise interviewing
people, writing news articles, filming their own vlog, etc.
Class: To perform this activity as a class, divide the class into pairs. Ask them
to do a role-play. One student wants to become a news reporter, but is unsure
what to do to become one, and the other student gives them advice and
suggestions about how to get experience. Ensure that students use language
for giving suggestions; for example, How about …?
Challenge: Have a strong pair of students do their role-play in front of the class.
3
Individual: Have the student think of someone they admire or someone who
inspires them. Then ask the student questions about the person to find out more
information. Have the student give you reasons why they admire the person
or why the person inspires them. Have them describe the characteristics of the
person and talk about the person’s job. Then have them describe the person’s
life in the past and now. Ask follow-up questions to find out more information.
have them ask and answer questions about the person who they admire or
who inspires them. Have them tell each other the reasons why.
Challenge: Have a strong pair retell the details about their partner’s chosen
person. Then ask and answer follow-up questions as a class.
# 47

Practice Test
LEVEL 6 | UNIT 3
Name
1 012
Listen and write what each student is doing for the school fair.
1 2 3
Sarah Martin Ellie and Scott
bake biscuits and

make lemonade
4 5
Lucy Charlie
/ 5 points
2 012
Listen again and circle T (True) or (False).
1 Ellie suggests they make an advertisement. T/F

2 They don’t think they need to tell people prices. T/F
3 They will sell smaller paintings for less money. T/F
4 Scott has a money box they can use. T/F
5 You can win prizes at Charlie’s stall. T/F / 5 points
48 #

3 Choose the correct word to complete the sentences.

advertisement cash invent price save spend
1 Don’t all your money on sweets. your

money for something special!
2 Our teacher asked us if anyone could a game for the
competition.
3 Are all the paintings the same ?
4 I’d like to start a business and make some extra .
5 I made an and many people saw it.
/ 6 points
4 Look at the pictures and match to the rules.

1 2 3
4 5
a You must tell the teachers what you are selling at the fair.
b You should buy tickets before the fair day.
c You have to put prices on things.
d Your prices shouldn’t be high.
e You must come to the playground before the fair starts.
/ 5 points
# 49

5 Look at the poster. Complete the sentences using the correct form of
the words from the box.
don’t have to (2) have to must mustn’t should shouldn’t
COME AND JOIN US AT OUR
Saturday, 9th May

Please come and earn some money or spend some cash! ADULTS:
Don’t forget to bring old toys to sell at the stalls. It’s important.
50 PENCE
It’s not a good idea to bring broken toys.
It’s a good idea to have a lot of prizes for competitions. CHILDREN:
Remember to invite all your friends and family!
FREE
1 You sell things at the fair, but you

come and earn or spend some cash.
2 You bring old toys for the stalls.
3 You bring broken toys.
4 You forget to tell people about the fair.
5 Adults pay 50 pence, but children
pay anything.
/ 7 points
6 Complete the sentences about the game with have to, don’t have to,
must, mustn’t, should or shouldn’t.
1 You stand behind the line.

2 You throw the balls at the coconuts.
3 You try to knock the coconuts down.
4 You throw all your balls at once.
5 You be the best at throwing to play the game.
/ 5 points
50 #

7 Think of a simple business idea and write how you could earn money
from it and the rules you should follow. Write about 50–100 words.
/ 10 points
8 Write an advertisement for this

business. Use 50–100 words.

• questions to make people think about
what they need
• adjectives and superlatives to • facts and opinions
describe service
# 51

Unit Test
LEVEL 6 | UNIT 3
Name
1 013
Listen and number the ideas in the order you hear them.
a review products
b have a bake sale
c help to fix bikes

/ 3 points
2 013
Listen again and write T (True) or F (False).
1 Chris and Jan’s first idea is to help people where you live. T/F
2 You need to spend a lot of money to do Jan’s first idea. T/F
3 Writing product reviews can be done online. T/F
4 Chris suggests spending the cash you earn. T/F
5 The last suggestion is about selling something you made. T/F
/ 5 points
3 Write a definition for each word.

cash invent prices products spend
1
2
3
4
5
/ 5 points
52 #

4 Read the text and circle the correct answer a, b or c.

Richie
I like looking after animals. I often look after my family’s pets when
someone from my family is on holiday. So one day, I decided to
start my own pet care business. I made an advertisement and a lot
of people were interested. You don’t need to spend a lot of money.
Now I look after one pet every weekend.
Maria
Designing T-shirts has always been my hobby, so one day my mum
said, ‘You could start a T-shirt design business and earn some extra
cash.’ I liked the idea, so I made an advertisement online. Now
I’ve got my own website with an online shop where I sell my T-shirts.
It’s fun to be creative. It’s not difficult to make your own designs.
I draw them on paper and then upload them to my computer. Then
a T-shirt company prints the designs on T-shirts for me.
Claire
I love making vlogs. One day, for a school project, I made a video
reviewing a new app. A lot of people liked watching it at school,
so I started reviewing more technology and products. I’m saving
to buy a new webcam, and I might even start a regular online
review channel.
Who … Richie Maria Claire

1 says it doesn’t cost very much to run the business? a b c
2 works with another company to help them create a b c
the product?
3 runs their business during the weekend? a b c
4 talks about products and gives their opinions? a b c
5 has got a parent who suggested they run the business? a b c
/ 5 points
# 53

5 Look at the pictures and complete the instructions with have to/don’t
have to, must/mustn’t or should/shouldn’t.
1 2 3 4
1 Children pay to enter the fair.

2 You think carefully before throwing the ring.
3 You only eat some sweets and save the rest for other people.
4 You cross the white line when you throw the ball.
/ 4 points
6 Look at the pictures and write requests for help using would or could.
1 2
3 4
/ 4 points
54 #

7 Look at the product below. Write

five sentences you could use in an
advertisement to sell the product.
1
2
3
4
5
/ 10 points
8 Think of a product to advertise to your friends. Write an advertisement

of about 100–150 words.
Include the following to make the advertisement more persuasive:

• questions • adjectives
• superlative adjectives • facts and opinions
/ 15 points
Total: / 51 points
# 55

LEVEL 6 | UNIT 3
56 #

LEVEL 6 | UNIT 3
Individual: Draw the student’s attention to the pictures and ask them to describe
what they see. Invite the student to look at the different activities and say these
are different ideas for making some extra cash. Point to specific details and ask
questions to elicit the type of job it may be, e.g., dog walking, making a vlog, etc.
Continue this way until you’ve established most of the jobs. Ask the student to
tell you about any jobs they have done to make some extra cash or whether they
have some ideas about how they could make money. Then ask students if they
have ever taken part in a school fair and what they did.
Class: Have students work in small groups. Tell them to imagine there is going
to be a school fair. Have students think of ideas for what they can do at the
school fair to raise money for the school. Have them think of different ways to
make money; for example, making and selling something, inventing a game,
putting on a show, etc., and what they will need to do to prepare for the
school fair. Then have students create a presentation with details about their
activity for the school fair. Ensure each person in the group has a chance to talk
about the activity.
Challenge: Have a strong group describe what they will do for the school
fair and how they will make money. Ask follow-up questions to find out more
about the place.
# 57

Practice Test
LEVEL 6 | UNIT 4
Name
1 014
Listen and label the diagram with the words in the box.
agriculture intensive farming organic farming

pesticides pollinators sustainable farming
3 6
/ 6 points
2 015
Listen to the definitions and write the food words.
1 2 3
4 5
/ 5 points
58 #

3 Choose the correct word to complete the sentences and questions.

1 Humans have to find alternative sources of protein.
a are b will c to
2 I’m an organic farm on Saturday.
a visit b will visit c visiting
3 We’re out of bread. I will to the bakery.
a go b going c be going
4 Intensive farming sustainable in the future.
a isn’t b won’t be c don’t be
5 What you going to have for lunch today?
a going b will c are
/ 5 points
4 Complete the text with the correct form of the word.

1 eating insects (save) planet Earth?
By 2050, the human population 2 (be) more than 9 billion
people. The population is currently 7.5 billion and about 1 in 9 people don’t have
enough food. What we eat in the future will probably be different because scientists
think that farming methods 3 (be) different. They predict
that humans 4 (have to) find alternative sources of protein
because intensive farming 5 (not be) sustainable.
Scientists believe that farming of insects for humans to eat 6
(become) more popular. In Thailand and other countries around the world,
insects are part of everyday food and culture. Scientists think that people
7 (do) the same everywhere. Insects are easy to catch with
simple, inexpensive equipment. People 8 (be able to buy)
insects in supermarkets like other food. Insects are highly nutritious, and they are
cheaper and easier to take care of than traditional livestock, like cows and chickens.
9 you (give) insects a try?
/ 9 points
# 59

5 Read again and answer the questions.

1 What will happen to the world’s population?
2 Why is food going to be different in the future?
3 What will become more popular?
4 How will people get insects?
5 Why will insects help with the food problem?
/ 5 points
6 Look at the weather forecast chart and make five predictions for
the weather.
DAY Monday Tuesday Wednesday
WEATHER
PROBABILITY 35% 50% 100% 0% 0% 60%
1
2
3
4
5
/ 5 points
60 #

7 Read and write.
1 Make a prediction about your dinner.
2 Write a good intention for your eating habits.
3 Write a plan you have for next week.
4 Make a decision in the moment.
5 Make a prediction for the future.
/ 5 points
8 Write an advertisement for a green ‘homemade’ product. Write about

100 words.

• how it will help the environment • why it isn’t harmful to the environment
• how it is made • what recycled materials it consists of
# 61

Unit Test
LEVEL 6 | UNIT 4
Name
1 016
Listen and label the pyramid with the words in the box.
carbohydrates dairy fibre oils protein salt and sugar
/ 6 points
2 016
Listen again and complete the sentences.
1 and are a good source of fibre.

2 Foods in the section are high in carbohydrates.
3 In the orange section, there are products.
4 Foods from the red section that are a good source of protein include:
, , and
.
5 The purple section shows food. / 9 points
62 #

3 Label the photos with the words in the box.

fruit and vegetables intensive farming meat and fish organic farming
pesticides pollinators sugary foods sustainable farming
1 2 3
4 5 6
7 8
/ 8 points
# 63

4 Complete the conversations using the correct form of the words in the box.
do (2) not be pick research
I forgot to feed
What are you going the chickens!
1 to do for your project? 2
We’re Don’t worry,

sustainable farming. it for you.
3 Bees are going to 4 What you

die out in the future. at the weekend?
There
anything to pollinate all the
fruit and vegetables we eat.
We’re olives on
our uncle’s farm on Saturday.
/ 5 points
5 Read the sentences and decide if it is a prediction, decision made

in the moment, intention or plan.
1 Farming will be different in the future.

2 I’m going to eat less unhealthy food.
3 The market closes in an hour. I’ll go now!
4 This meal is going to be delicious!
5 I’m visiting a pick-your-own strawberries field
at the weekend.
/ 5 points
64 #

6 Look at the weather forecast and complete

the sentences. DAY WEATHER PROBABILITY
35%
Monday
1 On Monday, it (be) sunny. 50%
100%
2 It (rain) on Tuesday. Tuesday
0%
3 It (be) sunny on Tuesday.
0%
4 On Wednesday, it (be) sunny. Wednesday

60%
5 It (rain) on Wednesday.
/ 5 points
7 Write five possibilities or plans about your weekend.
1
2
3
4
5
/ 10 points
8 Write a newsletter entry of 50–100 words about an upcoming food event.

• a title • what food will be served
• time and date details • other important details
# 65

LEVEL 6 | UNIT 4
66 #

LEVEL 6 | UNIT 4
Individual: Direct the student’s attention towards the different types of food
in the pictures and have the student identify the different types of food and
what food category they come under; for example, carbohydrates, dairy. Ask
the student what food they think we should eat for a healthy diet and what
food we should avoid. Ask the student about what food they usually eat. Then
ask the student to talk about what intentions they have for food; for example,
whether they intend to have a healthy diet, eat more fruit and vegetables,
eat less unhealthy food, etc. Then direct the student’s attention to the second
group of pictures and ask the students to identify what types of farming are
shown there. Then ask the student to compare these farming methods and say
what impact they have on environment. Ask for the student’s predictions about
the future of these methods.
Class: Have students work in pairs or small groups and develop a healthy
food plan for a day, including breakfast, lunch, dinner and any snacks. Have
students make notes and write the reasons why they are including the food
in their daily plan. Encourage students to use the future tenses when talking
about their food choices; for example, We’re going to eat cereal for breakfast.
Have the students also use the different food category names when talking
about their plan. Then ask the groups to discuss the farming methods from the
second set of pictures and predict which method will be better for our planet in
the future.
Challenge: Ask a strong pair of students to come to the front of the class and
talk about their day’s healthy food plan and the reasons for the food on their
plan. Ask the students to say if they get most food from intensive, sustainable,
or organic farming, and if they are planning on changing that.
# 67

Checkpoint Test 2
Name
1 017
Listen to the definitions and write the words.
1 2
3 4
5
/ 5 points
2 018
Listen and circle the correct answer a, b or c. There may be more
than one correct answer.
Who … Debbie Matthew Oscar
1 was given the idea from a parent? a b c

2 reviews products? a b c
3 makes their own products to sell? a b c
4 does the activity with a family member? a b c
5 teaches his hobby to others? a b c
/ 5 points
3 018
1 Debbie’s honey is more expensive than the shops’. T/F

2 She can make a lot of honey to sell. T/F
3 Matthew learnt the history of his village from his dad. T/F
4 Matthew does the tours with his brother. T/F
5 Oscar started his vlog to make some extra cash. T/F
/ 5 points
68 #


carbohydrates fat fibre minerals protein vitamins
1 that comes from vegetables, fruit or whole grains is needed

for a balanced diet.
2 Olive oil is a and it’s good for us in small amounts.
3 We may need to eat less meat in the future, so we will need to find other sources
of .
4 Fruit and vegetables have a lot of and .
5 Pasta, rice and bread give you energy because they contain a lot
of .
/ 6 points
5 Look at the pictures. Tick the correct labels and cross the
incorrect ones.
1 2 3
sustainable farming organic farming pesticides
4 5
intensive farming pollinator

/ 5 points
# 69

6 Complete the sentences about Sports Day using have to, don’t have to,
must, mustn’t, should or shouldn’t.
1 You listen to the rules of the sports. It’s a good idea.

2 You wear a sports kit and trainers. It’s important.
3 You bring food or water – that will be prepared by the school.
4 You be kind and show support to all students competing.
It’s important.
5 You sit in the sun while you wait for your event to start –
it’s dangerous. Keep in the shade and wear a hat.
/ 5 points
7 Read the poster. Then, complete the sentences with have to, don’t have
to, must, mustn’t, should or shouldn’t.
ha
e’rree h
We’ vin
avi ho
ng a sch oll b
oo ba ff!!
ake-off
Saturday, 12th April
Come and eat cakes, biscuits and other nice treats, and spend some cash! It’ll be fun!
Enjoy watching our students compete in the baking or join them.
Don’t forget to buy tickets in advance. No entry on the day without a ticket.
It’s OK – you can bring your own food and drink.
Remember to invite all your friends and family!
1 You come and try some food and spend some cash.
2 You take part in the baking competitions, but you can.
3 You buy tickets before you go.
4 You enter if you don’t have a ticket.
5 You buy food – you can bring your own.
/ 5 points
70 #

8 Look at the pictures. Think and write four rules for the school fair.
1 2
3 4
/ 4 points
9 What rules do you have at your school? Write five rules using have to,
don’t have to, must, mustn’t, should or shouldn’t.
1
2
3
4
5
/ 5 points
# 71

10 Circle the correct words to complete the sentences.
1 He thought about it and decided that he’s going to eat / he’ll eat / he’s eating
less unhealthy food.
2 ‘I’m quite hungry!’ ‘Don’t worry, I’m going to make / I’ll make / I’m making
you something to eat.’
3 I’m going to meet / I’m meeting / I’ll meet Harry at the cinema on Saturday
evening. We arranged it a few days ago.
4 Many believe that people aren’t going to eat / won’t eat / aren’t eating
meat in the future.
5 ‘Excuse me. Are you ready to order?’ ‘Yes, I’m having / I’ll have /
I’m going to have the spaghetti.’
/ 5 points
11 Are the sentences from 10 a prediction (PR), an intention (I),

a plan (PL) or a decision made at the time of speaking (D)? Write.
1 2 3 4 5
/ 5 points
12 Write sentences and questions about the future using the words.
1 Richard / eat / less sugar

?
2 people / eat / insects instead of meat / in the future
?
3 they / go / on holiday / Peru / this summer
.
4 I think / it / be / sunny / tomorrow
.
5 I’m suddenly really hungry! I / eat / some fruit
.
/ 5 points
72 #

13 Read and write.
1 Make a prediction about next month.
2 Make a decision in the moment.
3 Make a prediction with going to.
4 Write an intention you have for the future.
5 Write a plan you have for your next holiday.
/ 5 points
14 Read and write your opinion.
1 What’s the probability of you becoming vegan in the future?
2 Might there be no intensive farming in the future? Why / Why not?
3 How do you think farms can be more sustainable?
4 Do you think more people will eat insects in the future? Why / Why not?
5 How do you think what we eat will change in the future?
/ 5 points
# 73

15 Write an advertisement for a product that is good for the

environment. Write about 50–100 words.

• what the product is • who the product is for • what’s the price
• where you can buy it • how it helps the environment
/ 10 points
16 Think of an event in your neighbourhood. Write an email to your

friend inviting them to the event. Write about 50–100 words.

• what type of event it is • what will be there
• what’s the date and time • future tenses for a future event

74 #

Progression Test
Name
Listening
1 019
Listen and decide if the sentences are T (True) or F (False).
1 Jo and her family took care of their neighbour’s dog because the neighbour
was unwell.
2 Jo decided to start her own business because she enjoyed taking care
of the dog.
3 Jo made an advertisement so more people could find out about
her business.
4 Sandy was encouraged to start her own business by a friend.
5 She made a website so she could show others her designs.
/ 5 points
2 019
Listen again and answer the questions using full sentences.
1 What does Jo say she wants to be in the future?
2 What did Jo make to get people interested in her business?
3 What does Jo say she doesn’t need to do in her business?
4 What characteristic does the interviewer use to describe Jo?
5 What did Sandy’s dad suggest to her?
/ 5 points
# 75

3 020
Listen and circle the correct answer.
1 The farmer is giving a talk about

a how intensive farming works.
b who works on the farm.
c what they produce on the farm.
2 The farmer’s farm is
a organic.
b intensive.
c sustainable.
3 They don’t use any
a insects.
b pesticides.
c mould.
4 They produce
a meat, dairy and some fruit and vegetables.
b only meat and dairy products.
c dairy products only.
5 The farm has flowers to encourage
a cows.
b fruit trees.
c pollinators.
/ 5 points
76 #

Reading
4 Read the news story and answer the questions.
HOME | NEWS | SPORT | ARTICLES | BLOG
Mr Cheong Choon Ng, from the US, started his business after watching his two daughters create
bracelets from elastic bands. He began helping them, but soon realised that his fingers were
too big to make the bands. So, he invented a solution! He designed a board with some pins in it
and started weaving the bands in a colorful, diamond pattern. The loom board and bands was
born! His daughters took the bracelets to school and they quickly became very popular. Everyone
wanted a bracelet. That’s when the family decided to start a business making loom band kits.
The kits had all the materials needed to make the bands.
In the beginning, the family saved $10,000 and spent it all on elastic bands and the material
needed to make the kits. Mr Cheong Choon Ng went to toy shops to tell them about their product.
The kits cost $15, and the first order from a toy shop was for 12 kits.
In the following years, Mr Cheong Choon Ng sold millions of kits and made huge profits.
1 Who started the described business?
2 What was the name of his invention?
3 How much did the family spend on their business at the start?
4 How much did one kit cost?
5 How many kits did they first sell?
/ 5 points
# 77

5 Read the information about Mr Cheong Choon Ng’s business in

the chart. Then answer the questions.
They spent They earned Proﬁt/loss
AFTER MONTH 1 AFTER MONTH 6

200,000
150,000
DOLLARS ($)
100,000
50,000
-50,000
1 What does the information in the first section show?
2 What is different between the first and second section in the chart?
3 What can we deduce from the information in the chart about the business?
4 Why do you think they earned more money after six months?
5 What can we say about the business’ success?
/ 5 points
6 Read the article and complete the sentences.

The importance of bees
Have you ever wondered where your food comes from? Well, it might surprise you
that bees help make a lot of it. What are you having for dinner tonight? Perhaps fruit,
vegetables, dairy or carbohydrates. Bees have played their part, either pollinating the
fruits or vegetables that we eat, or pollinating the food for the animals. And that’s
not all bees do for us – honey, for example, is an important product they make for us.
However, bees are disappearing globally because of pesticides and habitat loss due to
intensive farming. But what would we eat if these little insects were to vanish?
78 #

What bees do for us

All bees: A colony of bees:
1/3 of food relies on pollination Pollinate 4000 m2 of fruit trees
Pollinate 70 types of crop Makes an average of 14 kg

of honey
Make 6000 tonnes of honey

Contains 50,000 bees
Pollination and food production

Pollination is an important part of food production. Bees transfer pollen to
many different plants and crops, such as broccoli, butternut squash, apples
and nuts. Pollination isn’t only important for the food we eat, it’s also important
for other crops that we use to feed cattle, like cows. We need that to happen
so we have meat to eat. Bees are an important part of the food chain.
1 Bees help pollinate food like and .

2 The number of bees is decreasing because of and
.
3 A big problem for bees is farming.
4 A third of the food we eat relies on the process of .
5 One colony of bees can make .
/ 7 points
7 Read the first part of the article in 6 again and write.
Find a linking word or phrase that:

1 gives an example
2 adds information
3 gives a reason
4 contrasts ideas
5 gives two possibilities / 5 points
# 79

Writing
8 Look and write about the importance of a balanced diet. Write about
25–50 words.
/ 6 points
9 Look at the pictures. What might these people be saying? Think and
write text in the speech bubbles using the future tenses.
1 2
3 3
/ 4 points
80 #

10 Write about ways you could start a business or make money from
your hobby. Write about 50–100 words.
/ 10 points
11 You are going to sell a product at the school fair on Saturday. Write
a short email to your friend and tell them your plans for the fair.
# 81

2 What are the advantages and disadvantages of a young person

starting a business?
82 #

1
describe what they see. Explain that these are different ideas for making
extra cash. Point to specific details and ask questions to elicit the type of job it
may be, e.g., dog walking, making a vlog, etc. Continue this way until you’ve
established most of the jobs. Ask them to tell you about any jobs they have
done to make extra cash or whether they have some ideas about how they
could make money. Then ask the student whether they have ever taken part in
a school fair and what they did.
Class: To perform this activity as a class, divide the class into pairs. Have the
students discuss the different activities you can do to earn extra cash. Then
have them describe a school fair they have been to or taken part in. Have them
ask and answer questions about what they saw and did there.
Challenge: Have a strong group talk about whether they’ve ever done anything
to earn extra cash. Then ask them to describe a school fair they went to or took
part in.
# 83

LEVEL 6 | UNITS 3–4 Speaking Assessment Prompts: Teacher’s Notes
2
Individual: Draw the student’s attention to the question prompt. Ask the
student to discuss if they think starting a business when you are young is
a good idea or not. Ask if any of their friends have started a business. Ask
follow-up questions about what they do. Ask the student whether they would
like to start their own business and what it would be. Ask students what
benefits there are for young people starting a business, and if there could be
any disadvantages.
have them discuss the question. Have them tell each other reasons why.
Challenge: Have a class discussion on the topic. Ask and answer follow-up
questions. Then do a poll to see which opinion is the most popular in the class.
Have the class discuss why this opinion might be popular.
3
Individual: Draw the student’s attention to the food pyramid and ask the student
to describe what they see. Elicit the different types of food groups and ask what
type of food comes under each group. Ask the student to describe what they
usually eat every day. Ask the student to talk about which types of food they
think are good for them and which they should eat less of and reasons why.
Class: To perform this activity as a class, divide the class into pairs. Have the
students role-play a scenario. One student is unhappy with their diet and
would like to eat more healthily. The second student gives advice about how
the student can have a healthy diet.
Challenge: As a class, discuss what they think makes a healthy diet and create
a healthy weekly food plan, with what you should eat and not eat each day.
84 #

Practice Test
LEVEL 6 | UNIT 5
Name
1 021
Listen and label the pictures.
1 p 3 t
2 b p
4 c
5 m
/ 5 points
2 021
1 King Tut’s tomb was found in 1922. T/F

2 Howard Carter didn’t know where to look for the tomb. T/F
3 The pyramids were built as burial places for kings and queens. T/F
4 They found over 5000 pieces of treasure outside the tomb. T/F
5 Only one of the rooms was used for the treasure. T/F
/ 5 points
# 85

3 Read the definitions and write a word from the box.

archaeologist coffin papyrus pyramids treasure
1 Things that were built by the ancient Egyptians as burial

places.
2 This person digs to find ancient artifacts.
3 Valuable possessions that the kings and queens left behind.
4 Ancient Egyptians put mummies of kings and queens into this.
5 A plant used to write on.
/ 5 points
4 Read and complete the text with the correct form of the words in
brackets.
One of the earliest known writing systems 1 (invent)

by the ancient Egyptians. Special symbols, small pictures called hieroglyphics,
2 (use) in this system. In ancient Egypt, hieroglyphics
3 (write) by scribes. A scribe was a writer who
4 (teach) how to write in a special school, because it was
very complicated. Hieroglyphics included around 700 different signs of objects
and animals. Some signs were pictorial or symbolic and stood for whole words.
Some signs were phonetic, which means they stood for sounds. Hieroglyphs
5 (draw) vertically, horizontally, left to right or right to left!
/ 5 points
86 #

5 Rewrite the sentences and questions in the Past Passive.

1 Who designed the Statue of Liberty in New York?
2 They built the Sphinxes to guard the entrance to important places.
3 Tourists didn’t visit the temples.
4 Where did they find the oldest mummies?
5 They didn’t find the ancient treasure.
/ 5 points
6 Read the answers and write the Past Passive questions.

1
The temples were moved after a flood in the valley.
2
Thousands of books about Egypt were published.
3
The first makeup was invented by the ancient Egyptians.
4
My name was written in hieroglyphics.
5
Papyrus was grown beside the River Nile.
/ 5 points
# 87

7 Write five interesting facts about King Tutankhamun in the Past Passive.
Use the information that you learned from the unit or the prompts below.
• archaeologist Howard Carter • coffin with a mummy

• treasure (5000 objects) • pyramids as burial places
1
2
3
4
5
/ 5 points
8 Write a fact file about a famous place in your country. Research any
information you don’t know. Write about 100–150 words.

• a description • facts about how, when, why and who
• important dates and what happened • surprising facts
88 #

Unit Test
LEVEL 6 | UNIT 5
Name
1 022
a burial place
b mummy
c coffin
d archaeologists
e treasures
/ 5 points
2 Listen to the second part of the conversation and answer the

023
questions with full sentences.
1 What was King Tut’s first coffin made out of?
2 What was the smaller coffin made out of?
3 Was he buried in the pyramid?
4 Where were pharaohs in King Tut’s time buried?
5 When was the burial place discovered?
/ 5 points
# 89

3 Label the pictures with the words in the box.

archaeologist coffin hieroglyphics papyrus pyramids
1 2 3
4 5
/ 5 points
4 Rewrite the sentences and questions in the Past Passive.

1 Archaeologists didn’t find King Tut’s tomb until 1922.
2 Why did they build the tomb?
3 The ancient Greeks didn’t invent makeup.
4 They didn’t move the temples to a new location.
5 When did they discover the statues?
/ 5 points
90 #

5 Complete the text with the correct form of the words in brackets.
It was very difficult to build pyramids. The work 1 (divide)
into stages. First, big limestones 2 (cut) into smaller
blocks. Then these blocks had to be moved. A sled made with wooden logs
3 (use) to do that. The sled was pulled with ropes. Some water
4 (pour) on the sand to make it easier for the workers to pull
the sled. At the pyramid there was a ramp. Workers stood on stairs and pulled the
ropes that 5 (tie) to the sled to move it up the ramp.
/ 5 points
6 Read the text in 5 again. Then read the questions and answer them.
1 How were the blocks moved to the pyramid?
2 How was the sled made?
3 Were the sleds pulled to the building site with ropes?
4 Why was water added to the sand?
5 What was used to move the sled up?
/ 5 points
# 91

7 Look and write how papyrus was made. Use the words from the box to
help you.
cut lay place put roll use
/ 5 points
8 Write a fact file about a famous monument or place in your country.

Research any information you don’t know. Write 50 words or more.

• a title • facts about how, when, why and by whom it was built
• a description • important dates • surprising facts
92 #

LEVEL 6 | UNIT 5
# 93

LEVEL 6 | UNIT 5
describe what they see. Invite the student to look at the different things. Point
to specific items and ask questions to elicit the target lexis. Continue this way
until you’ve established most of the things, places, objects, etc. Ask them to tell
you any interesting facts they know about how, when, why and who, regarding
the topic of ancient Egypt in general. Provide factual support if needed.
Encourage the students to use the passive forms; for example, King Tut’s tomb
was discovered in 1922.
Class: Have students work in small groups to create an audio guide. First, have
them think of an interesting place and then write notes about the history of the
place they have chosen. Have students write a script that they can use in their
audio guide. Have them include an introduction, facts and wh- questions. Have
students choose who will say each section of the script and then practise giving
their guide to the place.
Challenge: Have a strong group present their audio guide to the class. Ask
follow-up questions to find out more about the place.
94 #

Practice Test
LEVEL 6 | UNIT 6
Name
1 024
departure gate passport terminal check-in
take off luggage security
/ 7 points
2 024
Listen again and answer the questions.
1 What did Mark forget at his hotel?
2 Where was he when he realised it was missing?
3 Where did the hotel staff member find it?
4 What did Mark do when he returned to the airport?
5 When did Mark arrive for his flight?
/ 5 points
# 95

3 Read the words and write a definition in your own words.

1 arrivals
2 emigrating
3 land
4 language exchange
5 terminal
/ 5 points
4 Write sentences with the Present Perfect Continuous using for or since.
1 We / study at this school / years
2 Julia / talk on the phone / five o’clock
3 Elena / play tennis / at the court / two hours
4 They / think of / emigrating / last summer
5 I / live here / I was five
/ 5 points
5 Complete the sentences using just, already, still or yet.

1 My family and I have emigrated to a new country. Everything is new
to me here.
2 We moved here yesterday, so I haven’t started school .
3 I’ve seen our new neighbours twice today.
4 Joanne hasn’t taken her luggage off the bus .
5 They haven’t unpacked their bags. / 5 points
96 #

6 Read the conversation. Then complete the questions and write

the answers.
Ana: Hi Melissa, have you been living in Barcelona for long?

Melissa: No, we’ve only been living here since last month.
Ana: Wow, so what have you been doing since you arrived?
Melissa: I’ve been going to school. I started last week.
Ana: Have you been enjoying school so far?
Melissa: Yes, I have. I’ve made some new friends.
Ana: What have you been learning at school since you started?
Melissa: How to find my classrooms! It’s a huge school! And I’ve been improving
my Spanish.
Ana: Have you been studying Spanish for long?
Melissa: Yes, I’ve been learning for about six months.
Ana: What have your parents been doing?
Melissa: My mum has been working at a language school and my dad has been
organising our new home.
Ana: That’s great. Welcome to Barcelona, Melissa!
Melissa: Thanks!
1 How long Melissa in her new home?
2 How she her time since she arrived?
3 she school so far?
4 What she at school?
5 How long she Spanish?
/ 10 points
# 97

7 Write five sentences about your life or experiences using just, already
or yet.
1
2
3
4
5
/ 5 points
8 Imagine you’ve just had a bad experience at an airport. Write a

feedback form about it. Write 100–150 words.
98 #

Unit Test
LEVEL 6 | UNIT 6
Name
1 025
Listen and complete the sentences.
1 Sophie first saw Marco at .

2 They were both in the main building.
3 Marco was going to quickly.
4 He wanted to get to the on time.
5 Marco had a lot of .
/ 5 points
2 026
Listen to the rest of the conversation and write T (True) or F (False).
1 Marco is going to Shanghai for six months.

2 Sophie and her family are emigrating.
3 Sophie and her family aren’t taking much with them.
4 The flight takes off at one o’clock.
5 They both have been through passport control.
/ 5 points
3 Look and label the pictures.

1 2 3 4
5 6 7
/ 7 points
# 99

4 Look at the pictures and complete the sentences using for or since.
1 I’ve been studying at this school 2 We’ve been waiting for our flight to
one year. take off 11 o’clock.
3 He’s been watching the bags and 4 A: Have you been waiting in the rain
passengers this morning. very long?
B: No, only five minutes.
/ 5 points
100 #

5 Complete the questions. Then answer for you.

1 How long (live) in your home?
2 What (learn) this week?
3 What music (listen) to this week?
4 you (go) to your school long?
5 How long (do) your hobby?
/ 5 points
6 Read and choose the correct answer.

Alicia: Hi, Martin. I haven’t seen you for ages – where have you been?
Martin: Hey Alicia. I’ve 1 just / yet come back from a two-week language exchange
visit to San Francisco. I haven’t even been back home 2 yet / already !
Alicia: Wow, that’s cool. I really want to do the language exchange visit next spring –
I’ve 3 already / yet filled in the form.
Martin: Have you been given a pen pal 4 yet / just ?
Alicia: No – I’m still waiting.
Martin: Well, it’s a great experience. My pen pal is coming here during the summer.
He’s 5 just / already bought a ticket.
Alicia: It’s great to see you again. We can talk later.
/ 5 points
# 101

7 An exchange student is coming to visit you. Email her back. Provide useful
information and instructions about the airport. Write 50–100 words.
Hi, it’s Susan. I’ve been looking forward to visiting your school for ages! I’m going to
take part in the school bike ride. I’m bringing my own bike!
/ 10 points
8 Write an email to a language exchange student introducing yourself.

Write about 100 words.

• an introduction about yourself • tips about your school
• what you have been learning at school • details about your classmates
102 #

LEVEL 6 | UNIT 6
1 2 3 4
P
Terminal 1
10 11 12 5
9 8 7 6
# 103

LEVEL 6 | UNIT 6
Individual: Draw the student’s attention to the icons in the picture. Invite
them to look at the different places and ask them to describe what they are
and where you can find them in an airport. Then ask the student to describe
what passengers do at each place. Point to different icons and ask questions to
elicit key lexis. Continue in this way until you have established most places in
the picture.
Class: Have students work in pairs. Play the Where are you? game. Have
students ask each other questions about where they are. The student answers
without using the place name. The student describes the place only. Ensure
students use just, already, yet or still in their responses.
Challenge: Have a strong student tell the class the route that they took
through the airport, describing the places they went to.
104 #

Checkpoint Test 3
Name
1 027
Listen and answer the questions.
1 Why was Queen Nefertiti’s tomb never found?
2 Where do archaeologists think it might be?
3 Why do they think it might be there?
4 Why do they think there are hidden parts to King Tut’s tomb?
5 What did the archaeologists find behind one of the tomb’s walls?
/ 5 points
2 028
Listen and write the words you hear in the correct part of the table.
Ancient Egypt Airports and Travel
/ 10 points
# 105

3 Label the pictures with the words in the box.

archaeologist coffin hieroglyphics papyrus pyramids treasure
1 2 3
4 5 6
/ 6 points
4 Read the words and write definitions in your own words.

1 terminal
2 arrivals
3 passport
4 check-in
5 luggage
/ 5 points
106 #

5 Rewrite the sentences in the Past Passive.

1 They opened the British Museum in 1759.
2 Tourists visited the tomb with the treasures.
3 The ancient Greeks made the first coins in 600 BCE.
4 Archaeologists didn’t find the statues for many years.
5 The ancient Egyptians grew papyrus beside the River Nile.
/ 5 points
6 Look at the pictures. How was papyrus made? Write one sentence for
each picture in the Past Passive.
1 2 3
4 5 6
1
2
3
4
5
6
/ 6 points
# 107

7 Read the text. Then write Past Passive questions about the text using
the words.
The Abu Simbel temple is made up of two very

large rock temples in a village in Southern Egypt.
The temples were cut into solid rock on the side
of the cliff during the reign of Pharaoh Rameses II
in the thirteenth century BCE. Work began on the
temples around 1264 BCE and lasted for 20 years.
It was built as a monument to remember himself
and his queen Nefertari, and to remember his
victory at the battle of Kadesh. The temples were
forgotten for many centuries until researcher Jean-
Louis Burckhardt discovered them in the sand in 1813.
In 1968, the temples were moved to a higher place above the Aswan High Dam reservoir.
A team of engineers and scientists carefully took apart the structures, moved them
60 metres away from the river, and then built them again. They had to move them because
there was a flood danger from Lake Nasser.
1 How ?
2 When ?
3 Why ?
4 Where ?
5 How ?
/ 5 points
8 Read the text in 7 again and answer your questions.

1
2
3
4
5
/ 5 points
108 #

9 Complete the sentences and questions in the Present Perfect Continuous

using the correct form of the verbs in brackets.
1 How long you (live) in Hanoi for?

2 We (stay) with a host family.
3 What you (study) at school since the
beginning of the term?
4 It (rain) since yesterday evening.
5 I (not feel) well since the weekend.
/ 5 points
1 George has been training for the race six months.

a for b since
2 My family has been thinking of emigrating to the US last summer.
a for b since
3 My grandparents have been going to the same restaurant 15 years.
a for b since
4 I’ve been doing my homework an hour.
a for b since
5 The plane has been sitting on the runway two o’clock.
a for b since
/ 5 points
11 Write five sentences about what you have been doing since you
arrived at school today.
1
2
3
4
5
/ 5 points
# 109

12 Read the text. Then answer the questions.
After two flights and nearly 24 hours travelling, Julia and her family
arrive in New Zealand. Julia and her family are emigrating. All was
going well until they arrived. Their flight landed 50 minutes ago, but
they are still at the terminal. They are waiting at the lost luggage
counter. For the last 20 minutes, an airport employee has been talking
on the phone. She’s been speaking to other staff in the airport to try to
find Julia’s lost suitcases. Julia’s dad has been walking up and down
looking very worried. He had some important things in the suitcase.
Julia has been worried, too. Her favourite book is in her suitcase. Julia’s
brother, Rich, on the other hand, hasn’t been that worried. He’s been
playing games on his phone all that time. Hopefully they’ll find their
luggage soon.
1 What have the family been doing since they arrived?
2 How long have they been waiting?
3 What has the airport employee been doing?
4 How have Julia and her dad been feeling?
5 Has Rich been helping to find the luggage?
/ 5 points
110 #

13 Look at the pictures and write two sentences for each situation, one
sentence with for and one sentence with since.
/ 8 points
14 Write the phone conversation using the words.
A: you / arrive / the airport yet

?
B: Yes / I / already / reach the terminal building
.
A: Great! / you / be / to check-in yet
?
B: Yes / I / just / go through security
.
A: OK! / I / still / not get / to departure gate / but / I / see you soon
.
/ 5 points
# 111

15 Write a fact file about a famous statue, building or place in your

country. Write about 50–100 words. Research any information you
don’t know.

• a description • surprising facts • facts about how, when, why and who
/ 10 points
16 You’ve just returned from holiday and you had a bad experience at
the airport. Write about 100 words of a feedback form.

112 #

Progression Test
Name
Listening
1 029
Listen to the talk and decide if the sentences are T (True) or F (False).
1 The children are learning about ancient Egypt at school.

2 They are learning about how the Egyptian civilisation began.
3 They discuss why the River Nile was important to the ancient Egyptians.
4 The children are shown how the ancient Egyptians made mummies.
5 They see some treasures from the burial tombs.
/ 5 points
2 029
1 Why did people build along the River Nile?
2 What did building villages by the River Nile help people do?
3 Why did they grow papyrus?
4 What did the new writing system help them to do?
5 What shape did the tombs of some pharaohs take?
/ 5 points
# 113

3 030
Listen to the phone message and choose the correct answer.
1 Laura is calling her friend …

a from home.
b from the airport.
c on the way to the airport.
2 Laura thought the journey up until this point …
a was a nightmare.
b was very tiring.
c was fine.
3 She has been waiting …
a to find out about their flight.
b to get through security.
c for their plane to land.
4 It is unlikely …
a Laura and Max will get on a plane soon.
b Laura and Max will have to wait for a long time.
c Laura and Max will fly out today.
5 Laura is telling her friend …
a how she can find them.
b where they will finally meet.
c she won’t meet her today.
/ 5 points
114 #

Reading
4 Read the encyclopaedia entry and follow the instructions.

THE MOST FAMOUS PHARAOH
Pharaohs were the kings and queens of Ancient Egypt. They ruled over the land, collected
taxes from the people, created the law, and led the Egyptian army against invaders.
Tutankhamun became pharaoh after the death of his father Akhenaten. Akhenaten
was a very controversial ruler. He changed some of the old laws. The people were very
unhappy with this change and, after Akhenaten’s death, destroyed many of his statues
and monuments.
Tutankhamun took over the throne at the age of nine or 10. As he was so young, he
needed powerful advisers around him to help him rule Egypt. These were, for example,
General Horemheb and Grand Vizier Ay. Tutankhamun reversed many of his father’s
decisions. People could follow some of the old rules again. He moved the Egyptian capital
back to Thebes.
TUTANKHAMUN’S
Tutankhamun was king for nearly 10 years. He died around the age of 18 or 19 and was
buried in a tomb in the Valley of the Kings. His burial place was hidden for many centuries.
It was discovered by the archaeologist Howard Carter in 1922. It had many amazing
treasures, including Tutankhamun’s famous golden mask, a chariot and a dagger made from
meteorite iron!
When Howard and his team discovered the tomb, they first drilled a small hole through the
wall. Howard lifted a candle up to see inside, and as his eyes got used to the dark, he was
asked, ‘Can you see anything?’ To which he replied, ‘Yes, wonderful things!’ This became
one of the most famous lines of the time.
1 Which picture best shows the main topic of the text? Tick .
a b c
# 115

2 Summarise in three sentences the text on page 115.
3 In the second part of the text on page 115, what would be the best title for the final
two paragraphs? Complete the title in the text.
/ 5 points
5 Read the text again and decide if the statements are T (True) or F (False).
1 Tutankhamun’s father was a pharaoh loved by all. T/F
2 Akhenaten became a pharaoh at the age of 10. T/F
3 Tutankhamun changed his father’s laws. T/F
4 People didn’t know where Tutankhamun was buried. T/F
5 The archaeologists dug a big hole under the pyramid to find the treasure. T / F
/ 5 points
6 Read the description of the process of making papyrus. Then match the
information to the correct pictures.
1 First, the hard outer leaves are removed and the soft insides are cut into strips.
2 Next, they are put in water for three days to soften.
3 Then the strips are rolled flat.
4 After that, the strips are laid next to each other in rows, one on top of the other.
5 Then a heavy stone is placed on the papyrus for a few days. The natural sugar
in the leaves helps to stick the strips together, like glue.
6 After a few days, the papyrus is dry and ready to use.
a b c d e f
/ 6 points
116 #

7 Read the online posts and the people’s problems. Where do you think
they are in the airport? Write the name of the place from the airport map.
1 I’ve been waiting here for the last half hour, but my suitcases still haven’t
appeared. Everyone else has taken theirs.
Posted 3:18 p.m.
2 I can’t believe it! I’ve been queuing for twenty minutes and now
I’ve reached the desk, I can’t find my passport. I probably left it in the hotel.
Posted 4:50 p.m.
3 The airport is like a maze. I’ve just entered the one which my plane takes off
from. I’m completely lost. There are a lot of stores around, there are counters,
and people with and without luggage are entering and leaving the building.
Posted 10:15 a.m.
4 I completely forgot to take the liquids out of my bag. Now, I’m here waiting and
they’ve been checking my bag for 10 minutes.
Posted 11:45 a.m.
5 The passengers are getting ready to board, but I really need some water. It’s too
bad that I didn’t buy a bottle before I reached here.
Posted 12:10 p.m.
/ 5 points
# 117

Writing
8 Look at the pictures and write five interesting facts about ancient Egypt.
You can make them up if you don’t remember the actual details.
1
2
3
4
5
/ 5 points
9 Write a paragraph about when archaeologists found the tomb of King

Tutankhamun using the words in the box.
1922 burial place coffin dig a hole Howard Carter mummy pyramid treasure
/ 10 points
118 #

10 Write about your experience at the airport on a recent trip.

• at least two paragraphs • a main idea sentence for each paragraph
/ 10 points
11 Look at the plan of the airport. Write an explanation of what you do

in each place. Write about 50–100 words.
# 119

120 #

1
Individual: Draw the student’s attention to the pictures and ask them to describe
what they see. Ask questions to elicit the target lexis. Continue this until you’ve
established most of the places, objects, etc. Ask them to tell you any interesting
facts they know about how, when, why and who, regarding the topic of ancient
Egypt in general. Support the student with data if necessary. Encourage them to
use the passive forms; for example, King Tut’s tomb was discovered in 1922.
Class: Have students work in small groups to create an audio guide. First,
have them think of an interesting place then write notes about its history.
Have students write a script for their audio guide. Have them include an
introduction, facts and wh- questions. Have students chose who will say each
section of the script, and then practice giving their guide.
Challenge: Have a strong group give their audio guide to the class. Ask follow-up
questions to find out more about the place.
2
Individual: Draw the student’s attention to the photos and elicit what they describe
and what they all have in common, such as travelling problems. Ask the student if
they have ever had any problems when travelling. Have the student describe them
in more detail. If the student cannot recall any problems, ask them to name the
most common travelling problem and then come up with ideas how to avoid it.
Class: To perform this activity as a class, divide the class into pairs. Have
the students discuss what the pictures show and what they might have in
common. Then have them ask each other what travelling problems they have
experienced, what problems are most common and how they can be avoided.
Challenge: Have a strong pair of students role-play a phone conversation in

which one person is complaining about their travelling problems during a trip.
# 121

LEVEL 6 | UNITS 5–6 Speaking Assessment Prompts: Teacher’s Notes
3
Individual: Ask the student if they have ever been to an airport and flown on a
plane. Have the student describe their experience of the airport. If they haven’t
been to an airport or flown on a plane, have them talk about what they think
about flying in general and whether they would like to travel at an airport. Ask
the student if they think there are any risks or dangers when travelling at an
airport. Ask and answer any follow-up questions.
Class: To perform this activity as a class, divide the class into pairs. Have them
talk about the different places in an airport and what you do there. Ask them to
discuss if they think there are any risks or dangers with travelling at an airport.
Challenge: Have a strong pair share their opinions about travelling, especially
flying. Have other students ask and answer follow-up questions, and say
whether they agree or disagree.
122

Practice Test
LEVEL 6 | UNIT 7
Name
1 031
Listen and tick the situations you hear.
called my teacher ‘Mum’ dropped my phone forgot my words on stage
got lost overslept slept alone texted the wrong person
/ 3 points
2 031
Listen again and complete the questionnaire about Max.
Science project: Fear

By Emma Powell
Questionnaire about: Max Brown
1 Afraid of:
2 Scared of heights:
3 Scariest experience:
Most embarrassing experiences:
4
5
/ 5 points
3 Read and answer the questions for you.

1 Have you ever got lost in a maze?
2 Have you ever texted the wrong person?
3 What’s the scariest experience you have had?
4 What’s the most embarrassing experience you have had?
/ 4 points
# 123

4 Read and complete with the correct form of the verbs in brackets.
Diego: 1 you ever (oversleep) and missed the start of class?
Megan: Yes, I have.
Diego: When 2 it (happen)?
Megan: It happened last month. I was studying for my exams until late, so in the
morning I couldn’t wake up. Has that ever happened to you?
Diego: No, it 3 (have), but I have forgotten to take something important
to an exam.
Megan: Oh really, what 4 you (forget)?
Diego: My calculator for last week’s Maths exam. Luckily, my teacher had a spare one.
Megan: Robin, and you? Have you ever forgotten something important?
Robin: No, I haven’t, but I 5 (lose) something important.
Megan: Oh no, what 6 you (lose)?
Robin: My luggage.
Megan: When did that happen?
Robin: The airline lost it two years ago when we 7 (be) on holiday.
Megan: A new question now. 8 you ever (cut) your own hair?
Robin: No, never!
Diego: Err … Yes, I have! I remember when I was about eight years old, I cut my hair
with some kitchen scissors. It 9 (look) awful!
/ 9 points
124 #

5 Read the conversations again and complete the notes.

Find someone who … Name When it happened
1 forgot something important
2 cut their own hair
3 didn’t go to school at the correct time
4 lost something important
/ 8 points
6 Match the advice in the box about giving presentations to the pictures.
learn the presentation make eye contact speak clearly and loudly
write key points on cards
1 2
3 4
/ 4 points
# 125

7 Write about your most embarrassing or unpleasant situation.

Write about 50–100 words.

• what happened • how you felt
• when it happened • what happened in the end
/ 10 points
8 Your friend has the following problem. Write them an email with advice.
I’m the narrator in the school play next week, but I’m really nervous. I’m scared
that I’m going to forget my words.
126 #

Unit Test
LEVEL 6 | UNIT 7
Name
1 032
Listen and write yes or no for Chris.
1 overslept and missed the start of class

2 forgotten your words
3 got lost in a maze
4 called your teacher ‘Mum’ by mistake
5 slipped on a banana skin
/ 5 points
2 032
1 What does Chris often do?
2 What does he say he dislikes?
3 What scary experience did they have on holiday?
4 What was Chris’ most embarrassing experience?
5 What does he say he’s lucky to have never done?
/ 5 points
# 127

3 What happened? Look at the pictures and label them.
1 2
3 4
/ 4 points
4 Complete the sentences using the correct form of the verbs.

Use ever and never where necessary.
1 I (not / see) a kangaroo.

2 He (read) that book three times already.
3 Have you seen my dog? He (run away) two days ago.
4 This is the most delicious cake I (eat) in my life.
5 I (lose) my phone last week. Now I have to buy
a new one.
/ 5 points
128 #

5 Write questions in the Present Perfect. Then answer so they are

true for you.
1 find money in the street Have you ever found money in the street ?
2 fly in a helicopter ?
3 oversleep on an important day ?
4 forget to study for a test ?
5 touch a snake ?
/ 10 points
6 Number the sentences from a presentation in order.

a The first thing I remember is that I was feeling very scared when I heard
strange noises outside. I was so scared that I was sweating. I really didn’t
enjoy that night at all.
b To summarise, fear is something we all feel, but it isn’t always a negative thing.
c I’ll never forget the first time I slept alone in the dark. It was when
I was about 10. I camped out in a tent in my garden!
d I’d like to talk about fear. What is fear, and how does it make us feel?
e On the other hand, some of my most enjoyable times have been camping
with friends. We’re usually terrified, but because we are together, it’s fun!
/ 5 points
# 129

7 What fears have you got? Write a short presentation of 50–100 words.
/ 15 points
8 Read the introduction and write a dialogue of about 100–150 words.

• the characters • location • the way a character speaks
• a character description • sounds • correct punctuation
George visits his friend, Suzie. He walks into the living room and stops, amazed, to see Suzie
playing the piano – with her cat!
130 #

LEVEL 6 | UNIT 7
# 131

LEVEL 6 | UNIT 7
describe what they see. Invite the student to look at the different people and
the situations. Point to specific items and ask questions to elicit the target lexis.
Continue this way until you’ve established most of the situations. Ask them to
tell you if they have ever had any of these experiences. Ask follow-up questions
to find out more details. Ask them what is the most embarrassing experience
and the scariest experience they have ever had.
Class: Have students work in small groups to create a presentation about an

embarrassing or scary experience. Have students describe the experience, what
happened and how they felt.
Challenge: Have a strong group give their presentation to the class.

Ask follow-up questions to find out more about the experience.
132 #

Practice Test
LEVEL 6 | UNIT 8
Name
1 033
Listen and tick the correct sentence.
1 a There aren’t enough pavements and zebra crossings.

b It’s easy to walk around the city as it has got many pavements.
2 a The tunnels take the traffic away from the city.
b There is a big problem with traffic in the city.
3 a The man thinks there are good and bad things about tourism.
b The man agrees that the city is too touristy.
4 a The man thinks the city is too busy.
b The man likes that there are different types of people.
5 a The man thinks the square looked better in the past.
b The man likes the changes made to the square.
/ 5 points
2 Listen again and complete the table with the information about the
033
city that you hear.
Positives Negatives
/ 10 points
# 133

3 Look and label the photos.

1 2 3
4 5
/ 5 points
4 Read and match the sentence halves. Then complete with the correct
forms of the verbs in brackets.
1 If I (live) at the top of a you were in your favourite restaurant

a skyscraper, right now?
2 If the weather were good, b we (use) the bridge.
3 What you c I would be scared to look of out my
(eat) if window every day!
4 If the tunnel were closed, d you (can travel) to any
place in the world?
5 Where would you go if
e we (go) to the beach.
/ 5 points
134 #

5 Read the sentences and complete them with your own ideas.
1 If I were a millionaire,
2 If I had some land in my town,
3 If we created cycle lanes in my city,
4 If there were fewer cars in the city,
5 If I could move,
/ 5 points
6 Complete the dialogue using the words in the box.

across along around over past through
Man: Hello, I seem to be lost. I’ve been walking 1 the town, but
I can’t find the swimming pool. Could you help me?
Woman: Sure! I’d go straight 2 the park. It’s the quickest way.
Man: How do I get to the park?
Woman: Go 3 the river and 4 the college. Then go
5 the street to the side where a café is. Go past it and take the
first turn right. Then you’re at the park.
Man: Is the swimming pool in the park?
Woman: No, you continue walking and go 6 the bridge until you reach
the gate on the opposite side. You’ll see the swimming pool.
Man: Thank you!
Woman: You’re welcome!
/ 6 points
# 135

7 What projects would you like to see in your town? Write your ideas and
say how they would improve your town. Write about 100 words.
/ 15 points
8 Choose a topic and write about 100–150 words.

• What are the advantages and disadvantages of living in the city?
• Where would you prefer to live, the city or the countryside? Why?
136 #

Unit Test
LEVEL 6 | UNIT 8
Name
1 034
1 Some of the buildings in the town are over years old.

a 300 b 1300
2 The statue is of a man who designed the .
a zebra crossings b pavements
3 One of the oldest buildings in the city is now .
a the bank b the town hall
4 The museum has got photos that show the town over the last .
a 50 years b 150 years
5 The building opposite the statue is part of the .
a university b museum
/ 5 points
2 035
Listen to the second part of the tour and complete the notes.
Bridge town
Modern part of the town has got:
Along Grafton Street there is:
There used to be:
It is a safe city with:
No traffic in the city because:
/ 5 points
# 137

3 Read the definitions and write a word from the box.

pavement skyscraper statue town hall tunnel
1 A very tall, modern building, usually in a city.

2 A building used as offices for people working for a local
government.
3 A path that people walk on usually next to a street.
4 A figure of a person which is usually large.
5 An underground passage, for example, one built under
a town.
/ 5 points
4 Circle the correct words to complete the Second Conditional sentences.

1 If I had / would have more money, I would live / lived on a big farm in the
countryside.
2 If I am / were mayor of this city, I ’d / ’ll build more cycle lanes and zebra
crossings.
3 If she rode / rides her bike more, she’d help / helped the environment.
4 What would you did / do if you were / are able to go anywhere you want for
a day in your city?
5 If Ivan didn’t have to / had to study for his test, he will / would be able to go
to the cinema.
/ 5 points
138 #

5 What would you do in these imaginary situations below? Write Second

Conditional sentences.
1 You have got a superpower.

If
2 You can’t use the internet for one week.
3 You meet your favourite actor/actress.
4 Your parents decide to move to the countryside.
5 You win the lottery.
/ 5 points
6 Look at the map and write directions to the places using the words in
the box.
pavement skyscraper statue town hall tunnel
1 from the library to the café
2 from the museum to the river
/ 4 points
# 139

7 Read the text. Then write an email of about 100 words with instructions.

• greeting • introduction • body of email
• closing • sign off
A group of exchange students are coming to your town for a walking tour. Give details of where
you will meet, at what time, and how they will get to the meeting place from the train station.
/ 10 points
8 How would you change your city to help improve the environment?
Write a text with your ideas. Write about 100 words.

140 #

LEVEL 6 | UNIT 8
# 141

LEVEL 6 | UNIT 8
describe what they see. Invite the student to look at the different buildings and
structures. Point to specific places and ask questions to elicit the target lexis.
Continue this way until you’ve established most of the places, objects, etc. Ask
them to tell you about their city or town and what buildings and structures it
has. Ask the student to tell you how they would improve it if they could.
Class: Have students work in small groups to create their dream city or town.
First, have them think of what buildings and structures there would be. Then
have them discuss ideas about what people could do there, whether it would
be environmentally-friendly, how would people travel around it, etc. Encourage
students to give reasons for their ideas. Have students write notes to use
when they are talking about their dream city or town. Have them include an
introduction, ideas and reasons, and a conclusion. Have students choose who
will say each section of the description, and then practise giving their part.
Challenge: Have a strong group describe their dream city/town to the class.
Ask follow-up questions to find out more about the place.
142 #

Checkpoint Test 4
Name
1 036
Listen and write what the people’s fears or worries are.
1 Simon 2 Karen
3 Josie 4 Luis
5 Daniel
/ 5 points
2 037
Listen and decide if the sentences are T (True) or F (False).
1 The student is showing people around a real town. T/F

2 The student would like to make her town greener. T/F
3 If she could change her town, she wouldn’t have factories. T / F
4 She wouldn’t build any more pavements. T/F
5 She has built tunnels to reduce traffic in the town. T/F / 5 points
3 What are the situations? Look at the pictures and complete the phrases.
1 2 3
4 5
1 forget
2 your phone
3 in a maze
4 look down from the top of a
5 in the dark / 5 points
# 143

4 Look and label the pictures.

bridge flyover skyscraper town hall zebra crossing
1 2 3
4 5
/ 5 points
5 Complete the sentences using the correct form of the verbs in brackets.
1 James (oversleep) and (miss) the start of
class already twice this week.
2 This is the tallest building I ever (climb) up.
3 I (not find) my hat yesterday, so I’ll need to buy a new one.
4 They (live) in five different cities since last year.
5 We (see) a hummingbird on both visits to the bird sanctuary
last month.
/ 6 points
144 #

6 Look at the pictures. Use the words to write Present Perfect questions
with ever.
1 oversleep / miss the start of class 2 slip / a banana skin
? ?
3 text / the wrong person 4 call / teacher ‘Mum’ by mistake
? ?
5 turn off / the internet
? / 5 points
# 145

7 Order the words to make questions.
1 ever / you / forgotten / have / study / to / an exam / for

?
2 dropped / you / ever / your / phone / have / water / in
?
3 you / flown / a hot-air balloon / ever / have / in
?
4 a competition / ever / you / won / have
?
5 have / a wild animal / ever / seen / you
?
/ 5 points
8 Answer the questions in 7 so they are true for you. Then give more
information.
/ 10 points
146 #

9 What advice would you give someone doing a presentation?

Look at the pictures and write sentences.
1 2
3 4
/ 4 points
10 Complete the sentences and questions with the correct form of the
words in brackets.
1 If I (be) you, I (move) to a house with a garden.

2 If your dad (not drive) you to school, you
(walk)?
3 We (move) to a bigger flat if my parents (have)
more money.
4 He (not use) the zebra crossings if there (be) an
flyover.
5 I (not like) it if my city (not have) any
cycle lanes.
/ 5 points
# 147

11 Complete the sentences or questions using the correct form of the

pairs of verbs in the box. Remember to use would.
be / order do / be go / improve have / study travel / can visit
1 What she if she

famous?
2 We to the beach if the weather .
3 If I at my favourite restaurant, I pizza.
4 Robert better grades if he more.
5 Where you if you
any place?
/ 5 points
12 What would you do in the situations below? Write sentences with if.
1 You forget your words on stage.
2 Your parent gets a new job and your family moves to a new place.
3 Your best friend is scared of spiders.
4 You accidentally text the wrong person.
5 You find an expensive phone on the floor at school.
/ 5 points
148 #

13 Read and complete the dialogue using the words in the box.
across along around over past through
Sally: Excuse me, can you tell me where the gym is?
Tim: Sure! You must be new at school. It can be confusing at first.
Sally: Yes, it is! I’ve been walking 1 for 15 minutes.
Tim: Don’t worry. I’d go 2 the library – it’s the quickest way.
Sally: How do I get to the library?
Tim: Go 3 those doors on your right. Then, go 4 the
hallway until you see the two red doors to the playground. They’re next to the
library entrance. Then, go 5 the playground towards a large
building. You go 6 the bridge across the pond and there’s the gym.
Sally: Thanks!
/ 6 points
14 Look at the map and give directions to the following places.
1 From the river to town hall:
2 From the stadium to the swimming pool:
3 From the library to the university:
/ 6 points
# 149

15 What’s the scariest experience you have had or what’s something

that frightens you? Write about 100–150 words.
/ 15 points
16 How would you change or improve the town or city where you live to
make it more ecological? Write about 100–150 words.
150 #

Final Test
Name
Listening
1 038
Listen to the conversation and decide if the sentences are
T (True) or F (False).
1 The newspaper article is about people from the past. T/F

2 Harry chose a person who helped the lives of many people. T / F
3 Margie thinks the person is very intelligent. T/F
4 Harry tells Margie about his chosen person’s discovery. T/F
5 Margie isn’t sure that Harry has chosen the right person. T/F
/ 5 points
2 038
Listen again and answer.
1 Why does Margie say it ‘sounds like someone else I know’?
2 What does Margie mean by this?
3 How does Harry react to what Margie says?
/ 3 points
# 151
Z01 English Code ASB6 BrE 22841.indd 151 13/10/2020 15:08

LEVEL 6 | UNITS 1–8 Final Test
3 039
1 Suzanna is going to sell honey at the school fair because .

a her mum has given her some jars to sell
b she enjoys eating honey at home
c she already has a small honey-making business
2 She only makes small amounts of honey because .
a they don’t have many hives
b they only take some from the hives
c they keep most of the honey for themselves
3 Her prices are more than the supermarket’s because .
a they would like to make some extra cash
b their honey tastes better
c they only produce small amounts
4 She has made an advertisement so .
a people can find out about her business
b people know when the school fair is
c people learn how to make honey
5 They usually spend all extra cash on the bees so .
a they can make larger amounts of honey
b they can take care of the beehives properly
c she can get more money for her vlogs
/ 5 points
152 #

Final Test UNITS 1–8 | LEVEL 6
Reading
4 Read the encyclopedia entry and follow the instructions.

Why Was Farming Important to the Ancient Egyptians?
The ancient Egyptians based their farming around the annual flooding of the
River Nile, that is, the time when the river water covered the land. They
needed to know exactly when the river would flood, so they planted the crops
at the right time. In that way, they were able to take advantage of all the
nutrients left behind by the flood water. They also measured the River Nile to
see how much flooding they could expect.
There were three seasons in the Egyptian calendar:
Akhet
This is the flooding season, also called the Season of the Inundation. Heavy
summer rain in the highlands of Ethiopia each year caused the Nile to flood as
it flowed through Egypt. Farmland could be covered by up to two metres of water.
Peret
This was the growing season, also called the Season of the Emergence. As the
floodwaters went down, the land beside the Nile was left covered in thick,
dark mud which was very fertile and good for farming. Farmers used this season
to plant grain, fruits and vegetables. In the growing season, fields were
prepared either by hand or by oxen, a strong animal. Ancient Egyptians set up
a complex network of water channels for watering the crops, so they wouldn’t
dry out.
Shemu
This was the harvesting season, also called the Season of the Harvest.
Egyptians harvested the food, collected seeds to plant the following year, and
stored grain in large silos. The silos were large storage areas, where the
crops were kept. Ancient Egyptians sold or exchanged the crops for other goods
like cloth or bread.
1 Write the main topic of the text.
2 Name the three seasons in ancient Egypt.
# 153

3 Choose the correct option.

a The ancient Egyptians didn’t understand how the river could help their farming.
b The River Nile was an important part of the ancient Egyptians’ farming.
c The crops didn’t grow as well after the Nile flooded.
4 In a few words, describe the three different seasons of farming.
5 Summarise the text in 40 words.
/ 5 points
5 Look at the pictures and read the text on page 155. Then answer the
questions.
1 Why is the dad distracted in picture 1?
2 What is the problem in picture 2?
3 What is the problem in picture 3?
4 What happens in pictures 4 and 5?
5 Why was there confusion?
/ 5 points
154 #

Amelie, you’ve been eating

1 those sweets for ages. Please put 2 Dad, where’s Oh, no! I can’t see
them away. Now, where are the Amelie? her anywhere!
passports and boarding cards?
Don’t worry, Dad – I’ll

ask a security guard.
Look, Dad! It’s Amelie’s

teddy bear – we have been
following the right trail!
Look, Dad – it’s one of Amelie’s sweets!
3 And there’s another one over there. Oh, thank goodness.
I think if we follow it, we’ll find her! Amelie! AMELIE!!!
OK, but I’m going to tell the
security guard about her first. Don’t
go anywhere without me, Alex!
Oh, dear! Never mind – at

6 least we have the
Amelie – we were so worried.
right kid, Dad!
5 I’m so sorry! I honestly didn’t
know she was there. I thought
it was my son I’ve been pulling
along. I forgot he was on my back!
# 155

6 Read the article quickly and underline four main sentences presenting
the topic of each paragraph.
Sustainable planning in countries and cities can lead to a better quality of life. It can
lower the amount of energy we use, make less waste and lower energy bills, while looking
after the environment for the future.
Sustainable country – Sustainable City – Masdar

Iceland Masdar City is under construction in Abu Dhabi.
Iceland has the highest The plan is to make it one of the world’s most
percentage of renewable sustainable cities. The city wants to make sure
energy of any country in the no one lives more than 200 metres from public
world. Renewable sources transport. When it is built, it is to be a zero
provide 100 percent of waste city. There will be tunnels, and no cars will
Iceland’s electricity and heat. be allowed in the city centre of the city. Office
80 percent of electricity buildings, skyscrapers and other tall buildings will
is made from hydropower, be built close together to cast shade on to the
and 20 percent comes from streets.
geothermal power – that means In the city, the city planners will build wind
it is made by the heat of the towers. These will help to bring cooler air on to the
Earth. Water heated in this way pavements. They are building two large solar panel
is also used in most of Iceland’s plants – which will be the largest in the world when
homes. Iceland has large supplies built – and these will produce all the electricity and
of electricity, so the price is less energy that the city needs. The city hopes to lead
than in other countries. research into sustainable technology and become a
model for cities of the future.
/ 4 points
7 Read the text in 6 again and complete the sentences.
1 Iceland uses only renewable sources to make .

2 Water heated by geothermal power is used .
3 Masdar wants to become .
4 There will be no traffic and cars .
5 Wind towers will be built to .
/ 5 points
156 #

Writing
8 Write five characteristics someone may need to be a charity worker.

1
2
3
4
5
/ 5 points
9 Write a guide to your town or city. Write about 100–150 words.

Include the following headings:
• my amazing town/city • history • traditional buildings
• modern areas • positives/negatives • how I would improve it
/ 10 points
# 157

10 Will food and food production be different in the future? Why?

Write about 100 words.
/ 10 points
11 Write about your scariest or most embarrassing experience.

Write about 100-150 words.

• what it was • when and where • how you felt • what happened in
the end

158 #

3 ‘There should be more cycle lanes in cities and fewer cars.’

Do you agree or disagree?
# 159

1
Individual: Ask the student if they have ever been to a school fair. Have them
give details about when and what they saw there. Encourage the student
to give details about what products people sold there and what games or
activities people could do. If the student hasn’t been to a school fair, have
them think of ideas about what happens at a fair, what products are sold and
what games could be played.
Class: Have the students work in pairs and role-play a scenario between two
friends. Have them imagine that their school is going to have a school fair.
One student wants to take part in the fair but isn’t sure what they can do for
the fair. The other student makes suggestions about what they could do; for
example, sell old toys, sell products, have a bake sale, design T-shirts, do face
painting, etc.
Challenge: Have a strong pair talk about what they plan to do for the school fair.
160 #

Speaking Assessment Prompts: Teacher’s Notes UNITS 1–8 | LEVEL 6
2
Individual: Ask the student some questions about their experiences; for
example, Have you ever … overslept and missed the start of school/forgotten
your words on stage/texted the wrong person/got lost in a maze/called your
teacher ‘Mum’/looked down from the top of a skyscraper/slept alone in the
dark, etc. Have the student share their answers and ask follow-up questions
to find out more information. Then ask the student to describe a scary or
embarrassing experience.
Class: To perform this activity as a class, divide the students into pairs. Have
them briefly describe to each other a funny or exciting experience they have
had in their life.
Challenge: Have strong students share their experience. Have the class decide
whose experience was the funniest or most exciting.
3
Individual: Draw the student’s attention to the question prompt. Ask the
student to talk about whether there are any cycle lanes in their town/city or
not. Ask whether they think there should be more or not. Then ask the student
to discuss whether there is too much traffic in their city or not. Encourage the
student to share ideas about how traffic could be improved in their city. Ask the
student if there is anything they would change about their city and why.
have them discuss the question, whether they think there should be more cycle
lanes in their city and less traffic or not. Have them tell each other reasons why.
Challenge: Have a class discussion on the topic. Ask and answer follow-up
questions. Then do a poll to see which opinion is the most popular in the class.
Have the class discuss why this opinion might be popular.
# 161

Audioscript
DIAGNOSTIC PRE-TEST myself. These clues were: a chewed film your own reports and vlogs. The
Track 2 piece of trainer, a banana skin and club takes place every Tuesday and
A: Do you like outdoor adventures, some biscuit crumbs. They all led in Thursday after school at 3:30 p.m. The
Andrew? a trail out of the changing rooms, teacher, Mr Brown, is an ex-newspaper
past the entrance, and around the reporter. You’ll learn a lot of interesting
B: Yes, I do. In my region, there are
side of the building. I have to say I new skills. The students work in groups
a lot of forests and mountains. We
was a little worried at this point. Who to interview people for news reports.
spend a lot of time hiking up them.
was this trainer-loving, biscuit-eating You’ll learn how to find good sources
My mum loves horses and works at
thief? As I stepped around the corner, online and how to search safely
stables, so we also go horse-riding a
half-expecting to see a tall, scary online for information. You’ll also
lot.
person … who did I see? Benzie! My learn about cyberbullying – how to
A: That’s fun! Have you ever gone swimming coach’s dog … surrounded upload information online safely and
camping in the forest? by half-eaten food! My mystery of the the dangers of sharing information. If
B: No, I haven’t, but we’re going stolen food … and trainer … solved! you’re interested, speak to
to do that next summer. How about Mr Benjamin today!
you, Lisa? UNIT 1 PRACTICE TEST
A: I love going on holiday and Track 4 UNIT 2 PRACTICE TEST
I’ve been camping in the forest a lot A: What news article are you writing Track 6
of times. I’ve never stayed in a hotel. for the school newspaper, Luis? A: Did you read that magazine article
Have you? B: I’m writing about a burglary, about personality and jobs that I sent
B: Yes, I have. Last summer, I spent Claudia. It happened in the school you, Thomas?
a weekend with my family exploring library last week. B: Yes, it was really interesting.
the capital city. It was also fun and A: Oh, yes, I read about it on the It’s helped me decide where I’d like
easy to travel by underground. You’ve school blog. Who’s going to report to do my work experience one day.
been to the capital, too, haven’t you? on it? A: Oh, great! Do you still want to be
A: Yes, I have! I visited the palace, too. B: Tomorrow, Max and I are going a police officer?
B: Oh, yes. That palace is great and to interview some students who were B: I don’t think so. You need to be
it’s got a tower. Did you climb up in the library at the time. brave to be a police officer. You do a
that tower? A: Good idea. I can ask people to lot of dangerous things. But I’m not
A: No, I didn’t. My brother said that come forward with information in very brave.
it was very high and I’m scared of my vlog. I’m making a new video this A: I see. Well, what other jobs interest
heights. How about you? afternoon and then I’ll share it online. you?
B: I climbed to the top. There were B: We’ve already spoken to B: The conservationist job sounds
fantastic views! I’m happy I did it. Mrs Clarke, the librarian. She said interesting.
that someone stole a laptop from A: What characteristics do you need
Track 3 a student’s bag. She also said there for that?
Last Saturday, more than fifty were two books missing. She took a
swimmers were taking part in B: You need to be compassionate
photo of the crime scene and sent it because you have to care for animals.
a competition at the swimming pool. to me.
While they were swimming, a thief You need to be inspirational, too,
A: That’s good. Have you thought because you need to inspire others
came into the changing rooms and
about a headline for your article? to help the environment.
stole some possessions. Usually,
thieves steal things like jewellery, B: Yes, we have. What do you think A: You need to be compassionate
like rings and earrings, don’t they? of ‘Library thief strikes again’? to be a charity worker, too, and
But this thief was different. This A: Hmm yes, good headline. You can generous, because you help people
thief didn’t steal a swimmer’s belt, include the photo of the crime scene in difficult situations.
sunglasses or wristwatch. This thief with your article and add a caption B: Is that what you’d like to do, Julia?
stole one trainer. They also stole under it to describe the photo. A: No, I’d like to be a lawyer or
food – a banana, five honey and nut B: Good idea! a scientist.
biscuits and a chicken salad! How do A: Mrs Watson said we don’t want B: Very different jobs!
I know all this? Well, I’m Agent Amy, any cyberbullying, so when we find A: Yes! To be a scientist, you need to
a super detective. Although not many out information, we must tell her be intelligent because you discover
people know this, as I’m just starting right away. new things.
out this side business. Anyway, … B: OK. Talk to you later. B: You’re very intelligent! And what
when the police arrived, I wasn’t too
do you need for being a lawyer?
sure they could solve the case. When UNIT 1 UNIT TEST
the police detectives were searching Track 5 A: Thank you! Well, you need to be
the changing room, they found determined because you have to fight
Come and join the Social Media
some footprints. After watching to help people.
Afterschool Club! Are you creative?
them walk around in circles for a Do you want to learn how to write B: Yes, that’s right.
few minutes, I saw they were in fact headlines and captions? Then this is
just following their own footprints! the place for you! You’ll learn how
So, I decided to follow the clues to write news articles and blogs, and
162 Audioscript

UNIT 2 UNIT TEST Track 9 Track 11
Track 7 A: Are you busy after school today, A: Two hikers had a lucky escape
A: Hi Emma, what are you reading? Miguel? yesterday thanks to some friendly dogs.
B: Hi, Luke. It’s a book about B: Yes, I’m going to the Social Media Galina Edwards, 12, was hiking in the
inspirational people who have Afterschool Club. forest with her friend when she saw a
changed the world. A: Oh, yes, I heard about that. bear behind a bush just a few metres
Which days do you go? away from them. But before the bear
A: Are they famous people?
could reach Galina and her friend, two
B: No, they were normal people who B: On Wednesday and Friday.
dogs appeared. They started barking
did incredible things. I’m thinking It’s really fun!
and growling, and stood between the
about writing my school project on A: What do you do there?
two girls and the bear, and the bear
one of the people. B: We do a lot of interesting activities, couldn’t reach them. The bear got scared
A: Good idea! Who have you chosen? like learning how to write news articles from the barking, so it wandered off
B: Well, there are a lot to choose from, and blogs, and film our own videos. back into the forest. The amazing animal
but I think I’m going to write about a A: That sounds cool. rescuers followed Galina and her friend
lawyer. She’s a campaigner, too. She’s B: Yes, it is. I also make my own all the way back to the path out of the
a very generous person and promotes weekly vlog. I interview people for forest, where they were safe. Galina said
education for children in poorer news reports and upload them to the that from that moment on, dogs had a
countries. school website. special place in her heart. Our reporter
A: Wow! She sounds like a good A: Like a real reporter. spoke to Galina afterwards.
choice for the project. B: Yes! We also learn how to upload B: How did you feel when you saw the
B: Right? I think so, too. She’s also photos, and think of clever headlines bear, Galina?
an author and has written many and captions to describe them. C: We were really frightened! We
books about the work she does A: Who do you interview? wanted to run away, but we knew that
around the world. B: Usually people in the local might make the bear run after us, so we
A: You need to be very compassionate community. This week my vlog is stayed still.
to be a lawyer. about inspirational people and jobs. A: That was our reporter speaking to
B: Yes, you’re right. And also A: You’re brave to interview people. Galina Edwards. Later, Galina said that
determined. When you make B: It’s not scary at all. I go with she wanted to raise awareness for bears
a decision, you can’t change another student and sometimes my in the wild and help teach other hikers
your mind. teacher. He used to be a newspaper about how to respect nature and take
A: She sounds like a very intelligent journalist. This week we’re speaking care in the wild.
person. to an author. She’s written many UNIT 3 PRACTICE TEST
B: Yes! You need to study a lot to be books. She’s a campaigner, too, and
Track 12
a lawyer! promotes education for girls around
the world. Why don’t you come? A: We need to think of something to do
UNITS 1–2 CHECKPOINT TEST A: I’d love to! I’ll come to the club
for the school fair, Ellie.
Track 8 this afternoon. B: I know Sarah is going to bake biscuits
1 She is brave and not afraid to do and make lemonade. Do you have any
difficult things. UNITS 1–2 PROGRESSION ideas?
2 Tom reads the newspaper Track 10 A: Well, Martin has invented a game
headlines every morning. Hello everyone! I’m Tom. Today, that he’s going to sell. We could sell our
3 A lawyer often helps people who I’m going to give my presentation own products.
are in trouble. on inspirational people. The person B: How about selling our artwork?
4 The author has written many that I’ve chosen to speak about is A: Good idea!
books. my uncle Eduardo. I’ve chosen him B: We can design an advertisement
5 She deals with people who because he helps many people and with our prices. You could do it on the
are upset, so she needs to be the planet. He’s a charity worker computer. You’re good at that, Scott.
compassionate. and a conservationist for a charity A: Sure!
6 He is an environmental that helps the environment. He isn’t
campaigner. B: People should know how much they
famous, but he’s compassionate
7 Martina films a vlog about her have to spend, too.
and generous. These are important
daily life. A: We could have lower prices for small
characteristics for his job because
8 He is generous and spends a lot paintings and drawings.
you have to be caring to animals
of time helping others. and nature. He’s also a campaigner B: Yes! We need a money box to keep
9 My cousin got an interview with who’s campaigning against palm oil all the cash in, too.
a famous singer for his school plantations. A conservationist needs A: Yes, you’re right. We should get one.
project. to be inspirational, and he really is! We could also have a competition for
10 A volunteer is someone who works He inspires me and others to help the students to win prizes.
for no money. environment. If anyone follows my B: I think Lucy is doing that already.
11 They’re very intelligent and studied vlog, I’ll be filming an interview with A: No, she’s going to do face painting.
for many years. him and I’ll upload it online at the Charlie is going to have a coconut shy.
12 Cyberbullying is a very serious weekend, so you can find out more Students throw a ball and if they knock
online crime. about him. Thanks for listening. down all the coconuts, they’ll win a soft
toy or a book.
B: Great! I love that game!
A: OK, let’s get planning.
Audioscript 163

UNIT 3 UNIT TEST Track 15 Track 18
Track 13 1 These, just like minerals, are A: And now, we speak to some of
A: Today we’re talking about some chemical substances that your our young winners of the People in
fantastic ideas for starting your own body needs to stay healthy. You Business awards. First, we hear from
business! can find them in many types of Debbie.
B: Yes, that’s right, Chris. Are you food, especially fresh fruit and B: My family has always kept bees in
good at fixing things? Well, maybe vegetables. Their names come the garden. My mum is a beekeeper
our first idea is for you. from the letters of the alphabet. and we’ve got two hives where the
2 This can be found in food such bees live. Every year, we make a lot of
A: That’s right, Jan. Perhaps you can
as meat, beans or eggs. We need different honey products. We usually
mend bikes or fix computers. Then
this to help our body grow and be don’t sell the products, but last month
why not earn some extra cash and
strong. I had a good idea. I created a website
help people in your local area? Make
3 Vegetables are a good source of and made an advertisement for our
an advertisement and put it online
this. It helps your body digest food. honey. Our prices are a little higher
or in a local shop. You don’t have to
4 Milk and cheese are types of this than the supermarket’s because the
spend a lot of money. You can charge
food. honey is homemade and we can only
different prices for different types of
5 This is a substance that you make a little bit of it at a time. We’re
jobs, big or small.
can find in food such as bread, saving the cash that we earn so we can
B: OK, on to the next idea. Do you potatoes or pasta. It gives your improve our garden for the bees.
like writing? Perhaps you could write body energy.
product reviews? A: Now let’s speak to Matthew.
A: Yes, it’s a fun way to make some UNIT 4 UNIT TEST C: I live in a really small village.
money. You can write a blog about Track 16 It’s only got a few shops and houses,
the product or you can even make A: Why do we need to eat a lot of and some historical buildings, but it’s
a vlog and upload it online. If your fruit and vegetables, Beth? in a beautiful place in the countryside
reviews become popular, the company and it’s very popular with tourists.
B: Because they’re a good source
that makes the product will pay you to I know my village very well – my
of fibre.
write them. You can save your money grandma told me all the history of
A: That’s right! They’re in the green the place. One day, my dad said, ‘You
and help build your business. You section.
might even be able to invent your own could start a tour guide business in
C: And they’ve got vitamins and the village, show people around and
products one day!
minerals. earn some extra cash.’ I liked the
B: Our last idea is for our budding
A: Yes, Ben, they’re also a source of idea, so now I do one tour a day at
bakers!
carbohydrates. The next section, in the weekend with my older brother.
A: That’s right. Do you love baking? yellow, are also foods typically high It’s fun. I show people the old post
Are you creative? You could sell your in carbohydrates. The orange section office, the museum and the castle on
own cakes and biscuits at bake sales. shows dairy products. What are dairy the hill. You don’t need to spend a lot
You can decorate and sell your sweet products? of money. There are lower prices for
treats to a lot of different people and short walks.
D: They’re foods made from milk like
at special events.
cheese and yoghurt. A: Last, let’s speak to Oscar.
B: That’s all for now. Let us know
A: Yes, that’s right, Martin. They’re a D: Last month, I started a vlog just
what you think of these ideas.
good source of protein and calcium. for fun. I filmed myself surfing and
UNIT 4 PRACTICE TEST We also get a lot of protein from the showed what I do on a Saturday.
Track 14 foods in the red section: meat, fish, A lot of people liked watching it and
eggs and beans. The blue section wanted to learn how to surf as well,
A: Where does food come from,
is fats and oils. What’s the purple so I started ‘Learn to Surf’ classes
Thomas?
section, Lily? online. Sometimes I film videos and
B: From farms! other times I do live lessons. I also
E: It’s unhealthy food.
A: Yes, food production on farms is review surfing products. I’m saving
A: That’s right. They’re foods high
called agriculture. There’s intensive to buy a new surfboard and wetsuit.
in sugar or salt – don’t eat them too
farming, where huge areas produce
often.
crops such as grains for flour. Farmers UNITS 3–4 PROGRESSION
use pesticides to kill insects and mould UNITS 3–4 CHECKPOINT TEST Track 19
so they can grow more. But why is this Track 17 A: Today, we meet two winners from
a problem, Alison? the teens in business awards. First, we
1 Money in coins or notes.
C: Pesticides can kill pollinators like 2 Food that contains or is made from speak to Joanne. Jo, you enjoy taking
bees. Bees help fruit and vegetables milk, like cheese or yoghurt. care of pets, am I correct?
to grow. 3 A public notice that gives you B: Yes, that’s right. I love animals
A: That’s right. Sustainable farming information about something, like and I’d like to be an ecologist when
methods give a better balance a product that you can buy or a I’m older.
between wildlife and nature and food service. A: How did your business start?
production. These methods take care 4 The amount of money that B: Well, last summer, my neighbour
of the wildlife better. Organic farming someone expects you to pay for was going on holiday but didn’t have
is a type of sustainable farming where something. anyone to take care of her dog. So, she
farmers don’t use any chemicals like 5 This is found in food like meat. asked my family. I enjoyed it so much
pesticides. that I decided to start my own pet care
business. I made an advertisement and
164 Audioscript

people were very interested. I don’t UNIT 5 PRACTICE TEST were actually two other smaller
need to spend a lot of money because Track 21 coffins, one inside the other. The
the pet’s owner gives me everything OK, now here, we’ve got a picture of smallest coffin, which held King Tut’s
I need. I feed the pets and give them Tutankhamun’s tomb. The tomb was mummy, was made out of solid gold.
some exercise. found by a group of researchers led B: Was he buried in a pyramid?
A: You sound like a very by the archaeologist Howard Carter. A: No, he wasn’t. Early pharaohs
compassionate person. Thanks Tutankhamun is one of the most were buried in pyramids, but later,
for sharing your business with us. famous and talked about pharaohs in King Tut’s time, they were buried
OK, next we’ve got Sandy. Sandy is because his tomb was only found in underground, in a part of the desert
creative and loves art. She designs her 1922, which means that all of the called the Valley of the Kings.
own trainers. Sandy, tell us more. treasure and the body inside have C: When did archaeologists discover
C: Yes, that’s correct. I don’t make been left in very good condition. his burial place?
trainers, but I draw different designs Carter knew where to look because he A: In 1922, a British archaeologist
and I print them on trainers. worked out from other important finds named Howard Carter discovered it.
A: On plain trainers? that the tomb would be in the Valley He dug a hole and was amazed to
C: Yes, that’s right. Drawing has of the Kings. The ancient Egyptians find so many treasures in it!
always been my hobby and I love built pyramids as burial places for
wearing trainers, so one day my dad their kings and queens. Carter said UNIT 6 PRACTICE TEST
said, ‘You could earn some extra cash that a cup with Tutankhamun and his Track 24
putting your designs on trainers and wife on it was a clue that helped him A: Did you have a good flight, Mark?
starting your own business.’ I liked the find the tomb. The cup was found by B: No, not really, and I had a bit of
idea, so I made my own website with a man named Theodore Davis. a nightmare at the airport before my
my designs. People send me their new Howard was amazed when he was flight, too.
trainers and I add the designs to them. digging a hole and found the coffin
A: Oh dear, what happened?
A: Thanks, Sandy, what a great of King Tut. The coffin contained the
mummy. Inside the tomb, they also B: Well, first I took the airport
business! bus from my hotel to the terminal
found over 5000 objects of treasure.
Track 20 Many of the items were made from, building. I got to the terminal and
A: Hi everyone, welcome to Mud or covered in, gold. The tomb itself was realised I didn’t have my passport.
Farm. As you all know, this is an split into many different rooms. Most It was in my hotel room!
organic farm. That means we of the rooms were for the objects, A: Oh, no! What did you do?
specialise in organic farming. Instead apart from the burial chamber, which B: I got back on the bus and went
of intensive farming, where huge just held Tutankhamun’s sarcophagus back to the hotel. I had to explain
areas of land produce crops, such as (a decorated stone coffin). to the man at reception what the
grains for flour, we focus on organic problem was.
farming. Organic farming is more UNIT 5 UNIT TEST A: Did he have it?
sustainable because we don’t use Track 22
B: No! So he sent a member of staff
chemicals like pesticides to kill insects A: Now, here we’ve got the famous up to the room to find it. After 10
or mould. Our methods give a better golden mask of King Tutankhamun. minutes, she came back down with it.
balance between wildlife and nature, Does anyone know why he’s so It was under the bed.
and food production. Does anyone famous?
A: Phew, that was lucky!
have any questions? B: Because he was a pharaoh?
B: Yes! After that, I got back on the
B: Yes, I do. What do you grow on A: Yes, he’s Egypt’s most famous bus to the terminal.
the farm? pharaoh. He became pharaoh when
A: Were you late for your flight?
A: Good question. Well, we grow he was only nine years old. That’s why
he’s called the ‘Boy King’. B: Yes, but luckily I didn’t have to
different types of fruit and vegetables,
check in. I always do that online a day
but we’re mainly a dairy and beef C: When was he born?
before the flight. I didn’t have any
farm. We’ve got a small number of A: He lived from about 1341 to luggage either, just my backpack, so I
cows, but we produce some of the 1323 BCE. went straight through security and ran
best quality meat in the country. B: So … he was only 18 or 19 when to the departure gate. I got there 15
C: How do you keep the farm he died? minutes before the plane was going to
sustainable? A: That’s right. We know a lot about take off.
A: Well, as well as having a low him because archaeologists found A: Wow! Well, I’m glad you arrived
number of cattle, we’ve got large his burial place, before thieves did! safely after that.
areas of grassland, fruit trees and You see, thieves used to steal a lot
woods. We grow a few fields of corn of the treasures they found in these UNIT 6 UNIT TEST
for the cows to eat as it’s a good burial places. But for about 3000 Track 25
source of carbohydrates. We try to years, nobody knew where King Tut’s A: Hi, Marco!
encourage pollinators like bees. mummy was buried and nobody B: Oh hey, Sophie! I didn’t know you
B: How do you do that? touched his coffin. were flying as well today.
A: We encourage flowers to grow on Track 23 A: What a surprise! I wasn’t sure it
the edges of the woods and in the was you. I saw you while I was in the
A: Do you want to hear another
grass fields. We’ve got beehives with a queue at the check-in desk in the main
interesting fact about his coffin?
lot of bees. OK, so now, we will move terminal building, but you were too
on and meet the cattle. B and C: Yes!
A: Inside his coffin, which was made far away to say hi.
out of wood and painted gold, there
Audioscript 165

B: Oh, really! We were in a hurry to A: Well, behind the tomb’s north wall Track 30
get here to security so we could get there’s an unexplored hallway space. Hi Megan, it’s me Laura. Max and
to the departure gate on time. We It’s very near the room where they I have been waiting at the departure
had a lot of luggage with us. found King Tut’s treasure. They think gate for nearly an hour. We arrived
it might hold something important. at the terminal early, everything was
Track 26 There’s no proof yet, but we’ll have OK and we didn’t need to wait at the
A: I thought it was you. Where are to see. check-in for long. We went straight to
you going? security and showed our passports.
B: I’m going to Shanghai. Track 28
It has all been going smoothly until
A: Me too! How long are you going 1 coffin 2 luggage 3 burial place this problem. It’s turning into a bit of
for? 4 departure gate 5 hieroglyphics a nightmare. We’ve been waiting for
6 passport 7 take off 8 mummy our flight to take off for a long time
B: I’m going for a month on a
9 terminal 10 papyrus now. No one has been helping us.
language exchange. How about you?
A: We’re emigrating for six months – UNITS 5–6 PROGRESSION We think there has been a fire and
my mum, dad and little sister are Track 29 we’ll need to wait for another flight.
waiting over there. My dad has got a Hopefully it will be today! I’ll call you
A: OK, and now we come to the
new job there. again when I find out more. When we
Ancient Egyptian exhibition. Can
B: Wow! do finally land … if we do! … I’ll need
anyone tell me something about the
to wait for my luggage. I’ve got two
A: Yes, it’s very exciting. We’ve got a ancient Egyptians?
large suitcases. Then I can meet you at
lot of luggage, too! When does the B: Yes, I can. The ancient Egyptian
arrivals. Hopefully, I’ll see you soon!
flight take off? civilisation began about 5000 years
B: At one o’clock. We’d better hurry ago. UNIT 7 PRACTICE TEST
up, we don’t have much time to get A: Yes, that’s right. It began when Track 31
to the departure gate. We have to go villages started to be built next to the A: Max, can I ask you some
through passport control and there’s River Nile in north-east Africa. It lasted questions? It’s for my science project.
a big queue. around 3000 years. Does anyone B: Sure!
A: Is someone going to meet you know why people built around the
A: OK … first question, is there
in arrivals when you get there? River Nile?
anything that makes you nervous?
B: Oh yes – my host family. C: Yes, because the river was an
B: Hmm … well, I don’t like the
I’ll message them now to say we important source of water.
dentist. I usually sweat a lot while
land at 7:30. A: That’s right. In a hot, dry desert I’m in the waiting room.
A: It’s my turn to go through. Where’s landscape, it was very important. The
A: It sounds like you could be afraid.
my passport? Oh, it’s here. See you on ancient Egyptians could grow a lot
We sweat a lot when we experience
the plane, Marco! of crops like wheat, barley, fruit and
fear.
also vegetables. Papyrus was also
UNITS 5–6 CHECKPOINT TEST grown to make paper. The ancient B: Yes, I think you’re right.
Track 27 Egyptians were experts in farming A: What about heights? Many people
A: Now, does anyone have any and construction because they were are nervous about being up high.
questions about Queen Nefertiti? very inventive. They invented a solar B: I’m fine with heights. I don’t mind
B: Yes, I’ve got a question. Pharaohs calendar, a calendar that was based being up high.
were usually buried inside pyramids. on the sun and also a new writing A: Have you ever looked down from
Why was the burial place of Queen system so they could record details the top of a skyscraper?
Nefertiti never found? of their lives. Does anyone know the B: No, I haven’t. But I did climb the
A: Good question! Well, name of this writing system? Eiffel Tower last year on holiday.
archaeologists have never found any D: Yes, hieroglyphics! It was very high, but I wasn’t scared.
evidence about where it might be. It A: Good job! OK, moving on. Here we A: OK, next question. What’s the
remains one of the great mysteries. can see some coffins. Do you know scariest experience you’ve ever had?
However, archaeologists think it might what was put inside? B: Hmm … well, last weekend I had
be near the pharaoh’s burial complex B: Yes … there were mummies inside. a scary experience. I camped in the
in Egypt’s Valley of the Kings. One A: Exactly! The ancient Egyptians garden by myself.
idea is that she was buried in a secret thought it was important to spend A: So, you slept alone in the dark?
room in King Tut’s tomb. time planning for their death, so they B: Yes! I heard a lot of strange noises
C: And why do they think she’s buried preserved the bodies of important and it was really scary.
there? people through mummification. Does A: You’re fearless! OK, next question.
A: Well, archaeologists believe that anyone know where they kept the What’s your most embarrassing
Queen Nefertiti was the mother of mummies? experience?
King Tut’s wife, so in a way she was C: Was it in tombs? B: That was last month, in the school
family. King Tut died at just 18 or A: It was. Special burial places play. I forgot my words on stage.
19 years old, and his burial complex is were built where they were buried. Mrs Wilson had to say the words and
very small for a pharaoh. This is why The tombs were filled with a lot of then I repeated them.
some experts think parts of it are still different objects of treasure. We can A: Oh, I remember that! You were
undiscovered. see some here. Some pharaohs built brave to continue.
B: Where in the tomb do they think their tombs in the shape of pyramids.
B: Another embarrassing situation
she could be? Right, now moving on …
was when I texted the wrong person.
166 Audioscript

A: Oh, no! What happened? B: Well, I do and I don’t. I don’t think out of the city to help improve the
B: I wrote a message to my mum, but having too many tourists is necessarily environment and lower pollution. Our
I sent it to my football coach! Luckily, a bad thing. Tourism brings a lot of city is now a very safe place to walk
he found it funny. money into the city, which helps many around – there are plenty of cycle
local businesses. However, there are lanes and zebra crossings. Most of
UNIT 7 UNIT TEST too many gift shops and there are the traffic is taken away from the city
Track 32 many chain restaurants. centre by a flyover or a tunnel. I hope
A: What are you reading, Gemma? A: What would you say is one you’ll enjoy your visit!
B: A magazine quiz called ‘Have you advantage of living in this city?
UNITS 7–8 CHECKPOINT TEST
ever …?’ Do you want to play it, Chris? B: Well, I love this city because you
A: Sure! can meet people from all over the Track 36
B: OK, it’s got some funny questions. world here. You can eat any type of A: Hello, and welcome to another
Here’s number one: Have you ever food you like and hear people speak episode of the podcast. This week,
overslept and missed the start of class? so many different languages. we’re continuing our theme on fear.
A: Is there any part of the city that In a recent questionnaire, we asked
A: Er … yes, I have … like always! You
you would improve? you to tell us the top ten things that
know me … I hate waking up early.
B: Well, we had a lovely old square make people nervous. Being scared
B: Yes, you’re terrible for that. OK, of heights came top of our list, with
next question … have you ever beside the city park. There are many
old buildings there that are over being scared of spiders a close second.
been in a school performance and Today, we’re speaking to five teens to
forgotten your words? 200 years old. However, nobody’s
been taking care of this area. This find out what they’re frightened of.
A: No, I haven’t! I don’t even like Simon, welcome. Do either of these
talking in front of people, so luckily part of the city is now horrible. There’s
litter everywhere, the square is dirty make you nervous?
that’s never happened to me. B: No, they don’t. I’ve been to the top
and a lot of small shops around the
B: OK. Next, have you ever got lost in of a skyscraper and looked down, but
square are closed.
a maze? I wasn’t scared.
A: Thanks for taking the time to speak
A: Yes, I have. In fact, we have! Do A: So, what’s the scariest experience
to me.
you remember last year on holiday? It you’ve had?
took us an hour to get out! UNIT 8 UNIT TEST B: Last week, I was skateboarding and
B: Oh, what a nightmare! It was Track 34 I slipped on a banana. I fell and cut my
so scary. Never again! OK, last two Welcome to Bridge Town. As you can hand. There was blood everywhere!
questions. Have you ever called your see, as we make our way across the I’m really scared of blood. Fortunately,
teacher ‘Mum’ by mistake? town’s main square, there are many it wasn’t too serious and I’m fine now.
A: Err … yes, I have. It was the most traditional buildings. Some of these A: I’m glad to hear that! And
embarrassing experience in my life, are over 300 years old. If you take Karen, have you ever had a similar
ever! a look at the building on your right, experience?
B: OK, last one. Have you ever slipped that was once home to a family who C: I don’t go skateboarding, so that
on a banana skin? designed and built the original town. doesn’t worry me! But I’ve had a
A: Ouch! No, I haven’t luckily. It’s one of the oldest buildings in the frightening experience. Last summer,
Have you? town. There’s a large statue of the I slept alone in a tent in my garden
B: Yes, I have and it really hurt! man who designed the layout of the … all night! I heard strange noises …
town, all the streets and pavements. probably it was the cat … but it was
UNIT 8 PRACTICE TEST After many years, the building still scary.
Track 33 became the very first bank to open in A: Josie, have you ever gone camping
A: Hi there, could I stop you for a few the town. Today, the building is home alone?
minutes and ask you some questions to the town hall. If you get a chance
D: Yes, I have, and I love it! I’m not
about our city? to visit the town hall, I recommend
scared of heights or being on my own.
B: Sure! that you also pay a visit to the
I’m much more scared of turning off
museum downstairs. It’s got a lot of
A: What do you like most about the the internet! Last month, we moved
old artifacts and photos from the last
city? to a new house and we didn’t have
150 years. Opposite, there’s another
B: It’s a safe place to live and walk an internet connection for two weeks
traditional building. This is part of
around, with many wide pavements. until they connected us. It was awful!
the city university. Students come here
There are also many cycle lanes, which to take their exams at the end of the A: Oh, dear! I can understand that
go across the city and there are a lot year… it was difficult for you. And Luis, is
of zebra crossings. there anything about technology that
A: Is there anything that you would Track 35 makes you scared?
like to change? As we continue our tour, we come E: Hmm … well, I sometimes worry
to the modern part of town with about texting the wrong person. Once
B: There are a few things, but one
its skyscrapers and office buildings. I wrote a message to my neighbour
of the biggest problems is traffic.
Many companies and businesses instead of my friend. That was both
If I were the mayor, I would build
from around the world have got frightening and embarrassing!
more flyovers or tunnels so that the
their offices here. The town’s new A: I’m sure it was. I imagine that’s
traffic can be taken away from the city
baseball stadium – the Star Centre happened to many people. And
centre.
– can be seen along Grafton Street finally, Daniel, have you ever had any
A: Many people think that the city on your right. It was once the site of
centre has become too touristy. Do embarrassing experiences?
many factories where they produced
you agree? clothes, but they’ve been moved
Audioscript 167

F: Oh yes, many! But my worst was bacteria. It took many years to make
last year. I was the narrator in the the mould into an antibiotic medicine,
school show. I forgot my words on but it was the start of something that
stage. I wanted to run away, but has saved millions of lives.
I couldn’t. So I just made the words up! A: Wow, amazing! You should
A: That was a good idea! I’m sure definitely write about him. You could
no one even noticed. film a vlog about him, too, and
upload it online on the school website.
Track 37
B: Good idea!
Hello everyone! Today I’m going to
talk about the model of our town I’ve Track 39
made. As you can see, I’ve reused A: We’re talking to Suzanna about
rubbish to make the buildings and how she’s going to make some extra
roads. If I were mayor, this is how cash at the school fair! Suzanna, what
I would change the town to make products are you selling?
it more environmentally-friendly. I B: Hi! Well, at home, my mum keeps
wouldn’t have any factories and I bees and we’ve got some beehives.
would build a new sports stadium. In I’ve decided to sell some of our honey.
this part of the model, you can see We started a small business last
the modern part of the city. Here you month selling the honey. It’s really
can find skyscrapers, office buildings delicious! We can only make small
and shopping centres. In the centre of batches at a time as we can’t take
my model is the town square with a all the honey at one time from the
statue. This building is the town hall. I hives. That’s why our prices are a little
would build more pavements and cycle higher than the supermarket’s. Our
lanes. I wouldn’t let the traffic come business is called Buzzy Honey!
into the centre of the town. As you can A: Cool name! How are you going
see under my model, I’ve built tunnels to tell people about your business?
where the traffic is taken away from
B: I’ve made an advertisement so that
the city centre. The city would also be
people can find out the prices.
greener and cleaner if we had more
parks. A: Great idea, Suzanna! What are you
going to do with the money you earn?
FINAL TEST B: Well, I enjoy filming vlogs of how
Track 38 we collect the honey and take care
A: Hi Harry, have you found someone of the bees, so I’d like to get a new
to write about for the school digital camera. But, usually, we spend
newspaper article on inspirational all spare cash on things for the bees
people from history? and beehives, so we can continue to
B: Yes, I think so, Margie – there are take care of them correctly. Right now
many people to choose from. I might I’m saving up for an action camera
write about Alexander Fleming. that I can put in the hive to watch the
A: Oh, that should be interesting! bees at work.
I don’t know much about him. A: Cool!
Why have you chosen him? B: I hope to earn some money from
B: Well, he was a scientific researcher my vlogs one day, too!
who was determined to find a cure A: Good luck, Suzanna. I think your
for bacterial diseases, which killed business will do well!
millions of people every year.
A: Oh, wow! He sounds like a very
compassionate person.
B: Yes, he was. In the end, he found
the cure by accident!
A: How did he find it?
B: Well, he had a lot of dishes of
bacteria in his lab, and he didn’t clean
up much.
A: Sounds like someone else I know.
B: Ha ha! I don’t know what you
mean. I always clean up! Anyway, one
day when he came back from holiday,
he saw mould growing on one of his
dirty dishes. Under the microscope,
he saw that there were no bacteria
growing around the mould. With
more investigation, he discovered that
something in the mould killed the
168 Audioscript

Answer Key
DIAGNOSTIC PRE-TEST Activity 13 3 Another person said that it was

Activity 1 Suggested answers: someone with very small feet because
1 up a tower 2 a clue Jokes: the thief stole some objects, there were small footprints on the
3 type on a keyboard Amy has a side business, the detectives floor. 4 The police officer said that
4 by underground 5 a button were following their own footprints, he was sorry but he was afraid she
6 on 7 camping 8 a camel the mystery thief turns out to be a dog. couldn’t help them. / The police officer
The reason why these parts are said that Annisa couldn’t help them.
Activity 2 funny depend on the students’ own
Activities: camping, flying, hiking, Activity 6
answers, however, suggested answers 1 were 2 watch 3 spoke 4 can
snorkelling are: the objects are unusual; Amy has
Possessions: belt, earrings, sunglasses, 5 wrote
titled/called herself an agent, but no
trainers one else knows it; the detectives Activity 7
Food: butter, flour, herbs, meat, nut, aren’t following the correct clues, but Students’ own answers
spices instead their own footprints; no one Activity 8
Activity 3 expected the thief to be a dog. Students’ own answers
1 generous 2 compassionate Activity 14
3 headline 4 volunteer 5 reporter UNIT 1 UNIT TEST
Suggested answers: 1 Students circle
Activity 1
Activity 4 the title. 2 farming, money, food,
products 3 b 4 120 5 The entry 1 c (headlines) 2 a (captions)
1 d 2 a 3 c 4 e 5 b
describes what fair trade is and who’s 3 e (new articles) 4 i (vlogs)
Activity 5 helped by it. 5 f (reporter) 6 d (interview)
1 online 2 products 3 prices 7 h (sources) 8 b (cyberbullying)
4 sustainable 5 sell 6 earn Activity 15 9 g (sharing)
7 vegetables 8 meat 9 pesticides 1 F 2 T 3 F 4 F
Activity 2
10 pollinators 11 vitamins/minerals Activity 16 1 Social Media Afterschool Club
12 minerals/vitamins 1 F 2 O 3 F 4 O 2 Tuesday and Thursday 3 3:30 p.m.
Activity 6 Activity 17 4 Mr Brown 5 groups
1 is used 2 were exploring 1 and, used to give more detail Activity 3
3 hasn’t been/has never been 2 so, used to give a reason 1 sources 2 interview
4 came 3 or, to give two possibilities 3 cyberbullying 4 reporter
Activity 7 Activity 18 5 upload
1 isn’t it 2 long 3 too much Students’ own answers Activity 4
4 must
Activity 19 Suggested answers: 1 The story
Activity 8 Students’ own answers is about Andy Richards and a
1 have 2 who 3 was missing thief who wanted to get into his
4 didn’t use to watch Activity 20 house. 2 The thief wanted to rob
Students’ own answers Andy Richards, but he got stuck in
Activity 9
1 Would you help me study for the Activity 21 the window and couldn’t get in or
exam, please? 2 That was the Students’ own answers out. 3 It happened late on Friday
morning when I was interviewed by evening. 4 It happened at Andy
UNIT 1 PRACTICE TEST Richards’s house. 5 The story ended
a reporter. 3 They’re going horse- Activity 1
riding at half past three. 4 He asked well because the thief couldn’t steal
1 news article 2 blog 3 interview anything from Andy’s house.
me if they liked walking to school.
4 share, vlog 5 headline
Activity 10 Activity 5
Activity 2 1 is 2 have 3 write 4 can
1 A 2 A 3 L 4 A 5 A
1 b 2 c 3 c 4 a 5 b 5 have
6 A and L 7 A
Activity 11
Text on paper: caption, headline, news 1 Maxim said the firefighter was
1 He lives near a lot of forests and
article, report; Video: share, upload, stuck in a tree. 2 Maria said
mountains. 2 Because his mum
vlog; Finding out information: blog, that she had an interesting news
loves horses (and works at stables).
report, reporter, source, vlog story to tell me. 3 Dan asked
3 He’s going to go camping.
4 She’s never stayed in a hotel. Activity 4 me if I wrote about news in my
5 He said that it was very high. 1 headline 2 share 3 vlog blog. 4 Annisa said that her news
4 source 5 reporter story could be in the newspaper.
Activity 12 5 Leon asked if I had any brothers
1 2 3 4 5 6 Activity 5 or sisters.
7 1 Annisa said that perhaps she
could find out who the thief was. Activity 7
2 One person said that it was Students’ own answers
someone with short, black hair. Activity 8
Students’ own answers
Answer key 169

UNIT 2 PRACTICE TEST Adjectives to Describe People: brave, Activity 14
Activity 1 compassionate, generous, intelligent; Students’ own answers
Police officer: brave; Scientist: Inspirational Jobs: lawyer, author, Activity 15
intelligent; Lawyer: determined; (environmental) campaigner, volunteer Students’ own answers
Conservationist: compassionate, Activity 2 Activity 16
inspirational; Charity worker: 1 b 2 a 3 a 4 b 5 b Students’ own answers
compassionate, generous
Activity 3
Activity 2 1 volunteer 2 brave 3 caption UNITS 1–2 PROGRESSION
1 brave 2 compassionate 4 determined 5 headline Activity 1
3 inspirational 4 intelligent 1 inspirational people 2 his uncle
Activity 4 3 his uncle’s job and characteristics
5 determined
Students’ own answers 4 He inspires him (and others) to help
Activity 3
Activity 5 the environment. 5 at the weekend
1 was 2 were 3 wanted Activity 2
Activity 4 4 had 5 didn’t know 6 wasn’t 1 Tom chose to talk about his uncle
1 which/that 2 when 3 who 7 could see 8 were knocked over because his uncle helps many people
4 where 5 whose 9 were 10 belonged and the planet. 2 Tom made a vlog
Activity 5 Activity 6 about his uncle so that people could
1 who 2 when 3 where 4 when 1 She/Amelia said that she was still find out more about uncle Eduardo.
5 which/that at Mrs Amar’s shop., T 2 She/Amelia Activity 3
Activity 6 said that the police didn’t want to 1 c 2 b 3 a 4 c 5 b
Students’ own answers speak to anyone., F 3 She/Amelia
said that everyone knew who the Activity 4
Activity 7 thief was., F 4 She/Amelia said that 1 c 2 a 3 e 4 b 5 d
Students’ own answers there was flour all over the floor., T Activity 5
Activity 8 5 She/Amelia said that the footprints 1 Mrs McGregor/a gift shop owner
Students’ own answers in the flour probably belonged to the 2 ring 3 three 4 through a window
thief., T 5 magpie/bird
UNIT 2 UNIT TEST
Activity 1
1 The policeman asked where I was/ Suggested answers: It was funny that
1 inspirational 2 generous we were from. 2 My teacher asked
3 compassionate 4 determined in the end a bird turned out to be
everyone if they knew that author./ the thief.
5 intelligent My teacher asked if everyone knew
Activity 2 the author. 3 Simon asked me/us Activity 7
1 F 2 T 3 F 4 T 5 T what time my/our dad went to work. 1 T 2 F 3 T 4 T 5 F
4 The reporter asked Mary how she Activity 8
Activity 3
felt then after the incident. 5 May Students’ own answers
asked Sam if he had any hobbies.
Activity 8 Students’ own answers
1 who 2 where 3 when 4 which
5 whose Activity 10
Activity 5
Suggested answers: 1 She’s Activity 11
a young woman who’s an author Activity 10 Students’ own answers
and campaigner. 2 In her school 1 where, e 2 who, b 3 that, d
there weren’t any books about 4 when, c 5 whose, a UNIT 3 PRACTICE TEST
young black girls as the main Activity 1
Activity 11
character. 3 She started a campaign 1 bake biscuits (and make
1 who 2 whose 3 that 4 which/
to collect 1000 books with black lemonade) 2 sell a game 3 sell
that 5 where
girls as the main characters. their artwork 4 (do) face painting
4 Many famous authors of books Activity 12 5 (have) a coconut shy
with black girl characters helped her. 1 who 2 used to deliver 3 used to
Activity 2
5 She collected over 4000 books and 4 use to 5 use to have 6 who
1 T 2 F 3 T 4 F 5 T
the campaign was a success. Activity 13
Activity 3
Activity 6 Suggested answers: 1 Melati and
1 spend, Save 2 invent 3 price
Students’ own answers Isabel Wijsen are sisters who started
4 cash 5 advertisement
a campaign against plastic in oceans.
Activity 7 2 Bye Bye Plastic was the name of Activity 4
Students’ own answers the campaign that they started. 1 d 2 a 3 b 4 e 5 c
Activity 8 3 It was in 2018 when the sisters Activity 5
Students’ own answers organised Bali’s Biggest Clean-up. 1 don’t have to, should 2 have
4 The sisters whose campaign helped to/must 3 mustn’t 4 shouldn’t
UNITS 1–2 CHECKPOINT TEST collect 65 tonnes of waste are well
Activity 1 5 must/have to, don’t have to
known around the world. 5 Giving
News report: (newspaper) headline, talks in classrooms is the activity that Activity 6
vlog, interview, cyberbullying; the Wijsen sisters value most. 1 must/have to 2 have to/must
3 should 4 mustn’t 5 don’t have to
170 Answer key

Activity 7 Activity 8 Activity 9
Students’ own answers Students’ own answers Students’ own answers
Activity 8 UNIT 4 UNIT TEST Activity 10
Students’ own answers Activity 1 1 he’s going to eat 2 I’ll make
1 salt and sugar 2 oils 3 protein 3 I’m meeting 4 won’t eat/aren’t
UNIT 3 UNIT TEST going to eat 5 I’ll have
Activity 1 4 dairy 5 carbohydrates 6 fibre
1 c 2 a 3 b Activity 2 Activity 11
1 fruit, vegetables 2 yellow 1 I 2 D 3 PL 4 PR 5 D
Activity 2
1 T 2 F 3 T 4 F 5 T
3 dairy 4 meat, fish, eggs, beans Activity 12
5 unhealthy 1 Is Richard going to eat less sugar?
Activity 3 2 Will people eat/Are people going
Activity 3
Students’ own answers to eat insects instead of meat in the
1 pesticides 2 intensive
Activity 4 farming 3 fruit and vegetables future? 3 They’re going on holiday
1 a 2 b 3 a 4 c 5 b 4 sustainable farming 5 pollinators to Peru this summer. 4 I think it will/
6 meat and fish 7 sugary foods it’ll be sunny tomorrow./I think it’s
Activity 5 going to be sunny tomorrow. 5 (I’m
1 don’t have to 2 should 3 should 8 organic farming
suddenly really hungry!) I’ll/I’ll eat
4 mustn’t Activity 4 some fruit.
Activity 6 1 going to research 2 I’ll do
3 won’t be 4 are, doing/are, Activity 13
Suggested answers: 1 Could you tell Students’ own answers
me how it works? 2 Could I borrow going to do 5 are picking
your pen? 3 Could you pack these Activity 5 Activity 14
for me, please? 4 Would you mind 1 prediction 2 intention Students’ own answers
helping me with the door? 3 decision made in the moment Activity 15
Activity 7 4 prediction 5 plan Students’ own answers
Students’ own answers Activity 6 Activity 16
Activity 8 1 might be 2 won’t rain 3 will be Students’ own answers
Students’ own answers 4 won’t be 5 might rain
UNITS 3–4 PROGRESSION
UNIT 4 PRACTICE TEST
Activity 1 1 F 2 T 3 T 4 F 5 T
1 agriculture 2 sustainable farming Activity 8
Activity 2
3 organic farming 4 intensive Students’ own answers
1 She wants to be an ecologist.
farming 5 pesticides 6 pollinators UNITS 3–4 CHECKPOINT TEST 2 Jo made an advertisement (to get
Activity 2 Activity 1 people interested in her business).
1 vitamins 2 protein 3 fibre 1 cash 2 dairy 3 advertisement 3 She doesn’t need to spend a lot of
4 dairy 5 carbohydrate 4 price 5 protein money. 4 The interviewer uses the
word ‘compassionate’. 5 He said
Activity 3 Activity 2 that she could make some extra cash
1 b 2 c 3 a 4 b 5 c 1 b 2 c 3 a 4 a and b 5 c by putting her designs on trainers.
Activity 4 Activity 3 Activity 3
1 Will, save 2 will be 3 are going 1 T 2 F 3 F 4 T 5 F 1 c 2 a 3 b 4 a 5 c
to be/will be 4 will have to 5 won’t
be 6 is going to become/will become Activity 4 Activity 4
7 will do/are going to do 8 will be 1 Fibre 2 fat 3 protein 1 Mr Cheong Choon Ng 2 loom
able to 9 Will (you) give 4 vitamins, minerals board (and bands) 3 $10,000
5 carbohydrates 4 $15 5 12
Activity 5
1 It will increase by 2050. Activity 5 Activity 5
2 Because farming is going to be 1 2 3 4 5 Suggested answers: 1 It shows that
different./Because farming will be Activity 6 after the first month they didn’t
different. 3 Insect farming will 1 should 2 have to/must earn any money and the business
become more popular. 3 don’t have to 4 must/have to generated a loss. 2 The difference
4 They will buy them at the 5 mustn’t is that in the second section there
supermarket. 5 They’re cheaper and are columns showing profit and
Activity 7 money that was earned, but in the
easier to take care of than traditional
1 should 2 don’t have to 3 must/ first section no money was earned
livestock.
have to 4 mustn’t and there was no profit. 3 We
Activity 6 5 don’t have to can deduce that the business was a
Suggested answers: 1 It might be success in the end. 4 I think that
Activity 8
sunny on Monday. 2 It won’t rain more people found out about
Suggested answers: 1 You mustn’t
on Tuesday. 3 It will be sunny their product and wanted to buy
sell broken toys. 2 You must
on Tuesday. 4 It might rain on it. 5 We can say that it was a big
write the price on your products.
Wednesday. 5 It won’t be sunny success and that the small amount of
3 You should prepare enough cakes.
on Wednesday. money they invested originally was
4 You shouldn’t leave your friends
Activity 7 without help when selling something. multiplied after six months.
Answer key 171

Activity 6 4 They/The pharaohs were buried Activity 6
1 fruit and vegetables 2 pesticides, underground (in a part of the desert 1 has, been living, She’s been living
habitat loss 3 intensive called the Valley of the Kings). in her new home for a month.
4 pollination 5 14 kg of honey 5 It was discovered in 1922. 2 has, been spending, She’s been
going to school. 3 Has, been
enjoying, Yes, she has. 4 has, been
1 for example 2 and 3 because of 1 pyramids 2 hieroglyphics
learning, She’s been learning how
4 however 5 or 3 archaeologist 4 coffin
to find her classroom. 5 has, been
5 papyrus
Activity 8 studying, She’s been studying Spanish
Students’ own answers Activity 4 for six months.
1 King Tut’s tomb wasn’t found
until 1922. 2 Why was the tomb
Students’ own answers Students’ own answers
built? 3 Makeup wasn’t invented by
Activity 10 the ancient Greeks. 4 The temples Activity 8
Students’ own answers weren’t moved to a new location. Students’ own answers
Activity 11 5 When were the statues discovered?
UNIT 6 UNIT TEST
Students’ own answers Activity 5 Activity 1
1 was divided 2 were cut
UNIT 5 PRACTICE TEST 1 the check-in (desk) 2 terminal
3 was used 4 was poured 3 security 4 departure gate
Activity 1
5 were tied 5 luggage
1 pyramids 2 burial place
3 treasure 4 coffin 5 mummy Activity 6 Activity 2
1 They were moved on a sled. 1 F 2 T 3 F 4 T 5 F
Activity 2 2 It was made with wooden logs.
1 T 2 F 3 T 4 F 5 F 3 Yes, they were. 4 It was added to Activity 3
Activity 3 make it easier for the workers to pull 1 departure gate 2 passport
1 pyramids 2 archaeologist the sled./ So the sled could slide over 3 terminal 4 check-in 5 take off
3 treasure 4 coffin 5 papyrus it more easily. 5 A ramp was used 6 luggage 7 security
to move the sled up. Activity 4
Activity 4
1 was invented 2 were used Activity 7 1 for 2 since 3 since 4 for, for
3 were written 4 was taught Students’ own answers Activity 5
5 were drawn Activity 8 1 have you been living 2 have
Activity 5 Students’ own answers you been learning 3 have you
1 Who was the Statue of Liberty been listening 4 Have, been going
in New York designed by?
UNIT 6 PRACTICE TEST 5 have you been doing
2 The Sphinxes were built to guard Activity 1
Activity 6
the entrance to important places. 1 terminal 2 passport 3 check-in 1 just 2 yet 3 already 4 yet
3 The temples weren’t visited by 4 luggage 5 security 6 departure 5 already
tourists. 4 Where were the oldest gate 7 take off
mummies found? 5 The ancient Activity 7
treasure wasn’t found. 1 He forgot his passport.
Activity 6 2 He was in the airport terminal Activity 8
1 When/Why were the temples building. 3 It was under the bed Students’ own answers
moved? 2 How many books in the room. 4 He went to security
UNITS 5–6 CHECKPOINT TEST
about Egypt were published? and ran to the departure gate.
Activity 1
3 Who was the first makeup 5 He arrived 15 minutes before it
took off. 1 Archaeologists never found any
invented by? 4 What/Whose evidence of where it might be.
name was written in hieroglyphics? Activity 3 2 In a secret room in King Tut’s tomb.
5 Where was papyrus grown? Students’ own answers 3 Because Queen Nefertiti was in
Activity 7 Activity 4 the same family. 4 Because it is
Student’s own answers 1 We have/We’ve been studying at very small for a pharaoh’s tomb.
this school for years. 2 Julia has/ 5 An undiscovered hallway space
Activity 8
Julia’s been talking on the phone (where something important
since five o’clock. 3 Elena has/ might be).
UNIT 5 UNIT TEST Elena’s been playing tennis at the Activity 2
Activity 1 court for two hours. 4 They’ve/ Ancient Egypt: coffin, burial place,
1 archaeologists (d) 2 burial They’ve been thinking of emigrating hieroglyphics, mummy, papyrus;
place (a) 3 treasures (e) since last summer. 5 I have/I’ve Airports and Travel: luggage,
4 mummy (b) 5 coffin (c) been living here since I was five. departure gate, passport, take off,
Activity 2 Activity 5 terminal
1 It/The coffin was made out of 1 just 2 yet 3 already 4 yet Activity 3
wood. 2 It/The smaller coffin was 5 still 1 hieroglyphics 2 pyramids
made out of gold. 3 No, he wasn’t. 3 papyrus 4 coffin 5 treasure
6 archaeologist
172 Answer key

Activity 4 4 It helped them record details of UNIT 7 UNIT TEST
Students’ own answers their lives. 5 The tombs of some Activity 1
pharaohs took the shape of pyramids. 1 yes 2 no 3 yes 4 yes 5 no
Activity 5
1 The British Museum was opened in Activity 3 Activity 2
1759. 2 The tomb with the treasures 1 b 2 c 3 a 4 a 5 b 1 He (often) oversleeps and misses
was visited by tourists. 3 The first Activity 4 the start of class. 2 He dislikes
coins were made by the ancient 1 b 2 Students’ own answers talking in front of people. 3 They
Greeks in 600 BCE. 4 The statues 3 Suggested answer: Tutankhamun’s got lost in a maze. 4 He called his
weren’t found by archaeologists for tomb teacher ‘Mum’ by mistake. 5 He’s
many years. 5 Papyrus was grown lucky he’s never slipped on a
beside the River Nile (by the Ancient Activity 5
banana skin.
Egyptians). 1 F 2 F 3 T 4 T 5 F
Activity 3
1 slipped on a banana skin
Students’ own answers 1 b 2 c 3 e 4 a 5 f 6 d
2 dropped your phone 3 turned off
Activity 7 Activity 7 the internet 4 slept alone in the dark
Model answers: 1 How were the 1 luggage claim 2 check-in
Activity 4
temples made? 2 When were the 3 terminal (building) 4 security
1 have never seen 2 has read
temples built? 3 Why were they 5 departure gate(s)
3 ran away 4 have ever eaten
built? 4 Where were they moved to? Activity 8 5 lost
5 How were they moved? Students’ own answers
Activity 5
Activity 8 Activity 9 1 Have you ever found money in
Students’ own answers Students’ own answers the street? 2 Have you ever flown
Activity 9 Activity 10 in a helicopter? 3 Have you ever
1 have, been living 2 have been Students’ own answers overslept on an important day?
staying 3 have, been studying 4 Have you ever forgotten to study
4 has been raining 5 haven’t been Activity 11 for a test? 5 Have you ever touched
feeling Students’ own answers a snake?
Activity 10 UNIT 7 PRACTICE TEST
1 a 2 b 3 a 4 a 5 b Activity 1 Activity 6
forgot my words on stage, slept 1 d 2 c 3 a 4 e 5 b
Activity 11
Students own answers alone, texted the wrong person Activity 7
Activity 12
1 They’ve been waiting at the lost 1 the dentist 2 No 3 He camped Activity 8
luggage counter. 2 They’ve been in his garden at night by himself. Students’ own answers
waiting for 50 minutes. 3 She’s been 4 He forgot his words on stage in
trying to find/searching for their lost a play. 5 He texted the wrong UNIT 8 PRACTICE TEST
luggage./She’s been talking on the person. Activity 1
phone. 4 They’ve been feeling Activity 3 1 b 2 b 3 a 4 b 5 a
worried. 5 No, he hasn’t. Students’ own answers Activity 2
Activity 13 Activity 4 Positives: safe place, pavement, cycle
Students’ own answers 1 Have, overslept 2 did, happen lanes, zebra crossings, cosmopolitan
3 hasn’t 4 did, forget 5 have lost city/city where you can meet different
Activity 14 people; Negatives: traffic, not enough
1 Have you arrived at the airport 6 did, lose 7 were 8 Have, cut
9 looked flyovers and tunnels, too touristy,
yet? 2 Yes, I have. I’ve already square beside the park needs
reached the terminal building. Activity 5 improving
3 Great! Have you been to check-in 1 Diego, last week 2 Diego, when
yet? 4 Yes. I’ve just gone through he was eight years old 3 Megan, Activity 3
security. 5 OK! I still haven’t got to last month 4 Robin, two years ago 1 zebra crossing 2 flyover 3 town
the departure gate, but I’ll see you hall 4 bridge 5 skyscrapers
Activity 6
soon. Activity 4
1 make eye contact 2 write key
Activity 15 points on cards 3 speak clearly and 1 c , lived 2 e, would go
Students’ own answers loudly 4 learn the presentation 3 a, would, eat 4 b, would use
5 d, could travel
Students’ own answers Students’ own answers Activity 5
UNITS 5–6 PROGRESSION Activity 8
Students’ own answers Activity 6
Activity 1
1 around 2 through 3 along
1 F 2 T 3 T 4 F 5 T 4 past 5 across 6 over
1 It was an important source of Students’ own answers
water in a hot place. 2 It helped
them grow food and crops. Activity 8
3 So they could use it as paper. Students’ own answers
Answer key 173

UNIT 8 UNIT TEST Activity 9 Activity 8
Activity 1 Students’ own answers Students’ own answers
1 a 2 b 3 b 4 b 5 a Activity 10 Activity 9
Activity 2 1 were, would move 2 didn’t drive, Students’ own answers
1 skyscrapers and office buildings would, walk 3 would move, had Activity 10
2 the new baseball stadium 3 many 4 wouldn’t use, were 5 wouldn’t Students’ own answers
factories where they produced clothes like, didn’t have
Activity 11
4 cycle lanes and zebra crossings Activity 11 Students’ own answers
5 the flyover and tunnel take it away 1 would, do, were 2 would go,
Activity 3 improved 3 were, would order
1 skyscraper 2 town hall 4 would have, studied 5 would,
3 pavement 4 statue 5 tunnel travel, could visit
1 had, live 2 were, ‘d 3 rode, help Students’ own answers
4 do, were 5 have to, would Activity 13
Activity 5 1 around 2 past 3 through
Students’ own answers 4 along 5 across 6 over
UNITS 7–8 CHECKPOINT TEST FINAL TEST

1 blood 2 sleeping alone in a tent 1 T 2 T 3 F 4 T 5 F
3 turning off the internet 4 texting Activity 2
the wrong person 5 forgetting your 1 She’s making a joke.
words on stage 2 She is trying to suggest
Activity 2 Harry doesn’t clean up either.
1 F 2 T 3 T 4 F 5 T 3 He laughs./He finds it funny.
1 words on stage 2 drop 3 get lost 1 c 2 b 3 c 4 a 5 b
4 skyscraper 5 sleep alone Activity 4
Activity 4 1 Farming in ancient Egyptian
1 zebra crossing 2 bridge times. 2 Akhet, Peret, Shemu
3 flyover 4 skyscraper 5 town hall 3 b 4 Students’ own answers
5 Students’ own answers
Activity 5
1 has overslept, (has) missed Activity 5
2 have, climbed 3 didn’t find 1 He’s trying to find his passport.
4 have lived 5 saw 2 Amelie is missing/lost. 3 They can’t
find Amelie. 4 The boy follows
Activity 6 a trail to find his sister. He finds her
1 Have you ever overslept and missed teddy bear and then they find her.
the start of class? 2 Have you ever 5 Because there were two suitcases
slipped on a banana skin? 3 Have that looked the same.
you ever texted the wrong person?
4 Have you ever called your teacher Activity 6
‘Mum’ by mistake? 5 Have you ever 1 Sustainable planning in countries
turned off the internet? and cities can lead to a better
quality of life. 2 Iceland has the
Activity 7 highest percentage of renewable
1 Have you ever forgotten to study energy of any country in the world.
for an exam? 2 Have you ever 3 Masdar City is under construction
dropped your phone in water? in Abu Dhabi. 4 In the city, the city
3 Have you ever flown in a hot-air planners will build wind towers.
balloon? 4 Have you ever won
a competition? 5 Have you ever Activity 7
seen a wild animal? 1 electricity 2 in people’s/Iceland’s
homes 3 one of the world’s most
Activity 8 sustainable cities 4 in the city centre
Students’ own answers 5 cool the pavement
174 Answer key

Notes:
175

Pearson Education Limited
KAO TWO
KAO Park
Hockham Way
Harlow, Essex
CM17 9SR
England
and Associated Companies throughout the world.
© Pearson Education Limited 2021
All rights reserved; no part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise without the
prior written permission of the Publishers
First published 2021
ISBN: 978-1-292-32284-1
Set in Heinemann Roman 12pt

Printed in the UK by CPI Digital
Image Credits:
123RF.com: Aleksandr Frolov 1, andreahast 106, dolgachov 1, Fotokostic
58, 63, 66, 69, Hongqi Zhang 18, Jacek Chabraszewski 151, jakobradlgruber
134, 141, 144, John Roman 29, kzenon 29, lightfieldstudios 95, 99,
luckybusiness 21, Markus Mainka 56, nevodka 66, Nina Firsova 66, Rafael
Ben-Ari 11, Roland Barat 11, serezniy 63, Sergey Novikov 56, 82, Shawn
Hempel 55, Yana Ogonkova 120; Getty Images: Adam Hester 56, 82,
Adobest/iStock/Getty Images Plus 93, 93, 106, 115, 118, 118, 120, Alejandro
Jimenez Garrido/Moment 58, 63, 66, 69, Alfredo Francisco Nunes Ribeiro/
EyeEm 58, 63, 66, 69, Gilbert Carrasquillo 27, Heritage Images/Hulton
Archive 85, Image Source 134, 141, 144, Jasper Sassen/EyeEm 108, Jim
Zuckerman/Corbis/Getty Images Plus 120, matthewleesdixon/iStock/
Getty Images Plus 58, 63, 69, simonkr 45, SolStock 56, wooyaa/iStock/
Getty Images Plus 141; Pearson Education Ltd: Jon Barlow 23, 48, 151,
Jules Selmes 53, 53, 53, 137, Miguel Domingues Munz 15, MindStudio
1; Shutterstock.com: 29, 56, 159, 06photo 120, Adisa 11, adriaticfoto 11,
Aerovista Luchtfotografie 141, Africa Studio 159, AJR_photo 29, 39, Alex
Poison 5, AlexeiLogvinovich 63, 66, alexmillos 120, AshTproductions 29,
Baimieng 95, 99, Beautiful landscape 5, Clickmanis 21, Dean Drobot
56, 82, demarcomedia 106, Dmitry Kalinovsky 29, Dmytro Zinkevych 56,
82, Elzloy 95, 99, ESB Professional 45, Evgenia Sh. 66, farres 90, Fatih
Kocyildir 106, Fotokostic 5, FrameStockFootages 95, 99, Gubin Yury
95, 99, Heritage Images/Hulton Archive 93, 115, 118, 120, Ijansempoi 1,
John Wollwerth 5, 11, Jose Ignacio Soto 93, 120, Julian Rovagnati 63,
Kokhanchikov 90, krugloff 106, Kzenon 29, 45, l i g h t p o e t 5, Liv Oeian
24, LuckyImages 1, Mapics 134, 141, 144, Maryna Kulchytska 82, muratart
95, 99, My Good Images 5, 11, mydegage 95, 99, NaniP 21, Nate Hovee
159, NERYXCOM 90, Nico Traut 85, 90, 93, 106, 115, 118, 120, NicoElNino 11,
Oranzy Photography 21, Photobank gallery 5, Ralf Herschbach 82, Regien
Paassen 66, rjmiguel 141, Rob Marmion 82, S-F 1, s7chvetik 21, Samuel
Borges Photography 68, Sculpies/Shutterstock 85, Simon Poon 58, 63, 66,
69, sirtravelalot 56, 82, Suwan Waenlor 1, Syda Productions 1, Thor Jorgen
Udvang 11, TORWAISTUDIO 120, Tracy Whiteside 68, 68, trekandshoot
134, 141, 144, val lawless 134, 141, 144, VaLiza 82, Vera Petrunina 159,
VGstockstudio 120, Viacheslav Nikolaenko 66, WitR 90
Illustrated by Barry Ablett/Beehive Illustration, pp.92, 107, 116; Jean

Claude/Advocate Art, p.41; Lee Cosgrove/The Bright Agency pp. 6, 10;
Alex Hoskins/Lemonade Illustration Agency, pp.11, 34, 50, 54 (top), 64, 80,
100, 111; Daniel Limon/Beehive Illustration, pp.19, 49, 54 (middle, bottom),
71, 125, 128, 131, 143, 145, 147, 159; Milli-Jane Pooley/Lemonade Illustration
Agency, p.79; Martin Sanders/Beehive Illustration, p.117, 119, 139, 149; Kate
Sheppard/Beehive Illustration, p.51; Erin Taylor/Bright Agency, p.155.
Cover Images: Front: Pearson Education Ltd: Jon Barlow

Pearson Education Limited
KAO TWO
KAO Park
Hockham Way
Harlow, Essex
CM17 9SR
England
and Associated Companies throughout the world.
© Pearson Education Limited 2021
All rights reserved; no part of this publication may be reproduced,
stored in a retrieval system, or transmitted in any form or by any means,
electronic, mechanical, photocopying, recording, or otherwise without the
prior written permission of the Publishers
First published 2021
ISBN: 978-1-292-32284-1
Set in Heinemann Roman 12pt

Printed in the UK by CPI Digital
Image Credits:
123RF.com: Aleksandr Frolov 1, andreahast 106, dolgachov 1, Fotokostic
58, 63, 66, 69, Hongqi Zhang 18, Jacek Chabraszewski 151, jakobradlgruber
134, 141, 144, John Roman 29, kzenon 29, lightfieldstudios 95, 99,
luckybusiness 21, Markus Mainka 56, nevodka 66, Nina Firsova 66, Rafael
Ben-Ari 11, Roland Barat 11, serezniy 63, Sergey Novikov 56, 82, Shawn
Hempel 55, Yana Ogonkova 120; Getty Images: Adam Hester 56, 82,
Adobest/iStock/Getty Images Plus 93, 93, 106, 115, 118, 118, 120, Alejandro
Jimenez Garrido/Moment 58, 63, 66, 69, Alfredo Francisco Nunes Ribeiro/
EyeEm 58, 63, 66, 69, Gilbert Carrasquillo 27, Heritage Images/Hulton
Archive 85, Image Source 134, 141, 144, Jasper Sassen/EyeEm 108, Jim
Zuckerman/Corbis/Getty Images Plus 120, matthewleesdixon/iStock/
Getty Images Plus 58, 63, 69, simonkr 45, SolStock 56, wooyaa/iStock/
Getty Images Plus 141; Pearson Education Ltd: Jon Barlow 23, 48, 151,
Jules Selmes 53, 53, 53, 137, Miguel Domingues Munz 15, MindStudio
1; Shutterstock.com: 29, 56, 159, 06photo 120, Adisa 11, adriaticfoto 11,
Aerovista Luchtfotografie 141, Africa Studio 159, AJR_photo 29, 39, Alex
Poison 5, AlexeiLogvinovich 63, 66, alexmillos 120, AshTproductions 29,
Baimieng 95, 99, Beautiful landscape 5, Clickmanis 21, Dean Drobot
56, 82, demarcomedia 106, Dmitry Kalinovsky 29, Dmytro Zinkevych 56,
82, Elzloy 95, 99, ESB Professional 45, Evgenia Sh. 66, farres 90, Fatih
Kocyildir 106, Fotokostic 5, FrameStockFootages 95, 99, Gubin Yury
95, 99, Heritage Images/Hulton Archive 93, 115, 118, 120, Ijansempoi 1,
John Wollwerth 5, 11, Jose Ignacio Soto 93, 120, Julian Rovagnati 63,
Kokhanchikov 90, krugloff 106, Kzenon 29, 45, l i g h t p o e t 5, Liv Oeian
24, LuckyImages 1, Mapics 134, 141, 144, Maryna Kulchytska 82, muratart
95, 99, My Good Images 5, 11, mydegage 95, 99, NaniP 21, Nate Hovee
159, NERYXCOM 90, Nico Traut 85, 90, 93, 106, 115, 118, 120, NicoElNino 11,
Oranzy Photography 21, Photobank gallery 5, Ralf Herschbach 82, Regien
Paassen 66, rjmiguel 141, Rob Marmion 82, S-F 1, s7chvetik 21, Samuel
Borges Photography 68, Sculpies/Shutterstock 85, Simon Poon 58, 63, 66,
69, sirtravelalot 56, 82, Suwan Waenlor 1, Syda Productions 1, Thor Jorgen
Udvang 11, TORWAISTUDIO 120, Tracy Whiteside 68, 68, trekandshoot
134, 141, 144, val lawless 134, 141, 144, VaLiza 82, Vera Petrunina 159,
VGstockstudio 120, Viacheslav Nikolaenko 66, WitR 90
Illustrated by Barry Ablett/Beehive Illustration, pp.92, 107, 116; Jean

Claude/Advocate Art, p.41; Lee Cosgrove/The Bright Agency pp. 6, 10;
Alex Hoskins/Lemonade Illustration Agency, pp.11, 34, 50, 54 (top), 64, 80,
100, 111; Daniel Limon/Beehive Illustration, pp.19, 49, 54 (middle, bottom),
71, 125, 128, 131, 143, 145, 147, 159; Milli-Jane Pooley/Lemonade Illustration
Agency, p.79; Martin Sanders/Beehive Illustration, p.117, 119, 139, 149; Kate
Sheppard/Beehive Illustration, p.51; Erin Taylor/Bright Agency, p.155.
Cover Images: Front: Pearson Education Ltd: Jon Barlow

English Code 6 Assessment Book

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Sarah Jane Lewis

EnglishCodeBRE_L6_ASSBK_CVR.indd 1 11/09/2020 11:00

In English Code, language learning takes place through hands-on

• Integrated future skills focus on creativity and problem solving

English Code is built on GSE learning objectives, which help to

CEFR GSE Benchmark Cambridge English

EnglishCodeBRE_L6_ASSBK_CVR.indd 2 11/09/2020 11:00

EnglishCodeBRE_L6_ASSBK_TTL.indd 1 08/06/2020 14:12

Level 6 Diagnostic Pre-Test p. 1

Unit 1 Practice Test p. 14

Unit 2 Practice Test p. 23

Units 1–2 Checkpoint Test 1 p. 31

Unit 3 Practice Test p. 48

Unit 4 Practice Test p. 58

Units 3–4 Checkpoint Test 2 p. 68

F01 English Code ASB6 BrE 22841_Contents.indd 2 13/10/2020 12:34

Unit 6 Practice Test p. 95

Units 5–6 Checkpoint Test 3 p. 105

Unit 7 Practice Test p. 123

Unit 8 Practice Test p. 133

Units 7–8 Checkpoint Test 4 p. 143

Audioscript and Answer Key p. 162

F01 English Code ASB6 BrE 22841_Contents.indd 3 13/10/2020 12:34

THE GLOBAL SCALE OF ENGLISH

iv © Pearson Education Limited 2021

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© Pearson Education Limited 2021 v

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CHECKLIST WITH ASSESSMENT CRITERIA

vi © Pearson Education Limited 2021

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G = very good (learner performs the task with little or no hesitation)

SPOKEN PRODUCTION AND FLUENCY

12 Can use a range of stress and intonation patterns to support meaning. G S U

© Pearson Education Limited 2021 vii

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ACCURACY Produces intelligible speech, although Produces intelligible speech, despite

viii © Pearson Education Limited 2021

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G = very good (learner performs the task with little or no hesitation)

10 Can use a range of communicative functions appropriately if given a model. G S U

© Pearson Education Limited 2021 ix

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x © Pearson Education Limited 2021

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© Pearson Education Limited 2021 xi

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In-course and Proficiency Assesments

Informs course placement and planning Progress/Exit test:

Unit / Unit / Unit / Unit / Unit /

Diagnostic assessment Interim in-course assessments Final in-course assessments

xii © Pearson Education Limited 2021

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ASSESSMENT FOR LEARNING

© Pearson Education Limited 2021 xiii

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SUCCESSFUL FORMAL ASSESSMENT

TEST REVIEW AND WARM-UP

xiv © Pearson Education Limited 2021

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• What material will the test cover?

✓ Prepare for the test the day before.

© Pearson Education Limited 2021 xv

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